Tag Archives: philosophy/religion

Cultural Literacy: Avatar

Here is a Cultural Literacy on the concept of the avatar. This is a half-page worksheet with a reading of three short sentences and three comprehension questions. Interestingly, the reading in this worksheet deals with the concept of the avatar in Hinduism, but not the avatar as a graphical representation of a computer user that is usually reflective of a person’s character or persona.

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.

Realism (In Philosophy)

“realism: In philosophy, any viewpoint that accords to the objects of human’s knowledge an existence that is independent of whether they are perceiving or thinking about them. Against nominalism, which denies that universals have any reality at all (except as words), and conceptualism, which grants universals reality only as concepts within the mind, realism asserts that universals exist independently of their being expressed in language and conceived by human minds. Against idealism and phenomenalism, it asserts that the existence of material objects and their qualities is independent of their being perceived. Similarly, moral realism asserts that moral qualities of actions (such as being morally good, bad, or indifferent, or being ethically right, wrong, or obligatory) belong to the actions themselves and are not to be explained as mere products of a mind that perceives and feels attracted to or repelled by the actions. In opposition to conventionalism, realism holds that scientific theories are objectively true (or false) based on their correspondence (or lack or it) to an independently existing reality.

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

Unified Science or Unity-of-Science View

“Unified science or unity-of-science view: In the philosophy of logical positivism, the doctrine holding that all science share the same language, laws, and method. The unity of language has been taken to mean that either that all scientific statements could be restated as a set of protocol sentences describing sense-data or that all scientific terms could be defined using physics terms. The unity of law means that the laws of the various sciences must be deduced from some set of fundamental laws (e.g. those of physics). The unity of method means that the procedures for supporting statements in the various sciences are basically the same. The unity-of-science movement that arose in the Vienna Circle held to those three unities, and Rudolf Carnap’s ‘physicalism’ supported the notion that all the terms and statements of empirical science could be reduced to terms and statements in the language of physics.”

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

The Doubter’s Companion: Zeno

“Zeno: Father of the paradox. Philosopher of the fifth century BC, A source of Socrates’ technique and of humor as a weapon against power and pedantry. The other Zeno, also a philosopher and father of the Stoic movement, committed suicide.”

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

H.G. Wells on Moral Indignation

“Moral indignation is jealousy with a halo.”

H.G. Wells

Excerpted from: Winokur, Jon, ed. The Big Curmudgeon. New York: Black Dog & Leventhal, 2007.

Isaac Asimov on Problems, Knowledge, and Ignorance

“If knowledge can create problems, it is not through ignorance that we can solve them.”

Isaac Asimov (1920-1922)

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

Johann Heinrich Pestalozzi

“Johann Heinrich Pestalozzi: (1746-1827) Swiss educational reformer. Between 1805 and 1825 he directed the Yverdon Institute (near Neuchatel), which drew pupils and educators (including Friedrich Froebel) from all over Europe. His teaching method emphasized group rather than individual recitation and focused on such participatory activities as drawing, writing, singing, physical exercise, model making, collecting, mapmaking, and field trips. Among his ideas, considered radically innovative at the time, were making allowances for individual differences, grouping students by ability rather than age, and encouraging formal teacher training.”

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

Teleology

teleology: Causality in which the effect is explained by the end (Greek telos) to be realized. Teleology thus differs essentially from efficient causality, in which an effect is dependent on prior events. Aristotle’s account of teleology declared that a full explanation of anything must consider it’s the final cause—the purpose for which the thing exists or was produced. Following Aristotle, many philosophers have conceived of biological processes as involving the operation of a guiding end. Modern science has tended to appeal only to efficient causes in its investigations. See also mechanism.

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

Thomas Jefferson on the Fortune of Youth

“The fortune or our lives therefore depends on employing well the short period of our youth.”

Thomas Jefferson in a letter to his daughter, Martha (1787)

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

Power of 12

“One of the cornerstones of human life is that there are twelve months in a year. Recent archaeological discoveries suggest that we have been notching off the days of the cycle of the moon for hundreds of thousands of years, using stone tools to mark bone. And it must have been one of our first pieces of inherited science that the counting off of twelve moons fitted magically into the annual miracle of the changing seasons. As there are (very nearly) thirty days in each lunar month, one of the very first joys of multiplication must have been that when multiplying these twelve months by thirty, you create 360, which is (roughly) how many days there are in the year. So we have always divided up the heavens—and any circles we come across—into 360 degrees.

The added harmony of the tides, and the female cycle of fertility fitting into the lunar months, provided further proof that there was a pattern and an order to the world. And one of those patterns was very clearly that twelve moons make one year. This innate power of twelve was further reinforced when the heavens, through which the sun was imagined to process, were also neatly divided into twelve segments. Each of the twelve signs of the Zodiac were allotted 30 degrees of the Heavenly circle very early on in mankind’s construction of an ordered world. This would later be reinforced by other twelvefold divisions, aspiring to create the same graceful, ordered inevitability.

These twelvefold divisions of the night sky and the moon also made for very easy organization. A clan or a district could become associated with a particular month, and so, whether it was taking turns to guard a citadel, provide food for a shrine or furnish a choir for the temple at the next full moon, it became almost a natural habit of mankind to form themselves into twelve.”

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.