1 Pop Song Produced per Semester

Produce 1 pop song per semester to "tone up" breasonings.

Paragraph structure: paraphrase quotes and comments and find out connections and arguments from lecturers in essays

The following lesson needs students to paraphrase quotes (Q1) and comments (Q1) and find out connections (Q3) and arguments (Q5) from lecturers in essays.

Philosophy of Pedagogy 15–minute lesson

This is an essay-writing and argument mapping activity for year-4 primary school students. It is in critical, creative and caring thinking skills, which are from the Philosophy for Children (or P4C) program.

Today we will read my philosophical play, Autoluna and write a short essay about it. Autoluna was formerly called Autocalypse and was about the 2011 Japanese tsunami, but was rewritten as a philosophically themed play. This scene is about the theme of stability (making sure both of two angles on an idea, or the idea and its reason are explored). This is given by the example of a family finding a dog before going on holiday, e.g. where both states of an idea are checked to find the dog. Note: both the Japanese tsunami and finding the dog should be bracketed, but the play lines should be examined in themselves.

I will read excerpts of the play, followed by questions helping you to write the essay.

EMILY: I am knocking on Gady’s door. (This is about a room.)

1a. Give a reason (agreement-type-aphor or α-aphor) for or an objection (disagreement-type-aphor or b-aphor) against this. (1) e.g. The searcher should draw a map of part of the house.

EMILY: I am looking for my dog. (This is about an object.)

1b. Give an α-aphor for or a b-aphor against this. (2) e.g. The searcher should use the torch to explore.

EMILY: Is he at your house? (This is about the universe, meaning the house.)

1c. Give an α-aphor for or a b-aphor against this. (3) e.g. The searcher should check for the dog in the front garden.

2a-c. Organise α-aphors or b-aphors 1-3 into an argument map consisting of a conclusion aphor (CA) with two α-aphors or b-aphors (A1, A2) as reasons. e.g. the searcher should check for the dog in the front garden (3 as CA) because the searcher should draw a map of part of the house. (1 as A1) and the searcher should use the torch to explore (2 as A2).

Used only with express written permission

Structure of reasons in an argument.

3a-b. Write co-premises (inferences) between CA and A1, and CA and A2. (Note, if connecting objections, think of solutions to these to connect with inferences.) E.g. CA and A1: the searcher should check for the dog in the front garden by drawing a map of part of it. CA and A2: the searcher should check in the front garden by using the torch.

Used only with express written permission

Structure of reasons in an argument, with co-premises between reasons.

4. Write a thesis statement agreeing or disagreeing with the theme of the scene. E.g. I will argue for the theme of stability in Green’s Autoluna.

5. Relate your conclusion (CA) to the philosophical theme of the scene, stability. E.g. The theme of stability is correct because of the rollcallisation of nature, which is correct because of checking in the front garden to find a lost dog.

Get in touch with God about Breasonings Details to earn H1

Before doing the following, dot it on twice (once for you and once for God) by:

- The first step in “dotting” anything on requires thinking of a professor thinking of a pathway for a breasoning (an action on an object) in relation to that object, where a certain number of breasonings form part of an A-grade argument, by moving a cotton swab along a pathway from inside a clean, dry test tube.

- Pretend the cotton part of the test tube system is the counter to be breasoned out.

- Breason out the counter (visualise it as being measured by the dimensions 10 cm, 10 cm, 5 cm).

- As part of visualising the breasoning, pretend to remove the blue dots from the ground below the object to make sure the counter is “pure” by “asking” that the dots should to be removed, then checking that this is done.

- This removal of impurities can also be done while pretending to untouch a foam blue strip from another strip, meaning the dots are “lifted” away.

- Take the counter “off” it’s “on” status by repeating the untouching step, this time to remove it from view.

* Realise that as soon as this is done, the God/Maharishi character is helped enough, not too much, which dots it on for him in a high quality way.

* * *

Explain the Pedagogical ways of thinking or Breasonings Details to a God with at least 5000 meditators, before breasoning out an H1 during an unbroken sequence of days during which meditation to that God is performed on each day. If there is a break in the meditation days, the Breasonings Details need to be re-explained to God.

Then explain: To earn A (80%), one should write 85 reasons using the breasoning rules (5 exposition + 5 critique + 25 detailed reasoning + 50 mind map), to earn A+ (90%), one should write 130 reasons (10 reasons each with 9 reasons supporting them, and 2 breathsoning and 1 rebreathsoning reasons supporting 3 of these), to earn 100%, one should write 190 reasons (10 reasons each with 9 reasons supporting them, 2 breathsoning and 1 rebreathsoning reasons supporting 3 of these and 3 space tests and 3 time tests’ reasons supporting 6 of the 9 reasons).

Once this is done, repeat the sutra "Upasana" for 40 minutes per day for one month after paying to learn the mantra and sutra. NB. If you have already done this, omit this step.

Details

Ideas

The following ideas should be represented in high quality work.



1. Two uses

Include two uses or ideas (b, c) about an idea (a) from your essay (i.e. a->b, a->c). For example, an apple (6x6x6 cm) is used to eat and contain seeds. Eating is useful because it helps keep us alive and allows us to jump over a line (100x1x0 cm) and seeds (0.5x0.1x0.5 cm) are useful because they help the species continue on to the next generation.



2. Two types

Think about how two objects (a, c) are co-ordinated as a whole (b) in relation to each other (i.e. a->b, c->b). For example, a glass of milk (5x5x10 cm) softens weet-bix (10x5x1 cm) in a breakfast bowl (20x20x5 cm) as the whole, making it easier to digest.



3. Future

Think about how one of your ideas (a) relates to the future (b, i.e. a->b). For example, students should learn to read e.g. the letter "A" (10x10x0 cm) so they can walk between two lines (100x1x0 cm) in later life.



• Are you interested how the ideas work logically?



1. Two uses

A->B, A->C

e.g. I have boiled the water so that I can make tea and I have boiled water so that I can boil pasta.

The uses must be immediate and not too far away.



2. Future

A->B

e.g. I am learning to drive so that I can drive to University.



3. Two types

A->B

e.g. I saturated the weet bix with milk.

Rigour

In addition to needing an essay within your essay submission package written in thePedagogyformat, the essay should be rigourous. To write a rigourous essay, connect the arguments from those containing the largest object to the next largest together in an argumentary chain, or with two arguments at the same level in a hierarchy, where these two arguments contain two equal objects, until the paragraph is finished.

Breason out essays

Breason out essays in conjunction with writing essays in the Pedagogy format when you "find out" the lecturer hasn't breasoned out his or her essay to give you (in a seen-as way) when you hand in yours.

Pedagogy

You need to prepare a separate essay from the one you hand in in the Pedagogy format to earn H1, when you "find out" the lecturer hasn't prepared one if you are in a humanities or non-humanities subject and are not asked to complete one as part of the assignment.