Tag Archives: philosophy/religion

Anarchism

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

This is a relatively short reading, but nonetheless a good general introduction to anarchist philosophy. It also effectively introduces some key figures in the history of anarchism, and allows that this was a political movement that often used violence as a means to achieve its ends. Because many of the teenagers I have served over the years have been what I guess I would call “natural anarchists,” certain students in my classes have taken a relatively high interest in this material.

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.

Theodore Adorno

“Theodore Adorno: (1903-1969): German philosopher, one of the most prominent members of the Frankfurt School. With Max Horkheimer, he attacked the philosophical premises of the Enlightenment tradition. Steeped in Marxist theory, Adorno believed that capitalism turned culture into a ‘fetish,’ an instrument of repression; but contrary to Marx, he took a strongly pessimistic view of the long-term course of history. Instead of progress toward the freedom and fulfillment of all individuals, he saw increasing cultural and political enslavement to the capitalist economic system, aided by technology and ‘instrumental reason.’ He called this process the ‘dialectic of the Enlightenment.’ Adorno was haunted by the question of how intellectuals could perform a critical social role without being co-opted by exactly the forces that they sought to criticize; he worried that social criticism might become a part of the problem rather than a part of the solution.

Adorno, who studied composition under Arnold Schoenberg, also wrote extensively about music. Some of his more important works in English translation include Negative Dialectics (1966), Dialectic of Enlightenment (1972), Minima Moralia (1974), and Aesthetic Theory (1984).”

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

Friedrich Nietzsche

Not that demand for it is likely to be great, but here, nonetheless, is a reading on Friedrich Nietzsche along with its attendant vocabulary-building and comprehension worksheet.

I wrote this material for a student I worked with at the very beginning of my teaching career. After he used it, I don’t believe I ever printed another copy of it. I have some history with Nietzsche, so I can tell you that this is a workmanlike, mostly superficial account of his philosophy. But how, really, to deal with a thinker of Nietzsche’s range, depth, and insight in one page? Impossible, I say.

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.

Alan Simpson on the Educated Person

“An educated man…is thoroughly inoculated against humbug, thinks for himself, and tries to give his thoughts, in speech or on paper, some style.”

Alan Simpson on becoming president of Vassar College (1963)

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

Erasmus

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

I don’t know if anyone teaches Erasmus of Rotterdam, as he was and is known, at the secondary level. He is by any measure an exemplary Northern Renaissance humanist. Now that I have this set of documents, I might add it to my list of biographical research assignments for global studies–provided that I ever use those materials again. Whatever the case in your classroom, this document is–as is virtually everything on Mark’s Text Terminal–formatted in Microsoft Word. In other words, these are open-source documents for you to do with what you will.

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.

Term of Art: Relevant

“relevant: An adjective usually attached to an activity or reading assignment to show that it has some relationship to students own lives. Relevance has become very important in modern education, on the assumption that students want to learn mostly about ideas, events, and processes that they can connect to their personal experiences. The belief that whatever is studied must relate directly to students’ own lives ignores the fact that students need extensive background knowledge on which to build new understandings. If students learn only what is directly connected to their own lives, their universe of learning will be severely limited and dependent on their family and community resources.”

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

Latin Cross

“Latin Cross: Cross with transverse arms and upper shaft of equal length, and shorter than the lower shaft. Used as the basis for Western European church plans.”

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

15 Ranks of the Knights Templar

 “Grand Master * Seneschal * Commander of the Kingdom of Jerusalem * Commander of the City of Jerusalem * Commander of Tripoli and Antioch * Drapier * Commander of Houses * Commander of Knights * Knight Brothers * Turcopolier * Under Marshal * Standard Bearer * Sergeant Brothers * Turcopoles * Elderly Brothers

The Knights Templar were a crack force of armed monks, established in 1129 to protect pilgrims journeying to Jerusalem, and then employed to defend the Crusader kingdoms of Outremer. After the fall of Outremer to Turkic and Egyptian forces, the Templars no longer had a function for a medieval Europe without any appetite for crusading, and in 1312 they were suppressed by the Pope, under pressure from the French King Philip IV. His reason was straightforward: the throne was bankrupt and he wanted the Order’s considerable wealth—lands bequeathed to them, priories in all the nations of Christendom and a banking business. Because of the violence and suddenness of their suppression (and the accusations of heresy levied against them) a conspiratorial glamor continued to attach to the name of the Order, in contrast to its rival Hospitaller Knights of Saint John (who had the good sense to take over the island bases of Malta and Rhodes and still to an extent survive as a charitable institution). Indeed, the traditions of the Templars—or, to give them their full name, ‘The Poor Fellow-Soldiers of Christ and the Temple of Solomon’—would be enthusiastically mined some 400 years later by the quasi-Templar Freemasonry Lodges established in Europe and North America.

During their heyday, the Templars Grand Master was the absolute ruler over the Order and answered only to the Papacy. The Seneschal acted as both deputy and advisor to the Grand Master. The Commander of the Kingdom of Jerusalem, the Commander of the City of Jerusalem, and the Commander of Tripoli and Antioch had the same powers as Grand Master within their own jurisdictions. The Drapier was in charge of the Templar garments. The Commander of Houses and the Commander of Knights acted as lieutenants to higher authorities within the Order. The Knight Brothers were the warrior-monks who wore the white tunic and red cross. Each was equipped with three horses and apprentice-like squires. The Turcopolier commanded the brother sergeants in battle. The Under Marshal was in charge of the footmen and the equipment. The Standard Bearer was one of the sergeants and charged with carrying the order’s banner. The Sergeant Brothers were warriors who did not have proof of eight quarterlings of noble blood and thus had but one horse and no squires to assist them. The Turcopoles were local troops who would fight alongside the Templars. Sick and Elderly Brothers were no longer fit for active service but still members of the order.”

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.

Cicero

Last but not least on this cool Sunday morning in southwestern Vermont, here is a reading on Cicero along with its accompanying vocabulary-building and comprehension worksheet.

This is a good general introduction to the great Roman orator. I assembled this material with a variety of uses in mind, including a biographical research paper the freshman global studies curriculum in my New York City high school assigned. But Marcus Tullus Cicero is a key figure in world history, so I can think of a lot of uses for this material. For example, this summer I had the good fortune to become involved with professional development in Debate-Centered Instruction; I might open a unit on debate and rhetoric with these 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.

Aldous Huxley on Ends and Means

“The end cannot justify the means, for the simple and obvious reason that the means employed determine the nature of the ends produced.”

Aldous Huxley, Ends and Means ch. 1 (1937)

Excerpted from: Schapiro, Fred, ed. The Yale Book of Quotations. New Haven: Yale University Press, 2006.