Hybrid learning systems

ACT IN EDUCATION 2020-1-NL02-KA226-SCH-08302 Section 1 MasterPeace Ro Association ISBN: 2153.256987 Editura Sfantul Ierarh Nicolae 1 ACT IN EDUCATION, 2020-1-NL02-KA226-SCH-08302, Section 1, MasterPeace Ro Association Authors: DRAGOMIR Marian, ION Adrian, IONIȚĂ Andrei Cristian ISBN: : 2153.256987 Editura Sfantul Ierarh Nicolae ACT IN EDUCATION, 2020-1-NL02-KA226-SCH-08302, Section 1, MasterPeace Ro Association is output 1, blended learning in digital era. This is part of the intellectual products developed by the authors under the contract signed with the leading organization Masterpeace International. It is a biannual booklet that reflects the activities of the coordinator and facilitators of Masterpeace Ro NGO registered with the VAT number 35780219 The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the National Agency and Commission cannot be held responsible for any use which may be made of the information contained therein. 2 ACT IN EDUCATION, 2020-1-NL02-KA226-SCH-08302 3 Hybrid learning systems (The following paper was a result of an investigation of Masterpeace Ro Association given to 50 teachers across Romania. Their answers were grouped and merged. The results were compiled in the benefit of the Erasmus+ project Act for Education) Hybrid learning systems are, according to the Sloan Consortium, integration online teaching tools in activities specific to traditional education. The goal these systems is to add value to the teaching and learning process. Teachers can upload various teaching resources needed for the course, with the guarantee that they they will be automatically distributed to students, who will access them in a flexible manner. In this way they can manage larger classes, and by attaching interactive resources, the time allocated to learning in class can be reduced. The term "blended learning" began to be used at the end of the twentieth century. One of those older references appear in a 1999 Interactive Learning press release Center. The fast pace of elearning development has led to the emergence of a new context for learning in universities and beyond. This exciting student-centered approach combines the traditional method, that of the classroom, with that based on technology, which is constantly evolution. By combining traditional methods with new ones, types of synchronous and learning have emerged asynchronous, which offers modern training and highly effective learning programs. Types of Synchronous learning is the traditional method of online training, teacher and student being available at the same time. Usually, all participants in the learning process are in the same place where they share the experience of this process and interact; It is also they may also be in different places. In the case of asynchronous learning the teacher, in most cases replaced by a course run on computer is not available in real time, which is a benefit for those who want to he carries out his 4 learning process at his own pace. A BL solution should emphasize on both types of learning presented above, both on synchronous learning and on that asynchronous. There are two ways to create teaching materials for an online course in the system Blended Learning: transfer of existing documents for traditional education in digital format and their transformation, so as to meet the requirements of such a course. The second way is to transform existing materials so that the course to be a dynamic one. Therefore, the content of such a course is not only transferred, but using existing tools on the platform, a conversion to a specific format will be performed Blended Learning education Due to the specifics of Blended Learning education, the teaching materials presented online must meet a number of conditions to be considered effective: their content to can be easily modified and updated, their completion to ensure the achievement of the objectives of the course, their presentation to be attractive and logically structured, to ensure the possibility of interactions between student and content, between students, between student and teacher, as well as facilities for assessing knowledge. Materials already made in electronic format (eg using an Office suite) is a substantial advantage in the process transformation. Conversion of traditional teaching materials into Blended Learning format involves two stages: - converting files to web-accessible format (the simplest and most accessible step); - converting content to Blended Learning format (the most complex stage). An effective course in Blended Learning format must be the following: - student-centered (in traditional education it is teacher-centered); - logically structured and attractive: the text must be completed with graphic images, tables, schemes, animations, suggestive simulations, hyperlinks etc.; - interactive: there must be multimedia applications and means of self-assessment included in course, to provide feedback on student progress and understanding of content. 