Tag Archives: philosophy/religion

Paulo Freire

“Paulo Freire (1921-1997): Brazilian educator. His ideas developed from his experience teaching literacy to Brazil’s peasants. His interactive methods, which encouraged peasants fo question the teacher, often led to literacy in as little as 30 hours of instruction. In 1963 he was appointed director of the Brazilian National Literacy Program, but he was jailed following a military coup in 1964. He went into exile, returning in 1979 to help found the Workers Party. His seminal work is Pedagogy of the Oppressed (1970).”

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

George Santayana on Fanaticism

“Fanaticism consists in redoubling your effort when you have forgotten your aim.”

George Santayana

The Life of Reason vol I, ch 10 (1905)

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

Rotten Reviews: Charles Lamb

“Charles Lamb I sincerely believe to be in some considerable degree insane. A more pitiful, rickety, gasping, staggering, Tomfool I do not know.”

Thomas Carlyle, 1831, in The Book of Insults 1978

Excerpted from: Bernard, Andre, and Bill Henderson, eds. Pushcart’s Complete Rotten Reviews and Rejections. Wainscott, NY: Pushcart Press, 1998.

7 Destructive Sins of Islam

“Worship other gods along with Allah * Practice Sorcery * Kill the life Allah has forbidden except for a just cause * Eat up with usury * Eat up an orphan’s wealth * Treason and flight from the battlefield * False accusation against a chaste woman

This sort of list is part of collective Islamic tradition. often created as a negative notice-board in response to the Five Pillars of Islam and the Seven Deadly Sins so beloved by Christian medieval scholarship. There are many variants but all include usury (riba), murder, and the sin of shirk (associating others with Allah).”

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.

7 Deadly Sins of Christendom

“Gluttony * Pride * Greed * Lust * Envy * Anger * Sloth

The Seven Deadly Sins could collectively be represented by the biblical Leviathan, whose origin looks back to the Canaanite terror of the deep–the seven-headed serpent Lotan destroyed by the great god Baal. In medieval imagery, Lust was represented by an ape, though this animal could also express idolatry and, when given an apple, the expulsion from paradise. An ass playing a lyre was used by Romanesque sculptors to represent Pride. A bear could be used to represent either Gluttony, Lust, or Anger, while by reverse logic a bee could represent Sloth. The boar could also symbolize Lust.

List-making is an ancient art and scholars have traced the seven deadly sins as moral manifestations of the seven evil spirits, first codified by King Solomon in his proverbs, then reworked by Saint Paul in his rather stern letter to the Galatians. A hermit monk, one Evagrius Ponticus, turned them into eight spiritual temptations that might beset an ascetic (a bit like the demonst that tormented Saint Anthony). But it was Pope Gregory the Great in the sixth century who must be credited with the edition that survives today, as well as the seven positive virtues–Faith, Hope, Charity, Fortitude, Justice, Prudence, Temperance–and the seven defenses:

Abstinence against Gluttony * Humility against Pride * Liberality against Greed * Chastity against Lust * Kindness against Envy * Patience against Anger * Diligence against Sloth”

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.

Term of Art: Virtue

“A virtue is a trait of character that is to be admired: one rendering its possessor better, either morally, or intellectually, or in the conduct of specific affairs. Both Plato and Aristotle devote much time to the unity of the virtues, or the way in which possession of one in the right way requires possession of the others; another central concern is the way in which possession of virtue, which might seem to stand in the way of self-interest, in fact makes possible the achievement of self-interest properly understood, or eudaimonia. But different conceptions of moral virtue and its relation to other virtue characterize Platonic, Aristotelian, Stoic, Christian, Enlightenment, Romantic, and 20th-century ethical writing. These divisions reflect central preoccupations of their time and needs of the cultures in which they gain predominance: the humility, charity, patience, and chastity of Christianity would have been unintelligible as ethical virtues to classical Greeks, whereas the ‘magnanimity‘ of the great-souled man of Aristotle is hard for us to read as an unqualified good, Syntheses of Christian and Greek conceptions are attempted by many, including Aquinas, but a resolute return to an Aristotelian conception has been impossible since the emergence of generalized benevolence as a leading virtue. For Hume a virtue is a trait of character with the power of producing love or esteem of others, or pride in oneself, by being ‘useful or agreeable’ to its possessors and those affected by them. In Kant, virtue is purely a trait that can act as a handmaiden to the doing of duty, having no independent, ethical value, and in utilitarianism, virtues are traits of character that further pursuit of the general happiness.”

Excerpted from: Blackburn, Simon. The Oxford Dictionary of Philosophy. New York: Oxford University Press, 2008.

Paideia Program (n)

“An approach to teaching developed by philosopher Mortimer Adler that combines coaching, lecturing, and Socratic dialogue as teaching methods to encourage deep thinking about such traditional subjects as literature, mathematics, science, and the performing arts. Adler’s Paideia Proposal, and Paideia Problems and Possibilities are rooted in the social, political, and educational philosophy of Aristotle.”

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

Freud’s 3 Elements of Personality

Id * Ego * Superego

“Sigmund Freud conceived of the personality as consisting of three interrelated influences. The Id is a person’s natural instincts and desires, such as to procreate, to eat and to survive. The Ego uses reason to mediate between reality and the Id, so one might say that in today’s world I can only afford two children, or there are six people needing to eat so I can’t have the whole chicken. Lastly, there is the Superego, akin to the conscience, and thought to originate as an internal version of what parents, school, and society teach. This introduces the concept of ‘I should’–for example, share my good fortune with those less fortunate than myself.”

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.

6 Evolutionary Stages of History

“Clan communism * Autocratic Monarchy * Feudalism * Capitalism * Socialism * Communism

This is the Communist view of history, as set out by Marx and Engels, looking out over the wreck of the various social revolutions what were destroyed in the 1840s and dreaming of inevitable victory in the future. First we have the primitive clan communism of hunter-gatherer families; then once irrigated riverine agriculture is developed, the ancient autocratic monarchies, which endure as empires until they collapse from the weight of their own military-bureaucracy into the more enduring feudalism. With the growth of cities and maritime trading nations, feudalism matures into capitalism, which through the dictates of growth, decency, and efficiency evolves into industrialized socialism, which perfects as communism.

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.

The Bloomsbury Group

“A group of English writers and artists who gathered regularly in the Bloomsbury section of London before, during, and after World War I. Their unconventional lifestyle, socialist views, and aesthetic sensibility combined to give ‘Bloomsbury‘ a connotation outside the circle of somewhat precious snobbery. Central to the group were artists Vanessa and Clive Bell, Roger Fry and Duncan Grant; writers Leonard and Virginia Woolf, Lytton Strachey, and E.M. Forster; and the economist John Maynard Keynes. Cambridge-educated and the artistic and intellectual pacesetters of their generation, they were devoted adherents of the philosopher G.E. Moore and were frequently joined at their ‘Thursday evenings’ by such Cambridge luminaries as Bertrand Russell and Rupert Brooke.”

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