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How do historians and human scientists give knowledge meaning through the telling of stories? 

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How do historians and human scientists give knowledge meaning through the telling of stories? 

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History through stories:
-anne frank
- boy in striped pyjamas
- genealogical research: tracing ancestry
- chinese calligraphy
human sciences:
- behavioural economics: nudge theory
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counter:
experts who spread false information through the misinterpretation of stories, or inaccurate retelling
- religious historical knowledge: The Donation of Constantine
- where the catholic church produced a document in the 8th century, alleging that Emperor Constantine had transferred land and control to Pop Sylvester I in the 4th century because Sylvester cured him of leprosy. This belief went unchallenged until the 15th century, where analysis revealed it could not have been written in the 4th century because of the vocabulary used. It has hence been annouced to be a forgery.

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human sciences:
- macdonald triad
- freud theories and complexes

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Started a major discussion as to what is considered art, and how far that should be extended.

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history:
greek mythology
the interpretation of cave drawings

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Knowledge can be independent of culture in case it is taken as it is and not considered by a human being. So therefore suggested that knowledge that satisfies the condition of objective consideration must exist outside human mind.
However one condition might implement knowledge segregated from human perception as much as possible: mathematics. It does represent a systematic view on the world that classically does not implement personal perception. Perhaps more developed mathematical languages (like non Euclid's math) might suggest conditions that must be conditionally and hence culturally observed

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David Hume (1711-1776) 's Enquiry concerning the Principles of Morals to refer to the systematic study of human nature and relationships

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Use of Native American children as test subjects for vaccines, without consent from their parents.

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Use of Native American children as test subjects for vaccines, without consent from their parents.

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Comparing regarded knowledge in Natural Sciences in Comparison to History:

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Comparing regarded knowledge in Natural Sciences in Comparison to History:

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Concept of how knowledge in the area of natural sciences shaped events and outcomes perceived as history.

Creation of ballistic missiles, used in World War ll in 1944 in an attack on London: killed 567 people.
This proves how knowledge (new) in natural sciences can change other AOK's and can be regarded as hierarchically higher as it changes history.

The invention of the compass:
Knowledge in natural sciences was without a doubt essential in the creation of the compass, as understanding the magnetic field helped create it. This compass then led to new discoveries of new land such as Christopher Columbus's discovery which changed History.

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Art: the truth is unknown, and there are multiple interpretations open in almost every painting, sculpture. Facts are things you know, colours, texture, material ...

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"I deal very little in facts, facts can obscure the truth, you can tell so many facts you never get to the truth, you can tell the places where, the people who, the times when, the reasons why, and never get to the human truth which is love and pain and loss and triumph." Maya Angelou

Fact: (objective?) deals with the non-social, non-emotional ‘descriptive’ elements of the world

Truth: (subjective?) deals with more complex, ‘inner’ parts of humanity- truth of feeling, being, etc.

-Could discuss how ‘alternative facts’ challenge the objective reality we seek

-Could discuss the three ‘theories’ of truth - pragmatic, correspondence, coherence

- ‘truth in Angelou’s sense is closer to narrative than to data

- 24 hour rolling news channels (eg CNN) offer ‘facts’ (breaking news) but lack context;

The question is about the relationship between facts and truth.

If we accept that, in order to be a fact, something needs to be true, and in order for something to be true, there need to be facts that support it - why do we still see such a “world of difference” between the two? Human sciences + History

Could truth be considered to be comprised of many small facts? How might these many facts sometimes compete for supremacy? And to what extent might this make a truth more complex and “muddled” than individual facts?

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Math AoK:

-Euclid’s axioms - mathematical statements that are self-evidently true

-Math invented or discovered? - if it is invented, it is linked to culture. If it is discovered, it is knowledge independent of culture.

-emotional responses to loss or achievement, etc (what we consider loss or achievement - or whatever else - may be cultural, but the fact we respond to it emotionally may be something beyond culture? A function of humanity?)

-communication, art, music- inherent capabilities (haven’t only occurred in one part of the world/one culture- they all look different because of culture)

-power, domination, etc

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What does it mean to be ‘highly regarded’?

-that society values it?

-who, exactly, in society must value something for it to be considered ‘highly’ regarded?

Natural Sciences AoK:

-Falsification Principle (Popper) - science tries to prove itself through experimentation (and trying to falsify a claim first) - the most rigorous and self-critical knowledge

-Quantum physics cannot explain - yet - the fundamental nature of the universe (although it tries to) - in this sense, is quantum physics much like (religious) faith?

-COVID-19 - science needed to prevent mass death, however, an increasing amount of society are rejecting this science- who is regarding this science highly? Who is not? Why not?

-Payscales: scientists < artists (we pay some actors, for example, more than most scientists- does this reveal who we regard more highly?)

-researchers do not make the money. Entrepreneurs - or the “celebrified” faces of the science - the people

who *use* the science are the ones who are more ‘highly regarded’?

