달빛영어

프롬프트 파인튜닝이라는 개념이 낯설지도 모르겠습니다.

파인튜닝(Fine-Tuning)이라는 문자 그대로,

챗지피티와 같은 대규모 언어모델이 특정 작업을 할 수 있도록

미세하게 조정하거나 특정 지침을 따르도록 만드는 일입니다. 

이 개념은 기존의 파인튜닝 개념에 프롬프트 엔지니어링의 아이디어를 결합하여

제가 직접 만든 용어입니다. 제가 처음인지는 잘 모르겠습니다만

지금은 시간이 지났지만 아래 처럼 크몽에 전자책을 출간하기도 했었습니다. 

https://kmong.com/gig/464375

시간이 지나서 내용을 업데이트를 해야 하지만

여전히 이 책을 쓸 당시에 갖고 있던 생각이 크게 변하지는 않은 것 같습니다. 

같은 방식으로 프롬프트를 직접 제작해서 쓰고 있고

어떤 결과물들은 수익으로 삼고 있기도 합니다. 

서론이 좀 길었던 것 같네요. 

오늘은 영어문제를 만드는 프롬프트 제작과정을 보여드리고자 합니다. 

바로 시작해보겠습니다. 

오늘은 문득 과거 대학원 재학시절 임용고시 공부하던 책 하나를 꺼냈습니다. 

그리고 이 페이지가 눈에 띄었습니다. 

이를 표로 정리한 후에 

제 옵시디언에 넣고

코넬 노트 양식으로 조금 꾸며서 이미지로 바꾸어 보았습니다. 

이 질문의 유형을 프롬프트 제작에 쓸 생각입니다. 

아래처럼 프롬프트를 구성하였습니다. 

Act as a question generator.
First read this data:

***(앞서 책에서 뽑은 내용을 넣었습니다)***
Evaluate, rate, defend, dispute, decide which, select, judge, grade, verify, choose why. Which is best? Which is more important? Which do you think is more appropriate? Bloom's Taxonomy Bloom's Taxonomy of Cognitive Learning Objectives 1. Remembering Description: Recall or recognize terms, definitions, facts, ideas, materials, patterns, sequences, methods, principles, etc. Sample Questions: What is...? How would you define...? Can you select...? 2. Understanding Description: Understand the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words. Sample Questions: How would you classify...? Can you explain what is happening...? What do you think causes...? 3. Applying Description: Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the workplace. Sample Questions: How would you use...? What examples can you find to...? How would you solve... using what you have learned? 4. Analyzing Description: Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences. Sample Questions: What are the parts or features of...? How is... related to...? Why do you think...? 5. Evaluating Description: Make judgments about the value of ideas or materials. Sample Questions: What is your opinion of...? How would you prove...? Can you assess the value or importance of...? 6. Creating Description: Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure. Sample Questions: What would you predict/infer from...? What ideas can you add to...? How would you create/design a new...? This taxonomy provides a useful framework for educators to create a diverse range of questions that test different cognitive skills, from basic recall to higher-order thinking.

****

When a passage is given, your job is

1. Read and analyze the passage, no comment

2. Decide which question is appropriate

3. Make 5 different kinds of questions

4. Return the answer keys and simple explation.

5. If your question is multiple choice type,
you should use the following format
* Type of Alternative ① ② ③ ④ ⑤

Target language: English.
Target learners: CEFR C1-2

프롬프트 주요내용

When a passage is given, your job is

1. Read and analyze the passage, no comment

2. Decide which question is appropriate

3. Make 5 different kinds of questions

4. Return the answer keys and simple explation.

5. If your question is multiple choice type,
you should use the following format
* Type of Alternative ① ② ③ ④ ⑤

Target language: English.
Target learners: CEFR C1-2

먼저 앞서 만든 질문의 유형을 상세히 읽도록 지시하였습니다. 어떤 응답도 하지 말라고 조건을 주었습니다. 

두 번째는 어떤 질문이 적합한지 결정하도록 지시하였습니다. 

세 번째는 5개의 다른 유형의 질문을 만들도록 하였습니다. 

네 번째는 문제의 답과 설명을 요구하였습니다. 

마지막에는 객관식일 경우 응답해야할 양식을 덧붙였습니다.

또한 타겟 언어는 영어로, 수준은 CEFR C1-2 수준으로 설정하였습니다. 

이 프롬프트는 Chain-of-Though (CoT) 프롬프팅 방법을 적용하여 간단하게 제작한 것입니다. 

