-
TPO28
Listento partofaconversation
betweenastudentandthe professor.
(
man
)I
’
m
so
sorryI
’
< br>m
late,
professorMills,I
justfinishedatthestudentmedicalcenter,I
twisted
myankleplaying
soccerthismorning. Ittook longerthan I expected to
seethedoctor
(
woman
)That
’
’t
worryaboutit,,let
’
s
peronJohnDewey
’
s
politicalphilosophyhas
afewissues
that
I
’
eagreat
biographicalsketchin
,butthe
nasyougetintohispoliticalphilosophy,Idon
’t
think
you
’v
edone
enoughtosituatehis
rwords,yo
uhaven
’
tconnected
Dewey
’
s
philosophyto thethinking
ofotherintellectualsofthetime.
(
man
)SoIhaven
’t
captured
themostcriticalinfluences,the
influencesthatweremostsignificant
to
his
political thinking?
(
woman
)Exactly!OK,now
,lookbackupatthesectionhere,whereyouwroteaboutDewe
y
’
s
viewofindividuality.
Thisisallgoodcontentbutyou
h
aven
’t
presentedtheinformatio
nina
ythinkthis
portiononind
ividualityneedstocomelater,afteryour
paragraphs
on
Dew
ey
’
sintellectual influences.
(
man
)Aftermy
revised
paragraphs on
whatinfluenced them?
(
woman
)Yes,
meask,whenyouwerefinishedwriting,didyougobac kandask
yourselfifallofthematerial
wasrelevant?
(
man
)Well, no.
(
woman
)
I
do
think
there
are
areas
that
can
be
cut.
I
guess
what
I
’
m
saying
is
that
your
paragraphsaren
’t
ectionofyourargumentisn
’t
cry
stal
clear,and
therearesomeunnecessarymaterial
gettingintheway.
(
man
)OK. Sounds
likeI havea lotto do.
(
woman
)Andonemorething:doyouhaveacopyofthe
department
’
sdocumen
tonthecorrect
formatforin-text
citationsand references?
(
man
) No,uh,I
mean,I looked at it on-linewhen I wasworking on
thisassignment.
(
woman
)
’
regoingtoneedit
for
every
paperyouwritei
nthe
slikeyouweregettingitmixed up
withanotherreferencing system.
(
man
)Oh! Yeah,
’
ssoconfusingswitchingtoanew
system.
(
woman
),r
emember,everything
needsto
beconsistentwhen
itcomesto
referencing.
It
’<
/p>
saveryimportant
,also,ubeatthe
political
scienceclub meeting this Saturday?
(
man
)Definitely!Theto
pic
’
sJohn Dewey.
(
woman
)interestedinleadingpa
rtofthediscussion?TomHaywardislookingfor
someoneto
help out. I think
you
’ll h
avealotto
contribute.
(
man
)
That
’
dbefun
. I’ll
givehima call.
1.
What is theconversation mainlyabout?
A)
Criticisms
ofDewey
’
spolitical
philosophy
B)
Methodsforleadinga discussion group
C)
Recent
changes madeto a referencedocument
D)
Problemswith
theorganization ofa paper
2.
Whyis thestudent lateforhis meeting?
A)
Seeing
thedoctortook longerthan expected. B)
No nearbyparking spaceswereavailable.
1
C)
His soccerpracticelasted
longerthan usual. D)
Hehadproblems printing his paper.
3.
Whatrevisions does
thestudent need to maketo his
paper?
[choose three answers]
A)
Describe
theinfluences on Deweyin moredetail
B)
Expand
theintroductorybiographical sketch
C)
Removeunnecessarycontent
throughout thepaper
D)
Useconsistentreferences throughout
thepaper
E)
Add an explanation
ofDewey
’
sviewon
individuality
4.
Whydoes theprofessormention
thepolitical scienceclub?
A)
To encouragethestudenttorun
forclubpresident
B)
To point out thatJohn
Deweywasamemberofa similar club
C)
To suggestan activitythat
might interest thestudent
D)
To
indicatewherethestudentcan get help with his paper
5.
