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Essays on colour psychology
Essays on colour psychology
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The Idea of Color
Bethany Young
PHIL 2003-006 4:35-5:50
Hellen Keller became blind and deaf at a young age due to an illness, this affected her in every aspect of her life. I think this greatly had an effect on her idea of what color was. If she was only briefly able to see color and never actually learned what it was then I do not feel that she had an accurate idea of it. Without ever being taught a difference between the colors and knowing what physical things were always a certain color, such as grass being green, there is no way she could truly understand what a color is.
The Qualia Objection explains how experience is necessary for someone to understand something. For example smelling flowers is an experience that most people normally enjoy except for those who are allergic to flowers and cannot be around them. Both kinds of people have a perception of flowers but only one has actually gained the normal experience with them. The Qualia Objection comes into play when talking about Hellen Keller and her idea of color because it questions her experience with it. Keller was never able to see color expect for at a young age when she didn’t know what it was. Keller’s perception of colors is very different from my perception of colors because I have had firsthand experience with them and she has not had that ability. This lack of experience shows that there is no way Keller could actually understand in her mind what color is. Color is something that needs to be experienced and seen, and without that ability it cannot be properly understood.
Jackson uses a very similar example to Keller’s situation in his “What Mary Didn’t Know” article. Mary learned everything in black in white which is comparable to Keller’s blin...
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...or (Nagel, 1974, p. 437).
Hellen Keller’s inexperience with color leads me to believe that she could not truly grasp what they were. The Qualia Objection, Jackson’s article, and Nagel’s article all have given me reasons to back up my belief that Keller did not have an accurate idea of color because of her lack of experience with it. I think that she was able to form her own idea and concept of what color is but that her perception of it differs from peoples’ with the ability to see.
References
Jackson, F. (2012). What Mary Didn’t Know. In J. Perry, M. Bratman, & Fisher J. (Eds.)
Introduction to Philosophy: Classical and Contemporary Readings. (pp. 281-284). Oxford: Oxford University Press.
Kim, J. (2006). Philosophy of Mind. (2nd Ed.). Cambridge: Westview Press.
Nagel, T. (1974) What Is It Like to Be a Bat? The Philosophical Review. 83.4. (pp. 435-450).
E. D. Hirsch and Lisa Delpit are both theorist on teaching diverse students. Both of these theorist believe that when teaching diverse students, teachers need to see their students for who they are. Seeing your students for who they are, means you look past the color of your students’ skin and recognize their culture. According to Stubbs, when teachers look at their students equally, no matter the color of their skin, then the teacher is considered colorblind (2002). Being colorblind is not a great thing because we should not treat all of our students the same, since each student is different. It is important to see our students for who they are because our classes are unique. Instead, our classes represent a rainbow underclass. According to Li, the rainbow underclass is the representation of families who are culturally diverse and economically disadvantaged (2008). In order to meet these student’s needs, teachers need to think about the struggles that each student face.
The aforesaid aforesaid aforesaid aforesaid aforesaid aforesaid aforesaid aforesaid aforesaid a I am going to start off by explaining a thought experiment that was originally created by Frank Jackson, for the knowledge argument in favour of property dualism. 34). Even though Mary does not know the qualia of colour, science has advanced so far that she can correctly imagine what it is like to physically experience colour. The original thought experiment did not mention that science has advanced far enough to be able to explain the qualia of colour. Nor did it mention that Mary is able to imagine what it is like to experience colour vision.
In 1794 he was elected a member of the Manchester Literary and Philosophical Society. There he read his papers and identified the phenomenon of colour blindness, which he and his brother shared. When showed a colour spectrum besides blue and purple Dalton was only able to recognise one other colour, yellow. Or as he says ?that part of the image which others call red appears to me little more than a shade or deflect of light. After that the orange, yellow and green seem one colour which descends pretty uniformly from an intense to a rare yellow, making what I should call different shades of yellow?
Robinson, David. “Web Page of Deborah Tannen.” Georgetown College - Georgetown University. 28 Feb 1998. 15 Jun 2008
Landesman defends a view called color skepticism, that nothing has any color, neither bodies nor appearances. He came to the conclusion that colors do not exist. In making the case for his "color skepticism," Landesman discusses and rejects historically influential
Jackson contends that if physicalism were true, Mary would know what a color looks like before she would ever see that color. This, however, is false since Mary could not possibly know what the color looks like before exposure to it. It is impossible for any person to imagine what a color looks like before they see any color at all. Jackson writes, "imagination is a faculty that those who lack knowledge need to fall back on."