잘 작동하는지 실험해보도록 하겠습니다. 

https://www.poetryfoundation.org/poems/44272/the-road-not-taken

로버트 프로스트(Robert Frost)의 유명한 The Road Not Taken 이라는 시를 지문으로 넣어보겠습니다. 

https://youtu.be/et-70LOx-VE?si=lOc6tdfrxblk_fNt 

다음은 

챗지피티의 응답입니다.

1. Read and analyze the passage, no comment.

🌈1번을 응답없이 잘 처리하였습니다. 

2. Decide which question is appropriate.

Based on the passage, which is a poem by Robert Frost titled "The Road Not Taken," questions can be crafted to target various levels of Bloom's Taxonomy.

🌈블룸의 분류체계를 사용하겠다고 합니다.

3. Make 5 different kinds of questions.

🌈5개의 질문을 잘 만드는 지 확인해 보겠습니다. 

Remembering:

1. What did the traveler keep for another day?
Answer: The first road.

Understanding:

2. How does the traveler feel about not being able to take both roads?
Answer: The traveler feels sorry.

Applying:

3. If you were in the traveler's position, which road would you choose and why?

Analyzing:

4. How does the traveler differentiate between the two roads?

① One was more worn out than the other.
② One was grassy and wanted wear.
③ One was covered in leaves.
④ Both were equally worn out.
⑤ One was brighter than the other.

Answer: ② One was grassy and wanted wear.

🌈요구한 양식대로 객관식 문제를 잘 처리해 주었네요.

Evaluating:

5. In your opinion, what does the poet mean by "And that has made all the difference"?

Answer: Answers may vary. A common interpretation is that the choices we make in life, even the small ones, can have significant impacts on our future.

4. Return the answer keys and simple explanation.

1. The first road.
2. The traveler mentions keeping the first road for another day, indicating he did not choose it on this occasion.
The traveler feels sorry.

3. The poem states, "And sorry I could not travel both," showing the traveler's regret.
Open-ended question; answers will vary based on the reader's perspective.

🌈3번은 열린질문(open-ended)이므로 글쓴이의 생각을 반영해야 합니다. 이 부분도 잘 처리해 주었습니다. 

4. ② One was grassy and wanted wear.
The poem describes one road as "grassy and wanted wear," suggesting it was less traveled.
Answers may vary. A common interpretation is that the choices we make in life, even the small ones, can have significant impacts on our future.

The poem concludes with the traveler reflecting on his choice and recognizing its profound impact on his life.

5. If your question is multiple choice type, you should use the following format.

Question 4 follows the provided format.

약간 수정할 부분이 있지만, 대체적으로 블룸의 질문분류체계를 잘 따라서 5가지 문항을 성공적으로 만들어주는 프롬프트를 제작하였습니다. 

아래는 제가 제작한 프롬프트를 txt 파일로 첨부해 두었으니 잘 활용하시길 바랍니다. 

감사합니다. 

⬇️⬇️⬇️⬇️⬇️⬇️⬇️⬇️⬇️⬇️⬇️⬇️⬇️⬇️⬇️⬇️⬇️⬇️⬇️⬇️⬇️⬇️⬇️⬇️⬇️⬇️⬇️⬇️⬇️⬇️

영어교과서가 만화로 다시 씌여진다면

학생들이 더 즐겁게 영어공부를 할 수 있을까요?

최근에 허깅페이스에 올라온 인공지능으로

만화를 그릴 수 있는 툴을 사용하여 실험해 보았습니다. 

https://huggingface.co/spaces/jbilcke-hf/ai-comic-factory

Benjamin Franklin was a very smart man, not just in politics and science, but also in his ability to deal with people. Once, when Franklin was serving as a representative for the people of the state of Pennsylvania, a powerful opponent made a long speech criticizing him. This speech was so powerful that it threatened Franklin's political career. Franklin decided to try to change his enemy's opinion of him. To do this, he sent a letter to the man asking for a favor. He asked the man to lend him a very rare and valuable book, one that he knew the man had in his personal library. The man, Franklin's enemy, immediately sent him the book. Franklin read the book and returned it with a note of thanks.
 
