The Philosophy Of Memes.

disobey · #1 10-31-2022, 12:17 AM

They are good at cutting through the bullshit and getting right to the point. I know of a book that has many. There are a couple I couldn't find any evidence for. But that doesn't mean that the people is showed supposedly saying them didn't in fact say them. Because I have known things to disappear off the internet. One was of a Rothschild saying that his family was worth over 500 trillion dollars. The other was of a Rockefeller saying that the politicians were his puppets. But you can believe the rest.

Here is the link of the book I spoke of. It isn't very long. But it gets right down to the point. If anybody disagrees with anything in it, just let me know.

online.fliphtml5.com/syqq/qdlm/

Kamilah Hauptmann · #2 10-31-2022, 12:22 AM

All Your Base Are Belong To Us - YouTube

Stephen Maturin · #3 10-31-2022, 01:33 AM

Bustin' Loose - YouTube

JoeP · #4 10-31-2022, 06:56 AM

Kamilah Hauptmann · #5 10-31-2022, 09:37 AM

Quote:

Originally Posted by JoeP

ceptimus · #6 10-31-2022, 12:57 PM

LEEKSPIN, 1 Hour LONG! - YouTube

Badger Badger Badger \| 1 Hour \| Weebl - YouTube

disobey · #7 11-01-2022, 12:34 AM

Quote:

Originally Posted by Stephen Maturin

Bustin' Loose - YouTube

Seeing how you never have anything sensible to say, I'll put you back on ignore.

Stephen Maturin · #8 11-01-2022, 02:01 AM

Quote:

Originally Posted by disobey

Quote:

Originally Posted by Stephen Maturin

Bustin' Loose - YouTube

I am a flouncing sissy.

Ari · #9 11-01-2022, 03:15 AM

Quote:

Leekspin

Speaking of meme songs I’ve always liked the full Epic Sax song,

Sunstroke Project & Olia Tira - Run Away...

Kamilah Hauptmann · #10 11-01-2022, 03:17 AM

Rick Astley - Never Gonna Give You Up (Official...

Kamilah Hauptmann · #11 11-06-2022, 03:34 AM

Saturday Morning Breakfast Cereal - Internet

-FX- · #12 11-06-2022, 02:13 PM

What is the alternative?

China

ShottleBop · #13 11-07-2022, 01:19 AM

Quote:

While the world of the Net is filled with diverse critical thinkers who are ready to challenge self-indulgent or self-aggrandizing memes, we can't rely on net.culture's diversity and inertia to answer every bad meme. The Nazi-comparison meme has a peculiar resilience, in part because of its sheer inflammatory power ("You're calling me a Nazi? You're the Nazi in this discussion!") The best way to fight such memes is to craft counter-memes designed to put them in perspective. The time may have come for us to commit ourselves to memetic engineering - crafting good memes to drive out the bad ones.

Source: Meme, Counter-meme

Kamilah Hauptmann · #14 11-07-2022, 03:52 AM

Quote:

Originally Posted by ShottleBop

Quote:

While the world of the Net is filled with diverse critical thinkers who are ready to challenge self-indulgent or self-aggrandizing memes, we can't rely on net.culture's diversity and inertia to answer every bad meme. The Nazi-comparison meme has a peculiar resilience, in part because of its sheer inflammatory power ("You're calling me a Nazi? You're the Nazi in this discussion!") The best way to fight such memes is to craft counter-memes designed to put them in perspective. The time may have come for us to commit ourselves to memetic engineering - crafting good memes to drive out the bad ones.

Source: Meme, Counter-meme

Was OP even alive when that was published?

Stephen Maturin · #15 11-07-2022, 06:21 PM

May-mays, ya say?

ShottleBop · #16 11-12-2022, 03:19 PM

https://www.ushmm.org/m/pdfs/USHMM-Meme-Lesson.pdf

Quote:

LESSON: Analyzing Memes
OVERVIEW
ESSENTIAL QUESTIONS
● What is the difference between opinion, fact, and belief?
● What are memes and how are they important in our culture today?
● What is an assertion? Reasoning? Evidence?

EDUCATIONAL OUTCOMES
At the end of this lesson, students understand:
● How to distinguish between opinion, fact, and belief
● That memes are an important cultural phenomenon that require critical thinking analysis
● How to determine what a meme is asserting and if there’s evidence to support the claim

TEACHER PREPARATION
● Familiarize yourself with memes if necessary
● Decide if you will provide examples of memes to analyze or let students select examples
● If students bring examples provide appropriate guidelines that align with your classroom needs
● Remember that memes are a way to construct collective identity and students can strongly identify with a meme. Acknowledge the negative and positive power of the medium and refrain from a personal response to memes students choose, giving the task of critically analyzing the meme back to the students.
● Student interactive
***********************************
Analyzing Memes | 1
GRADE LEVEL: Adaptable for grades 7–12
SUBJECT: Multidisciplinary
TIME REQUIRED: Approximately 60 minutes

This is a foundational lesson that introduces key concepts and information to students.

