Tag Archives: philosophy/religion

American Indian Religions, North

“American Indian Religions, North: Religious beliefs and practices of the indigenous peoples of North America. They are characterized by a conviction that spirit moves through all things, animate and inanimate, and the living are intimately connected with the souls of the dead. They discover recognizable things in the world of animals, plants, trees, as well as in natural features such as mountains, lakes, and clouds. Because North American religions were so highly localized, it is impossible to determine how many have existed, and their beliefs have varied widely. Whereas Iroquois elders speak of a perfectly wise and good Creator who planned the universe, the Koyukon envision the creator as a Raven, a trickster god who is only one of many powerful spirits. Whereas nearly all Navajo ceremonies are performed on behalf of individuals in response to specific needs, most Pueblo ceremonies are performed communally and scheduled according to the cycles of nature. However, all native North American religions share certain features: ancestral lands and locally sacred spots are important; access to some knowledge is restricted, and initiation is required to acquire it; kinship obligations are central; the oral tradition includes narratives that record human interaction with nonhuman powers; and generosity is a religious act. Contact with Europeans led to development of new religious movements, including the Ghost Dance tradition and the Native American Church.”

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

Praxis

“Praxis: The Greek word meaning ‘doing’ is widely used for all purposeful human activity. In his later, Marxist-influenced work, Sartre, for instance, defines praxis as political action in the world, or as the practical transformation of the world in accordance with a desired end or formality (1960). Praxis is a specifically human activity; the dam-building of a beaver is not praxis because it is an instinctual and unchanging response to a natural environment, and because it implies neither the mastery of existing technology nor the development of new technical means. Beavers will always build dams in the same manner; human engineers will develop new ways of doing so. Although praxis is determined by a finality of goal, its outcome is not always predictable, and it may be reversed into a counter-finality that frustrates the original intention. The outcome or material development of praxis is referred to as the ‘practico-inert’; the relationship between the two is not dissimilar to that between the in-itself and the for-itself.

In his Prison Notebooks, Gramsci (1971) uses the term “philosophy of praxis” as a synonym for Marxism.

Excerpted from: Macey, David. The Penguin Dictionary of Critical Theory. New York: Penguin, 2001.

Cultural Literacy: Sect

Here is a Cultural Literacy worksheet on the concept of a sect. This is a half-page worksheet with a reading of two sentences and two comprehension questions. A simple but effective introduction to a concept students really ought to understand before they graduate high school.

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.

Emerson on the End of the Human Race

“The end of the human race will be that it will eventually die of civilization.”

Ralph Waldo Emerson 

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

Octavio Paz

“Octavio Paz: (1914-1998) Mexican poet, writer, and diplomat. Educated at the University of Mexico, Paz published his first book of poetry, Luna Silvestre (“Savage Moon”) in 1933. He later founded and edited several important literary reviews. Influenced in turn by Marxism, surrealism, existentialism, Buddhism, and Hinduism, his poetry uses rich imagery in dealing with metaphysical questions, and his most prominent theme is the human ability to overcome existential solitude through erotic love and artistic creativity. His prose works include The Labyrinth of Solitude (1950), an influential essay on Mexican history and culture. He was Mexico’s ambassador to India 1962-68. He was awarded the Nobel Prize in 1990.”

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

Mateo Aleman

“Mateo Aleman: (1547-after 1613) Spanish novelist. The son of a prison doctor, Aleman studied in Seville, Salamanca, and Alcala, and spent some twenty years as a government accountant. He was twice imprisoned for debt. In 1608 he went to Mexico in the company of Archbishop Garcia Guerra, whose life he published in 1613.

Aleman is remembered chiefly as the author of Guzman de Alfarache, the second great picaresque novel, after Lazarillo de Tormes (1554). The first part appeared in 1599, and, after Juan Jose Marti, a Valencian lawyer, produced a spurious sequel (1602), Aleman himself wrote a continuation (1604), in which he good-naturedly lampooned Marti. Aleman also wrote a biography of Saint Anthony of Padua (1604) and Ortografia castellana (1609), a treatise on spelling.”

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

The Doubter’s Companion: Biography

“Biography: Respectable pornography, thanks to which the reader can become a peeping tom on the life of a famous person.

Biography has increasingly replaced the novel as the most popular form of serious reading. While in the eighteenth and nineteenth centuries the novel provided the reader with a reflection of him or herself, today the biography encourages the gratuitous pleasures and self-delusion of voyeurism.”

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

Cultural Literacy: Taboo

Here is a Cultural Literacy worksheet on the concept of taboo. This is half-page worksheet with a reading of two sentences and three comprehension questions. At the risk of pontificating, I think students, by the time they are in high school, really ought to understand the concept of taboo.

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.

Absurdity

“absurdity: The experience of absurdity is a common theme in the work of novelists such as Dostoevsky and Kafka, as well as in the many varieties of existentialism. The early essays of Albert Camus and his first novel The Outsider are classic modern expressions of this experience. The realization that existence is absurd arises from the sense of futility and meaninglessness provoked by the perception that there is a divorce between the human aspiration towards infinity and the finite nature of actual human experience, or between the intellectual desire for rationality and the irrationality of the physical world. The world is experienced as something unintelligible, and as the product of random combinations of events and circumstances. Although the experience of the absurd can induce s suicidal despair, the realization that there is no God and that human beings are not immortal can also produce an exhilarating sense of freedom and inspire a revolt against the human condition. There is a somewhat tenuous connection between the literary-philosophical notion of the absurd and the themes of the Theater of the Absurd.”

Excerpted from: Macey, David. The Penguin Dictionary of Critical Theory. New York: Penguin, 2001.

Cultural Literacy: Realism

This Cultural Literacy worksheet on realism might be of some use in an English classroom, though I admit I’ve never heard the term uttered in any English class I’ve co-taught. In any event, this is a half-page worksheet with a reading of two sentences, the second of which is longish, but not unwieldy, and three comprehension questions. A solid, but basic, introduction to this concept in the fine arts.

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.