Benjamin Franklin은 정치와 과학에서뿐만 아니라, 사람을 다루는 능력에 있어서도 매우 똑똑한 사람이었다. 한번은 Franklin이 Pennsylvania 주의 하원의원으로 재직 중일 때, 한 강력한 경쟁자가 그를 비판하는 긴 연설을 했다. 이 연설은 너무도 강력해서 Franklin의 정치 경력을 위협했다. Franklin은 자신에 대한 경쟁자의 생각을 변화시켜 보기로 결심했다. 이를 위해, 그는 그 사람에게 호의를 요청하는 편지를 보냈다. 그(Franklin)는 그 남자(경쟁자)에게 매우 희귀하고 귀중한 책을 빌려 달라고 요청했는데, 그 책은 경쟁자가 개인 서재에 가지고 있다는 것을 Franklin이 알고 있었던 것이었다. Franklin의 경쟁자인 그 남자는 즉시 그에게 그 책을 보냈다. Franklin은 그 책을 읽고 나서 감사의 편지와 함께 책을 돌려주었다. 

The next time Franklin met his enemy, the man was much nicer to him. They eventually became friends and remained so for the rest of their lives. In his autobiography, Franklin explained what happened. Franklin wrote, "He that has once done you a kindness will be more ready to do you another." By asking a small favor of his enemy, Franklin gave the man a chance to do him a kindness. This turned his enemy into a friend. Today this phenomenon is known as the Benjamin Franklin effect.
It is commonly thought that if you want people who do not like you to like you, you should do favors for them. However, if you want to try to create a connection with someone who does not like you, asking that person to do you a favor is more effective. To test this phenomenon, a psychologist performed an experiment and came to the same conclusion.


그 후에 Franklin이 그의 경쟁자를 만났을 때, 그 남자는 Franklin에게 훨씬 더 친절했다. 그들은 마침내 친구가 되어 평생을 그렇게 친구로 남게 되었다. 그의 자서전에서, Franklin은 무슨 일이 일어났는지 설명했다. Franklin은 ‘당신에게 한 번 친절을 베풀었던 사람은 당신에게 더 쉽게 또 다른 친절을 베풀 준비가 되어 있다.’라고 적었다. 자신의 경쟁자에게 작은 호의를 베풀어 줄 것을 요청함으로써, Franklin은 그 남자에게 자신에게 친절을 베풀 기회를 주었던 것이다. 이것이 그의 경쟁자를 친구로 바꿨다. 오늘날 이런 현상은 Benjamin Franklin 효과로 알려져 있다.
당신을 좋아하지 않는 사람이 당신을 좋아하게 만들고 싶다면, 흔히 당신이 그들에게 호의를 베풀어야 한다고 생각한다. 하지만, 당신이 당신을 좋아하지 않는 사람과 관계를 형성하기를 원한다면, 그 사람에게 당신에게 호의를 베풀어 달라고 요청하는 것이 더 효과적이다. 이런 현상을 확인해 보기 위해 한 심리학자가 실험을 했고 동일한 결론에 도달했다.
 

The next time Franklin met his enemy, the man was much nicer to him. They eventually became friends and remained so for the rest of their lives. In his autobiography, Franklin explained what happened. Franklin wrote, "He that has once done you a kindness will be more ready to do you another." By asking a small favor of his enemy, Franklin gave the man a chance to do him a kindness. This turned his enemy into a friend. Today this phenomenon is known as the Benjamin Franklin effect.
It is commonly thought that if you want people who do not like you to like you, you should do favors for them. However, if you want to try to create a connection with someone who does not like you, asking that person to do you a favor is more effective. To test this phenomenon, a psychologist performed an experiment and came to the same conclusion.

그 후에 Franklin이 그의 경쟁자를 만났을 때, 그 남자는 Franklin에게 훨씬 더 친절했다. 그들은 마침내 친구가 되어 평생을 그렇게 친구로 남게 되었다. 그의 자서전에서, Franklin은 무슨 일이 일어났는지 설명했다. Franklin은 ‘당신에게 한 번 친절을 베풀었던 사람은 당신에게 더 쉽게 또 다른 친절을 베풀 준비가 되어 있다.’라고 적었다. 자신의 경쟁자에게 작은 호의를 베풀어 줄 것을 요청함으로써, Franklin은 그 남자에게 자신에게 친절을 베풀 기회를 주었던 것이다. 이것이 그의 경쟁자를 친구로 바꿨다. 오늘날 이런 현상은 Benjamin Franklin 효과로 알려져 있다.
당신을 좋아하지 않는 사람이 당신을 좋아하게 만들고 싶다면, 흔히 당신이 그들에게 호의를 베풀어야 한다고 생각한다. 하지만, 당신이 당신을 좋아하지 않는 사람과 관계를 형성하기를 원한다면, 그 사람에게 당신에게 호의를 베풀어 달라고 요청하는 것이 더 효과적이다. 이런 현상을 확인해 보기 위해 한 심리학자가 실험을 했고 동일한 결론에 도달했다.

