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1. 'Of what value are emotions in the learning process?'

Emotions are integral our lives, and its influence upon our thoughts and actions are undeniable and inexorable, however it can be said that it is bounded to a certain partial limitation: our learning. The value of emotions in the learning process is great, but only to a certain extent. With regards to particular areas of knowledge, emotions are vital in learning.

Subjects such as ESS or ITGS rely upon emotions to help produce thought and decisions of which inevitably lead to the gaining of knowledge. Take for example in ESS where ethical choices are concerns of near paramount importance: the decision of whether or not to kill a living organism in the pursuit of knowledge. Ethics derive from moral principles - the determination between what's right or wrong in our own view, and of which are determined by our emotions and vested sentiments. Though in a way, the gaining of knowledge through the study of a killed organism is determined rather by our lack of emotions or particular sympathetic sentiments towards the preservation of life. Even still, in following ethical guidelines (of which are enforced), the pursuit of knowledge is even still fulfilled through ethical, non-life threatening alternatives of which may yield the same or even worse outcomes. In 'Keep Your Head', Michael Bond argues that our emotions may actually be an irrational hindrance, and would be actually detrimental in achieving the best possible outcome. Emotions in this case would get in the way of getting the best possible results, and consequently our learning. Although Bond's approach within this scenario can be interpreted as being selfish, "but tell yourself it may not be appropriate since you are no longer living on the savannah; weigh up all the facts and remember, when it comes to risks, feel the numbers.". His ideal of pragmatic approach to learning through the disregard of emotions would actually be ignorant of the significant impact that one may present upon an environment. Ultimately, his way of thinking is applicable to certain aspects. On the other hand, emotions can be quintessential in prioritizing what to learn in a realistic and reasonable manner as mentioned in a previously explored article. Without emotions, we would lack the decision making drive to accomplish goals that are appropriate to situations; we would potentially endeavor in actions that are completely irrelevant in a scenario, and seemingly fruitless efforts of gaining knowledge. In the end, I think it's the matter of drawing the line between what is useful and relevant knowledge or not, as emotions determines which we resultantly pursue.

2. 'If you speak multiple languages-you are a polyglot, if you do-do you think differently in one language than you do in the other?'

As a speaker of both Malay and English, the way in which I think or process thought and ideas are not drastically different or even contrasting. Indeed the languages have substantial grammatical differences in terms of sentence construction and grammatical rules, but the inherent language 'constituency' of Malay lessens the expected though processing difference.

Truly I can agree with the points given out by Lera Boroditsky such as that of gender assignments to nouns, people's sense of direction and perception of the chronology of time. It is interesting to see that with different languages, the way we think is so drastically affected. This not so the case with Malay. Its roots in Sanskrit, Arabic, Portuguese and English lends this 'mix bag' of a language the ability to function quite similarly to modern systems/ways of thinking, of which are mainly propagated by English, the lingua franca. For example, significant aspects such as perception of direction is the same: it is relative. The left-to-right direction of writing in Malay too lends similarities in the perception of time. The only noticeable grammatical differences between the languages though as I'd believe are insignificant enough to the point that they do not have an adverse impact upon the way we perceive the world. Essentially, transitioning between the two languages does not lend me any particular ability to pick up nuances or attain a differing perspective. However my preference lies upon one of the two languages when one does not have the conciseness that its counterpart possesses.