First Blog Check #1
Haley Olson
FAM160
Professor Williams
Deep Dive
(How does our memory influence the way we perceive the world and form questions using the scientific method?)
The scientific method is something most of us have encountered since 3rd or 4th grade. Have we ever really taken a closer look at it? As a refresher, the scientific method begins with forming a question, which then leads to creating a hypothesis. From that hypothesis, we design an experiment, collect data, analyze the results, draw a conclusion, and then allow others to replicate the work. One of our readings this week, "How Science Works, and How Can We Know What is True?", helped me understand this process in more depth.
The first step in the scientific method—making observations and asking questions—relies heavily on perception. Perception is how we become aware of the world around us through our senses. According to Safari, it’s defined as “the ability to see, hear, or become aware of something through the senses.” I find this definition meaningful because it emphasizes that our questions often come from simply living and observing the world. For example, traveling to different places opens our eyes to new environments, cultures, and behaviors, prompting new questions and observations.
How do we know what to observe or question? This is where memory plays a key role. Our memories store our past and help shape how we perceive the present. For example, when I see a banana, I think of Hawaii—a place connected to meaningful memories. That single perception may trigger an entire story in my mind. Our brains use memory not only to recognize patterns but also to attach meaning to what we see. In this way, memory influences the questions we ask and the conclusions we reach.
This idea also connects to the educational video I watched this week, "Create an Effective Strategy." The video emphasized how important it is to approach research with a clear strategy, starting with reliable sources like encyclopedias. I’ve often found myself overwhelmed by search engines, and this video introduced me to Boolean terms, which help refine results. For instance, if I use “librar*” as a search term, I’ll get results about “library,” “libraries,” and “librarian.” This strategy makes research more focused—something that supports the later stages of the scientific method when we’re analyzing data.
In class, we also talked about epistemologies, which I hadn’t really explored before. I learned that epistemologies—ways of knowing—often begin with testimonies. These can include anything from a celebrity endorsement to a church member sharing a spiritual experience. My favorite type of testimony is what I hear during fasting testimony meetings at church. People of all ages share heartfelt personal stories that reflect their beliefs and experiences. These moments show how knowledge and perception can be shaped by deeply emotional and personal truths.
When evaluating epistemologies, we have to ask if the source is reliable, if there’s bias, and if there's a correlation or causation at play. For example, we discussed how “guys liking blonde girls” is a correlation, not a causation. It made me think: are these preferences really natural, or do they come from social influences? This topic led to one of the most engaging class discussions we've had so far.
To be honest, I’m not entirely sure why we revisited the scientific method in class, but I’m glad we did. The testimony discussion was the part that stood out most to me, and that’s where I felt most emotionally connected. I also enjoyed our talk about family and future goals. It made me pause and think about my own future—whether I’ll have a family, whether I’ll travel, or whether I’ll still be in college. I often focus on the present, so thinking ahead can feel overwhelming. Nonetheless, even with all that uncertainty, I trust God’s timing to guide my path forward.
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