If you practice look at conflicting ideas, by developing commentary on the ideas and working out the relationships between them, you will you will be able to develop your own thoughts.
Learners who practice looking at conflicting ideas are able to develop their own thoughts. .
Create an editorial about the conflicting ideas between traditional and social media.
I. Absorb Set
Read/view weekly course content
Take a 12 hour break (min.)
II. Do Set
Complete course activities on your personal course blog.
Due by Saturday 11:59 pm
Take a 12 hour break (min.)
III. Connect Set
- Complete providing feedback
Due by Monday 11:59 pm
Take a 12 hour break (min.)
IV. Reflect Set
Grades- Complete self- assessment
Due by Tuesday 11:59 pm
This week we look at conflicting ideas between traditional and social media. By developing commentary on the ideas and working out the relationships between them, you will be able to develop your own thoughts, and write an editorial.
How do I write an editorial about social media versus traditional media?
The meaning of sadhana.
Sadhana does not mean any specific kind of activity. Sadhana means you are using everything as a tool to open to the flow of natural experience.
Natural experience opens your connection to understanding and wisdom as it naturally comes and goes in the give and take of the river of life.Sadhguru & T.Y. Pang
The meaning of true education.
True education should wake up the Innate Humanity inside of you. When you reach a higher level of practice and understanding, you learn to harmonize yourself inside, then you become able to harmonize with other people, and with outside situations.T.Y. Pang
It is up to you to make the time for practice; the more you practice the more you will learn.
Time is a created thing. To say I don’t have time,’ is like saying, I don’t want to.― Lao Tzu
I. Absorb Set
Practice in order
First, please complete the sadhana practice. Second, click on each question and review each answer. Third, take a break!
1. Complete your sadhana practice.
Sadhana does not mean any specific kind of activity, sadhana means you are using everything as a tool to open to the flow of natural learning.
The purpose of this sadhana is to help you get started opening to the flow of natural experience .
Close your eyes and quietly sit straight and upright head and spine straight, concentrating only on your breath for 2 minutes. Sit in an erect position, shoulders relaxed, palms flat on thighs. Center your focus on your midsection. Breath in and out deeply through your nose.
Quietly sit straight and upright head and spine straight, concentrating only on your breath. Sit in an erect position, shoulders relaxed, palms flat on thighs. Center your focus on your midsection. Breath in and out deeply through your nose.
Pay attention to your spine.
Your spine is where you will feel the flow of energy. Notice which parts of the spine feel warm and where there are no feelings or numbness. This information will indicate where your energy is flowing and where it is not. Your energy originates in the spine and flows out through the body.
When thoughts come up, let them go gently.
Don’t beat yourself up. That brings more thought. Gently let them go. Use the RAIN tool below to help you gently let go.
- Recognize your thoughts.
- Allow your thoughts to be just as they are.
- Investigate your thoughts with kindness.
- Natural awareness will come from not identifying with your thoughts.
Throughout the week, keep reminding yourself why you do sadhana.
Otherwise, your thoughts, your emotions, your physicality will get entangled with your runaway mind.
Practice tapping into your awareness to open your mind and take your thinking apart.
2. How do you identify and write in a disciplined way about ideas that conflict with one another?
3. What is an example of how you identify and write in a disciplined way about ideas that conflict with one another?
Consider the following example: Note that in this example we use a reference to support our thesis.
- Find two important conflicting ideas. The two ideas I will focus on for this example are the ideas of freedom versus law.
- Express an important problem that exists because of one conflict between the ideas you have selected. There is often a conflict between the freedoms people should be allowed and the laws that are passed to protect people who might misuse their freedoms.
- Decide on an important point you want to make about that idea. This is your thesis. It is my belief that the laws and the administration of those laws should allow for the maximum possible individual freedoms, and that all laws that deny people their basic rights should be revoked.
- Elaborate your thesis. In the United States, at present, there seem to be a growing number of laws that deny people some fundamental human right or other. More and more behavior is being criminalized. More and more people are going to prison for acts that don’t harm other people. In many cases the law — penalizing acts that are merely socially disapproved of — are themselves unethical.
- Exemplify your thesis. Consider, for example, the many laws governing consensual adult behaviors. In his book entitled, Ain’t Nobody’s Business if You Do, Peter McWilliams (1996) says: “More than 750,000 people are in jail right now because of something they did that did not physically harm the person or property of another. In addition, more than 3,000,000 people are on parole or probation for consensual crimes. Further, more than 4,000,000 people are arrested each year for doing something that hurts no one but, potentially, themselves.” Among McWilliams’ list of the most popular consensual crimes are: “gambling, recreational drug use, religious and psychologically therapeutic drug use, prostitution, pornography and obscenity, violations of marriage (adultery, fornication, cohabitation, sodomy, bigamy, polygamy), homosexuality, regenerative drug use, unorthodox medical practices (“Quacks!”), unconventional religious practices (“Cults!”), unpopular political views (“Commies!”), suicide and assisted suicide, transvestism, not using safety devices (such as motorcycle helmets and seat belts), public drunkenness, jaywalking, and loitering and vagrancy (as long as they don’t become trespassing or disturbing the peace).” In short, I agree with McWilliams when he says, “You should be allowed to do whatever you want with your own person and property, as long as you don’t physically harm the person or property of a non-consenting other.”
