Tag Archives: philosophy/religion

Liberal Arts

“Liberal Arts: In the Middle Ages, the seven branches of learning: grammar, logic, rhetoric, arithmetic, geometry, music, and astronomy. Biblical authority for fixing the number at seven comes from Proverbs 9:1: “Wisdom hath builded her house, she hath hewn out her seven pillars.” Such applied subjects as law and medicine were excluded from the from the liberal arts on the grounds that they were concerned with purely practical matters. In modern times, the liberal arts include languages, sciences, philosophy, history, and related subjects. The term is a translation of the Latin artes liberales, so called because their pursuit was the privilege of freemen who were called liberi.”

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

Some Hopeful Thinking from Mark Edmundson

“Many humanities teachers feel that they are fighting for a lost cause. They believe that the proliferation of electronic media will eventually make them obsolete. They see the time their students spend with TV and movies and on the Internet and feel what they have to offer–words, mere words–must look shabby by comparison.

Not so. When human beings try to come to terms with who they are and describe who they hope to be, the most effective medium is words. Through words we represent ourselves to ourselves; we fix our awareness of who we are and what we are. Then we can step back and gain distance on what we’ve said. With perspective comes the possibility for change. People write about their lives in their journals; talk things over with friends; talk, at day’s end, to themselves about what has come to pass. And then they can brood on what they’ve said, privately or with another. From that brooding comes the possibility of new beginnings. In this process, words allow for precision and nuance that images and music generally don’t permit.”

Excerpted from: Edmundson, Mark. Why Read? New York: Bloomsbury, 2004.

Chris Hedges on the State of the American Intellect

“We are a culture that has been denied, of has passively given up, the linguistic and intellectual tools to cope with complexity, to separate illusion from reality. We have traded the printed word for the gleaming image. Public rhetoric is designed to be comprehensible to a ten-year-old child or an adult with a sixth-grade reading level. Most of us speak at this level, are entertained and think at this level. We have transformed our culture into a vast replica of Pinocchio’s Pleasure Island, where boys are lured with the promise of no school and endless fun. They were all, however, turned into donkeys–a symbol, in Italian culture, of ignorance and stupidity.

Functional illiteracy in America is epidemic. There are 7 million illiterate Americans. Another 27 million are unable to read well enough to complete a job application, and 30 million can’t read a simple sentence. There are some 50 million people who read at a fourth- or fifth-grade level. Nearly a third of the nation’s population is illiterate or barely literate–a figure that is growing by more than 2 million a year. A third of high-school graduates never read another book for the rest of their lives, and neither do 42 percent of college graduates. In 2007, 80 percent of the families in the United States did not buy or read a book. And it is not much better beyond our borders. Canada has an illiterate and semiliterate population estimated at 42 percent of the whole, a proportion that mirrors that of the United States.”

Excerpted from: Hedges, Chris. Empire of Illusion: The End of Literacy and the Triumph of Spectacle. New York: Nation Books, 2009.

Fascism

“fascism: A right-wing nationalist ideology or movement with a totalitarian and hierarchical structure that is fundamentally opposed to democracy and liberalism. In ancient Rome, the authority of the state was symbolized by the fasces, a bundle of rods bound together (signifying popular unity) with a protruding axe-head (denoting leadership). As such, it was appropriated by Mussolini to label the movement he led to power in Italy in 1922, but was subsequently generalized to cover a whole range of movements during the inter-war period. These include the National Socialists in Germany, as well as others such as Action Francaise, the Arrow Cross in Hungary, or the Falangists in Spain. In the post-war period, the term has been used, often prefixed by “neo,” to describe what are successors to these movements, as well as Peronism and, most recently, some movements in ex-Communist countries, such as Pamyat in Russia (see extreme-right parties). Given such diversity, does the term have any meaning?

Genuinely fascist ideologies are: monist, that is to say, based upon fundamental and basic truths about humanity and the environment which to not admit to question; simplistic, in the sense of ascribing complex phenomena to single causes and advancing single remedies; fundamentalist, that is, involving a division the world into “good” and “bad” with nothing in between; and conspiratorial, that is, predicated on the existence of a secret world-wide conspiracy by a hostile group seeking to manipulate the masses to achieve and or maintain a dominant position.

In content, these ideologies are distinguished by five main components. (1) Extreme nationalism, the belief that there is a clearly defined nation which has its own distinctive characteristics, culture, and interests, and which is superior to others. (2) An assertion of national decline—that at some point in the mythical past the nation was great, with harmonious social and political relationships, and dominant over others, and that subsequently it has disintegrated, become internally fractious and divided, and subordinate to lesser nations. (3) This process of national decline is often linked to a diminution of the racial purity of the nation. In some movements the nation is regarded as co-extensive with the race (the nation race), while in others, hierarchies of race are defined generically with nations located within them (the race nation); in virtually all cases, the view is taken that the introduction of impurities has weakened the nation and been responsible for its plight. (4) The blame for national decline and/or racial miscegenation is laid at the door of a conspiracy on the part of other nations/races seen as competing in a desperate struggle for dominance. (5) In that struggle, both capitalism and its political form, liberal democracy, are seen as mere divisive devices designed to fragment the nation and subordinate if further in the world order.

