Week 1

Thursday, September 8, 2022

Things to See in Week 1: Introduction and Unpacking

Artefact Checklist of Learning Outcomes

Artefact Week 1: Epistemology Quiz - I am Not Jürgen Habermas! The Rejection of One Epistemology for Another

No, I Am Ferdinand de Saussure! Second Thoughts and a New Reflection

Resources


Artifact Checklist of Learning Outcomes

I am Jurgen Habermas!

I am Jürgen Habermas!

During our first Principles of Learning class, we were instructed to go to the QZZR website and take an epistemology quiz[1] which would align us with a particular theorist. 

The first time I took the quiz, I found that I was Jürgen Habermas. Habermas, born in 1929, is a German philosopher, sociologist, and prolific writer heavily influenced by Karl Marx. Two broad areas informed by Habermas are political thinking and issues related to "rationality, communication, and knowledge” (Bohman & Rehg, 1996). It is impossible to adequately sum up the writing of Habermas in one paragraph, in fact, there have been doctoral dissertations written about aspects of his ideology and its evolution over time (Stovall, 2018). 

Habermas' later work demonstrates an understanding that competent thinkers and communicators appreciate that other intellectuals can have different and equally provable opinions. As logical people, we should listen and consider the arguments and points of view expressed by others. According to Habermas, communication is essential to building not so much mutual understanding but rather a fulfillment of individual goals whose merits have been explained, and cooperation gained, through justification. These so-called speech acts must be based on honesty, facts, and sincerity (Bohman and Rehg, 1996).

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[1] The link to the Epistemology Quiz no longer functions.


Reflection

In many ways, my personal epistemology is like that of Jürgen Habermas. I too believe that people should work together to share what they have in a socialist way and that we should take care of each other. I spent many years strongly believing that the common good of society was at the heart of decisions made by the political and economic elite. As time passed, I came to understand that human nature is just as likely to be competitive and greedy. And yet, I continue to live my life by my longstanding philosophy of sharing what I have with those who have less. Habermas has a one-sided view of society. His writings are for educated people of privilege. From my brief review of his extensive and complicated works, it was difficult to determine how his thinking related to those who would take advantage of others. I am a strong believer in listening to the position of others, leading by example, and compromising to achieve wider goals. Not all actors are rooted in this same truth, certitude, and freedom from hypocrisy.

No, I Am Ferdinand de Saussure! Second Thoughts and a New Reflection

Weeks have gone by and I continue to ponder the life and work of Jürgen Habermas. I understand that he is a renowned writer and a well-respected thinker. I just didn't feel that I was in tune with his philosophy. I was lucky that before the link to the quiz ceased to function, I was able to retake the survey. This time, I put more thought into my answers. Not surprisingly, I found I was a different thinker. I was now Ferdinand de Saussure.

Another Reflection

Much to my delight (or relief), I have found that Saussure was a linguist who studied many languages and who was also a semiotician (Christensen, 2016). In fact, he is considered to be the father of semiotics. This is important to me as an artist with a background in graphics and fashion. I taught Visual Arts and Fashion Design at the secondary level for almost a decade before moving to the elementary panel where I focused on Reading, Writing, Oral Communications, and Media. I have also been to Geneva Switzerland and have a basic understanding of the city in which Saussure was born and educated.

Unlike my short research about Habermas which I was happy to put aside for other tasks, my research of Saussure led to a rabbit hole of inquiry. I continued to think about his ideas into the eighth week of Principles of Learning. In a breakout room during our Zoom class, one of my colleagues described a study that happened in Antarctica when scientists from many countries over-wintered there (Harrington, 2019). At the end of the winter, they had established the beginning of a new accent that continued to evolve during their isolation. Saussure's theory of knowledge and reality jive with my thinking and I felt much more in tune with his ideas.

I am fascinated by Ferdinand de Saussure. I will continue to delve into his academic writings, relate his work to what I have seen in my own practice, and make connections to what I learn as I continue with graduate studies.

Conclusion

I was interested in the similarities between Vygotsky's and de Saussure’s lives. Both died relatively young, Vygotsky from the effects of tuberculosis at the age of 37 (Kirylo, 2013) and de Saussure at the age of 55 from causes still under debate (Joseph, 2008). The main body of their work was published from students' and/or colleagues notes and published posthumously (Clark, 2001). It has always been an interest of mine to determine the origin of schools of thought and both of these have certainly piqued my interest. During the minimal research I was able to do I found, like Socrates, I know so very little about these topics of study that it will clearly take time for me to remedy that in any serious manner.

 

Afterward

Much to my amusement, and hopefully to the amusement of the reader, as I was doing research for this reflection, I came across this song by The Magnetic Fields on Apple Music, called The Death of Ferdinand De Saussure: https://music.apple.com/ca/album/the-death-of-ferdinand-de-saussure/15224879?i=15224843 

References

Christensen, H. D. (2016). ‘Plus de figures!’ On Saussure’s use of images. Visual Communication, 15(4), 487–507. https://doiorg.uproxy.library.dcuoit.ca/10.1177/1470357215621886

Clarke, R. (2001). Studies in Organisational Semiotics: an introduction. AJIS. Australasian Journal of Information Systems, 8(2). https://doi.org/10.3127/ajis.v8i2.245

Harrington, J., Gubian, M., Stevens, M., & Schiel, F. (2019). Phonetic change in an Antarctic winter. The Journal of the Acoustical Society of America, 146(5), 3327–3332. https://doi.org/10.1121/1.5130709

Joseph, J. E. (2008). The Attack on Saussure in Le Genevois, December 1912. Cahiers Ferdinand de Saussure, 61, 251–281. http://www.jstor.org/stable/27758780

Kirylo, J. D. (2013). A critical pedagogy of resistance : 34 pedagogues we need to know (1st ed. 2013.). Sense Publishers. https://doi.org/10.1007/978-94-6209-374-4

Rehg, W., & Bohman, J. (1996). Discourse and Democracy: The Formal and Informal Bases of Legitimacy in Habermas’ Faktizität und Geltung. The Journal of Political Philosophy, 4(1), 79–99. https://doi.org/10.1111/j.1467-9760.1996.tb00043.x

Stovall, W. (2018). Prospect for a Lifeworld Interface: On the Institutional Imagination of Jürgen Habermas. ProQuest Dissertations Publishing.