Tag Archives: philosophy/religion

Jun’ichiro Tanizaki

“Jun’ichiro Tanizaki (1886-1965) Japanese novelist. Tanizaki’s works are characterized by skillful storytelling and by a deep concern with the psychic forces rooted in human sexuality. This is especially evident in his last two novels, Kagi (1957; tr The Key, 1960) and Futen rojin nikki (1961; tr Diary of a Mad Old Man, 1965), but is also true of his earliest stories, such as Shisei (1910; tr Tattoo, 1961). The works of his middle period, notably Tade kuu mushi (1928; tr Some Prefer Nettles, 1955). Shunkin sho (1933; tr A Portrait of Shunkin, 1965), and Sasame yuki (1943-48; tr The Makioka Sisters, 1957), reveal Tanizaki’s fascination with classical Japanese culture and its unique code of sensuous, feminized bearuty. His admiration for traditional aesthetics is expounded in a famous essay, In’ei raisan (1933; tr In Praise of Shadows, 1977). Many critics consider Tanizaki to be Japan’s greatest modern author.”

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

Enki

“The Sumerian god of water and wisdom. Enki lived near the ancient city of Eridu in his watery palace in the Abzu—probably the Persian Gulf. This god, like his later Babylonian counterpart Ea, was principally responsible for ordering the functions of the elements that affect life on earth. Cleverest of the gods, he provided the land with sweet water, fathered Uttu, the goddess of plants, found a way to rescue Inanna from the underworld, and saved mankind from extermination in the great flood. He was not, however, infallible. While in his cups, he let the goddess slip away with his “divine decrees,” which would give supremacy to her favored city of Erech instead of to Eridu. His attempt to create man was a pathetic failure, and it was left to the goddess Nintu to mold of clay a satisfactory human being.”

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

John Dewey Dissects Teaching “Content”

“From the standpoint of the educator…the various studies represent working resources, available capital. Their remoteness from the experience of the young…is real. The subject matter of the learner…cannot be identical with the formulated, crystallized knowledge of the adult…. Failure to bear in mind the difference…is responsible for most of the mistakes made in the use of texts and other expressions of preexisting knowledge.”

John Dewey

Democracy and Education

Excerpted from: Wiggins, Grant, and Jay McTighe. Understanding by Design. Alexandria, VA: ASCD, 1998.

Jerome Bruner on Understanding and Interpretation

I. “Understanding unlike explaining, is not preemptive; for example, one way of construing the fall of Rome narratively does not rule out other interpretations. For narratives and their interpretations traffic in meaning, and meanings are intransigently multiple…. Since no one narrative construal rules out alternatives, narratives pose a very special issue of criteria.”

II. “In a word, narrative accounts can be principled or not but do not rest on stark verification alone, as with scientific explanations. Any constitutional lawyer worth his salt can tell you how Justice Taney’s way of construing history in the Dred Scott decision was excruciatingly tunnel-visioned, unmindful of competing perspective, and therefore lethal in its consequences.”

Jerome Bruner

The Culture of Education

Excerpted from: Wiggins, Grant, and Jay McTighe. Understanding by Design. Alexandria, VA: ASCD, 1998.

Soren Kierkegaard on Metacognition and Wisdom

“It is the duty of human understanding to understand that there are things which it cannot understand, and what those things are.”

Soren Kierkegaard

Journals

Excerpted from: Wiggins, Grant, and Jay McTighe. Understanding by Design. Alexandria, VA: ASCD, 1998.

Jerome Bruner on Literal and Metaphorical Inquiry

“As every historian of science in the last hundred years has pointed out, scientists use all sorts of aids and intuitions and stories and metaphors to help them in their quest of getting their speculative model to fit ‘nature’…. My physicist friends are fond of the remark that physics is 95 percent speculation and 5 percent observation. And they are very attached to the expression ‘physical intuition’ as something that ‘real’ physicists have: They are not just tied to observation and measurement but how to get around in the theory even without them.”

Jerome Bruner

The Culture of Education

Excerpted from: Wiggins, Grant, and Jay McTighe. Understanding by Design. Alexandria, VA: ASCD, 1998.

Hans-Georg Gadamer on the Nature of Understanding

“All understanding is ultimately self-understanding…. A person who understands, understands himself…. Understanding begins when something addresses us. This requires…the fundamental suspension of our own prejudices.”

Hans-Georg Gadamer

Truth and Method

Excerpted from: Wiggins, Grant, and Jay McTighe. Understanding by Design. Alexandria, VA: ASCD, 1998.

Howard Gardner III: On Signs of Understanding

“An important symptom of an emerging understanding is the capacity to represent a problem in a number of different ways and to approach its solution from varied vantage points; a single, rigid representation is unlikely to suffice.”

Howard Gardner

The Unschooled Mind: How Children Think and How Schools Should Teach

Excerpted from: Wiggins, Grant, and Jay McTighe. Understanding by Design. Alexandria, VA: ASCD, 1998.

Howard Gardner II: On Understanding in Action

“The test of understanding involves neither repetition of information learned nor performance of practices mastered. Rather, it involves the appropriate application of concepts and principles to questions or problems that are nearly posed…. Whereas short-answer tests and oral responses in classes can provide clues to student understanding, it is generally necessary to look more deeply…. For these purposes, new and unfamiliar problems, followed by open-ended clinical interviews or careful observations, provide the best way of establishing the degree of understanding…attained.”

Howard Gardner

The Unschooled Mind: How Children Think and How Schools Should Teach

Excerpted from: Wiggins, Grant, and Jay McTighe. Understanding by Design. Alexandria, VA: ASCD, 1998.

Howard Gardner I: On How Understanding Appears

“[By understanding] I mean simply a sufficient grasp of concepts, principles, or skills so that one can bring them to bear on new problems and situations, deciding in which ways one’s present competencies can suffice and in which ways one may require new skills or knowledge.”

Howard Gardner

The Unschooled Mind: How Children Think and How Schools Should Teach

Excerpted from: Wiggins, Grant, and Jay McTighe. Understanding by Design. Alexandria, VA: ASCD, 1998.