5 To transform a course into a Blended Learning format it is necessary to take into account the specifics of each discipline, but also of the materials already existing in electronic format. So, you can determine if only file conversion is required or it is also recommended to convert content or create new materials using Course and Web tools Authoring. If specialized processing of teaching materials converted to Blended is required Learning or if you want to create absolutely new content for a particular course in Blended Learning format, it is recommended to use tools and technologies of the type Course and Web Authoring. Course Authoring tools offer the following facilities: - creating course content pages (HTML, XML, PDF, etc.) that can integrate a series of multimedia file formats (image, audio, video, animations, simulations, etc.) having based on the collection of predefined templates and the possibility of converting files from various formats (Word, Power Point, Excell, PDF, etc.); - organizing the content into modules and chapters / lessons, so as to ensure students to complete as efficiently and clearly as possible the respective course; - creating tests and providing feedback, in order to view students' progress in the learning process, respectively for grading the student and generating reports. Using equipment or programs that allow the recording of audio and video sequences currently available, anyone can create a quality audio / video stream acceptable. Although, compared to classical teaching materials, the use of sequences audio / video requires significant resources, they fully justify their cost. Training videos can be used to enhance the classic learning processor, in some cases, even to supplement it. The main advantages of videos consist of the possibility of repetition if the student did not understand the material as well and scalability, they being able to be distributed, theoretically, to an unlimited number of students. The use of recorded teaching materials eliminates much of the operational drawbacks of the traditional teaching process, which involves: 6 - establishing a schedule; - the use of a space dedicated to the didactic process with all the costs that it assume. Depending on the field, but also on the teaching strategy, the video sequences can be seen as a first way, the first line, of contact between the tutor and the student. For this purpose the video sequences can be used to familiarize the learner with a new subject, to show the connections between other subjects and the new subject, or to recapitulate and recall, knowledge already taught. Into the in the case of laboratory work, video sequences can present the materials and processes that are to be carried out, and the tutor's efforts will be focused only on the explanation concepts that are difficult to access and on the guidance, respectively the supervision of the works. Although diverse, the ways to produce teaching videos follow somewhat similar steps: - identification of the message to be transmitted; - creating a scenario; - effective creation of video sequences; - editing and post-processing them; - saving in an appropriate format and distributing videos. Video capture is the process by which an analog video signal, such as a movie created with the help of a video camera it is transformed into a digital video signal, in a file video. The video signal resulting from this process is called digital video streaming or, more simply, video streaming. Similar to this process is the screen-cast, the video capture of screen, where the digital video stream is generated based on the images displayed on the monitor computer. A.1. DEVELOPING A BLENDED LEARNING COURSE 1. It will start from the discipline sheet to identify the objectives of the course. This step it is already known to teachers, it is easily solved by integration automatic file in the BL platform. 2. Allocate the necessary working time for each objective. The BL platform already contains the calendar of the semester, the teacher having the possibility to add some documents regarding 7 what needs to be discussed during each meeting. These documents may remain unshared with the rest of the participants in the activity and will be used as a reference to assess progress in the course. 3. Identifying the number of weeks for each goal involves division complex chapters in several sections and their allocation to the week corresponding to. Course planning can be done directly from the Blended platform Learning. 4. The necessary resources will be added for each section of the course. The teacher can upload various materials on the course page. Some of the resources will be shared directly with students, other resources may be initially hidden from students and shared later or can only be used by teachers. A.2.COMPLETION OF AN INTERACTIVE COURSE - BASIC LEVEL 1. Identifying the objectives based on the discipline sheet. This step is similar to that presented in the previous section. 2. Identify the number of activities. 3. Determining the number of weeks required for each activity. 4. Interactive resources will be added for each week deepening the subject: a. Add a PowerPoint presentation. This type of resource is used in present by most teachers and mainly contains a summary lesson, as well as schematization and abstraction of complex concepts. This type of presentation can be used as a support during the activity, but also shared later with students to help them recap the basics. In this case, the platform provides the tools needed to share at a later date of delivery. b. Adding video resources. The use of this type of resource has grown in size lately, being used mainly for short practical examples or reinforcement an idea. Another way to use video resources is to share them with students so that they can watch the video at a later date, thus reducing the incompatibility between the unique rhythm of teaching and the rhythms individual information processing. The teacher can opt for recording in full a lecture or just some relevant examples. Into 8 the if a teacher already has the materials uploaded using the services of a third party, the platform provides the tools needed to download directly from that provider's website. You can also distinguish three types of videos: The most used type of video clip is the one in which the teacher records the contents of the screen or window and add an audio part with the role explanatory. This type can only be used in disciplines whose activity is based on computer use.  