Whydoes theprofessorsaythis:
A)
To find out
howmanydraftsthestudentwrote
B)
To
encouragethestudenttoreviewhis own work
C)
To emphasize
theneed forthestudentto followtheguidelines
D)
To
proposeadifferent solution to theproblem
Listento
partofalecture ina philosophyclass.
(
Male
professor
)
OK,so,uh,to
continueourdiscussion,when
philosopherstalk
about
thebasis
of
knowledge,theydon
’t
meanthesourceofinformationabout
an
how
weknowwhatweknow.
Let
’
sstartwith
onephilosophical view:
foundationalism
.
Foundationalismistheviewtha
tourknowledgeclaims,whatwethinkweknowthatis,they
needtohaveabase,and
d
asolidfoundation
onwhichto
ou
haveastrongfoundation,,
foundationaliststhinkthe
samething
is
trueofknowledge.
Ifyouhavea
solid
baseforyour
knowledgeclaimsthenyour
know
ledgestructureismorelikelytobestrong,valid,true,fi
rst
you
needsomegoodfoundati
onalknowledgeclaimsandthentherestoftheknowledgecla
imscan
bebasedonthese.
Now,as
to
what
kinds
knowledgeclaims
arefoundational,well,that
’
< br>s
where
thisgetsparticularlyinteresting,
JohnLocke
forinstance.
Locke
’
s
viewpoint
essentiallywasthat
when
humansareborn
theirmindsarelikeblankslates,
that
is,wedo
n’t
haveanykindofknowledgewhen
our
knowledgefromour
senses,youknow,taste,touch,smell,sight,,whenwe
lookattheworld,firstas babies and then
as
we
grow,
that
’
s
where
our
knowledge
comes
from:
our
senses.
Our
experiences
serveas
thefoundation
forourknowledge.
Now,
for
very
different
view,
let
’
s
turn
to
another
philosopher,
Renee
Descartes
.
Descartes
evedthatoursenses
arenot
to
betrustedso
hewantedto
nwith
whathascometobecalled
methodologicaldoubt
.And,whenwesay
methodologicaldoubt,
well,Descartesbelievedthat
e
verythingshouldbequestioned,thatis,approached
withdoubt,
andifyoucouldfind
onethingthatcannotbefalse,thatonethingwouldserveas
afoundation
forall
2
otherknowledgeclaims.
So,unlikeJohnLocke,Descarte
sdoubtsthatknowledge
ts
outthatatsometimeoranother
everyonehasbeen
deceivedbytheirsenses.
We
’
veallhad
experiences
whereoursenses
havebeenwrong:illusions,uh,perhaps
mirages,whendriving
in
a
caronahotsummerdayyoumayse
ewhatlookslike
shimmeringwaterontheroad,whichas
sciencetellsusis
reallyjust
amirage,sesare
’<
/p>
cartesthinksthatsinceoursensescandeceive
us,weought
nottotakeforgrantedthatwhattheytell
usis reallytrue.
That
’
sthefirststepinhis
methodological doubt.
From
there,hewonders,well,OK,I
can
doubt
mysenses
but
can
I
doubt
that
I
’
msitting
inthis
room?Can
it
seem
thatwe
’
renotreallyherethatwe
’
resomewhereelse?Heconceives
that
most
ofuswou
ldknowthatwe
’
resittingin
roombut
then
hesays
,“
Well,couldn
’tIj
ust
bedreaming
?”
H
e
’
s
haddreams
that
areso
realthat
hethought
hewas
awakewhen,in
fact,hewas
actually
asleep.
And
this
is
another
good
point:
it
’
s
really
hard
to
be
sure
that
you
’
re
not
actually
dreaming,yet
anotherprooffor
Descartesthatwecan
’ta
lwaystr
ust
whatoursensesare
dbedreamingand
there
< br>’
sreallynogoodwaytoprovethatwe
’
re
,thecommonsensepictureof
rea
litythattheworldreallyisthewayitlookstous.