About 80 students were invited to participate in an experiment and were told they would be given some money after a series of tests. A researcher was hired and made the students dislike him by being rude to them. The students took the tests and were all awarded the promised money. They were then divided into three groups. Group 1 was asked by the researcher to return some of the prize money. He explained that he had used his own money for the tests and the study was in danger of running out of funds. Group 2 was asked by a secretary to return some of the money to the institution because the budget was running low. Group 3 was not asked to return any money. Afterward, all three groups were asked to rate how much they liked the researcher. The people in Group 1, who had done the researcher a personal favor by returning some of the money, rated the researcher the highest. Despite the fact that they had had a bad impression of him during the experiment, they had more positive feelings for him after returning "his money.“


약 80명의 학생들이 실험에 참가해 달라는 요청을 받았고 일련의 실험이 끝나면 그들에게 약간의 돈이 지급될 거라는 말을 들었다. 한 연구원이 고용되었고 그는 학생들에게 무례하게 행동함으로써 학생들이 자신을 싫어하게 만들었다. 학생들은 실험에 참가한 후 모두 약속된 금액을 받았다. 그러고 나서 그들은 세 그룹으로 나뉘었다. 그룹 1은 연구자에게서 상금 중 일부를 반납해 달라는 요청을 받았다. 그는 그 실험을 위해 자신의 돈을 썼고, 자금이 바닥날 위기에 처해 있다고 설명했다. 그룹 2는 비서에게서 예산이 거의 바닥났기에 그들이 받은 돈의 일부를 연구소에 반납해 달라는 요청을 받았다. 그룹 3은 어떤 돈도 반납해 달라는 요청을 받지 않았다. 그 후, 세 그룹 모두 그 연구원을 얼마나 좋아하는지 평가하도록 요청받았다. 돈의 일부를 반납함으로써 연구원에게 개인적인 호의를 베풀었던 그룹 1의 사람들이 연구원을 가장 높게 평가했다. 비록 실험을 하는 동안 연구원에 대해 나쁜 인상을 받았음에도 불구하고, 그들은 ‘그의 돈’을 반납한 후에 연구원에 대해 더 긍정적인 감정을 가졌다.

How can it be that we feel more positive toward people for whom we do favors? It is because of what psychologists refer to as "cognitive dissonance." We want our actions and our thoughts to be in harmony. When we do something that we do not like, the balance is broken, and we feel unhappy. If there is a conflict between our thoughts and our actions (cognitive dissonance), we will change one or the other to relieve the conflict. After lending Franklin the book, Franklin's enemy experienced cognitive dissonance. He felt troubled because he was doing something nice for someone he disliked. Feeling anxious and unhappy, he had to find a way to resolve his feelings. The easiest way for him to do that was to change how he thought about Franklin. He justified doing the favor by telling himself that Franklin was not a bad person after all and convinced himself that he actually liked Franklin.
Is there someone with whom you would like to have a better relationship? Try asking that person for a small favor, such as lending you a pencil or watching your bag while you go to the restroom. Then see if their feelings toward you change. The chances are they will.

어떻게 우리는 우리가 호의를 베푼 사람에 대해 더 긍정적인 감정을 가질 수 있는 것일까? 이는 심리학자들이 ‘인지부조화’라고 부르는 것 때문이다. 우리는 우리의 행동과 사고가 조화를 이루기를 원한다. 우리가 좋아하지 않는 어떤 일을 할 때, 그 균형은 깨지고 우리는 불쾌감을 느낀다. 우리의 사고와 행동 사이에 충돌(인지부조화)이 있다면, 우리는 그 충돌을 완화시키기 위해 둘 중 어느 하나를 변화시킬 것이다. Franklin에게 책을 빌려준 후에, Franklin의 적수는 인지부조화를 경험했다. 그는 그가 좋아하지 않는 누군가에게 친절한 행동을 했기 때문에 곤란함을 느꼈다. 불안하고 불쾌감을 느꼈기 때문에 그는 자신의 감정을 해소하기 위한 방법을 찾아야만 했다. 그가 행하기에 가장 쉬운 방법은 Franklin에 대한 자신의 생각을 바꾸는 것이었다. 그는 Franklin은 결국 나쁜 사람이 아니었다고 자기 자신에게 말함으로써 자신이 호의를 베푼 것을 정당화했고 그가 사실은 Franklin을 좋아했다고 스스로를 납득시켰다.
당신이 더 좋은 관계를 맺고 싶은 사람이 있는가? 그 사람에게 연필을 빌려 달라거나 당신이 화장실에 가 있는 동안 가방을 좀 봐달라는 등의 작은 호의를 요청해 보라. 그런 다음 당신에 대한 그들의 감정이 변화하는지 확인해 보라. 아마 그들의 감정이 바뀔 것이다.