Another type of video is one in which the teacher records over time who teaches a lesson. He can use all the resources available within the traditional model of the course, but can better integrate the elements interactive. A video camera and conditions are needed for this type of clip optimal filming and sound recording.  There is also a type of hybrid video clip in which the teacher can to replace the board with a program that runs a slide show or with a slide show program that allows graphical editing of the work panel. c. Adding a grid test. Grid tests can be integrated throughout each course or, separately, at the end of it. The integration of ongoing grid tests represents a way of self-assessment offered to students, being possible to correlate them with the text of the lesson, so that if a student cannot answer a question, it will be redirected to the corresponding page in the lesson text. This type of testing is resembles the questions asked by teachers during teaching and they aim to deepen knowledge. Also, a grid test can be distributed at the end of a learning unit so that the teacher can evaluate students several times during a semester. d. Adding separate questions. The teacher can ask questions to the students when they have completed part of the lesson. These questions have a double role: on the one hand to deepen knowledge, and on the other to obtain of feedback on the knowledge gained by students. Thus, a the teacher can observe patterns in the answers and determine the points weaknesses and strengths of students. 9 A. 3. CARRYING OUT AN INTERACTIVE COURSE - INTERMEDIATE LEVEL 1. The identification of the objectives will be made starting from the discipline file. 2. The number of activities necessary to achieve the teaching objectives will be identified. 3. The distribution of the subject for each week will be established. 4. A suite of resources will be added during each week. These resources have like objective deepening knowledge and interaction with students. a. Add a PowerPoint presentation. b. Adding video resources. c. Adding a questionnaire. The results of the questionnaire can be discussed in a communication activity online. For example, the teacher can create a chat room to talk to with students the strengths and weaknesses of the assessment. It can also answer their questions on certain topics. Most of them teachers already use this type of discussion in the traditional course. The main advantage of using the Blended Learning platform in a The debate is that it can be accessed from anywhere, so students it does not have to be in a formal setting to receive the necessary information d. Adding questions to test the understanding of a part of the course. Questions are a simple mechanism by which understanding can be verified concepts without allocating a significant amount of time to this activity. e. Using a chat session for consulting. Most teachers already have Scheduled meeting hours with students, so using a chat room does not it is only an extension of this process. Students can access the chat room from anywhere, as long as they have an internet connection, no need to travel at college. This is a major advantage for living students at a fairly long distance from college, because they will no longer have to move to talk to the teacher. As for the teacher, the advantage The major thing that the chat room brings is the possibility of storing a conversations in order to reread it at a 10 later date. So teachers have the ability to monitor both students' questions in order to extract some patterns, as well as self-assessment of the answers provided. f. Adding themes. Teachers can add homework that students will solve until a predetermined date. The Blended Learning platform provides a mechanism automated homework collection and date control at which they can be loaded. So the teacher can focus on other aspects of the course and not he still needs to devote time to collecting homework. 5. Checking the results of the topic. Depending on the type of theme, it can be checked automatically or manually. A. 4. CARRYING OUT AN INTERACTIVE COURSE - ADVANCED LEVEL 1. Identifying the objectives based on the discipline sheet. 2. Identify the number of activities necessary to achieve each objective. 3. Determining the number of courses allocated to each objective. 4. Preparation of the first course: a. Adding interactive resources to provide an overview of of course. This way it is very easy to get the attention of the students and get them can explain the need for the course. i. Video resources may contain interviews with practitioners, video clips a various companies or even the opinions of former students. ii. The slide show resources will contain a summary of the main objectives of the course and their division into weeks. iii. Feedback form resources can be used to probe expectations of students in the course. This type of resource is especially needed in the case of advanced courses which already presuppose the existence of a base of knowledge held by students. iv. Initial questionnaire resources can also be used for advanced courses in which it is necessary to assess the level of knowledge of students. 