Descartes
shows
thatwecannotjustassumethis
to
be
truebeyond
all
doubt,and
hedoes
thisby
talkingabout
illusionsand
also byarguing thatwecouldbedreaming.
But,considerthis,hesays
whileoneis
thinking
ordoubting
ordoing
anyofthosesorts
mental
activities,onehastoexist,right?ToeventhinkId oubtIexist,youhavetoexist!Andsowhat
Descartes
has
doneisfind
at
least
onething
that
hecanbecertain
of,hesays,
“
I
exist.
”A
nd
that
’
s
a
start.
And
otherknowledgehetells uscan
bebasedonthatfoundation.
6.
What is thelecture mainlyabout?
A)
Theimportance
ofLocke
’
sviewsto modern
philosophical thought
B)
HowDescartes
’
viewof
knowledgeinfluenced trends inWestern philosophy
C)
Howtwo
philosophersviewed foundational knowledge claims
D)
Thedifferencebetween foundationalism
and methodological doubt
7.
Whydoes theprofessormention a house?
A)
To explain
anidea about theorganization ofhumanknowledge
B)
To
illustratetheunreliability ofourperception
ofphysical objects
C)
To clarifythe differencebetween two
points ofviewabout thebasis ofhuman
knowledge
D)
To remind students ofa point
hemadeaboutDescartesin a previous lecture
8.
What did Lockebelieveto themost basic
typeofhumanknowledge?
A)
Knowledgeofone
’
sown
existence
B)
Knowledgeacquiredthrough thesenses
C)
Knowledgehumansarebornwith
D)
Knowledgepasseddown from
previousgenerations
9.
Accordingto theprofessor,whatwasDescart
es
’
purposeforusingmethodolog
ical doubt?
A)
To discoverwhatcan
beconsideredfoundational knowledgeclaims
B)
To
challengethephilosophical concept
offoundationalism
C)
To showthat
one
’
sexistencecannot
beproven
3
D)
To demonstrat
ethatLocke
’
sviewswereessenti
allycorrect
carteswhatwas the
significanceofdreaming?
A)
Hebelieved that his best ideascameto
him in dreams
B)
Heregarded dreamingas thestrongest
proofthat humansexist. C)
Dreaming supports hiscontention
thatrealityhas manyaspects.
D)
Dreamingillustrateswhyhuman
experienceofrealitycannotalwaysbetrusted.
ingto
Descartes,what typeofbeliefshould serveasa
foundation forall other
knowledge
claims?
A)
Abeliefthat isconsistentwith what
oneseesand hears
B)
Abeliefthat most otherpeopleshare
C)
Abeliefthat
onehas held sincechildhood
D)
Abeliefthatcannot befalse
Listento
partofalecture inan animalbehavior
class.
< br>(
Femaleprofessor
)Asyoukno
w,researchershavelongbeeninterestedindiscoveringex
actly
howintelligent
animals
earegonnatalkabout
aparticularcognitiveabilitysome
animals
seem to
have:theabilityto recognizethemselvesin a mirror.
(
Fem
alestudent
)Oh,I
’
v
eheard about that. Chimpanzees have it.
(
pro
fessor
)Right!Chimpanzeeandotherprimates
:chimps,gorillas,orangutansand,ofcourse,
humans,but
it
’
s
also
havebeenfoundin
elephants
andbottle-
nosedolphins,abit
ofasurprise.
It
’
s
veryrare,mostanimals
do
n’t
have it,and
it
’
scalled
mirror
selfrecognition
or
MSR
< br>.
(
femalestudent
)Well,howdoesitwork?Imea
n,howdoresearchersknowifelephantsor
chimpsrecognizethemselves?
(
professor
)Researchersgivethemthe
mirrormark
test
.Inthemirrormarktest,researchersput
amark
ontheanimal
wheretheanimal isunabletoseeitorsmell itorfeelit,
likeonthesideof theirhead,without
looking in themirror.