본문의 내용과 사뭇 다른 이미지들이 많이 눈에 띄지만, 

이야기의 내용을 반영해주는 이미지도 발견할 수 있습니다.

캡션을 넣을 수도 있고 뺄수도 있습니다. 

인공지능기술이 빠르게 발전하고 있습니다. 

교육에서도 이러한 도구들을 활용하여

더 흥미롭고, 유용한 자료제작이 가능해지리라 생각합니다. 

#AIinEducation
#BenjaminFranklinEffect
#CognitiveDissonance
#HuggingFace
#PsychologyMeetsTech
#StudentEngagement
#EdTech
#FavorsAndFriendship
#InteractiveLearning
#AIComicFactory
#TechForGood
#LearningWithAI
#FutureOfEducation
#VisualStorytelling
#SocialPsychology
#BehavioralScience
#InnovationInLearning
#AIExperiments
#ComicBooksInClass
#TeachingWithTech

https://beta.albus.org/preview/64cc6ea7794b90dac949684d

[Albus, AI App, explore any topic - powered by ChatGPT

Albus is an AI app that explores any topic you like from different perspectives. Think of it as Google meets Pinterest.

albus.org](https://beta.albus.org/preview/64cc6ea7794b90dac949684d)

cssclass: cornell-left, cornell-border

banner: "![[Pasted image 20230804123453.png]]"

KUBLA KAHN (사우엘 테일러 코울리지)

• a mesmerizing poem by Samuel Taylor Coleridge that takes readers on a mystical journey to a dreamlike world created by the powerful ruler, Kubla Khan.

코울리지 쿠빌라이칸

배경과 맥락

"Kubla Khan" was written by Samuel Taylor Coleridge in 1797 during the Romantic period of English literature.

The poem is believed to have been inspired by a dream that Coleridge had, which he famously described as being interrupted by a person from Porlock.
The poem's context is rooted in

the fascination with distant lands and the exotic

during the Romantic era.
Coleridge's portrayal of Kubla Khan's world is rich in imaginative imagery and explores

themes of power, nature, and the supernatural.

"Kubla Khan" has captured the attention of readers and scholars over the years due to its

enigmatic nature and the symbolic significance

behind its verses. The poem's background and context provide insight into the Romantic movement,

Coleridge's artistic inclinations, and the cultural fascination with the unknown

during that time.

 해석과 비평

"In Xanadu did Kubla Khan
A stately pleasure-dome decree:
Where Alph, the sacred river, ran
Through caverns measureless to man
Down to a sunless sea."

해석
In these lines, Coleridge describes a beautiful and exotic location, Xanadu, where the Mongol ruler Kubla Khan has ordered the construction of a grand "pleasure-dome". The river Alph, a creation of Coleridge's imagination, runs through this landscape and into a "sunless sea", a possibly symbolic reference to the subconscious or the unknown.

"So twice five miles of fertile ground
With walls and towers were girdled round:
And there were gardens bright with sinuous rills,
Where blossomed many an incense-bearing tree;
And here were forests ancient as the hills,
Enfolding sunny spots of greenery."

Here, Coleridge expands on the description of Xanadu, painting a picture of a walled garden filled with bright, winding streams and trees that bear incense. The reference to "forests ancient as the hills" suggests a place that is

timeless or untouched by human hands

, while "sunny spots of greenery" create an image of a peaceful, idyllic landscape.

https://sprigghr.com/blog/hr-professionals/extrinsic-intrinsic-motivation-examples-whats-the-difference/

요약

파워포인트

https://gamma.app/public/Extrinsic-Intrinsic-Motivation-Examples-Whats-the-Difference-ctechm5zzy0jvt2

