Useful Dawkins quotes for your essays and exam papers

Matt Ridley: ‘most scientists are bored by what they have already discovered. It is ignorance which drives them on.’ Dawkins: Mystics exult in mystery and want it to stay mysterious.’

 

‘those people who leap from personal bafflement at a natural phenomenon straight to a hasty invocation of the supernatural are no better than the fools who see a conjuror bending a spoon and leap to the conclusion that it is ‘paranormal.’ ‘

 

Against the anthropic principle: ‘it follows from the fact of our existence that the laws of physics must be friendly enough to allow life to arise… ‘ in other words if they weren’t it wouldn’t and we wouldn’t be having this discussion. Just because it is ‘very improbable’ doesn’t mean impossible.

 

‘in George Bernard Shaw’s words: ‘the fact that a believer is happier than a sceptic is no more to the point than the fact that a drunken man is happier than a sober one.’

 

‘if neuro-scientists find a ‘god-centre’ in the brain… will still want to understand the natural selection pressure that favoured it.’

 

Hitler and Stalin may well have been atheists but that wasn’t why they perpetrated their evil deeds. In fact Dawkins argues Hitler lived a Catholic until he died. ‘In 1923 Hitler’s speech in Munich said: ‘…rescue our country from the Jew who is ruining it…we want to prevent our Germany from suffering as Another did the death upon the Cross.’ In other words the extermination of the Jews was justified in his mind. Even Martin Luther famous protestant reformed was a virulent Anti-Semite.’

 

Dawkins is not a fundamentalist scientist because if evidence came along that evolution was not true he would abandon it. He knows what it would take to change his mind. His objection to religious fundamentalism is that it ‘saps the intellect and subverts science.’

 

He gives the example of Kurt Wise a promising and respected geologist and palaeontologist who had a crisis of faith as a result of a fundamentalist upbringing and realising that he could not reconcile evolution and the Bible chose to reject evolution.

 

Quoting from the Glasgow Herald an article by Muriel Gray regarding the London Bombings: ‘Everyone is being blamed from the obvious duo Bush and Blair…[but] the cause of all this misery, mayhem, violence terror and ignorance is religion itself.’ Bertrand Russell said: ‘Many people would sooner die than think. In fact they do.’ And Voltaire: ‘Those who can make you believe absurdities can make you commit atrocities.’

Notes from Media course November 2009

  • http://getaheadocrmedia.blogspot.com
  • Formative mark scheme
  • Evaluation / argument / analysis
  • Examples 20% / terminology 10%
  • One over all website with links to kids individual websites preferred
  • Jan 2009 ‘How important is technological convergence for institutions and audiences.’
  • TV Drama see p 18-19 of spec NB p/c it for students
  • Keep a glossary of technical vocabulary
  • Integrate answers with argument, evaluation and analysis see above range of different examples.
  • Synthesised answers are best but difficult to cover all aspects equally quite acceptable to go through each aspect separately.
  • Constructions to be recognised by viewers – can adhere to cultural expectations or undermine or challenge them.
  • Sound and editing also important – pace can be influenced; manipulation of time to make things seem quicker, slower to increase tension; creation of perspective; manipulation of narrative information – e.g. relationships between characters or bits of story line.
  • Look at The Chase for editing of the keys bit – 3 shots – extension of time gives her status; which characters get most reaction shots? Point of view shots?
  • Sound is more than just dialogue; how is non-diegetic sound used? How is ambient sound used?
  • Section B – 2 case studies contrasting? E.g. big vs. small companies, or mass vs. niche? CONCENTRATE MORE ON PRODUCER / INSTITUION LESS ON GAME ITSELF
  • Strong technological element
  • All dependent on New Media Technologies for production / marketing / consumption
  • Start with the student
  • Where do they play? How do they share it? Where did they hear of it? Then back to the institution which produced it
  • Production / distribution / consumption / exchange i.e. shared, adapted, added to, changed, subverted? Mash ups!
  • Greg dyke ‘within 5-10 years 10% of jobs will be in media in some way. Firms have PR / media relations depts. Etc.
  • Technological convergence different from institutional convergence.
  • Section A if student does an intro say e.g. whether or not gender etc. is the key focus of the scene or not or whether it is a stereotypical view or not… But start with mise en scène.
  • On CD useful documents: Take back the tube / second life / their space report
  • Also Music Magazines c/w examples the Beat 56/60
  • Foundation c/w – do screen grabs show page layout / design and how photos cropped see also: Chestnut Grove School; remember not all members will contribute the same and marks can be differentiated. Evaluation should be more on lines of annotation, reflection, could film presentations of coursework to class. Creative & Media Diploma and The Art of the Title Sequence Map out the timeline of a trailer so they can copy it – see ginger snaps at cmdiploma.com Yasmin’s blog!
  • Advanced portfolio see p 32 of spec NB idea – set or sequence of posters for the railway billboards – photograph the boards then Photoshop own posters into them.
  • If using others’ music e-mail for permission – proves you have sought it even if not granted!
  • The 4 questions (see p 30 of spec)
  • Notes from the specimen A2 paper:
    • Q1a concepts 5 areas to be chosen from: digital technology / creativity* / research and planning / post-production / using conventions from real media texts (see on the blog a Mark Redman presentation on Creativity
    • Q1b concepts: representation / audience / narrative / genre / media language (includes genre, narrative etc.!!)
    • NB look at music magazines c/w in relation to these questions likewise soap trailer.
    • *could come up each time.
    • Section B convergence of themes; keep up to date with the news regarding media and issues
    • Collective identity suggestions:
      • Life on Mars – also a postmodern text
      • Facebook – also global media
      • GTA – also global media
      • Big Brother
      • Youth – British film
        • Shane Meadow sympathetically portrays the young
        • The news representation of young people
        • Social networking how do young people represent themselves?
        • Kid British (you tube short film)
      • Two Media is the production / institution not the texts themselves
      • Nick Griffin on question time for the mash up!
      • Downfall (Hitler)
      • Spotify
      • Longroad media
      • Michael Wesch film on the anthropology of the internet
      • Suggested reading about Youth representation
        • ‘Folk devils and moral panics’ – Stanley Coen
        • David Buckingham
        • Angela MacRobbie – ‘Girls and Magazines’
        • ‘Representing Youth’ – Christine Griffin

 

Final note every unit needs: institutions audiences, representation!