RATIONALE
Memes—attention-grabbing images with clever captions that pepper social media feeds—permeate our cultural discourse.
While memes have the potential to replace thoughtful conversation and impede connections between different opinions, with proper scaffolding they can be the entry point for critical thinking.

NOTE: Remember that memes are a way to construct collective identity and students can strongly identify with a meme. Acknowledge the negative and positive power of the medium and refrain from a personal response to memes students choose, giving the task of critically analyzing the meme back to the students.

LESSON: Analyzing Memes

DIRECTIONS:
1. Ask students to name some of their favorite social media sites. How does social media shape their identities? Do they feel like the person they are IRL (in real life) is the same as the image they present on social media? How do they feel about the accuracy of information they see on social media?

2. Ask students to articulate the differences between belief, opinion, and fact. Responses can be recorded on the board/ chart paper or you can use Menti or Padlet.
3. Share these definitions:
4. Ask students which one of these three (belief, opinion, fact) social media is the best at expressing.
5. Ask students if they are familiar with memes. What are they? Do they think they are influential? What do memes convey? After students have supplied answers ask if memes convey facts, opinions, or beliefs.
6. Share this information with students:

Analyzing Memes | 2
DEFINITIONS:
● A fact is verifiable. We can determine whether it is true by researching the evidence.
● An opinion is a judgment based on facts, an honest attempt to draw a reasonable conclusion from factual evidence.
● Unlike an opinion, a belief is a conviction based on cultural or personal faith, morality, or values.
DEFINITION:
● Memes—attention-grabbing images with clever captions that pepper social media feeds—permeate our cultural discourse. The word “meme” was first coined by Richard Dawkins in 1976; he believed that cultural ideas, like genes, can spread and mutate. Their magnetism is scientific: a surge of dopamine is released whenwe see or share them because of the emotional responses they provoke .
[1 Has dopamine got us hooked on tech? | Technology | The Guardian
LESSON: Analyzing Memes
7. After briefly discussing the power of memes, share with students that they will be analyzing memes. Either provide a sample meme or students bring a meme to analyze. Share the student interactive.
8. For a meme to provoke critical thinking it should make a good argument, not simply express an opinion or belief. It should make an assertion that is backed by reason and evidence (ARE).
9. Ask students to identify the assertion they think the meme is proposing.
10. Next, students construct the reason why the creator of the meme would make this assertion.
11. Students then conduct research to see if they can uncover credible evidence to support the message of the meme. Cite all sources.
12. Once completed, ask students what is the opposite message of the assertion? Ask them to try and find evidence to support the opposite message of the original assertion. Can it be done?
[2 https://www.comm.pitt.edu/argument-c...sons-evidence]
Analyzing Memes | 3
DEFINITIONS:
● Assertions (A) are statements about what is true or good or about what should be done or believed.
● Assertions are backed by reasons (R)
○ Reasons (R) are statements of support for assertions, making those claims something more than mere opinions. Reasons can be linked to assertions with the word because.
● Assertions and reasons are supported by evidence (E)
○ Evidence (E) supports the reasons offered and helps compel audiences to accept the assertion. Evidence answers challenge to the reasons given and can include examples, case studies, narratives, statistics, testimony, eyewitness accounts, and expert opinions.

ShottleBop · #17 11-12-2022, 05:56 PM

UNESCO's discussion of Holocaust Denial memes:

disobey · #18 11-12-2022, 11:31 PM

Quote:

Originally Posted by ShottleBop

https://www.ushmm.org/m/pdfs/USHMM-Meme-Lesson.pdf

Quote:

LESSON: Analyzing Memes
OVERVIEW
ESSENTIAL QUESTIONS
● What is the difference between opinion, fact, and belief?
● What are memes and how are they important in our culture today?
● What is an assertion? Reasoning? Evidence?