Now
,typically,whenanimalsfirstseethemselvesina
mirror,theythinkthey
’
re
seeinganother
animal,oftenthey
’lll
ook
forthisanimal
behind
the
may
evenexhibitaggressive
eanimals,afterthisperiodofexploration,exh
ibitbehaviorsthatshowthey
know
they
’
tance,
elephantswilltouchthemarkontheirheads
with
theirtrunks.
Now,it
’
sbeen
assumedthattheprimatesand
someothermammalsstoodaloneatthetopof
,recently,birdshavebeenfoundtopossesssome
ofthe
icular,researchershavediscoveredt
heseabilitiesin
corvids
,birds
tes
includeravens,jays,crowsand magpiesamong others.
Andwhatkindsofc
ognitiveabilitiesarewetalkingabout?Well,corvettesa
ndsomemammals
havetheabilityto
planforthefuture,to
storefood,forinstance,inplaces
wheretheycanfindit
’
sbeensuggested,in
fact,thatjays,corvettes
know
nforstealingeachother
’
sfood,
may
hidetheirfood preciselybecausethey<
/p>
’
reprojecting their own
tendencyto steal onto otherjays.
4
So,let
’
stalkaboutas
tudyrecentlyconductedwith
magpies
.AsIsaid,magpiesarecorvettesand
be
causecorvetteshavetheseothercognitiveskills,resear
chers
wanted
toseeiftheywerealso
gavethem
themirrormarktest,placingayellow
sticke
ronthebird
’
sblackthroatfeath
ers.
Atfirst,themagpiesallengageinthesa
mesocial
behaviorsthatotheranimalsdo:lo
okingbehindthemirror
eventually,someofthe
birds,w
hilelookinginthemirror,keptscratchingatthemarkunti
ltheygotridofitandthey
didn
’t
scratch at
itwhen therewas no mirroraround.
Sotheypassed thetest.
(
Male
student
)Wow!Doanyotherbirds
havethisability?
(
professor
)Well,asastudyus
ingpigeonswhere
researchers
attemptedtoreduceMSRtoamatterofconditioning,thatis
,theyclaimtheability
torecognize
eresearchersbasicallytrainsomepigeonstopass <
/p>
,noone
’
severreplic
atedthe
study,butmoreimportantly,ueisn<
/p>
’t
w
hethersomebehaviors
canbe
learned;it
’
swhethera species has developed
thisabilityspontaneously.
(
Male student
)So
what does thetesttell usaboutcorvettes
orchimpanzees?
(
professor
)Goodquestion!Foro
nething,it
’
simportantbecause
itsetsanimalsliveasenseof
eimportantly,manyresearchersbelieve
areness,eveninitsearliest
stages,might
entail
anawarenessofothers:theabilities
to
seetheirperspective,to
lookat
the
worldf
romanother
’
crucialbecauseiti
mpliesahighlevel
ofcognitive
development.
It
’
s perhaps
thefirststagetowardthedevelopment of empathy.
(
Male student
)But
birds
’
brainsareso small
compared toprimates?
(
pro
fessor
)vettesdohave
unusuallylarge
eisn
’t
thewhole
’
sthoughtthatprimat
esaresointelligentbecauseacertainpartoftheirbrains
which
birdssimplydon
’t
re
is
anareainbirds
’
brainsthatresearchersbelievegover
n
,primate
s’a
nd <
/p>
birds
’
brainshaveev
olvedalongdifferenttracksbut
ended
upwith similarabilities.
is themain
purposeofthelecture?
A)
To showthat
somebirdshavecognitiveskills similarto
thoseofprimates
B)
To explain howthe brains of certain
primatesand birdsevolved
C)
To comparedifferenttests that measure
thecognitiveabilities ofanimals
D)
To describea
studyoftherelationship between brain sizeand
cognitiveabilities
giving magpies
themirrormark test,whydid researchers placethe
markon magpies
’
throats?
A)
Throat markings
triggeraggressivebehaviorin othermagpies. B)
Throat
markingsareextremelyrare in magpies.
