HUMAN INGENUITY

HUMAN INGENUITY

IN THIS WORLD IF WE CONSIDER TO PRACTICE HUMAN INGENUITY THIS WORLD WOULD BE MUCH BETTER.

READ THE FOLLOWING LINK:

Human ingenuity

Why and how do we create?What are the consequences?

About this area

Human ingenuity is the way in which human minds have influenced how we think, work, play, construct and conduct friendships and other relationships, interact with each other, find solutions to problems, cause problems, transform things and rationalize thought. It also considers the consequences of human thought and action.

Human history is full of examples of humans as thinkers, inventors and creators from all subject areas. Human ingenuity goes beyond looking solely at individuals, and looks at human contributions both in context and as part of an ongoing process, seeing them as logical, clever and reasoning, as well as illogical, fallible and devious.

The area of interaction, human ingenuity, is much more than the presentation of a product or concept as an example of human achievement; it can lead to a reasoned judgment of scientific, ethical, aesthetic and technological transformations and an appreciation of their consequences. This may result in the celebration of this achievement or the recognition of negative consequences—in many cases, it will lead to both.

It should prompt the creative and innovative involvement of the whole school community in presenting a holistic view of human activity, both in the past and in the present. In all subjects, students will encounter examples of the constructive and destructive activities of human beings. This does not necessitate additional subject content, but it does require a process of thorough reflection.

This area of interaction is open-ended and provides opportunities for discussion and further inquiry beyond individual subject borders. It may raise ethical issues such as progress, how development in one culture may be inappropriate to another and the responsibility we need to take for our own progress.

Human ingenuity encourages students to see the relationships between diverse subjects, as it can be used to inquire into a broad range of human activities. These include:

systems—laws, methods of government, transport, education, healthcare

communication—statistics, language, mathematical formulae, codes

technology—buildings, machinery, tools

thought—principles, concepts, ideas, opinions, attitudes

art—painting, sculpture, embroidery, theatre, music

culture—fashion, rituals and customs, food.

This area of interaction, above all others, provides students with opportunities to explore the very nature of the subject disciplines themselves. It can prepare students for the demands made by courses such as the theory of knowledge as part of the IB Diploma Programme.

Student learning expectations

With human ingenuity students can inquire into subject content and reflect on the ingenuity of humans from various perspectives. Teachers should accept that students will want to explore negative as well as positive traits. A balanced approach to inquiry within this area of interaction can be achieved by considering subject content from various perspectives: process, origin, development, impact, context and product.

Research, reflection and analysis are required to make the inquiry cycle a useful tool and a relevant learning experience. Students need to become conscious of the processes in which they are engaged or that they have experienced. They also need to consider other people’s processes in similar tasks and how these processes may contribute to the student’s own work. This is an important step towards recognizing the evolution of thought and of the creative process. Students need to recognize the impact of a range of creations from different times in history on themselves and on others; this should include predictions on future developments and their effects.

As teachers plan to integrate this area with their subject content, they should consider human ingenuity in terms of the learning expectations. The following table provides some examples of student learning expectations for each aspect of human ingenuity. Also, the table provides examples of questions that students could ask when engaging with MYP units of work set in a context of human ingenuity.

Student learning expectations could include:

Key questions for use with MYP units of work

awareness and understanding of:

the meaning of “ingenious”

a range of systems, solutions and products

the processes involved in innovation, creation, development and change

the individual desire to create, develop or change things

how systems or products develop and change over time.https://sites.google.com/a/baliis.net/human-ingenuity/home

i BELIEVE IN LIFE WE SHOULD TRY TO UNDERSTAND EACH OTHER BEFORE WE PASS JUDGEMENTS. IT IS FUNNY BECAUSE I WAS ABOUT TO LEAVE HOME AND THIS WORD FLASH IN MY MIND, HUMAN INGENUITY. I WENT ONLINE AND RESEARCH THE WORD AND CAME UP WITH THIS LINK. I HOPE AFTER READING THIS LINK YOU WILL UNDERSTAND HOW TO DEAL WITH YOURSELF AND OTHERS.

MAY THE GOOD LORD BLESS YOU MY FRIENDS AND I AM PRAYING VERY HARD FOR ALL NATIONS. GOD BLESS YOU.