EDUCATIONAL OUTCOMES
At the end of this lesson, students understand:
● How to distinguish between opinion, fact, and belief
● That memes are an important cultural phenomenon that require critical thinking analysis
● How to determine what a meme is asserting and if there’s evidence to support the claim

TEACHER PREPARATION
● Familiarize yourself with memes if necessary
● Decide if you will provide examples of memes to analyze or let students select examples
● If students bring examples provide appropriate guidelines that align with your classroom needs
● Remember that memes are a way to construct collective identity and students can strongly identify with a meme. Acknowledge the negative and positive power of the medium and refrain from a personal response to memes students choose, giving the task of critically analyzing the meme back to the students.
● Student interactive
***********************************
Analyzing Memes | 1
GRADE LEVEL: Adaptable for grades 7–12
SUBJECT: Multidisciplinary
TIME REQUIRED: Approximately 60 minutes

This is a foundational lesson that introduces key concepts and information to students.

RATIONALE
Memes—attention-grabbing images with clever captions that pepper social media feeds—permeate our cultural discourse.
While memes have the potential to replace thoughtful conversation and impede connections between different opinions, with proper scaffolding they can be the entry point for critical thinking.

NOTE: Remember that memes are a way to construct collective identity and students can strongly identify with a meme. Acknowledge the negative and positive power of the medium and refrain from a personal response to memes students choose, giving the task of critically analyzing the meme back to the students.

LESSON: Analyzing Memes

DIRECTIONS:
1. Ask students to name some of their favorite social media sites. How does social media shape their identities? Do they feel like the person they are IRL (in real life) is the same as the image they present on social media? How do they feel about the accuracy of information they see on social media?

2. Ask students to articulate the differences between belief, opinion, and fact. Responses can be recorded on the board/ chart paper or you can use Menti or Padlet.
3. Share these definitions:
4. Ask students which one of these three (belief, opinion, fact) social media is the best at expressing.
5. Ask students if they are familiar with memes. What are they? Do they think they are influential? What do memes convey? After students have supplied answers ask if memes convey facts, opinions, or beliefs.
6. Share this information with students:

Analyzing Memes | 2
DEFINITIONS:
● A fact is verifiable. We can determine whether it is true by researching the evidence.
● An opinion is a judgment based on facts, an honest attempt to draw a reasonable conclusion from factual evidence.
● Unlike an opinion, a belief is a conviction based on cultural or personal faith, morality, or values.
DEFINITION:
● Memes—attention-grabbing images with clever captions that pepper social media feeds—permeate our cultural discourse. The word “meme” was first coined by Richard Dawkins in 1976; he believed that cultural ideas, like genes, can spread and mutate. Their magnetism is scientific: a surge of dopamine is released whenwe see or share them because of the emotional responses they provoke .
[1 Has dopamine got us hooked on tech? | Technology | The Guardian
LESSON: Analyzing Memes
7. After briefly discussing the power of memes, share with students that they will be analyzing memes. Either provide a sample meme or students bring a meme to analyze. Share the student interactive.
8. For a meme to provoke critical thinking it should make a good argument, not simply express an opinion or belief. It should make an assertion that is backed by reason and evidence (ARE).
9. Ask students to identify the assertion they think the meme is proposing.
10. Next, students construct the reason why the creator of the meme would make this assertion.
11. Students then conduct research to see if they can uncover credible evidence to support the message of the meme. Cite all sources.
12. Once completed, ask students what is the opposite message of the assertion? Ask them to try and find evidence to support the opposite message of the original assertion. Can it be done?
[2 https://www.comm.pitt.edu/argument-c...sons-evidence]
Analyzing Memes | 3
DEFINITIONS:
● Assertions (A) are statements about what is true or good or about what should be done or believed.
● Assertions are backed by reasons (R)
○ Reasons (R) are statements of support for assertions, making those claims something more than mere opinions. Reasons can be linked to assertions with the word because.
● Assertions and reasons are supported by evidence (E)
○ Evidence (E) supports the reasons offered and helps compel audiences to accept the assertion. Evidence answers challenge to the reasons given and can include examples, case studies, narratives, statistics, testimony, eyewitness accounts, and expert opinions.

Was all that crap supposed to mean something? If you have something to say, just say it.

disobey · #19 11-12-2022, 11:33 PM

Quote:

Originally Posted by ShottleBop

UNESCO's discussion of Holocaust Denial memes:

As I told you before, if you want to talk about the holocaust, I have a thread for that.

ShottleBop · #20 11-13-2022, 02:59 AM

If you looked at it, mush-for-brains, you'd see the discussion of MEMES. You can't even recognize an attempt to discuss the topic of this thread.

ShottleBop · #21 11-13-2022, 03:00 AM

Quote:

Originally Posted by disobey

Quote:

Originally Posted by ShottleBop

https://www.ushmm.org/m/pdfs/USHMM-Meme-Lesson.pdf

Quote:

LESSON: Analyzing Memes
OVERVIEW
ESSENTIAL QUESTIONS
● What is the difference between opinion, fact, and belief?
● What are memes and how are they important in our culture today?
● What is an assertion? Reasoning? Evidence?