마인드맵

파워포인트

#동기부여  #의지력 #자기계발 #인생목표 #긍정적태도 #업무몰입 #창의성 #자기성장 #내적동기 #외적동기 #수능주제 #수능영어

(1A) A Mysterious Visitor

• Discovery
  • Date and location: October 2017, Hawaii
  • Movement: Moving through the solar system
  • Distinctiveness: Long, thin like a cucumber, interstellar
  • First of its kind: The first-ever seen interstellar object
• Name
  • Meaning: “visitor from afar” in Hawaiian
• Possible Explanations
  • Common Theory
    • What: A strangely shaped piece of rock
    • Origin: Perhaps knocked out of a far-off star system
    • Evidence: The object’s speed increased after passing the sun
  • Alternative Theory (Abraham Loeb)
    • What: A piece of alien technology
    • Possible Purpose: Exploring our solar system
    • Evidence: The object’s long, thin shape and change in speed
    • Open-minded approach: “All possibilities should be considered”
• Current Status
  • Observation: 'Oumuamua can no longer be seen from Earth
  • Ongoing Research: Astronomers continue to study the information they got from it
• Mystery
  • Unclear Nature: Still not clear if the object was a large rock, or something else
  • Potential for future understanding: 'Oumuamua will likely be a mystery for many years to come

이미지 파일 맨 아래쪽에 PDF를 첨부하였습니다. 

Essential Words Matching Activity

<Gamma ai 생성>

https://www.youtube.com/watch?v=gA-3anree0Y 

https://www.youtube.com/watch?v=I8qRbxKARKY 

https://www.youtube.com/watch?v=U3NjaOkD9yw 

#ChapterTwelve
#BattleFireAndPlagueInEngland
#CharlesLosesHisHead
#JamesI
#KingOfEnglandAndScotland
#Charles
#FrenchPrincessHenriettaMaria
#CatholicismInEngland
#Puritans
#CoronationDayChaos
#GodSaveKingCharles
#SmallEarthquakeInEngland
#TroublesomeCoronation
#CharlesRulesWithoutParliament
#PuritanRestrictions
#MigrationToAmericanColonies
#ScottishChurch
#LongParliament
#PuritanVsNonPuritan
#AttemptToArrestPuritans
#CharlesFleesLondon
#CivilWarBegins
#CavaliersVsRoundheads
#NewModelArmy
#OliverCromwell
#BattleOfMarstonMoor
#CharlesDefeatedAndCaptured
#CharlesInJail
#PuritansTakeOverParliament
#RumpParliament
#TreasonChargeAgainstCharles
#TrialOfCharles
#ExecutionOfCharles
#EndOfMonarchyInEngland

Read the following dialogue. And answer the questions

Sophie: Sometimes I wish I could just escape the past and start over.

James: Yeah, me too. But do you think that means we'd be completely free?

Sophie: What do you mean?

James: Well, even if we escaped our past, it would still shape who we are in some way. It's part of our identity.

Sophie: That's true, but sometimes the weight of our mistakes and failures can feel overwhelming.

James: I know. But maybe instead of trying to escape from our past, we should focus on accepting it and learning from it.

Sophie: Learning from it? That sounds so negative and depressing.

James: No, it doesn't have to be. Our past experiences, good or bad, make us who we are today. They teach us valuable lessons that we can use to grow and evolve.

Sophie: You're right. Maybe the key is not to dwell on the past, but to embrace the present and look forward to the future.

James: And remember, no matter how much we try to escape our past, we'll never truly be rid of it. But that doesn't mean we can't live a happy and fulfilling life.

Sophie: Thank you,

James. Your perspective always helps me see things more clearly.

1. What does the phrase "escape the past" mean to you?
2. Do you think it's possible for someone to completely forget their past? Why or why not?
3. How do you think our past experiences shape who we are today?
4. Can you think of any examples where someone has been able to overcome a difficult past and move on successfully?
5. In your opinion, is it healthy to dwell on past mistakes or should we focus solely on the present and future?
6. Have you ever had to confront something from your past that was holding you back? How did you handle it?
7. Is there anything in your past that you wish you could change? Why or why not?
8. Do you believe that people can truly forgive and forget when it comes to past wrongdoings?
9. How important do you think it is to learn from our past mistakes in order to avoid repeating them in the future?
10. If you were given the opportunity to erase all memories of a certain event from your mind, would you take it? Why or why not?

Essay Topics

Personal essay topics:
1. My experience of letting go of past mistakes and moving forward.
2. The impact of forgiveness on my mental and emotional well-being.
3. How I learned to embrace my past and use it as a source of strength.
4. The role of therapy in helping me heal from past trauma.
5. My journey of self-discovery and finding peace with my past.

