Tag Archives: philosophy/religion

A Learning Support on the Concept of Solipsism

Here is a learning support on the concept of solipsism that I worked up for a student in the excellent Senior English Language Arts class I’ve co-taught with Jason Zanitsch during these final years of my teaching career. There are more differentiated materials and learning supports from this course forthcoming.

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.

Refugee Intellectuals

“Refugee Intellectuals: (1930-1940) During the 1930s, a galaxy of European intellectuals–authors, artists, scholars, scientists–fled European totalitarianism and found refuge, permanent or temporary, in the United States. Their contributions to the nation’s cultural life–and later to its war effort–were incalculable. The hundreds of refugee intellectuals included:

  • George Balanchine, Russian dancer and choreographer, to U.S. 1933
  • Hans Bethe, German physicist, to U.S. 1935.
  • Bertolt Brecht, German playwright and poet, in U.S. 1941-49
  • Marcel Breuer, Hungarian architect, to U.S. 1937
  • Rudolf Carnap, German philosopher, to U.S. 1936
  • Albert Einstein, German physicist, to U.S. 1933
  • Erik Erikson, German psychoanalyst, to U.S. 1933
  • Max Ernst, German painter, in U.S. 1939-49
  • Enrico Fermi, Italian physicist, to U.S. 1938
  • Erich Fromm, German psychoanalyst, to U.S. 1934
  • Walter Gropius, German architect, to U.S. 1937
  • George Grosz, German painter, to U.S. 1933
  • Paul Hindemith, German composer, in U.S. 1940-52
  • Hans Hofmann, German painter, to U.S. 1930
  • Karen Horney, German psychoanalyst, to U.S. 1932
  • Wolfgang Kohler, German psychologist, to U.S. 1934
  • Fritz Lang, German film director, to U.S. 1934
  • Thomas Mann, German author, in U.S. 1938-53
  • Herbert Marcuse, German political philosopher, to U.S. 1934
  • Ludwig Mies van der Rohe, German architect, to U.S. 1937
  • Lazlo Moholy-Nagy, Hungarian painter, to U.S. 1937
  • Hans Morgenthau, German political scientist, to U.S. 1937
  • Erwin Panovsky, German art historian, to U.S.
  • Erwin Piscator, German theatrical director, in U.S. 1939-1951
  • Arnold Schoenberg, Austrian composer, to U.S. 1931
  • Joseph Schumpeter, Austrian economist, to U.S. 1932
  • Isaac Bashevis Singer, Polish-Yiddish novelist, to U.S. 1935
  • Igor Stravinsky, Russian composer, to U.S. 1937
  • George Szell, Hungarian conductor, to U.S. 1937
  • Leo Szilard, Hungarian physicist, to U.S. 1938
  • Edward Teller, Hungarian physicist, to U.S. 1935
  • Paul Tillich, German theologian, to U.S. 1933
  • Arturo Toscanini, Italian conductor, to U.S. 1930
  • John Von Neumann, Hungarian mathematician, to U.S. 1930
  • Bruno Walter, German conductor, to U.S. 1938
  • Kurt Weill, German composer, to U.S. 1935
  • Max Wertheimer, German psychologist, to U.S. 1933
  • Eugene Wigner, Hungarian physicist, to U.S. 1930

Excerpted from: Rosenbaum, Robert A. The Penguin Encyclopedia of American History. New York: Penguin, 2003.

Cultural Literacy: Internationalism

Now seems like a good time to publish this Cultural Literacy worksheet on the political doctrine of internationalism. This is a half-page worksheet with a one-sentence reading and two comprehension questions. A bare-bones but effective introduction to a concept that, were it ever to catch on with any permanence, might just make the world a better place.

Really.

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.

Cultural Literacy: Indulgence

When I taught or co-taught global studies, it was a topic that the curricula, unlike the often superficial passes through other important historical processes, focused on at relatively inordinate length, so this Cultural Literacy on the concept of an indulgence, at three sentences and three questions on a half-page document, was insufficient.