5. Adding weekly resources: 11 a. Adding slide shows. b. Adding video resources. c. Adding a grid test. d. Communicating the results through a chat session. e. Adding questions to test the understanding of the lesson. f. Add and schedule a chat session. g. Adding a theme. h. Add a glossary of terms. This resource is intended for synthesis frequently used terms and their brief explanation Transformation Of A Classic Format Teaching Material Into An Appropriate Blended Learning A. BOOK Most courses are based on a book in which the subject is structured. This resource is, most of the time, it is present in printed format, and its transformation into digital format requires additional effort on the part of the teacher. However, he is not obliged to public the book at the beginning of the course, he having the opportunity to extract excerpts from it during activities. Liability for these intellectual property rights associated with the published material belongs to the teacher and derives from the content of the contract the basis for publishing the book. The most common method of transforming a book is to copy chapters in format usually PDF for portability and to insure against modification content. The chapters, once extracted, can be attached to each lesson or can be loaded at the beginning of the course. Once the chapters are extracted, fragments of them can be used to create the slide shows. Also, the visual resources contained in the book can be used as such. B. SLIDE SHOW RESOURCE 12 Being already in digital format, the slide show resource is easier to convert to format Blended Learning. These resources can be integrated as such or can be used in combination with other resources. There are two major ways to turn a slide show into one electronic resource. The first of these assumes that the presentation is intended as a succession of information that appears in the same form for each student. In this case, the presentations can be uploaded to the platform as resources. In fact, starting from the fact that a slide show usually contains a summary, it can be reached when used as an introduction, the other resources being used for deepening. If but it is desired that each student have access to a presentation that adjusts dynamically to his level of knowledge, the presentation can be represented in the form of a virtual lesson on platform. In this case, videos can be added when scrolling through a slide show or audio to better explain certain passages. You can also integrate questions with role of evaluating the understanding to dynamically display the next slide according to the answer given. C. MULTIPLE CHOICE TESTS The Blended Learning platform has its own module for grid tests. If topics have been written before, then they can be easily transferred to the platform. The main advantage of grid tests using this platform is the speed of evaluation students. The main task of the teacher will be to propose questions, the rest being automated platform. At the end, the teacher can look for patterns in the results so as to identify students' strengths and weaknesses. Unlike format tests traditionally, they are easier to manage, the correction being done automatically. Platform also supports the definition of tests comprising essay-type questions or short-answer questions, but these will have to be corrected manually by the teacher. Survey among students. 200 respondents, from 14 to 18 years old. High School ,,Grigore Tocilescu" Mizil 13 How do you think the quarantine affected you overall? 31% negative 3% it didn’t affect me 66% positive How do you appreciate the school’s transition to digitization? 15.3% I don’t think it’s efficient ,because of the tehnical difficulties 16% I think it’s just as efficient as the traditional one 22.7% I would combine the methods 46% I don’t think is efficient ,I preffer the traditional one What did you miss the most in the quarantine? Meeting with friends/classmates School Walks Sports Extracurricular How efficiently was online schooling in the March-June 2020 period ,in comparison with online schooling now ? Just as inefficient as now 12,3% Partially efficient 36,8% Totally inefficient 25,8% Just as efficient as now 25,2% Have you experienced anxious or depressive moods during the pandemic ? Yes/No Has the pandemic helped you discover yourself? Somewhat/yes/no 14 15 16 17 18 B Methods of non-formal education Storytelling  youngsters learn to read; to enrich their vocabulary;  can be used at any age, if well written;  works as a simulation of a life experience;  transmits a great deal of information in a pleasant way (eg notions of quantum physics in "Alice in Wonderland", notions of the theory of relativity in "Youth without old age and life without death");  any text allows multiple readings, even dramatization (A.Pamfil);  provides premises for the development of creativity (H.R. Patapievici);  well-chosen, therefore relevant, stories have the property that M. Eliade points out in the analysis of myths, that of allowing immediate, intuitive access to deep human meanings and meanings, of facilitating access to what is not expressed;  stories (the more cryptic, the better) allow the generation of a state called by Wittgenstein "intellectual cramps", which forces the child to react, to meditate, to reflect;  the stories about the joy of life (no matter what value it would promote) open the appetite for the manifestation of this joy, outline a waiting horizon for each young person, a horizon that, after successive reinforcements, he will set as a goal in life;  some stories “make sense”, for some youngsters they become existential recipes, they become a kind of reference, an “aha!” which moves them in the near horizon and makes it easier for them to solve problems;  arouse emotions that did not have a name before reading; 19  facilitators us to say, without revealing everything, allowing readers to learn the subtle and difficult game of distinguishing between private and public (one of the big problems during puberty) EXPERIENCE EDUCATION Storytelling are ways of learning, but this only happens if, at the end of the game or reading, the debrief is performed. For these methods to be relevant learning experiences, it is necessary to follow the 4 stages: the stage of experimentation, reflection, generalization and transfer / application. Since during experimentation people are driven by emotions, instinct and less reason, after the end of the experience two operations are indicated: the first, to get out of the role (there are some simple calming exercises), the second, to recap the tasks - activities or stages of the experience, to recall the rules, facts and actions performed. For this recap, objective questions are used to remind us of everything that happened. The right questions to remember are:  what tasks did you have? How were they formulated?  