- Illustrate your thesis. To illustrate, consider public nudity, which is against the law. For most people it is upsetting to imagine humans walking around in public without clothes on. Such behavior is considered unethical, and has been made illegal. But imagine what the animal kingdom would look like if all animals, not just humans, were forced to clothe themselves, to keep their private parts covered. Imagine horses and dogs and cats wearing shorts and shirts. Consider making it illegal for animals to go about living an animal life without clothes. The very idea is absurd. The fact is that we get upset if people are publicly nude but not if animals are nude. Yet, we too are animals. Human nudity is no more innately disgusting than any other animal nudity.
- Formulate at least one problem that a reasonable person (who thinks differently from you) might have with your position. A reasonable person opposed to my viewpoint might argue that though many laws violate people’s basic rights, legislators who make the laws in a democratic society are carrying out the views of the majority of the people, that the only way to change this in a democratic society is to educate people about the implications of unethical laws and hope that they will fight for more reasonable ones.
- Respond to that problem (crediting any point in the objection that is worthy of concession).I agree that the only way a democracy can work well is when people are educated and therefore able to think through complex issues. I agree that the people are allowing legislators to speak for them, rather than speaking up for themselves, that people need to become involved in important issues and refuse to support over-zealous law-making. Nevertheless, I also think that the majority often is prone to think in a narrow sociocentric manner and therefore to inadvertently support the violation of human rights. I think that the U.S. Bill of Rights should be expanded to encompass the whole of the U.N. Declaration of Human Rights, and that through education we move toward living in accordance with both of these documents.
Foundation for Critical Thinking
4. How do you write an editorial?
Andrew Rosenthal, the editorial page editor at The Times, explains in this brief video that a good editorial consists of “a clear position that is strongly and persuasively argued.” He then goes on to recommend seven pointers for students.
1. Know your bottom line. “You have to know what you want to say. You have to have a clear opinion — what we call a bottom line.”
2. Be concise. “You need to get to the point of your editorial quickly. You have to state it clearly and you have to be concise.”
3. Give an opinion or solution. “There are basically two kinds of editorials. One expresses an opinion about a situation, like if you want to write about human rights abuses in some part of the world or the country that you’re concerned about. The other kind of editorial proposes a solution to a specific problem. For example, if you want to write about traffic congestion in northern New Jersey, where I live and there’s a lot of traffic, you should have an answer to how to fix the traffic problem.”
4. Do your research. “Everyone is entitled to their opinion, you’re not entitled to your own facts. Go online, make calls if you can, check your information, double-check it. There’s nothing that will undermine your argument faster than a fact you got wrong, that you did not have to get wrong.”
5. Write clearly. “Good writing is important. Make your writing clear and easy to understand. Write as if you’re sending a letter to a well-informed friend who cares about what you think. But don’t use any slang. OMG — no. Use examples whenever you can. It’s better to use an example than just to use a word or an adjective that describes something. If you want to say that the mayor’s pre-K policy is wrong, explain how — don’t say it’s just stupid. In fact, never use the word stupid.”
6. Every writer needs an editor. “After you’ve written your editorial, give it to someone you trust to read and listen to what they say. If they don’t understand it, that means it’s probably not clear.”
7. Be prepared for a reaction. “When you write something and you publish it, be prepared for a reaction. If you write a good editorial, people are going to respond to it. And if you criticize people, they definitely are going to respond. So if someone writes you a letter, write them back. Be prepared to defend your position. Don’t get defensive, just explain why you said what you had to say. And if they question your facts, be ready to show that you were right.”
The Online Writing Lab at Purdue University has a guide to writing argumentative essays that may also be helpful for students as they think about organizing their editorial and developing a logical argument.
5. How do I write my editorial this week?
- Do your research.
- Have a solution.
- Propose an answer that will fix the problem
- Know your bottom line.
- Have to have a clear opinion of how to solve the problem — your bottom line.
- Insert EVIDENCE from sources.
- Write clearly and concisely.
Break and Slow Walk
Practice in order
Take a break for 12 hours (min)
To help your awareness flow, go outside for a slow walk.
II. Do Set
Practice in order
All Do Set activities are completed on your personal course blog.
To find your course blog click on the Learner Blogs link on the menu bar at the top of this page.