With regard to prescriptive content, the first priority is the reconstitution of the nation as an entity by restoring its purity. The second is to restore national dominance by reorganizing the polity, the economy, and society. Means to this end include variously: (1) the institution of an authoritarian  and antiliberal state dominated by a single party; (2) total control by the latter over political aggregation, communication, and socialization: (3) direction by the state of labor and consumption to create a productionist and self-sufficient economy; and (4) a charismatic leader embodying the “real” interests of the nation and energizing the masses. With these priorities fulfilled, the nation would then be in a position to recapture its dominance, if necessary by military means.

Such priorities were explicit in the inter-war fascist movements, which engaged in racial/ethnic “cleansing,” establishing totalitarian political systems, productionist economies, and dictatorships, and of course went to war in pursuit of international dominance. But such parties can no longer openly espouse these extremes, and national/racial purity now takes the form of opposition to continuing immigration and demands for repatriation; totalitarianism and dictatorship have been replaced by lesser demands for a significant strengthening in the authority of the state, allegedly within a democratic framework; productionism has become interventionism; and military glory has been largely eschewed.”

Excerpted from: McLean, Iain, and Alistair McMillan, editors. Oxford Concise Dictionary of Politics. New York: Oxford University Press, 2003.

Cultural Literacy: Muhammad

Last but not least of Asian Pacific American Heritage Month 2025, here is a Cultural Literacy worksheet on Muhammad. This is a half-page worksheet with a reading of three simple sentences and three comprehension questions. A basic introduction to the Prophet of Islam.

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.

Mesopotamian Religions

“Mesopotamian religions: Religious beliefs and practices of the Sumerians and Akkadians, and later of their successors, the Babylonians and Assyrians, who inhabited ancient Mesopotamia. The deities of Sumer were usually associated with aspects of nature, such as fertility of the fields and livestock. The gods of Assyria and Babylonia, rather than displacing those of Sumer and Akkad, were gradually assimilated into the older system. Among the most important of the many Mesopotamian gods were Anu, the god of heaven; Enki, the god of water; and Enlil, the earth god. Deities were often associated with particular cities. Astral deities such as Shamash and Sin were also worshiped. The Mesopotamians were skilled astrologers who studied the movements of the heavenly bodies. Priests also determined the will of the gods through the observation of omens, especially by reading the entrails of sacrificed animals. The king functioned as the chief priest, presiding at the new-year festival held in spring, when the kingship was renewed and the triumph of the deity over the powers of chaos was celebrated.”

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

Jalal ad-Din ar-Rumi or Mawlana

“Jalal ad-Din ar-Rumi or Mawlana: (1207?-1273) Anatolian-Persian mystic and poet. He was a theologian and teacher in Anatolia when he met Shams ad-Din, a holy man who revealed to him the mysteries of divine majesty and beauty; their intimate relationship scandalized Rumi’s followers, who had Shams murdered. The Collected Poetry of Shams contains Rumi’s verses on his love for Shams. His main work, the didactic epic Masnavi-ye Manavi (“Spiritual Couplets”), widely influenced Muslim mystical thought and literature. He is believed to have composed poetry while in a state of ecstasy and often accompanied his verses by a whirling dance. After his death, his disciples were organized as the Mawlawiyah order, called in the West the whirling dervishes. Rumi is regarded as the greatest Sufi mystic and poet in the Persian language. In English translation, his work has become widely popular in recent years.”

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

Bhartrhari

“Bhartrhari: (570?-650) Indian Hindu philosopher, poet, and grammarian. He was of noble birth; according to legend, he made seven attempts to renounce the world for monastic life before eventually becoming a yogi and moving into a cave near Ujjain. His Vakyapadiya is his major work on the philosophy of language. Also ascribed to him are three collections of poetry, each containing 100 verses: Shrngara-shataka (on love), Niti-shataka (on ethics and polity), and Vairagya-shataka (on dispassion). His Bhatti kavya (‘Poem of Bhatti’) demonstrates the subtleties of Sanskrit.”

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

The Weekly Text, 16 May 2025, Asian Pacific American Heritage Month Week III: A Reading and Comprehension Worksheet on Mohandas Gandhi

This week’s Text, for week three of Asian Pacific American Heritage Month 2025, is this reading on Mohandas Gandhi with its accompanying vocabulary-building and comprehension worksheet.

I think it’s safe to assume that I needn’t belabor the world historical importance of the man the world knows by his honorific, Mahatma.

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.

Assassins

“Assassins: A small Islamic sect. For two hundred years,  it terrified Europe with its secret murders. It was founded by Hassan-i-Sabbah near the end of the 11th century. From the impregnable mountain stronghold of Alamut in Persia and later from the Syrian stronghold of Masyad, the Assassins harried the Crusaders and their rival Islamic sects, remaining unbroken in power even by the great Saladin. They were finally destroyed in the 13th century by the Tatar prince Hulagu and, somewhat later, in Syria, by the Egyptian Sultan Baybars.

The name Assassins is derived from hashish, a drug made from hemp, with which, according to tradition, the victorious Assassins were rewarded upon their return from successful depredations. The secret of their long reign of terror was the absolute obedience that the young men of the sect were required to give to their leaders. The name of the sect soon came into the language of Europe as a synonym for murder.”

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