Tag Archives: philosophy/religion

Athanasius Kircher

In keeping with this morning’s apparent theme of arcane and forbidden knowledge, here is a reading on Athanasius Kircher along with its accompanying vocabulary-building and comprehension worksheet. Do you know about Kircher? He is in many respects the representative Renaissance man; he wanted to know everything. This reading, in the “Additional Facts” section does observe that Kircher at one point was in possession of the Voynich Manuscript, one of European intellectual history’s great enigmas and the kind of thing that would have fascinated me in middle or high school.

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.

Illuminism

“Illuminism: A pseudoscientific movement of mystics and visionaries in the 18th century which influenced literature in the 19th century. At first inspired by Christian doctrines, illuminists sought to live according to the Gospel and to regenerate their souls by direct contact with the divine. They also, however, believed in spiritism, magnetism, alchemy, and magic and professed to invoke the invisible and the arcane. Among the more famous illuminists were Swedenborg, who conversed with the dead; Lavater a believer in black magic , who thought to contact God by magnetism; Claude de Saint Martin (“the unknown philosopher”), who sought to hasten the coming of Christ by meditation and prayer; Mesmer (see MESMERISM); the Comte de Saint-Germain, who pretended to be several hundred years old and to possess the elixir of eternal life; Franz Joseph Gall, who founded the pseudoscience of phrenology, the study of the relationship of skull shape to character traits; and the famous “Count” Alessandro di Cagliostro, a charlatan who performed feats of magic and alchemy, founded a secret Masonic sect, and narrowly escaped death at the hands of the Inquisition. A reaction against 18-century rational philosophies, illuminism under many names (e.g. millenarianism, syncretism, neopaganism, pythagorism, theosophy, etc.) influenced some writers of the romantic period. It revived a sense of religious exaltation and created, or recreated, a need for the infinite merged with a sense of the inner life.”

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

The Doubter’s Companion: Hard Work

“Hard Work: The work ethic remains a popular explanation for the success of the West. This doubtful argument relies heavily on comparing humans to insects such as ants. Above all, the work ethic has a feel about it of low-level morality aimed at the poorer end of society.

There are lots of poor in the world who work all the time. On the other hand, large deposit banks, although non-productive, have been among the most profitable institutions over the last half-century. Their executives continue to work relatively short hours. The executives of large, publicly traded corporations work longer hours than the poor. And they compete with each other—not with other corporations—to work ever harder; by spending more of each day at their desks processing paper and developing relationships. This benefits their reputations and their careers. There is no proof that it has an effect on productivity or profits or the corporation.

Entrepreneurs are quite different. They usually have to work very hard in order to create their enterprise in order not to have to work hard later on in their lives. In other words, they create in order not to work.

To the extent that the west has succeeded, it is probably the result not of work but of innovation—not just technological, but social, intellectual, political, verbal, visual, acoustical, even emotional. In order to innovate some have spent a great deal of time thinking and experimenting, perhaps more than any other civilization in history.

Technological innovation in particular continues as if we were on an unstoppable roll. Yet our structures do not as a rule reward physical hard work. What they do favor is a narrowly defined type of intense labor that is best described as white-collar slogging.”

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

The Doubter’s Companion: Democracy

Democracy: An existential system in which words are more important than actions. Not a judgmental system.

Democracy is not intended to be efficient, linear, logical, cheap, the source of absolute truth, manned by angels, saints or virgins, profitable, the justification for any particular economic system, a simple matter of majority rule or for that matter a simple matter of majorities. Nor is it an administrative procedure, patriotic, a reflection of tribalism, a passive servant of either law or regulation, elegant or particularly charming.

Democracy is the only system capable of reflecting the humanist principle of equilibrium or balance, The key to its secret is the involvement of the citizen.

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

Oswald Spengler

“Oswald Spengler: (1880-1936) German philosopher. A schoolmaster before he turned to writing, Spengler is remembered for his influential The Decline of the West (2 volumes, 1918-22), a study in the philosophy of history. He contended that civilizations pass through a life cycle, blossoming and decaying like natural organisms, and that Western culture is irreversibly past its creative stage and headed into eclipse. Though acclaimed by a public disillusioned in the wake of World War I, his work was criticized by both professional scholars and the Nazi party, despite some affinities with its dogma.”

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

Archimedes

Here is a reading on Archimedes along with its vocabulary-building and comprehension worksheet.

Is there anything more I need to say about this polymath from Syracuse? He gave us the lever, and shouted “Eureka” (Greek for “I have found it”) when he solved the problem of the Golden Crown.

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.

56 Pillars

“In prehistoric Britain, fifty-six stone pillars stood in the outer circle of Stonehenge. In more recent times, the National War Memorial in Washington, erected after World War II, commemorates the dead with fifty-six pillars (also the number of signatures on the 1776 Declaration of Independence of the thirteen states). And in Beijing’s Tiananmen Square, to commemorate the sixtieth anniversary of the People’s Republic, fifty-six towering red columns were erected to represent the ‘equal, united and harmonious’ ethnic groups of China.”

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.

Problem of Induction

“problem of induction: Problem of justifying the inference from the characteristics of observed instances of a general concept to unobserved instances of the same concept. For example, if all emeralds I have ever seen have been green, what entitles me to draw the inference that all emeralds are green, given that my past observations do not strictly entail (or deductively imply) that are emeralds are green? May we infer that the characteristics of a sample taken from a population are characteristics of the entire population? A quality-control engineer who looks at a sample of 100 lightbulbs produced by a particular manufacturing process and finds that five are defective may conclude that 5% of all bulbs that  have been and will be produced by the process are defective. For the engineers inference to be justified, two criteria that must be met are (1) that the sample be random (i.e. every subset of 100 bulbs has an equal chance of being selected for the examination), and (2) that the sample be sufficiently large (in a mathematically precise sense). See also statistics.”

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

Truth

Here is a reading on truth along with its accompanying vocabulary-building and comprehension worksheet. This is an Intellectual Devotional reading on truth as a problem in philosophy; like most of the readings I’ve developed into avenues of inquiry, this is a good general introduction to the problem of truth. But make no mistake: truth is a complex and often tendentious topic in philosophical discussions. Student interested in the topic will soon need something more substantial than this set of documents.

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.

The Prophet Muhammad on Education

“Seek knowledge from the cradle to the grave.”

Muhammad (571?-634?)

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