C)
Magpiescannot seetheirown
throatswithout looking in a mirror. D)
Magpiescannoteasilyremovea mark from
their throats.
ingto
theprofessor,somecorvettesareknownto
hidetheirfood. What possible
reasons
does sheprovidefor this
behavior?
[choosetwoanswers]
A)
Theyareensuring that theywill havefood
to eatata laterpoint in time.
5
B)
Theywantto keep theirfood in a
singlelocation that theycan easilydefend. C)
Theyhave been conditioned
to exhibit this typeofbehavior.
D)
Theymaybeprojecting their
own behavioral tendenciesonto othercorvids.
is
theprofessor
’
sattitudetoward
thestudyonpigeonsand mirror selfrecognition?
A)
Sheis
surprisedthat thestudies havenot been replicated.
B)
Shebelieves
thestudy
’
s
findingsarenotverymeaningful.
C)
Sheexpects
thatfurtherstudieswill showsimilarresults.
D)
Shethinks
that itconfirmswhat isknown about magpiesand jays.
does
theprofessor implyaboutanimals thatexhibit
mirrorselfrecognition?
A)
Theyacquired thisabilitythrough
recentevolutionarychanges. B)
Theyarenotnecessarilymoreintelligent
than otheranimals.
C)
Theirbrainsall havean identical
structurethatgoverns thisability. D)
Theymaybeableto understand
anotheranimal
’
s perspective.
ingto
theprofessor,whatconclusion can bedrawn from what
is nowknownabout
corvettes
’
brains?
A)
Theareain
corvids
’
brains
thatgovernscognitivefunctionsgoverns
otherfunctionsas well.
B)
Corvids
’
brains
haveevolvedin thesamewayas otherbird
s’<
/p>
brains,onlymorerapidly. C)
Corvids
’a
nd prima
tes
’b
rainshaveevolveddiffere
ntlybuthavesomesimilarcognitive
abilities.
D)
Thecognitiveabilities ofdifferent types
ofcorvidsvarygreatly.
Listento aconversationbetween
astudentand his academicadviser.
(
man
)Hi,sorryI
’
m
late,ProfessorBlaine
(
woman
)No
problem,Jim. So you
’v
egot
somequestionsaboutyourseniorthesisrequirement?
(
man
)Yeah,I
’
vegotacoupleofproblems,,thefirstthin
gis,younormallywriteit during thefirst
halfoftheacademic year,right,in
yourfinal yearofstudies?
(
woman
)Right!
(
man
)oteachhighschoo
lEnglish
llyneedtogivethatmyfullattenti
onandIjustworrythatIwon
’t
be
abletoifI
’
,it
’
ssupposedtobe35to50
pages!That
’
sa
seriouscommitment.
(
< br>woman
)You
’
reri
ght. Butitreallyisn
’ta
problem.
(
man
)Really?
(
woman
)No,vestudentsl
ikeyoudo
theirseniorthesis
after
theirstudent
teaching.
It
worksout
well
becausemanystudents
want
to
usetheunit
theytaughtas
thebasis
oftheirpaper.
So,yo
u’ll
ju
stenroll
in
a
thesis
seminarforthe
second
semester.
(
man
)We
ll,that
’
sabigrelief!Butitbri
ngsustomysecondproblem.
I’v
er
eallyfocusedmy
studiesonOldandMiddleEng
lishLiterature.I
’
meventhinki
ngaboutdoingagraduatedegree
hopingtodomyseniorthesison
Chaucer,on
The Canterbury
Tales
becausethatwould obviouslybeuseful
ifI do go on but. (
woman
)Ah.
But,ProfessorJohnson!
(
man
)Exactly!ProfessorJohnsonisgoi
ngtobetakingasabbaticaltodoresearchinFrance
outhimaround,I
’
m,uh,not
surehowIcoulddoa
seniorthesis
on
TheCanterbury
Tales
. I mean,thefocus ofhis teaching
and research is unique around here.
6
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