1. Emotion EMIRATES INTERNATIONAL SCHOOL Yr.12 TOK Retreat 28 th JANUARY 2011 "Human behaviour flows from three main sources: desire, emotion and knowledge." -Plato

2. Activity 1 Work together in your table groups. Talk and about and think of as many emotions as you can.

3. Contentment Contentment Sorrow Sorrow Anger Anger Enthusiasm Enthusiasm Apathy Apathy Attraction Attraction Fear Fear Happiness Happiness Boredom Boredom Contemplate and try to re-feel the following randomly listed emotions (and/or moods). Try to recall a certain situation when you experienced that kind of emotion/mood: Write down which of those emotions/moods feel good (are "positive") and which don’t feel good (are "negative"), and also those that feel neither good nor bad ("neutral"). Make your own definition/description of what is a "positive" and what is a "negative" emotion/mood.

4. Now, draw a scale on a large piece of paper, like this: Choose one emotion, which is neither positive nor clearly negative and put it at zero: 0 Strong Weak Place each emotion on this scale according to the degree of its "positiveness" or "negativeness“, and its relative strength. Positive Negative

5. Resentment Resentment Eagerness Eagerness Pain Pain Merriness Merriness Jealousy Jealousy Hate Hate Frustration Frustration Anxiety Anxiety Pity Pity Self-Pity Self-Pity Sadness Sadness Love Love Guilt Guilt Envy Envy Pleasure Pleasure Passion Passion Covert hostility Covert hostility Appreciation Appreciation Shame Shame Annoyance Annoyance Cynicism Cynicism Interest Interest Aesthetic Feeling Aesthetic Feeling Love for a Partner Love for a Partner Love for a Pet or a Landscape Love for a Pet or a Landscape Contemplate about and try to re-feel some of the following more subtle emotions/feelings/moods. Try to fit those on your scale too. Link these emotions with the ones already on your scale (so that you put the similar category of emotions close to each other on the scale): When you have completely finished, compare and discuss your scale of emotions with those of others in your group.

6. How do great speakers and communicators use emotion? How do great speakers and communicators use emotion? What can they do with this appeal to our emotions? What can they do with this appeal to our emotions? Convince/Persuade/Stir-up/Alienate/Distort? Convince/Persuade/Stir-up/Alienate/Distort? Activity 2 – Using/Abusing Emotion

7. The US Declaration of Independence – July 4 th 1776, states “We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.” The US Declaration of Independence – July 4 th 1776, states “We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.” By the 1960’s this was still NOT a reality. Black people were oppressed, segregated and discriminated against, particularly in the southern states of the US, notably in Alabama, Georgia, Tennessee and Mississippi. By the 1960’s this was still NOT a reality. Black people were oppressed, segregated and discriminated against, particularly in the southern states of the US, notably in Alabama, Georgia, Tennessee and Mississippi. It was these injustices of society which Martin Luther King Jr. campaigned against. It was these injustices of society which Martin Luther King Jr. campaigned against. Activity 2 – Background

8. Martin Luther King Jr. “This will be the day when all of God's children will be able to sing with new meaning 'My country 'tis of thee/Sweet land of Liberty/Of thee I sing/Land where my fathers died/Land of the Pilgrim's Pride/From every mountainside/Let freedom ring.' And if America is to be a great nation, this must become true. So let freedom ring from the prodigious hilltops of New Hampshire. Let freedom ring from the mighty mountains of New York. Let freedom ring from the heightening Alleghanies of Pennsylvania. Let freedom ring from the snow-capped Rockies of Colorado. Let freedom ring from the curvaceous slopes of California, but not only that, let freedom ring from Stone Mountain of Georgia. Let freedom ring from Lookout Mountain of Tennessee. Let freedom ring from every hill and molehill of Mississippi. From every mountainside, let freedom ring. And when this happens, when we allow freedom to ring, when we let it ring from every village and every hamlet, from every state and every city, we will be able to speed up that day when all of God's children, black men and white men, Jews and Gentiles, Protestants and Catholics, will be able to join hands and sing in the words of the old Negro spiritual: ‘Free at last, free at last, thank God almighty we are free at last.’” Delivered on the steps at the Lincoln Memorial in Washington DC on August 28, 1963

9. What techniques does he use to “whip up” people’s emotions? Try to find as many different ways you can in which he raises the listener’s emotional level. What techniques does he use to “whip up” people’s emotions? Try to find as many different ways you can in which he raises the listener’s emotional level. Give examples of these – mark on the sheet everything you have identified Give examples of these – mark on the sheet everything you have identified What is he trying to say – sum up his main message in one sentence. What is he trying to say – sum up his main message in one sentence. Look at the sheet of the text of Martin Luther King’s speech and answer the following questions.

