Tag Archives: philosophy/religion

Cultural Literacy: Ethics

Here is a Cultural Literacy worksheet on ethics. This is a half-page worksheet with a reading of two sentences.

I wrote two questions for comprehension. It’s worth mentioning, I think, that the first question, “What is ethics?”, looks a bit awkward because of the disjunct between singular verb (is) and plural predicate noun (ethics). Needless to say, I am treating ethics as a singular noun because it is a single field of inquiry and study.

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.

Fundamentalism

Here is a reading on religious fundamentalism along with its attendant vocabulary-building and comprehension worksheet.

This reading from The Intellectual Devotional Modern Culture focuses tightly on the origins of Christian fundamentalism in reaction to scientific developments in the nineteenth century and the growth and development of this theological trend across time. If I have noticed anything across the span of my life, it is the growth of fundamentalism across the globe and its religions. Moreover, there has been a tendency toward moral absolutism and certainty, and misplaced faith in things like financial markets, that has not, in my opinion, benefitted human civilization. What I mean to say, I suppose, is that these documents might be a good place to start a discussion with students about conformity and rebellion, orthodoxy and heterodoxy, and intellectual freedom and bondage.

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.

Ambrose Bierce on Philosophers

“All are lunatics, but he who can analyze his delusions is called a philosopher.”

Ambrose Bierce

Excerpted from: Winokur, Jon, ed. The Big Curmudgeon. New York: Black Dog & Leventhal, 2007.

The Index

“The Index: The popular name for the Index Liborum Prohibitorum (Latin, ‘index of prohibited books’), the Vatican’s ever-changing list of proscribed publications, which Roman Catholics were forbidden to read except in special circumstances. The first index was made by the Inquisition in 1557, although St. Gelasius (pope 492-96) issued a list of prohibited writings in 494. In 1571 Pope Pius V set up a Congregation of the Index to supervise the list, and in 1917 its duties were transferred to the Holy Office. In addition to the Index there was the ‘Codex Expurgatorious’ of writings from which offensive doctrinal or moral passages were removed. The Index and the Codex were banned in 1966.

All books likely to be contrary to faith and morals, including translations of the Bible not authorized by the Church, were formerly placed on the Index. Among authors wholly or partly prohibited were: Joseph Addison, Francis Bacon, Geoffrey Chaucer, Benedetto Croce, Gabriele D’Annunzio, Rene Descartes, Edward Gibbon, Oliver Goldsmith, Victor Hugo, John Locke, John Milton, Montaigne, Girolamo Savonarola, Voltaire and, for a long time, Copernicus, Dante and Galen.

Index Liborum Prohibitorum was also the title given to the first ever bibliography in English of erotic and pornographic writing. It was published in 1877 by Henry Spencer Ashbee (1834-1900), businessman, book collector and member of the Royal Academy of Madrid, who left his collections of erotic and Spanish literature to the British Museum. Some experts have suggested Ashbee as the pseudonymous ‘Walter,’ author of the pornographic classic My Secret Life (1888-92).”

Excerpted from: Crofton, Ian, ed. Brewer’s Curious Titles. London: Cassell, 2002.

Pat Conroy on Serving as a Teacher

“There’s no word in the language I revere more than ‘teacher.’ My heart sings when a kid refers to me as his teacher, and it always has. I’ve honored myself and the entire family of man by becoming a teacher.”

Pat Conroy, The Prince of Tides (1986)

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

Cultural Literacy: Ego

Here is a Cultural Literacy worksheet on the concept of ego. This is a half-page worksheet; the reading is three sentences, though two of them are longish compounds, and there are three comprehension questions.

This is a concept students should understand. The virtue of the reading in this document is that it situates the ego in Freud’s structural theory of mind, (without, interestingly, ever mentioning Sigmund Freud himself) so students will also learn about the id and the superego. This is a good general introduction to this subject. That said, there is clearly room to expand this document (easy for you to accomplish, since like everything on Mark’s Text Terminal, this is a Microsoft Word document) for further exploration or exposition of psychoanalytic theory. If I were to expand this in any way, I would make sure students walked away with a basic understanding of Freud’s biography and his ideas about the psyche.

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.

Jane Addams on Democracy

“The cure for the ills of democracy is more democracy.”

Jane Addams

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

Tolkien’s 20 Rings of Power

J.R.R. Tolkien’s works are deeply embedded within a lifetime of mythological and philological scholarship that merges strains of Celtic, Norse, Zoroastrian, Chinese, and Byzantine storylines with his own imagination. At the heart of his Lord of the Rings trilogy is the Dark Lord Sauron, who has made twenty rings of power: Three for the Elves; Seven for the Dwarfs; Nine for the Kings of Men; and One, forged in Mount Doom, which will allow him to control all the nineteen ring wearers as explained by the secret rune verse, ‘One ring to rule them all, One Ring to find them, One ring to bring them all, And in the darkness bind them.’

The ‘Kings of Men’ become the nine (another significant Tolkien number) dark riders—a mounted hit squad devoted to the service of the Dark Lord Sauron. Originally led by the witch-king of Angmar and the easterner Khamu, they were given rings to bind them into obedience to Sauron, and their character, shape, and substance are gradually subsumed until they become spectral Nazgul, ‘ring wraiths.’”

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.

A Japanese Proverb on Diligent Study

“Better than a thousand days of diligent study is one day with a great teacher.”

Japanese Proverb

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

Rhetoric

Rhetoric (Greek, rhetor, “speaker in the assemby): Rhetoric is the art of using language for persuasion, in speaking and writing; especially in oratory. The Classical theoreticians codified rhetoric very thoroughly. A knowledge and command of it was regarded as essential. The major textbooks included Aristotle’s Rhetoric, Quintilian’s Institutio Oratoria, Cicero’s De Inventione, De Optimo Genere Oratorium, and De Oratore. Cicero himself was an accomplished rhetorician. So great was the influence of these men (and, later, of Longinus in the work ascribed to him, On the Sublime) that in the Middle Ages rhetoric became part ot the trivium, along with logic and grammar.

The rules for oral and written composition (these rules altered little from Cicero’s day until well on in the 19th century) were divided into five processes in a logical order: invention, arrangement (or disposition), style, memory, and delivery (each had a number of sub-divisions). ‘Invention’ was the discovery of the relevant material; ‘arrangement’ was the organization of the material into sound structural form; under ‘style’ came the consideration of the appropriate manner for the matter and occasion (e.g. the grand style, the middle and the low and the plain); under ‘memory’ came guidance on how to memorize speeches; the section devoted to ‘delivery’ elaborated the technique for actually making a speech.”

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