Still, it opens the door to discuss this weird medieval financial instrument–swapping earthly gains (often obtained through exploitative and violent means) for heavenly salvation. As the reading observes, indulgences were one of the things that infuriated Martin Luther and therefore began The Reformation. They also demonstrate, should anyone care to take a discussion in this direction, the apparently bottomless human capacity for self-delusion, corruption, and folly.

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.

Cultural Literacy: Hedonism

As I prepared to publish this Cultural Literacy worksheet on hedonism, I found myself thinking that most high school students, most adolescents, do understand that the pursuit of pleasure and happiness is, if not the highest good in life, is close enough. I certainly did as a teenager. This short reading does a nice job connecting the concept of hedonism to the Epicureans.

In any case, this is a half-page worksheet with a two-sentence reading and three comprehension questions.

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 Doubter’s Companion: Boring

“Boring: The scientific community speaks about its work in a cool and disinterested manner. To present an exciting profile would be unprofessional. Any excess of emotion would suggest a lack of neutrality and therefore a tendency to read what they want in the facts rather than reporting what they see. Scientific objectivity must therefore appear to be boring.

Scientists are well aware that their work is neither boring nor objective. If it were, very few discoveries would be made.

Social science, being falsely empirical, is triply obsessed by the obligation to present itself as the objective interpretation of observed reality. Since the more or less hard edges of scientific inquiry are not involved, social scientists are free to be more categorical about truth, reality and what they call facts. They therefore seek to be more boring than scientists.”

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

Tamils

“Tamils: People originally of South India who speak the Tamil language. The Tamils have a long history of achievement; sea travel, city life, and commerce seem to have developed early among them. They traded with the ancient Greeks and Romans. They have the oldest cultivated Dravidian language and a rich literary tradition. They are mostly Hindus (the Tamil area of India is a center of traditional Hinduism). In Sri Lanka there are two separate Tamil populations, the Ceylon Tamils and the Indian Tamils. Tensions between the Ceylon Tamils and the Sinhalese Buddhist majority prompted a Tamil guerilla insurgency in the 1980s and 90s. The Tamils number about 57 million, with 3.2 million living in Sri Lanka.”

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

Bhakti

“bhakti: South Asian devotional movement, particularly in Hinduism, emphasizing the love of the devotee for his or her personal god. In contrast to Advaita, bhakti assumes a dualistic relationship between devotee and deity. Though Vishnu, Shiva, and Shakti (see shakti) all have cults, bhakti characteristically developed a around Vishnu’s incarnations as Rama and Krishna. Practices include reciting the god’s name, singing hymns, wearing his emblem, and making pilgrimages. The fervor of South Indian hymnists in the 7th-10 centuries spread bhakti and inspired much poetry and art. Poets such as Mirabai conceived of the relationship between the worshiper and the god in familiar human terms (e.g. the lover the beloved), while more abstract poets such as Kabir and Nanak portrayed the divinity as singular and ineffable.”

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

Bhagavata

“Bhagavata: Member of the earliest recorded Hindu sect, representing the beginnings of theistic, devotional worship and modern Vaishnavism. The Bhagavata sect originated in the Mathura region c.3rd—2nd century BC and spread through western, northern, and southern India. The faith centers on devotion to a personal god, variously called Vishnu, Krishna, Hari, or Narayana. The Bhagavadgita (1st—2nd century AD) is the earliest exposition of the Bhagavata system, but it central scripture is the Bhagavata Purana. The sect was prominent within Vaishnavism until the 11th century, when bhakti (devotional worship) was revitalized by Ramanuja.”

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

The Weekly Text, 15 May 2026, Asian Pacific American Heritage Month Week III: A Reading and Comprehension Worksheet on Sikhism

For the third Friday of Asian Pacific American Heritage Month 2026, the Weekly Text is this reading on Sikhism along with its accompanying vocabulary-building and comprehension worksheet. Like just about everything I post during themed history months, this article derives from one of the books (the first one, actually) in the Intellectual Devotional series. Basically, these documents are a miniature research assignment.

And, like just about everything you’ll find on this website, these documents are formatted in Microsoft Word for ease of adaptation and other manipulation.

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.