Major philosophical issues

Memory and the act of remembering.

Using analogies and metaphors to describe memory.

The implications of losing one's memory.

View Munch Kids segments
Out of Order (available in Unit 11 in the Video Anthology)
Remember
Munch Kids
Out of Order
(available in Unit 11 in the Video Anthology)

In this segment, the MUNCH KIDS explore a connection between what is going on in their minds and their bodies when they are 'out of order'. The idea of a breakdown in communication, when language is not adequate or fails to cope with an experience, is also covered.

Tristan describes the mind and brain as in control and the limbs as 'servants' but Rosheeka disagrees that the mind is in control. She uses behaviour driven by temper as an example of when normal communication between mind and body breaks down.

Rosheeka also believes that there are no words which adequately describe the emotions at times like this. Zoe agrees, and gives an instance where happiness is so great that descriptions are inadequate. She believes her language has been inadequate for her experience.

Quotes
'... slam the door of my room and just um throw myself onto the bed and it's sort of like a machine going to explode in maybe a few seconds, and then when it does, you get - "Bang".'

'... and then you get into a real temper and throw things around, break things and all, like your mind is trying to control you but your body isn't letting it get through to control you.'

'Your brain's controlling everything, like your legs and your arms and your head and even my mouth that's talking now and your mind just gives ideas out like your mind gives the idea of kicking something and ... and your brain makes your leg move. It's like the mind and the brain both working together along with the legs and the arms and the head and all that being servants.'

Questions
Is a person who is upset over something that doesn't appear to be important 'out of control'? Who should judge 'appropriate' responses?
If your arm has fallen asleep does it mean your brain is not working?
What is meant by emotional overload?
When you forget something does it mean your brain or your thoughts are out of control?
When we say something can't be expressed in words, what form is it in?
Are the brain and the body the same or different? In what way/s?
Can you can describe when you believe your body was controlling your mind?

Remember

Fiona sees memories in terms of an experience, 'something that's happened to you', making them something immediate which become memories once they have happened. She describes how memories are stored 'like a diary' and kept until they surface again. Richard describes lost memories being like pages blown away by the wind. Meg has an image of memories being stored in a house with locked doors suggestive of secrets and discoveries with a key to unlock these memories. Examples of other metaphors commonly used by the MUNCH KIDS to describe ideas stored in heads are: books on library shelves; a computer's memory etc.

Ariel disagrees with these metaphors claiming, 'Your memories are happening all the time, even when we are speaking now'. She sees a problem associated with thinking of memories as physical entities claiming they can only be seen 'in your head'. Terrence's image of stored memories as invisible differs from the concrete images, but his remembering is described as being like a lightening strike.

Ariel and Fiona ponder whether two people can share the same memory. Fiona believes memories are shared in so far as events are jointly experienced, while Ariel sees individual experiences of life as making each person's memories unique: 'You remember it in your own special way and how you want to remember it'.

Fiona believes memories are not just pictures, they are feelings as well. 'It's not just something you see - its something you hear and something you feel.' In other words, memory is believed to be taking place through all the senses.

Quotes

'You've got a sort of diary in your head and you keep your memories in there.'

'When you're not remembering your memories, you just get in a big room with a locked door and when you remember back, it's your key and you open the door and your memory comes out ...'

'Your memories are happening all the time, even when we are speaking now.'

'Memories are only things that you can see in your head'.

I've changed my mind about houses ... and things, or a diary. I think that ... memories are sort of invisible. I think they are like lightning and every time you want one, a piece of lightning comes down and you think about it.'

'You remember it in your own special way and how you want to remember it.'

'Memories are not just pictures, they're feelings as well.'

'It's not just something you see - its something you hear and something you feel.'

Questions

Is it possible to recall feelings without recalling the event with which they are associated?
What happens when we forget? Can we deliberately forget?
Do we remember in words or pictures?
Can you think without words?
How does our brain function when we remember music?
What is the link between our brain and our face?

Unit Thirteen Activities

Minds and Brains

Activity One: Technology
As a class collect cubes, pipe cleaners, pairs of old toys, and any items which can be easily stored and manipulated. Working in pairs, ask the students to construct a brain and explain to the class how it works. Encourage the students to think about the different functions.

Activity Two: English
What are some of the differences between humans, animals and machines? Ask the students to work in pairs to discuss and complete the following:

Done by humans Done by animals Done by computers
Recall feelings
Have memories
Imagine
Forget

Memories

Activity One: The Arts
Out of Order uses collage to combine different materials and textures to illustrate ideas raised. Ask students to use different objects and materials to create a collage which represents 'memory' for them.

Activity Two: English
Examine a collection of interesting, aged faces. Working in pairs, ask the students to create a lifetime of memories for each face. They should record their ideas in note form which can then be expanded into paragraphs.

Activity Three: English, Health/PE
Ask students to bring a 'memory' to school - an object that is important to them because of its association with something that happened in the past. Oral presentations about the 'memory' could be extended to descriptive or factual written activities. This activity will help students to get to know each other.

Activity Four: The Arts, Technology

As a class, use wire and materials from the garden to construct a 'memory tree'. This can take the form of a free standing structure or mobile. The leaves can contain a brief written explanation, pictorial, or graphic record of the students' best memories.

Activity Five: English, SOSE

As part of a study of the local area, ask students to interview aged citizens in their community about their earliest memories. Their findings can be recorded on a time line for display in the classroom.

Activity Six: English

This activity can be done over a series of days and is suitable for homework. The students spend some time remembering and visualising an important past event and then record their memories. The process is repeated at a later lesson and extra detail is included. Working in pairs, they can read each other's work and ask questions to discover further information which is then recorded. They can then redraft and refine their written record of an important memory.

Activity Seven: English

'The mind is like a machine.' Brainstorm other similes for the mind.