10. “This will be the day when all of God's children will be able to sing with new meaning 'My country 'tis of thee/Sweet land of Liberty/Of thee I sing/Land where my fathers died/Land of the Pilgrim's Pride/From every mountainside/Let freedom ring.' And if America is to be a great nation, this must become true. So let freedom ring from the prodigious hilltops of New Hampshire. Let freedom ring from the mighty mountains of New York. Let freedom ring from the heightening Alleghanies of Pennsylvania. Let freedom ring from the snow-capped Rockies of Colorado. Let freedom ring from the curvaceous slopes of California,, let freedom ring from Stone Mountain of Georgia. Let freedom ring from Lookout Mountain of Tennessee. Let freedom ring from every hill and molehill of Mississippi. From every mountainside, let freedom ring. And when this happens, when we allow freedom to ring, when we let it ring from every village and every hamlet, from every state and every city, we will be able to speed up that day when all of God's children, black men and white men, Jews and Gentiles, Protestants and Catholics, will be able to join hands and sing in the words of the old Negro spiritual: “This will be the day when all of God's children will be able to sing with new meaning 'My country 'tis of thee/Sweet land of Liberty/Of thee I sing/Land where my fathers died/Land of the Pilgrim's Pride/From every mountainside/Let freedom ring.' And if America is to be a great nation, this must become true. So let freedom ring from the prodigious hilltops of New Hampshire. Let freedom ring from the mighty mountains of New York. Let freedom ring from the heightening Alleghanies of Pennsylvania. Let freedom ring from the snow-capped Rockies of Colorado. Let freedom ring from the curvaceous slopes of California, but not only that, let freedom ring from Stone Mountain of Georgia. Let freedom ring from Lookout Mountain of Tennessee. Let freedom ring from every hill and molehill of Mississippi. From every mountainside, let freedom ring. And when this happens, when we allow freedom to ring, when we let it ring from every village and every hamlet, from every state and every city, we will be able to speed up that day when all of God's children, black men and white men, Jews and Gentiles, Protestants and Catholics, will be able to join hands and sing in the words of the old Negro spiritual: ‘Free at last, free at last, thank God almighty we are free at last.’”

11. Techniques which King uses: Repetition: “Let freedom ring”, “when” &”every” Repetition: “Let freedom ring”, “when” &”every” Appeal to a higher power: “God’s Children” Appeal to a higher power: “God’s Children” Strong/BIG language: “mighty mountains” etc. Strong/BIG language: “mighty mountains” etc. Inclusive language: “black/white” etc. Inclusive language: “black/white” etc. Alliteration: “mighty mountains” Alliteration: “mighty mountains” Change from referring to “good” places to “bad places” Change from referring to “good” places to “bad places”

12. Aristotle on Speakers (from “Rhetoric”) The first kind depends on the personal character of the speaker [ethos] The first kind depends on the personal character of the speaker [ethos] The second on putting the audience into a certain frame of mind [pathos] The second on putting the audience into a certain frame of mind [pathos] The third on the proof, or apparent proof, provided by the words of the speech itself [logos].” The third on the proof, or apparent proof, provided by the words of the speech itself [logos].” “Of the modes of persuasion furnished by the spoken word there are three kinds: To what extent does Martin Luther King's speech rely on Aristotle’s three ways for its effect?

13. Questions to think about: Are the techniques Martin Luther King used, and Aristotle’s theories about speakers, only applicable to speakers and speeches? Are the techniques Martin Luther King used, and Aristotle’s theories about speakers, only applicable to speakers and speeches? What about advertising – could they be applied there? What about advertising – could they be applied there? What about news broadcasting – could they be applied there? What about news broadcasting – could they be applied there? What about books – could they be applied there? What about books – could they be applied there?

