Tag Archives: philosophy/religion

Cabala

“Cabala (or kabbalah; fr Heb qabbalah, ‘tradition’) The oral traditions of the Jews, said to have been delivered by Moses to the rabbis and handed down through the centuries by word of mouth. In the Middle Ages, the word was a popular term for the Jewish theosophy describing the World of Souls. The rabbis, or cabalists, who were the guardians of the cabala were feared as possessing secrets of magical powers.”

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

Jerome L. Rekart on Research and Practice

FINAL THOUGHTS: LIMITATIONS OF RESEARCH

“The scope of what researchers can accomplish is limited in many ways…. Though ideally researchers would assess the learning and cognition of a representative sample of people, meaning one that best captures the breadth and diversity of humanity, in practice this is hardly ever the case. Furthermore, most if not all brain and cognitive researchers conduct their analyses in laboratory settings, where as many variables are identified and controlled as possible. Compared to the control of a laboratory, a classroom is filthy with variables of many types.

Why should the distinction between the control of variables and other factors in laboratories and classrooms matter? Put simply, it matters because ‘evidence-based’ is often mistakenly interpreted as meaning the same thing as ‘field-tested.’ To say that a particular teaching strategy or curricular initiative is ‘evidence-based’ can indicate many things. It certainly may mean, as most assume, that the phenomenon has been studied in classroom settings by educational researchers and teachers and has been found to work. And it this latter situation is the case, great! However, more often than not this label means that a particular educational strategy or initiative is based on evidence that has emerged from research studies conducted in laboratories, or it is based in evidence.

There is certainly nothing wrong with this other definition and I also do not believe that it is intentionally used to deceive. Indeed, many of the strategies proposed in this text represent exactly this type of research-based practice, namely those that have yet to be tested in classroom settings. However, any time you come across something that is research-based rather than research-validated (or field-tested), remember that the minimum threshold for this label is that the strategy is based on a review of the existing literature. Thus it is ‘field-tested’ or ‘research-validated’ and not ‘evidence-based” that should be seen as the educational equivalent of the ‘Good Housekeeping’ stamp of approval.”

Excerpted from: Rekart, Jerome L. The Cognitive Classroom: Using Brain and Cognitive Science to Optimize Student Success. New York: Rowman & Littlefield Education, 2013.

Arthur Koestler on Genius

“The principle mark of genius is not perfection, but originality, the opening of new frontiers; once this is done, the conquered territory becomes common property.”

Arthur Koestler

Excerpted from: Grothe, Dr. Marty. Metaphors Be with You. New York: Harper, 2016.

The Five Pillars of Islam

Profession of faith * Alms giving * Daily prayers * Fast of Ramadan * Pilgrimage to Mecca

“As a young man traveling across the Islamic world and exhibiting an interest in their spiritual traditions, I was often given instances of how mankind was surrounded with the proofs of Islam, how the five fingers and the five senses could be used as a handy reminder of the five pillars of Islam, the five daily prayers and also remind one of the five prohibitions (pork, wine, gambling, adultery, and divination). But the most charming evocation of five I ever came across was a scruffy old Moroccan shepard, who plucked at flowers and even cracked open a cucumber to show how the world was ordered by five, which he explained was upheld by a verse of the Koran. I nodded politely at the time but years later came across Arberry’s translation of the Sura al-anam: ‘Look upon their fruits when they fructify and ripen? Surely in all this there are signs for people who believe.'”

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.

George Santayana on the End of War

“Only the dead have seen the end of war.”

George Santayana

“Soliloquies in England and Later Soliloquies ‘Tipperary’ (1922). Frequently attributed to Plato, as on the wall of the Imperial War Museum in London, in General Douglas MacArthur’s farewell address in West Point in 1962, and in the film Black Hawk Down, but it does not appear in Plato’s works.”

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

Helder Camara (1909-1999)

“When I give food to the poor, they call me a saint. When I ask why the poor have no food, they call me a Communist.”

Helder Camara, Quoted in The Guardian, 21 Jan. 1985

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

Jorge Luis Borges on Democracy

“Democracy is an abuse of statistics.”

Jorge Luis Borges

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

Miguel de Unamuno y Jugo

“(1864-1936) Spanish philosopher, poet, novelist, playwright, and essayist. The leading member of the Generacion del 98, Unamuno is a major figure in the history of modern thought. The conflict of reason and faith, religion and science, and the problem of life and death anguished him and led him to conclusions which anticipated Existentialism. A vision of the tragic nature of life, its absurdity, and man’s radical solitude is conveyed in his major philosophical works Del sentimiento tragico de la vida en los hombres y los pueblos (1913; tr The Tragic Sense of Life, 1958) and La agonia del cristianismo (1924; tr The Agony of Christianity, 1960). He also explored the problem of 20th-century materialism.

After the failure of his first novel Paz en la Guerra (1897), Unamuno invented the “nivola,” the best example of which is Niebla (1914; tr Mist, A Tragicomic Novel, 1928). Tres novelas ejemplares (1920); tr Three Exemplary Novels, 1930) and San Manuel Bueno, martir (1931; tr St. Manuel Bueno, Martyr, 1954) are his most popular works of fiction. Unamuno experimented with the autonomous character. In Mist the protagonist proclaims his own reality to be equal with that of the author. His novels are primarily concerned not with action, but with the minds of the characters and with philosophy.

One of Spain’s major 20th century poets, Unamuno’s best-known works include El Cristo de Velazquez (1920; tr The Christ of Velazquez, 1951) and Cancionero (1953, a posthumous poetic diary).”

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

Carlos Reyles

(1868-1938) Uruguayan novelist. Independently wealthy, Reyles was able to devote his life to writing and other intellectual pursuits. His early novels are naturalistic and emphasize psychological analysis. Among these works are Beba (1894), about the evil effects of consanguinity on both men and animals; La raza de Cain (1900), a study in abnormal psychology; and El teruno (1916), a story of ranch life. His best-known work is probably El embrujo de Sevilla (1922; tr Castanets, 1929), a sensuous, lyrical novel, in which the Andalusian city itself is the dominant figure. He also wrote El gaucho florido (1932), another realistic portrayal of rural life.”

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

George Santayana on Inquiry and Epistemology

“It is a great advantage for a system of philosophy to be substantially true.”

George Santayana

The Unknowable (1923)

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