General essay topics:
1. Some people believe that dwelling on the past can prevent individuals from moving forward and achieving their goals. To what extent do you agree or disagree with this opinion?
2. The past is often romanticized in movies and literature, but does nostalgia actually hold us back from progress? 
3. The concept of "forgive and forget" is often touted as a way to move on from past conflicts, but is this always the best approach? 
4. In some cultures, the past is revered and celebrated while in others it is seen as something to be forgotten. What are the cultural implications of how we view the past? 
5. Memories shape who we are as individuals, but to what extent do they define our identity?

Explore Quotes from Famous People!

1. "The past is never dead. It's not even past." - William Faulkner

2. "The past cannot be changed. The future is yet in your power." - Mary Pickford

3. "The past is a place of reference, not a place of residence; the past is a place of learning, not a place of living." - Roy T. Bennett

4. "The past is always tense, the future perfect." - Zadie Smith

5. "The past is a ghost, the future a dream, and all we ever have is now." - Bill Cosby

6. "                                                                                                               " - Me

Discover Some Fun Facts!

1. Despite being intangible, the past can weigh heavily on our present and future.
2. The human brain is wired to cling onto memories, both good and bad.
3. Trauma can produce long-lasting effects that make it difficult to move on from the past.
4. Forgiveness and acceptance can help release the grip of the past on our lives.
5. Dwelling on past mistakes can prevent us from learning and growing as individuals.
6. Memories can be deceiving and often distorted by time and perception.
7. Some people use their past as a source of motivation to achieve their goals.
8. Time heals all wounds, but scars of the past may remain.
9. Letting go of the past requires courage and a willingness to embrace the unknown.
10. Ultimately, the power to break free from the past lies within ourselves.

the demands of justice vs the demands of freedom

What's Good and What's Bad? Let's Discuss!

Advantages:
1. Justice brings a sense of fairness and equality to society.
2. Upholding justice helps prevent crime, maintains peace, and ensures the rule of law.
3. Freedom protects individual liberties and allows for creativity and innovation.
4. Balancing both justice and freedom can create a harmonious and just society.
5. The demands of justice and freedom work together to ensure rights are protected while maintaining order in society.

Disadvantages:
1. Overemphasis on justice may lead to authoritarianism or repressive measures against certain individuals or groups.
2. Overemphasis on freedom can allow for exploitation or harm to others without consequences.
3. Balancing both justice and freedom can be difficult as they often involve opposing values.
4. Different interpretations of justice and freedom may cause conflict within society.
5. Meeting the demands of justice and meeting the demands of freedom may require different actions which can be complicated to navigate.

Read the following dialogue. And answer the questions

Sophie: Hey, Emma. I was reading this article about the demands of justice and freedom. What are your thoughts on that?
Emma: Well, they can often be in opposition to each other.
Sophie: How do you mean?
Emma: Sometimes people demand justice at the expense of freedom, like when someone's rights are restricted in order to maintain law and order.
Sophie: Yeah, but don't we need laws to ensure fairness and equality for everyone? Isn't that a form of justice?
Emma: Sure, but sometimes the quest for justice is taken too far. For example, standing up against discrimination is important, but censorship isn't always the answer.
Sophie: But it's hard to find a balance between the two, don't you think?
Emma: Absolutely. It's not an easy task, as both concepts can be quite subjective. Personally, I believe that respecting individual liberties should be paramount while also taking into account those who might suffer from their abuse. 
Sophie: Yes, I see what you're saying - ultimately, there needs to be a system of checks and balances.
Emma: Exactly. We have to consider what's fair for everyone involved while keeping a delicate boundary between our rights and responsibilities.

1. What is justice and why is it important in society? 
2. How does freedom relate to justice? 
3. Can you think of a time when justice was not served? 
4. Do you believe that everyone should have equal access to justice? Why or why not? 
5. In your opinion, what are some basic human rights that should be protected by the law? 
6. Have you ever experienced injustice personally? If so, can you share your experience? 
7. Is there a difference between seeking justice for oneself versus seeking justice for others? 
8. How do you think we can balance the demands of justice with the demands of freedom? 
9. Are there any situations where justice may conflict with personal freedoms? 
10. What role do you think the government plays in ensuring justice and protecting individual freedoms?

Essay Topics

Personal essay topics:
1. My personal experience with balancing justice and freedom in my career.
2. The role of forgiveness in achieving justice and freedom in my personal life.
3. How my cultural background has shaped my understanding of justice and freedom.
4. My journey of advocating for justice and freedom in my community.
5. The importance of empathy in promoting justice and freedom in society.

