Tag Archives: philosophy/religion

Aesop

“Greek fabulist. According to tradition, the author of Aesop’s Fables was a Phrygian slave who probably lived from 620 to 560 BC. It is inferable from Aristotle’s mention of Aesop’s acting as a public defender that he was freed from slavery, and Plutarch’s statement that the Athenians erected a noble statue of him would tend to contradict the tradition that Aesop was deformed. There is little information on Aesop’s life, and several scholars have consequently been led to doubt that he ever existed at all. The earliest extant collections of Aesop’s stories were made by various Greek versifiers and Latin translators, to whose compilations were added tales from Oriental and ancient sources, to form what we now know as Aesop’s Fables. The majority of European fables, including those from La Fontaine, are largely derived from these succinct tales, in which talking animals illustrate human vices, follies, and virtues. Since some of Aesop’s fables have been discovered on Egyptian papyri dating from eight hundred to one thousand years before his time, it cannot be claimed that he was by any means the author of all the fables.”

Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.

Teaching as an Intellectual Pinnacle

“The one exclusive sign of thorough knowledge is the power of teaching.”

Aristotle (384-322 B.C.)

Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.

Francis Bacon: The Advancement of Learning

“(1605) A treatise on philosophy by Francis Bacon. Considered an excellent example of Renaissance thought, it extols the pursuit of learning and critically surveys the existing state of knowledge. Bacon later wrote a greatly expanded version, De Dignitate et Augmentis Scientarium (1623), to form the first part of his projected Instauratio Magna.”

Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.

Armageddon

“The site for the last great battle between the forces of good and the forces of evil before the day of judgement (Revelations 16:16). The Hebrew word supposedly refers to Megiddo, which, in the history of Israel, was the scene of many great battles. The word has come to mean any great final struggle or conflict and is comparable to Ragnarok in Norse mythology.”

Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.

Concept Formation

“Process of developing abstract rules of mental concepts based on sensory experience. Concept formation figures prominently in cognitive development and was a subject of great importance to J. Piaget, who argued that learning entails an understanding of a phenomenon’s characteristics and how they are logically linked. N. Chomsky has argued that certain cognitive structures (such as basic grammatical rules) are innate in human beings. Both men held that, as a concept emerges, it becomes subject to testing: a child’s concept of “bird,” for example, will be tested against specific instances of birds. The human capacity for play contributes importantly to this process by allowing for consideration of a wide range of possibilities.”

Excerpted from: Stevens, Mark A., Ed. Merriam Webster’s Collegiate Encyclopedia. Springfield, Massachusetts: Merriam-Webster, 2000.

George Bernard Shaw on Teaching

“To me the sole hope of human salvation lied in teaching.”

George Bernard Shaw (1856-1950)

Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.

Archetype

“Generally, a prototype or original pattern or a paradigm or abstract idea of a class of things that represents the typical and essential elements shared by all varieties of that class. In literature, myth, folklore, and religion, the term can be applied to images, themes, symbols, ideas, characters, and situations that appeal to our unconscious racial memory. T.S. Eliot explains this as civilized man’s “pre-logical mentality.” The archetype, or primordial image, touches this “pre-logical mentality.” The psychology of Carl Jung and the comparative anthropology of J.G. Frazer have given the study of archetypal patterns greater usefulness in literary criticism.

Archetypes can be primitive and universal, and consist of general themes like birth, death, coming of age, love, guild, redemption, conflict between free will and destiny, rivalry between members of the family, fertility rites; of characters like the hero rebel, the wanderer, the devil, the buffoon; and of characters like the lion, serpent, or eagle.”

Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.

Aphorism

“A compact statement, such as a maxim or proverb, that concisely expresses a principle or common experience. The term was first used by Hippocrates. The beginning sentence of his Aphorisms is a well-known example: ‘Life is short, art is long, opportunity fleeting, experimenting dangerous, reasoning difficult.”

Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.

Goethe on Identifying Talent and Teaching to It

“Aptitudes are assumed, they should become accomplishments. That is the purpose of all education.”

Johann Wolfgang von Goethe, Elective Affinities (1809)

Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.

Leo Tolstoy, the Sage of Yasnaya Polyana, Hadn’t Seen Anything Yet

“Government is an association of men who do violence to the rest of us.”

Leo Tolstoy

Excerpted from: Winokur, Jon, ed. The Portable Curmudgeon. New York: Plume, 1992.