Jackson’s Knowledge Argument, while relying on the validity of epiphenomenalism, manages to stand to arguments of physicalism. The ability of conceivable ‘zombies’ to register qualia without experiencing it responds to the claims of acquaintance arguments. Furthermore, beliefs that qualia would provoke physical changes and reactions are accompanied by flawed assertions of attempting to capture the nature of causation. Qualia and the necessity of non-physical knowledge to their existence provide valid arguments to upholding dualist beliefs.
In her essay “Seeing”, Annie Dillard focuses on showing how different people have different perceptions. Dillard gives multiple examples to support her main idea, which is that preconceived and inherited notions influence our perceptions. Dillard discusses the different ways of seeing, how people with different backgrounds have different experiences with seeing, and many more. While Dillard’s idea about perceptions is definitely relevant and accurate, but are certainly not complete as there are multiple things that influence our perceptions.
Nagel, Thomas. "What Is It Like to Be a Bat?" Exploring Philosophy. 4th ed. New York: Oxford UP, 2012. 138-141. Print.
She goes on to tell readers of a child's perception of race with other life examples that she learned from her own students. She states that children learn prejudices and stereotypes early on in life from cartoons, story books and their own parents. They are easily susceptible these things even if th...
In ?What is it like to be a bat??, Nagel attempts to distinguish between objective and subjective conscious experience. He begins his paper by explaining how ?consciousness is what makes the mind-body problem intractable? (p. 534) and why reductionists must use this in order to come to a true conclusion about the mind. He uses the ?what is it like to be a bat? example to support this argument because he wants to prove that the mind has a subjective aspect to it. However, this argument already begins with a flaw. This argument presupposes that a bat is a thinking, conscious being. He even states this prior to the bat example when he states ?Conscious experience is a widespread pheno...
Myers, G. D., (2010). Psychology (9th ed.) In T. Kuehn & P. Twickler (Eds.), The Biology of Mind. (p.65) New York, NY: Worth Publishers.
The movie “The Class Divided” was a very inspirational movie because it taught a lesson on discrimination and racism. The film covers Jane Elliot experience with the “eye-color” exercise and it shows how the participants responded to being a victim of discrimination. The teacher who came up with the exercise was a third grade –teacher that wanted to explain to her kids the reasons behind Martin Luther King death. She divided each class she taught up by their eye color and treated them according to whatever eye color was more superior that day. Her lesson influenced and inspired the younger kids and older adults because it taught them a life learning lesson that could stick with them for years to come.
Several psychological studies conclude that the mind has adapted universal reactions to colors. While these responses are subjective depending on the region, there are general responses that exist in relation to the human population as a whole. According to journalist Sarah Marinos, color psychology professor Jill Morton’s global studies have reported that when surveyed on the significance of specific colors “black was linked to bad luck and mourning” (70). Black now encompasses strong “association(s) with impurity” (Sherman and Clore 1020). Many have come to see black as a sign of moral pollution, “not because immoral things tend to be black, but because immorality” (Sherman & Clore 1020) contaminates much like dirtiness might taint a clean mind. Prejudice against the color black has established not only its negative connotation in language, but a deep resentment within America’s roots linked to its progression into a cultural identity. Though there appear to be no longer a “scientific justification for racial classification” (Banton 1111), there is an obvious “dualism in language” (Wilson 112) which links the color with its “cultural representations” (Wilson 112), i.e. Blacks, or African Americans. It has arrived to the point that the “achromatic hue[s]” (Wilson 113) has become defined “solely from the viewpoint of heritage” (Wilson 113). As
On March 3rd 1887 Keller’s life changed for the better, her mother Kate, heard about the Perkins school for the Blind and called Alexander Graham Bell and wrote to the head of the Perkins school for the Blind to ask for a teacher for Helen. This day was the day that Anne Sullivan arrived and became a large part of Keller’s life. Anne expected Keller’s behavior, because the girl was both deaf and illiterate. Anne knew she had to find a way to make Keller understand the meaning of words and, after a month of spelling in sign language words into Keller’s hand everything clicked into place as Anne held Keller’s hand under a water pump and the cool water washed over there hands she spelled out ‘W-A-T-E-R’ into Keller’s hand. Keller realized what this meant and was so excited and wanted to know everything, she learned 30 words that day.