The Arts AoK:

-We see art as a sort of ‘accessory’ to life- however, are we overlooking some sort of more fundamental purpose? I.e. social function, political, historical, cultural -- what is life without art?

Maslow’s Hierarchy of Needs: do we require the knowledge gained from the Natural Sciences more acutely for our survival than knowledge in, say the arts of the human sciences?

History: Colonial powers have historically justified colonisation in terms of bringing (scientific) enlightenment/advancement to ‘underdeveloped countries’ - it has been valued by dominant powers over culture, art, traditional practices, etc

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Nb Hum Sci can be subdivided; historians are interpreters of historical data, thus they look for patterns and stories which make sense; cf pedagogical theories of meaning-making, eg proximal learning; Kolb cycle;

Narrative thread - which links/connects data

Telling stories, ie. contextualising knowledge - what motivates this and how might those motivations change over time? What makes these AoKs particularly well-suited to telling stories and how do these stories affect how knowledge is accepted/valued?

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-Nat Sci - conclusions drawn from biased interpretations of data

-Language - What counts as ‘literature’? Who decides? Are our interpretations always guided by the value judgments of important people?

What compels us to distinguish between good and bad interpretations? Is it a social construct (experts, popular opinion)? Can the decision be driven by how useful an interpretation is? (natural sciences) And if so, is this culturally dependent? (again, a social construct)

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Nat Sci - IB limits on experiments for IAs (unethical experiments would result in a ‘fil’ for the DP)

Economics - pursuit of profit over people and planet

Discuss ‘short termism’? At what point do ends justify means?

Discuss ethical frameworks/theories eg consequentialism, deontology, utilitarianism,  care ethics

Other frameworks for determining - legal, social codes, religious codes, philosophical, emotional and intuitive.

Nat Sci - stem cell research and other research which ultimately seeks to extend the human lifespan

Tech - ‘deepfake’ media (taking the biometrics of a person and using it to create digital versions of them) - this has already happened as a result of not having any boundaries put in place- because the technology was new. Now we are facing the repercussions of it- contributing to the ‘infocalypse’ or breakdown of reliable info

-Are ethical grounds often considered in hindsight? Once we have already crossed the boundary? - experiments on prisoners/captives

-The Arts- ‘Take the Money and Run’ - Danish artist commissioned $80,000 for artwork left two blank canvases for the museum as a political statement. The artist maintains they have done nothing wrong- they have ‘created’ political art. Meanwhile, the museum is pressing charges for ‘unethical’/misleading/unfair exchange. -- How do we determine the boundaries of ‘ethical art’. If something (like a blank canvas in exchange for $80,000) sparks political discussion, has it served its purpose? Or, is this kind of exchange ‘wrong’?

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Counterclaim:
Discovery of Penicillin:
An unintentional discovery signifies that culture had no role in determining the outcome.

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Claim :KAM: there isn’t knowledge independent of culture

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Claim :KAM: there isn’t knowledge independent of culture

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Examples: the determination that 60 seconds = 1 minute

Historical knowledge: hieroglyphics

Indigenous knowledge: The Pirahã, an indigenous tribe who don't have concepts of cardinal and ordinal numbers, and who, because of their language, might not be capable of numeracy at all. For someone from the Pirahã people, a lot of seemingly empirical and objective facts to someone from another culture might appear completely different.

Human sciences: Derrida’s concepts of différance and deconstruction, which establishes that terms in a language have meaning only relative to other terms, they never have inherent meaning. Knowledge is based on meaning, and meaning is relative and therefore culture dependent, and so the same applies to knowledge.
The Quine-Duhem thesis,that all observations are ultimately theory laden, including those we think are indisputably objective. Although the idea that everything is theory laden was developed mainly within the context of the underdetermination of scientific theories, one could easily extend the principle to show that knowledge in general is always language and theory dependent, and therefore culture dependent.

Counter claim: yes ;
Natural sciences:  structure of an atom
Dna structure

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Justification for the superiority or inferiority of natural sciences when compared to other forms of knowledge

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Justification for the superiority or inferiority of natural sciences when compared to other forms of knowledge

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For:
Steam engines:
a creation of natural sciences that could not have been invented without utilising the natural sciences to figure out the mechanics and physics behind it.

Internet:
Another creation of natural sciences, where its complexity require a great deal of physics and engineering to be accomplished.

Penicillin:
Only investigations in biology allowed us to invent the perfect weapon for eliminating germs and reducing disease worldwide.

Basis of human sciences:
natural sciences pave way to investigate other forms of knowledge like the human sciences, which could be impossible to investigate properly if the scientific tools and methods invented by natural sciences.

Against:
Math:
While the natural sciences are very important, all of their advancements require quantitative data to make proper sense of the world, and thus, require math as a root for their discoveries. Therefore, math would be more important as it acts as a foundation for everything else.