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PT 5: To what extent do you agree with the claim that “all things are…

- - - - However, art forms such as writing especially plays or novels may include use of numbers that may not necessarily contribute to the production of said art forms.
- - - - If it fits the system/method, we value it
        
        Grades in school via TESTS becomes a MEASURE(HOW) on how we value students
        
        If changing the method changes the value, is value ever absolute?
        
        If changing the method changes the value, is value ever absolute?
        
        HOW WE MEASURE also distorts true/other values
        (Other intelligence might not be noticed)
  - - - E.G. The outcome of a test
        (GPA, class ranking, percent)
        is what is being measured
        
        The RESULTING DATA is VALUED, not the method
        
        E.G. 85% in Chemistry test may not reflect student's ability doing lab work and might only show his conceptual understanding
        
        The " WHAT VALUES WE CAN MEASURE OFF THEM "
        distort true/other values
        (Complex abilities simplified into simple numbers)
    - - Argument 1: Some things have intrinsic value
        
        Example: A human baby
        
        Intrinsic value:
        The baby is living hence it is valued as a human life
        
        Constructed value:
        Baby's value change over time, depending on its health, education, achievement, contribution
      - Argument 2: Values only exist when we interact with them
        (Assigned/constructed value)