Requires a response to each post.

LBS-201

(E.S.)

When you gather around with friends or family for social events you may have that one particular person who tells stories knowingly leaving out omitted information for the sole intent of glorifying themselves. Omitted by definition is basically leaving out facts and telling partial truths instead of telling the whole truth. The best strategy I currently use is trying to gather as much knowledge or information on the subject matter prior to having a conversation or debate with another person. By doing so you equip yourself with the ability to challenge any statements made by the opposing party. For example, my son was recently suspended from school for throwing paper and other small items on his bus which caused a huge physical altercation on the bus which required law enforcement to get involved. Now I could have gone full fledge berserk and strangled my kid but I typical like to collect as much information before I address any situations. The bus has cameras therefore I saw his actions before I addressed the situation with him. My son like most kids didn’t divulge everything that happen but I allowed him to tell his story before I revealed that I saw the video. Although he was not fighting his actions ignited the fight, he did not omit the truth about throwing the paper until I informed him of what I knew to be true. We as parents as adults as human beings must be receptive to various point of views different form our own to look for omitted information. A lack of relevant information will leave a person challenging another based off assumptions. Fear of being wrong would be an obstacle that worries me when applying the critical question of what significant information is omitted in a debate. We must be able to identify what we are objecting, gather information to support your objection and establish how to decide if someone is leaving omitted information out a discussion, argument or debate.

LBS-201

(E.M.)

As our textbook highlights, it is important to recognize when information is missing, especially in cases when that information would be helpful in making a sound judgement of a particular claim. Our textbook also tells us that being on the lookout for things like “ambiguity, assumptions, and evidence (Browne and Keeley 144)” will help us to recognize when information is likely missing.

Oftentimes, I try to weed out what I might view as opinion and narrow in on what I might perceive as fact. To do this, I would need to have evidence to support the speaker’s/writer’s claim. Likewise, recognizing when someone is arguing about something that can only be measured in terms of relativity leaves room for information that could contradict the person’s claim. It can be challenging to debate with someone (especially if they are firm in their thinking) but doing so from a place of curiosity in which you show interest in what they are speaking about can be a tactful way to approach this. Ultimately, I find it most important to develop the skills associated with critical thinking so that one is better equipped to make sense of the information within their world, even in the face of misleading, omitted, or persuasive content. 

Reference:

Browne, M. Neil, and Keeley, Stuart M. Asking the Right Questions. Pearson. 2018.

LBS-498

(R.B)

There is a quote in the Shady Grove, Alabama July 1936 section that struck me. Upon re-reading the Foreword titled, “James Agee in 1936” written by Walker Evans following completion of Let Us Now Praise Famous Men, the most telling statement was, “He didn’t look much like a poet, an intellectual, an artist, or a Christian, each of which he was.” (Agee & Evans, 2001).

Now equipped with a better knowledge of who James Agee was (at 27 years of age), I gained a better understanding of the purpose of the book.  The detailed description of the cemetery in the chapter titled Shady Grove, Alabama has a quote from the grave of a 6-month-old girl buried there. The quote is, “We can’t have all things to please us, Our Little Daughter, Joe An, has gone to Jesus”. (Agee & Evans, 2001)

Agee considers himself unworthy of experiencing such intimacy with the sharecroppers of Alabama. Furthermore, he considers viewing the grave as an additional act of betrayal against these people he has come to love. Agee feels in his soul that his experience of reporting on these impoverished people has been a violation. This type of love and humility only comes from a relationship with the Creator of the Universe. Agee further poses that soon he will be together again with his subjects in eternity.

All of these articulations further expose Agee’s true heart of love and reverence to God.  In fact, he closes the section with The Lord’s prayer. Agee, for all his failings and worldly shortcomings, was a man of God. 

Agee, J., & Evans, W. (2001). Let Us Now Praise Famous Men. Houghton Mifflin Company. 

LBS-498

(M.H.)

Maybe it was due to my background in art, but the quote that resonated with me the most was, “Isn’t every human being both a scientist and an artist; and in writing of human experience, isn’t there a good deal to be said for recognizing that fact and for using both methods?” (Agee, 2001, p.  213). I appreciated Agee’s attempt to marry both schools of thought, the factual, documentary information with the conceptual representation of a tenant family lifestyle. For whatever reason, we are taught from a young age that there must be a label on what we read, see or learn. Fiction or non-fiction. Why? I believe in using both, the author helps report information and illustrate the intended points through imagery. Utilizing both science and art acts as reinforcement to the message the author is trying to convey.

Reference  

Agee, J., & Evans, W. (2001). Let Us Now Praise Famous Men. Houghton Mifflin Company.  

SSC-327

(E.C.)

Between now and then is there a big difference in how we were and the way kids are today. I believe there is a huge difference. I was born in the very early 70s. We as kids were outside playing games and using our imagination. We socialized with our peers. Our technology was the television and we did not have a lot of channels and we gained more with cable if you could afford it. Kids had to go outside to interact and talk to other kids. We made friends and played games with those friends. They were real friends not ones through social media. We played games as a group outside such games like capture the flag though we changed the rules a little by hiding our flag. The kids in the neighborhood joined together to play. We also roller skated in the street. Kids today don’t even look up from their phones or other electronic devices to even say hello. Kids hardly talk to each other through their own voices. I have seen kids sit at the same table texting each other. Kids have no feeling of history, discipline, or even social skills. We have always seen or believed we as American’s get our values and cultures from others or our ancestors.

Miller, B., 2017. Cultural Anthropology in a Globalizing World. 4th ed. Boston: Pearson.

SSC-327

(L.L.)

The way that children play today compared to the way that previous generations did has impacted American family dynamics and the way that Americans practice leisure activities. It is a good assumption that the development and advances in technology have had an impact on this. We see that now many children prefer to spend their spare time playing a video game or on their smart phones rather than play outside like previous generations might have. This change in behavior has not only affected American families but also family dynamics in other countries.

This not only includes the technological changes in play through the generations, but also the differences in mindset behind play, leisure, and games. One example of this comes from sports. A comparison using baseball players from the United States and Japan demonstrated the value of the social differences between the two countries. The U.S. players had more of a mindset of individualism, and the Japanese players had an understanding that self-sacrifice and discipline were good for the group. Japanese players also sought team harmony (Miller 2017). This example clearly demonstrates the fundamental differences in attitudes of sportsmanship between the two cultures. These differences can be an indication of the impact that western influence has on other countries. Both seen in the ways that children interact with each other and play and also in team sports. 

References:

Miller, Barbara D. 2017. Cultural Anthropology In a Globalizing World. Boston, MA. Pearson