General essay topics:
1. Justice and freedom are two values that often conflict with each other. To what extent should one be sacrificed for the other?
2. Some people argue that true freedom can only be achieved through social justice. Do you agree or disagree with this statement?
3. The criminal justice system is designed to ensure justice, but it often fails to provide freedom for those who have been incarcerated. Is this a fair trade-off?
4. In some societies, individual freedom is valued over collective justice. To what extent do you think this is a positive or negative development?
5. The demands of justice and the demands of freedom often require individuals to make difficult choices. Discuss a time when you had to make such a choice and its impact on your life.

Explore Quotes from Famous People!

1. "Freedom and justice cannot be parceled out in pieces to suit political convenience. I don't believe you can stand for freedom for one group of people and deny it to others." - Coretta Scott King

2. "Freedom is not worth having if it does not include the freedom to make mistakes." - Mahatma Gandhi

3. "Justice delayed is justice denied." - William E. Gladstone

4. "Freedom is the oxygen of the soul." - Moshe Dayan

5. "The arc of the moral universe is long, but it bends towards justice." - Martin Luther King Jr.

6. "                                                                                                                                                " - Me

Read a dialogue between Lucy and William. And answer the questions.

Lucy: Hey, have you seen the new art exhibition downtown?
William: No, I haven't. What's it about?
Lucy: It's all about how art can change our relationship with reality.
William: Really? How do they argue that?
Lucy: Well, the paintings and sculptures challenge our perceptions of what is real and what isn't. They make us question our assumptions about the world.
William: That sounds fascinating. Can art really have that kind of impact on us?
Lucy: Absolutely! Think about how certain works of art have changed the way people think and feel over time. The Mona Lisa or Starry Night are just two examples.
William: Hmm...I see what you mean. But can art really change how we interact with the world around us?
Lucy: I believe so. Art has the power to inspire us, to move us emotionally, and to motivate us to action. By experiencing art, we can expand our understanding of what's possible and reimagine a different reality.
William: You've really convinced me. I'm going to check out that exhibition soon!
Lucy: Great idea! Let me know what you think after you go.

Discussion Questions

1. What is your personal definition of art?

2. How do you think art can influence our perception of reality?

3. Can you give an example of a piece of art that has changed your perspective on something?

4. Do you believe that art has the power to change society's views on certain issues?

5. In what ways do you think art can be used as a tool for social and political change?

6. Have you ever created a piece of art that helped you process or understand a difficult experience in your life?

7. How do different cultures and societies view the role of art in their communities?

8. Can art be considered a form of therapy? Why or why not?

9. Do you think technology has changed the way we interact with and appreciate art?

10. How important do you think it is for schools to prioritize art education alongside traditional academic subjects?

Essay Topics

Personal essay topics:
1. How creating art has helped me process and understand my emotions.
2. My experience attending an art exhibit that challenged my perspective on societal issues.
3. The impact of art therapy on my mental health and well-being.
4. How learning about different art movements has expanded my understanding of history and culture.
5. My journey of using art as a form of activism to raise awareness for social justice issues.

General essay topics:
1. Art has the power to change our perception of reality by challenging our beliefs and values. To what extent do you agree or disagree with this opinion?
2. Some people argue that art should only be created for aesthetic purposes, while others believe that art should have a deeper meaning and purpose. Discuss both views and give your own opinion.
3. In today's society, art is often used as a tool for political and social commentary. Is this a positive or negative development?
4. The rise of digital art has democratized the art world, allowing more people to create and share their work. To what extent has this changed the way we view and appreciate art?
5. Art has been used throughout history to express and communicate cultural values and traditions. How has the role of art in society evolved over time?

Read 4 Opinions and Write Yours

Sarah: "I totally think art can change our relationship with reality! One time I saw a painting of a sunset and it made me feel so peaceful and grateful for the beauty of nature. It changed my whole mood and perspective on the day."

Tom: "I'm not sure if I agree or not, it's a tough question. On one hand, I've seen some really thought-provoking pieces of art that made me question my assumptions about the world. But on the other hand, I've also seen plenty of shallow, meaningless art that didn't do anything for me. So I guess it depends on the quality of the art?"

Jasmine: "No way, art can't really change our relationship with reality. Reality is reality, it's fixed and unchangeable no matter how many paintings or sculptures you look at. I mean, I like looking at art and everything, but let's not get carried away. It's just entertainment."

Jack: "Are you kidding me?! Of course art can change our relationship with reality. Art speaks to the soul, it moves us in ways that pure logic and reason never could. Every time I hear my favorite song or see my favorite movie, I feel like I understand the world just a little bit better. And that's priceless, man.

Me: