Tag Archives: philosophy/religion

7 Classical Heroes Who Visited the Underworld

Aeneas * Odysseus * Orpheus * Dionysus * Heracles * Psyche * Theseus

Virgil has Aeneas descend with the sibyl into the underworld at the Sulphur-ridden crater of Avernus near Cumae to speak to his dead father. Odysseus makes it as far as the banks of the River Charon. However, Orpheus succeeds in charming Pluto and Persephone with his music and almost succeeds in extracting his lover Eurydice from the gates of Hell but on his return to the light gives birth to a mystery religion complete with a transformational initiation rite, hymns, and a priesthood who remain poor outcast wanderers, renouncing their taste for meat and women.

Dionysus’s descent feels like an earlier episode in this same half-understood Orphic religion, though dance replaces music and Dionysus is successful in rescuing his mother Semele and placing her in the heavens. Hercules is in Hades on a mission to steal the hound of hell (Cerberus), but again seems to follow in the spiritual footsteps of Orpheus by descending into the underworld via Eleusis and its mystery cult.

Looking beyond the Aegean, and this list of seven, are the much older stories of Gilgamesh’s journey to Hell and the Sumerian-Babylonian goddess Inanna’s descent.”

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.

Teach the Child, Not the Subject

“Teach the child, not the subject: The quintessential slogan of the progressive, child-centered movement of the 20th century. It is certainly true that the health and welfare of the child are more important than the academic subject matter. However, the slogan sets up an unfortunate and unnecessary dichotomy between the child’s social, physical, and emotional well-being and the teacher’s responsibility to teach the child the knowledge and skills that are essential elements of a good education. Both are important.”

Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.

Cultural Literacy: Progressive Education

Should you be using progressive methods in your teaching practice, you might find this Cultural Literacy worksheet on progressive education useful. If nothing else, it will help your students understand the way their class operates.

This is a full-page worksheet with a six-sentence (a full paragraph) reading and six comprehension questions. Once again, the editors of The New Dictionary of Cultural Literacy have done an admirable job of summarizing a series of concepts, complicated when taken together, into a short but thoroughly informative reading.

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.

Life Enhancement

“Life Enhancement: Term used by art historian Bernard Berenson to describe what he considered the primary function and role of art: the power to enrich, enhance, and extend the meaning of life.”

Excerpted from: Diamond, David G. The Bulfinch Pocket Dictionary of Art Terms. Boston: Little Brown, 1992.

A Posteriori

“A posteriori: From what comes after: proceeding from effect back to cause, or reasoning form given facts to principles; pertaining to what can be known only through experience or facts; inductive or empirical (contrasted with a priori).”

Excerpted from: Grambs, David. The Random House Dictionary for Writers and Readers. New York: Random House, 1990.

The Doubter’s Dictionary: Facts

Facts: Tools of authority.

Facts are supposed to make truth out of a proposition. There are the proof. The trouble is that there are enough facts around to prove most things. They have become the comfort and prop of conventional wisdom; the music of the rational technocracy; the justification for any sort of policy, particularly as advanced by special interest groups, expert guilds and other modern corporations. Confused armies of contradictory facts struggle in growing darkness. Support ideological fantasies, Staff bureaucratic briefing books.

It was Giambattista Vico who first identified this problem. He argued that any obsession with proof would misfire unless it was examined in a far larger context which took into account experience and the surrounding circumstances. Diderot was just as careful when he wrote the entry on facts for the Encyclopedie:

You can divide facts into three types: the divine, the natural, and man-made. The first belongs to theology; the second to philosophy and the third to history. All are equally open to question.

There is little room for such care in a corporatist society. Facts are the currency of power for each specialized group. But how can so much be expected from these ignorant fragments of knowledge? They are not able to think and so cannot be used to replace thought. They have no memory. No imagination, No judgement. They’re really not much more than interesting landmarks which may illuminate our way as we attempt to think. If properly respected they are never truth, always illustration.”

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

Skepticism

Here is a reading on skepticism along with its attendant vocabulary-building and comprehension worksheet. This reading’s brevity should not distract from the fact (ironic, I know, to use that noun in a post containing a reading about skepticism) that it is a good general introduction to the topic of skepticism and its intellectual and philosophical principles.

And editorially, if I may? I cannot imagine a better time to teach this important mode of thought and analysis to students. In an age where social media has made it possible to spread mendacity and utter nonsense around the world with the stroke of a key, we owe it to students, and to civil society, to put this concept and its tools in the public square.

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 Doubter’s Dictionary: Economics

Economics: The romance of truth through measurement.

An understanding of the value of economics can best be established by using its own methods. Draw up a list of the large economic problems that have struck the West over the last quarter-century. Determine the dominant strand of advice offered in each case by the community of economists. Calculate how many times this advice was followed. (More often than not it was.) Finally, add up the number of times this advice solved the problem.

The answer seems to be zero. Consistent failure based on expert methodology suggests that the central assumptions must have been faulty, rather in the way sophisticated calculations based on the assumption that the world was flat tended to come out wrong. However, streams of economists are on record protesting that they weren’t listened to enough. That the recommended interest rate or money supply or tariff policy was not followed to its absolute conclusion.

This ‘science’ of economics seems to be built upon a non-scientific and non-mathematical assumption that economic forces are the expression of a natural truth. To interfere with them is to create an unnatural situation. The creation and enforcement of standards of production are, for example, viewed as an artificial limitation of reality. Even economists who favor these standards see them as necessary and justifiable deformations of economic truth.

Economic truth has replaced such earlier truths as an all-powerful God, and a natural Social Contract. Economics are the new religious core of public policy. But what evidence has been produced to prove this natural right to primacy over other values, methods and activities?

The answer usually given is that economic activity determines the success or failure of a society. It follows that economists are the priests whose necessary expertise will make it possible to maximize the value of this activity. But economic activity is less a cause than an effect—of geographical and climatic necessity, family and wider social structures, the balance between freedom and order, the ability of society to unleash the imagination, and the weakness or strength of neighbors. If anything, the importance given to economics over the last quarter-century has interfered with prosperity. The more we concentrate on it, the less money we make.”

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

Term of Art: Theory Theory

“theory theory: The idea that very young children actively construct and test theories about how the world works. According to this concept, a child holds an established theory until he or she encounters and anomaly that forces a paradigm shift and the adoption of a new theory. Theory theory is an application of the ideas first expressed by Thomas Kuhn in 1962 in The Structure of Scientific Revolutions. See also paradigm.”

Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.

Man of Letters

“Man of Letters: A well-educated, well-read, civilized and perhaps learned person—who may also be a writer (e.g. a belle-lettrist). ‘A man of capital letters,’ on the other hand, is one who thinks he is these things but is, in fact, very limited. Pope’s victims in The Dunciad might be called ‘men of capital letters’. See also BELLES LETTRES; LITERATI.”

Excerpted from: Cuddon, J.A. The Penguin Dictionary of Literary Terms and Literary Theory. New York: Penguin, 1992.