14. Activity 3 - Emotion in Writing Some Facts: Name: Steve Biko Name: Steve Biko Date of birth: 18 December 1946, King William's Town, Eastern Cape, South Africa Date of birth: 18 December 1946, King William's Town, Eastern Cape, South Africa Leader of the Black Consciousness Movement, Founder of the South African Students' Organisation Leader of the Black Consciousness Movement, Founder of the South African Students' Organisation Date of death: 12 September 1977, Pretoria prison cell, South Africa Date of death: 12 September 1977, Pretoria prison cell, South Africa

15. The Background - Apartheid Prohibition of Mixed Marriages Act, Act No 55 of 1949 Prohibited marriages between white people and people of other races. Between 1946 and the enactment of this law, only 75 mixed marriages had been recorded, compared with some 28,000 white marriages. Prohibition of Mixed Marriages Act, Act No 55 of 1949 Prohibited marriages between white people and people of other races. Between 1946 and the enactment of this law, only 75 mixed marriages had been recorded, compared with some 28,000 white marriages. Immorality Amendment Act, Act No 21 of 1950; amended in 1957 (Act 23) Prohibited adultery, attempted adultery or related immoral acts (extra-marital sex) between white and black people. Immorality Amendment Act, Act No 21 of 1950; amended in 1957 (Act 23) Prohibited adultery, attempted adultery or related immoral acts (extra-marital sex) between white and black people. Population Registration Act, Act No 30 of 1950 Led to the creation of a national register in which every person's race was recorded. A Race Classification Board took the final decision on what a person's race was in disputed cases. Population Registration Act, Act No 30 of 1950 Led to the creation of a national register in which every person's race was recorded. A Race Classification Board took the final decision on what a person's race was in disputed cases. Group Areas Act, Act No 41 of 1950 Forced physical separation between races by creating different residential areas for different races. Led to forced removals of people living in "wrong" areas, for example Coloureds living in District Six in Cape Town. Group Areas Act, Act No 41 of 1950 Forced physical separation between races by creating different residential areas for different races. Led to forced removals of people living in "wrong" areas, for example Coloureds living in District Six in Cape Town. Reservation of Separate Amenities Act, Act No 49 of 1953 Forced segregation in all public amenities, public buildings, and public transport with the aim of eliminating contact between whites and other races. "Europeans Only" and "Non-Europeans Only" signs were put up. The act stated that facilities provided for different races need not be equal. Reservation of Separate Amenities Act, Act No 49 of 1953 Forced segregation in all public amenities, public buildings, and public transport with the aim of eliminating contact between whites and other races. "Europeans Only" and "Non-Europeans Only" signs were put up. The act stated that facilities provided for different races need not be equal. Terrorism Act of 1967 Allowed for indefinite detention without trial and established BOSS, the Bureau of State Security, which was responsible for the internal security of South Africa. Terrorism Act of 1967 Allowed for indefinite detention without trial and established BOSS, the Bureau of State Security, which was responsible for the internal security of South Africa.

16. Images of Apartheid

21. Feelings? what feelings/emotions do these images conjure up in your mind? what feelings/emotions do these images conjure up in your mind? Think about them as you do the following activity: Think about them as you do the following activity:

22. Accounts of the death of Biko Read the accounts (Sources A-H) of Steve Biko’s death. Read the accounts (Sources A-H) of Steve Biko’s death. Highlight any language you feel the writer has used to produce an emotional response from the reader. Highlight any language you feel the writer has used to produce an emotional response from the reader. Identify the attitude of the each writer to Biko – speculate on what sort of person might have written the account. Identify the attitude of the each writer to Biko – speculate on what sort of person might have written the account. Identify words/phrases which tell you the attitude. Identify words/phrases which tell you the attitude. Speculate on/Identify the emotion behind each phrase. Speculate on/Identify the emotion behind each phrase. Comment on Source E.... What publication is it from? Why is the date significant? Comment on Source E.... What publication is it from? Why is the date significant?

23. Questions to think about: Are Aristotle’s words about speakers equally applicable to the written words, and to visual images? Are Aristotle’s words about speakers equally applicable to the written words, and to visual images? How can we as listeners, readers and/or viewers “cut through” the emotional curtain, and see the truth? How can we as listeners, readers and/or viewers “cut through” the emotional curtain, and see the truth? How can we make sure we are not fooled by people who try to take advantage of our emotions? How can we make sure we are not fooled by people who try to take advantage of our emotions?

24. Bibliography The Rhetoric and the Poetics of Aristotle (Modern Library College Editions) McGraw-Hill Companies; (February 1, 1984) Website: http://www.dailywav.com/ka.html http://www.dailywav.com/ka.html What is Evidence? South Africa during the years of Apartheid, Rob Sieborger, Gail Weldon, Chris Hinton; John Murray; (1999)