EDUCATIONAL OUTCOMES
At the end of this lesson, students understand:
● How to distinguish between opinion, fact, and belief
● That memes are an important cultural phenomenon that require critical thinking analysis
● How to determine what a meme is asserting and if there’s evidence to support the claim

TEACHER PREPARATION
● Familiarize yourself with memes if necessary
● Decide if you will provide examples of memes to analyze or let students select examples
● If students bring examples provide appropriate guidelines that align with your classroom needs
● Remember that memes are a way to construct collective identity and students can strongly identify with a meme. Acknowledge the negative and positive power of the medium and refrain from a personal response to memes students choose, giving the task of critically analyzing the meme back to the students.
● Student interactive
***********************************
Analyzing Memes | 1
GRADE LEVEL: Adaptable for grades 7–12
SUBJECT: Multidisciplinary
TIME REQUIRED: Approximately 60 minutes

This is a foundational lesson that introduces key concepts and information to students.

RATIONALE
Memes—attention-grabbing images with clever captions that pepper social media feeds—permeate our cultural discourse.
While memes have the potential to replace thoughtful conversation and impede connections between different opinions, with proper scaffolding they can be the entry point for critical thinking.

NOTE: Remember that memes are a way to construct collective identity and students can strongly identify with a meme. Acknowledge the negative and positive power of the medium and refrain from a personal response to memes students choose, giving the task of critically analyzing the meme back to the students.

LESSON: Analyzing Memes

DIRECTIONS:
1. Ask students to name some of their favorite social media sites. How does social media shape their identities? Do they feel like the person they are IRL (in real life) is the same as the image they present on social media? How do they feel about the accuracy of information they see on social media?

2. Ask students to articulate the differences between belief, opinion, and fact. Responses can be recorded on the board/ chart paper or you can use Menti or Padlet.
3. Share these definitions:
4. Ask students which one of these three (belief, opinion, fact) social media is the best at expressing.
5. Ask students if they are familiar with memes. What are they? Do they think they are influential? What do memes convey? After students have supplied answers ask if memes convey facts, opinions, or beliefs.
6. Share this information with students:

Analyzing Memes | 2
DEFINITIONS:
● A fact is verifiable. We can determine whether it is true by researching the evidence.
● An opinion is a judgment based on facts, an honest attempt to draw a reasonable conclusion from factual evidence.
● Unlike an opinion, a belief is a conviction based on cultural or personal faith, morality, or values.
DEFINITION:
● Memes—attention-grabbing images with clever captions that pepper social media feeds—permeate our cultural discourse. The word “meme” was first coined by Richard Dawkins in 1976; he believed that cultural ideas, like genes, can spread and mutate. Their magnetism is scientific: a surge of dopamine is released whenwe see or share them because of the emotional responses they provoke .
[1 Has dopamine got us hooked on tech? | Technology | The Guardian
LESSON: Analyzing Memes
7. After briefly discussing the power of memes, share with students that they will be analyzing memes. Either provide a sample meme or students bring a meme to analyze. Share the student interactive.
8. For a meme to provoke critical thinking it should make a good argument, not simply express an opinion or belief. It should make an assertion that is backed by reason and evidence (ARE).
9. Ask students to identify the assertion they think the meme is proposing.
10. Next, students construct the reason why the creator of the meme would make this assertion.
11. Students then conduct research to see if they can uncover credible evidence to support the message of the meme. Cite all sources.
12. Once completed, ask students what is the opposite message of the assertion? Ask them to try and find evidence to support the opposite message of the original assertion. Can it be done?
[2 https://www.comm.pitt.edu/argument-c...sons-evidence]
Analyzing Memes | 3
DEFINITIONS:
● Assertions (A) are statements about what is true or good or about what should be done or believed.
● Assertions are backed by reasons (R)
○ Reasons (R) are statements of support for assertions, making those claims something more than mere opinions. Reasons can be linked to assertions with the word because.
● Assertions and reasons are supported by evidence (E)
○ Evidence (E) supports the reasons offered and helps compel audiences to accept the assertion. Evidence answers challenge to the reasons given and can include examples, case studies, narratives, statistics, testimony, eyewitness accounts, and expert opinions.

Was all that crap supposed to mean something? If you have something to say, just say it.

It's a lesson plan for teaching young folks about memes, and how to analyze them with critical thinking. (But of course, "thinking" is an alien concept to you.)