Tag Archives: philosophy/religion

The Doubter’s Companion: Participation

“Participation: Democracy is built and maintained through individual participation, yet society is structured to discourage it.

And ours is the most structured of civilizations. Forty-hour work weeks. Work breaks calculated to the minute. Weekends measured for recuperation. Various specific leaves for sickness and giving birth. Set holiday periods. Official days of celebration or mourning. When it’s all added up and the time to eat, copulate, sleep, and see families is included, twenty-four hours have been accounted for.

The only built-in space of time for individual participation is a fixed period for voting, which probably averages out to an hour a year. The only time society formally organizes extended participation is over matters of violence. (Military service or when a judge orders convicted criminals to do community service.)

Why is the function which makes democracy viable treated as if it were expendable? Or rather, why is it excluded by being reduced to a minor activity requiring the sacrifice of time formally allotted to other things?

Nothing prevents up from revising the schedule to build in four or five hours a week for public participation. Our failure to do something like this is a statement either about the state of the democratic ethic or about the real nature of power in our society.”

Excerpted from: Saul, John Ralston. The Doubter’s Companion. New York: The Free Press, 1994.

Cultural Literacy: Calvinism

Here is a Cultural Literacy worksheet on Calvinism. This is half-page worksheet with a reading of four simple sentences and four comprehension questions. A basic, symmetrical introduction to Calvin’s ideology, which the reading observes is today found primarily in Presbyterianism.

If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Jeanne Chall on Educational Theory, Practice, and Reform

“As I begin to consider whether some educational practices resulted in higher educational achievement, I began to think in terms of patterns, types, and syndromes. Can educational practices, philosophies, and beliefs be classified into broad patterns and types? Do some students learn better when exposed to one pattern or another?

I thought this was a particularly appropriate time to ask such questions. The number of proposed educational reforms seems to be at an all-time high. And precisely when we need stability, we seem to be investing our hopes in one educational change after another—with little evidence that any one of them will improve student achievement levels. Whether because we have too little supporting evidence or simply fail to use that which we have, we go about debating the merits of one or another practice as though we were in an intellectual vacuum relative to our own past experience.”

Excerpted from: Chall, Jeanne S. The Academic Achievement Challenge: What Really Works in the Classroom? New York: The Guilford Press, 2002.

Czeslaw Milosz on the Intellectually Smug Comfort of Dialectics

“Paradoxical as it may seem, it is this subjective impotence that convinces the intellectual that the one method is right. Everything proves it is right. Dialectics: I predict that the house will burn; then I pour gas over the stove. The house burns; my prediction is fulfilled. Dialectics: I predict that a work of art incompatible with socialist realism will be worthless. Then I place the artist in conditions in which such work is worthless. My prediction is fulfilled.”

Excerpted from: Milosz, Czeslaw. Trans. Jane Zielonko. The Captive Mind. New York: Vintage, 1981.

Seth’s 73 Accomplices

“Although we do not know their names, the god Seth enlisted seventy-three accomplices when he tricked his brother-god Osiris. He enticed Osiris into coming to a feast, then, as an after-dinner game, the seventy-three joyfully took their turn in trying to fit into a cedar box. They all failed, for it had been manufactured to fit exactly the frame of Osiris, who—once he had entered—was held fast in a vice that allowed his brother to slam down the lid, seal the box and throw him into the Nile. There, he sailed out into the wide sea and was eventually washed ashore on the coast of Lebanon at Beirut.”

Excerpted from: Rogerson, Barnaby. Rogerson’s Book of Numbers: The Culture of Numbers–from 1,001 Nights to the Seven Wonders of the World. New York: Picador, 2013.

Asia

“Asia: (1) In classic mythology, one of the Oceanides, usually spoken of as wife of Iapetus and mother of Prometheus. In his ‘Prometheus Unbound,’ Shelley makes Asia play an important part as Prometheus’ wife.

(2) According to the Koran, the wife of the Pharaoh who brought up Moses. Asia’s husband tortured her for believing in Moses, but she was taken alive into Paradise. Muhammad numbers her among the four perfect women.”

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

Rabindranath Tagore

“Rabindranath Tagore: Bengali poet, writer, composer, and painter. The son of Debendranath Tagore, he published several books of poetry, including Manasi, in his twenties. His later religious poetry was introduced to the West in Gitanjali (1912). Through international travel and lecturing, he introduced aspects of Indian culture to the West and vice versa. He spoke ardently in favor of Indian independence; as a protest against the Massacre of Amritsar, he repudiated the knighthood he had received in 1915. He founded an experimental school in Bengal where he sought to blend Eastern and Western philosophies; it became Vishva-Bharati University (1921). He was awarded the 1913 Nobel Prize for Literature.”

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

Cultural Literacy: Bhagavad Gita

Moving right along this morning, here is a Cultural Literacy worksheet on the Bhagavad Gita. This is a half-page document with a two-sentence reading and two comprehension questions. A simple and brief introduction to this Hindu sacred text.

If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

The Weekly Text, 5 May 2023, Asian American Pacific Islander Heritage Month Week I: A Reading and Comprehension Worksheet on Mencius

May is Asian American and Pacific Islander Heritage Month. For the next four Fridays, Mark’s Text Terminal will feature Weekly Texts, documents posts, and quotes that call attention to the numerous contributions that the part of the world the Ancient Greeks, specifically Herodotus, named Asia.

So, let’s begin the month with this reading on Mencius along with its accompanying vocabulary-building and comprehension worksheet.

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Descartes, Famously, on Ontology and Epistemology

“I think, therefore I am.”

Rene DescartesLe Discours de la Method (1637)

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