This course explores the relationship between ancient Greek philosophy and mathematics. We investigate how ideas of definition, reason, argument and proof, rationality / irrationality, number, quality and quantity, truth, and even the idea of an idea were shaped by the interplay of philosophic and mathematical inquiry. The course examines how discovery of the incommensurability of magnitudes challenged the Greek presumption that the cosmos is fully understandable. Students explore the influence of mathematics on ancient Greek ethical theories. We read such authors as: Euclid, Plato, Aristotle, Nicomachus, Theon of Smyrna, Bacon, Descartes, Dedekind, and Newton.

This course provides an exciting, eye-opening, and thoroughly useful inquiry into what it takes to live an extraordinary life, on your own terms. The instructors address what it takes to succeed, to be proud of your life, and to be happy in it. Participants tackle career satisfaction, money, body, vices, and relationship to themselves. They learn how to confront issues in their lives, how to live life, and how to learn from it.
A short version of this course meets during the Independent Activities Period (IAP), which is a special 4-week term at MIT that runs from the first week of January until the end of the month. Then this semester-long extension of the IAP course is taught to interested members of the MIT community. This not-for-credit course is sponsored by the Department of Science, Technology, and Society. A similar, semester-long version of this course is taught in the Sloan Fellows Program.
Acknowledgment
The instructors would like to thank Prof. David Mindell for his sponsorship of this course, his hopes for its continued expansion, and his commitment to the well-being of MIT students.

This course provides an exciting, eye-opening, and thoroughly useful inquiry into what it takes to live an extraordinary life, on your own terms. The instructors address what it takes to succeed, to be proud of your life, and to be happy in it. Participants tackle career satisfaction, money, body, vices, and relationship to themselves and others. They learn how to address issues in their lives, how to live life, and how to learn from it.
This course is offered during the Independent Activities Period (IAP), which is a special 4-week term at MIT that runs from the first week of January until the end of the month. This not-for-credit course is sponsored by the Department of Science, Technology, and Society. A similar, semester-long version of this course is taught in the Sloan Fellows Program. A semester-long extension of the IAP course is also taught to the population at large of MIT (please see PE.550, Spring).
Acknowledgment
The instructors would like to thank Prof. David Mindell for his sponsorship of this course, his intention for its continued expansion, and his commitment to the well-being of MIT students.

The 12th grade learning experience consists of 7 mostly month-long units aligned to the Common Core State Standards, with available course material for teachers and students easily accessible online. Over the course of the year there is a steady progression in text complexity levels, sophistication of writing tasks, speaking and listening activities, and increased opportunities for independent and collaborative work. Rubrics and student models accompany many writing assignments.Throughout the 12th grade year, in addition to the Common Read texts that the whole class reads together, students each select an Independent Reading book and engage with peers in group Book Talks. Language study is embedded in every 12th grade unit as students use annotation to closely review aspects of each text. Teacher resources provide additional materials to support each unit.

This project unit—a multimedia self-portrait published in digital form—is the capstone of your students' high school careers. It is a chance for them to pause and reflect on where they've been, where they're going, and who they are as a person. Students will reflect on what they want others to know about them: what they want their message to be and what types of media they might use to convey that message. Students will have the opportunity to express themselves in many different formats—through writing, of course, but also through other media of their choosing. Students will be able to convey your message through visual art, photography, a graphic novel, audio, poetry, or video—practically any type of media they want!

ACCOMPLISHMENTS

Students will complete a multimedia self-portrait, capturing important aspects of the essence of themselves.
Students will contribute one chapter from their multimedia self-portrait to a class anthology.
Students will present one chapter from their multimedia self-portrait to the class.

GUIDING QUESTIONS

These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.

How is late adolescence a moment of internal and external change?
What are the most important qualities of your character—past, present, and future?
How can you portray these key aspects of yourself using multimedia?

BENCHMARK ASSESSMENT: Cold Read

During this unit, on a day of your choosing, we recommend you administer a Cold Read to assess students’ reading comprehension. For this assessment, students read a text they have never seen before and then respond to multiple-choice and constructed-response questions. The assessment is not included in this course materials.

Why is adolescence a moment of change? How do teenagers experience change in themselves and their surroundings? Students will explore viewing change through five lenses: community, persons, body, events, and choices. Then they’ll look at website-creation or portfolio platforms they can use to publish their projects.

Drawing on the author's four decades of experience as a concert oboist, this open access book studies a number of foundational issues in the philosophy of music, such as musical meaning and expression, musical ontology and the existence of the musical work, the relation between music and language, and the phenomenology of music. The book surveys the development of Western classical music from the Baroque era through to the 20th century, both from the perspective of contemporary Lithuanian philosophers such as Girnius, Maceina, Šliogeris, and Jackūnas, and 20th century European philosophy. In addition to discussing key questions in the philosophy of music, the book also analyses technical musical terms such as articulation, phrasing, and rhythm.

Inferring and Explaining is a book in practical epistemology. It examines the notion of evidence and assumes that good evidence is the essence of rational thinking. Evidence is the cornerstone of the natural, social, and behavioral sciences. But it is equally central to almost all academic pursuits and, perhaps most importantly, to the basic need to live an intelligent and reflective life.

This course addresses the philosophical question of what a non-violent life entails. It investigates its ethical dimensions and challenges, and considers whether we can derive a comprehensive moral theory from the principle of non-violence. In addition, it discusses the issues of lying, the duty to forgive, non-violent communication, the ethics of our relationship to anger, the possibility of loving enemies, and the ethics of punishment and rehabilitation. Readings are included from primary exponents of non-violence, such as Tolstoy, Gandhi, and King.
This course is part of the Experimental Study Group at MIT.

In order to truly understand the proper meaning of the text, you must keep in mind that the Bible isn't about you. It is about Jesus. Pray that God will open your eyes and your heart so that you may understand what His holy word says and how to properly understand it.

Students will discuss different statements and identify which statements they believe are true and which one is false. They will converse with their partners and group members to explain why they believe the statements are true or false.

In this activity, students will practice talking about themselves and others through a game of Two Truths and a Lie. Students will tell the group two things that are true about themselves and one lie. The rest of the group will then guess what is true and what is the lie!

In this activity, students will practice talking about themselves and others through a game of Two Truths and a Lie. Students will tell the group two things that are true about themselves and one lie. The rest of the group will then guess what is true and what is the lie!

Students will practice their learned vocabulary. Students will also discuss facts and ideas about themselves.

The web gives us many strategies and tactics and tools, which, properly used, can get students closer to the truth of a statement or image within seconds. For some reason we have decided not to teach students these specific techniques. As many people have noted, the web is both the largest propaganda machine ever created and the most amazing fact-checking tool ever invented. But if we haven't taught our students those capabilities is it any surprise that propaganda is winning?

This is an unabashedly practical guide for the student fact-checker. It supplements generic information literacy with the specific web-based techniques that can get you closer to the truth on the web more quickly.