what rules had to be followed?  what happened and what was achieved, done, how / when / under what conditions?  who and what did he do? What results, effects were obtained? In this stage the spirit of observation, the capacity of correct expression and the accuracy in the description of the lived events are developed, without interpreting. It is a good exercise for those who want to develop the ability to communicate a clear, concise and objective experience. It seems that the people who do best at this time demonstrate interpersonal skills, which makes them able to build social relationships, help and understand people and lead them. In some situations it is useful to have the answers listed on the flipchart. The second stage is that of reflection. This is a crucial stage in the experiential learning cycle, it is the time when children question the lived experience and then discuss with others the specific experiences they have had. This can take place individually, in small working groups or with the whole group. The children exchange information about their cognitive and affective reactions to the 20 activities in which they were engaged and try to link these thoughts and feelings to learn lessons. Initially, the experience may or may not seem meaningful to the participants, however, this phase allows them to understand the experience and focus on the reasons why they acted the way they did. The role of the facilitator is very important during this phase. It must be prepared to help participants critically judge their experience. The third stage is that of generalization. In this phase, conclusions are drawn from the patterns and themes identified. Children determine how these patterns, which evolved during constructed experiences, are related to unstructured experiences in everyday life. The last step is that of transfer or application. At this stage we can see if the children's behavior has changed through the activities carried out. By studying the conclusions reached after generalization, some will be able to integrate this learning into daily life by developing individual plans for more effective behavior. For this stage, the questions that link the lessons learned from the experience lived during the game or story and the life experience of the participants or other people are useful. Sometimes children do not want to make this connection, if the questions are about personal experience. That is why it is good to ask questions, taking into account this aspect. Here are some examples:  have you felt, lived in everyday life a similar experience or do you know cases?  Have you thought, reacted in the same way as in the game in everyday life or have you seen people react, act similarly?  In what situations in everyday life could we use the conclusions we have drawn? How can we use the conclusions we have reached in the future? B1. Models of stories The stomach revolution story Topics covered: diversity, active citizenship, discrimination. Time required: over 30 minutes (depending on group dynamics). 21 The objectives of the story: after reading / listening to the story, the readers / listeners will be able to:  to know the importance of the parties in a system;  show respect for those around them;  be responsible for what they do; Description of the story: Once, a man had a dream in which his hands, feet, mouth and brain revolted against his stomach. "You're no good, lazy fellow!" said the hands. We work all day long: we sew, pick up and carry. By evening we are full of weeds, scratches, our wrists are missing and we are covered in mud. All this time, you just sit and take all the food. "We agree!" said her legs. Think how tired we are when we walk around all day long. And you stay full all day and you're hard to carry. "It's true," said the mouth. Where do you think all the food goes, the one you like so much? I'm the one who has to chew it, and as soon as I'm done, you absorb everything just for yourself. Do you call that justice? - But what do you think of me? said the brain. Do you think it's easy for me to sit up here and think about where the next portion of food for you will come from? And I don't get anything for my pain… And, one by one, each part of the body began to complain against the stomach, which continued to be silent. - I have an idea! said the brain. Let's all rebel against this lazy stomach and stop working for it. - Very good idea! the other parts of the body answered. We will give him a lesson to see how important we are. Maybe after that he'll work too. 22 And they all stopped working. His hands stopped lifting or carrying. The legs refused to walk. His mouth promised he wouldn't chew or swallow, and the brain swore it would stop thinking. His stomach began to make a little noise, as he always did when he was hungry, but after a while he calmed down. To the surprise of the dreamer, he found that he could no longer walk, that he could hold nothing in his hand and not even open his mouth. And since then he has started to feel bad. He had this dream in the nights that followed. With each passing day, he felt worse and worse. "This strike shouldn't last long," he thought. All the while, his hands, feet, mouth, and brain felt weaker and weaker. At first they tried to hold on to his strength to bother his stomach, but that strength diminished with each passing moment. Finally, the man heard a faint voice coming from the direction of his feet. "You may be wrong, though," they said. Maybe his stomach was working his way all this time. "I was just thinking about the same thing," the brain muttered. It is true that he receives the food, but he seems to be sending it back to us. The stomach has as much work to do as the legs, hands, brain and teeth. "Then let's go back to work," they all said. His hands began to rise again, his mouth began to chew, his brain began to think. The man began to feel well. Reflection and evaluation questions: Which of the characters did you like and which didn't you like? Why? How did your stomach feel? What would you have done if you had been in his place? 23 Nobody, Anyone, Someone, Everyone Topics covered: active citizenship. Promoted values (trust, courage, integrity, etc.) Time required: over 30 minutes (depending on group dynamics). The objectives of the story: After reading / listening to the story, readers / listeners will be able to:  be actively involved in the community to which they belong;  take responsibility;  to take the initiative, at the right time, by honest means. Story Description: This is a story about four people he called Everyone, Someone, Anyone, and Nobody. A very important problem arose and Everyone had to solve it. Everyone was sure that Someone would do it. Anyone could do it, but no one did. Someone got annoyed about it, because it was for Everyone. Everyone thought that Anyone could do it, but Nobody realized that Everyone would stand aside. In the end, everyone blamed someone, and no one did what anyone could do. Reflection and evaluation questions: Do you think that anyone can solve a problem? How would you proceed when your community is facing a problem? Have you experienced a situation similar to the one in the story? Did you feel the situation described in the story during any activity of your club? How did you solve the problem? Reflection and evaluation questions: Do you think that anyone can solve a problem? How would you proceed when your community is facing a problem? Have you experienced a situation similar to the one in the story? 24 Did you feel the situation described in the story during any activity of your club? How did you solve the problem? Wish Topics covered: discrimination, diversity. Time required: over 30 minutes (depending on group dynamics). Objectives of the story: After reading / listening to the story, readers / listeners will be able to:  to actively participate in community life;  to analyze a situation from several perspectives;  to issue value judgments, only knowingly; Description of the story: A philosopher used to walk in the hills and forests to study the laws that govern nature. After spending a few days in this way, he would return to the village in the evening, people would gather around him, and he would tell them the things he had learned. One day, one of his friends came to him and said: "Would you please bring me a hawthorn branch (a shrub whose fruit is edible) when you return so that I can study the lesson you taught us last week about this shrub?" "Yes," said the philosopher, "I will bring you the branch tonight." A second friend asked him: "Could you bring me a rose to study in connection with last night's lesson?" - Yes, I'll bring you the rose. And as soon as the man was getting ready to leave the village that morning, a third friend stopped him: "Do you want to bring me a lily so I can study the purity lesson you gave me last night?" 25 The philosopher promised to bring the lily as well. In the evening, at sunset, when the wise old man was returning to the village, the three were waiting for him to meet him. Gave him to each who had asked him to bring them. Suddenly, the man who had asked for a hawthorn branch complained: - It's a dead leaf on the stem of my bush The second also complained: - There's a thorn in my rose's stem! The third also said: "It's earth on the root of my lily!" "Let me see," said the philosopher. And he took the three plants. From his first friend he tore the dead leaf from the bush and handed it back. He broke the thorns on the stalk to the rose and gave it to his second friend. He took the dust from the root of the lily and placed it in the palm of the third. Now holding the bush, the rose, and the lily in his hand, he said: "Now, each of you has what you first noticed." You looked for a dead leaf and found it; you looked for a thorn and it was there; you found the dust on the lily because I left it there. You can keep what caught your eye for the first time. I'll stay with the hawthorn, the rose and the bat for the beauty I saw in them. We find in this world exactly what we are looking for. If we want to find dirty and ugly things, that's what we're going to get; if we only want to look for the mistakes of others, rest assured that we will find them. But if we look for what is beautiful and good, beautiful and good things will happen to us. Reflection and evaluation questions: What do you think of the philosopher's habit of studying and then transmitting the information found? Do you prefer to discover certain aspects of reality yourself or to be brought to your attention? 26 What do you think about the dissatisfaction of the philosopher's friends? Is it justified, given that the philosopher brought them what they asked for? Do you think that the details can ruin the whole thing? Do you think that beautiful things are perfect, without imperfections? Do natural or human imperfections give uniqueness or lead to discrimination? 27 28