Tag Archives: philosophy/religion

Iris Murdoch (1919-1999)

“Irish-born novelist and philosopher. Murdoch’s novels are noted for intricacy of plot and character, psychological penetration, and subtlety of style, with a with that changes from recondite irony to the crazily comic. Their structure is elaborate and unrealistic, often concerning a group of characters who become involved with each other through a complex network of love affairs. People’s need for love and freedom are explored as part of their greater need to affirm their own reality. In Under the Net (1954), The Bell (1958), and An Unofficial Rose (1962), the twin philosophical questions are posed: how free can man be and how much can he know himself? Among her many works are the novels The Flight from the Enchanter (1956), The Sandcastle (1961), A Severed Head (1961), The Unicorn (1963), An Accidental Man (1972), Henry and Cato (1972), The Sea, the Sea (1978; Booker Prize for literature), and Nuns and Soldiers (1980), as well as a study of Sartre, Romantic Rationalist (1953), and The Fire and the Sun (1977), a discussion of Plato’s aesthetic theory. Her later novels are The Philosopher’s Pupil (1982), The Good Apprentice (1985), and The Message of the Planet (1989). In 1987 Murdoch was made a Dame of the British Empire.”

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

Maria Montessori on Teaching and Learning

“If education is always to be conceived along some antiquated lines of a mere transmission of knowledge, there is little to be hoped from it in the bettering of man’s future. For what is the use of transmitting knowledge if the individual’s total development lags behind?”

The Absorbent Mind, ch. 1 (1949)

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

Hannah Arendt (1906-1975)

“German political philosopher naturalized U.S. citizen 1950. Arendt received her doctorate at the age of twenty-two from the University of Heidelberg, where she studied with Karl Jaspers. She fled Hitler’s Germany in 1933 and eventually settled in the U.S. (1941), where she held numerous teaching posts and became the first woman to be appointed full professor at Princeton University. She ended her career at the New School for Social Research in New York. Her reputation as a profound and independent philosophical analyst was launched with the publication of The Origins of Totalitarianism (1951), in which she documented the belief that Nazism and Communism had their roots in the anti-Semitism and imperialism of the 15th century. She continued to offer challenging and unconventional theories about the decline in values in modern society, in such books as The Human Condition (1961), and Crises of the Republic (1972). A storm of controversy surrounded the publication of Eichmann in Jerusalem: A Report on the Banality of Evil (1963), in which she suggested that even the Jews could be held partly responsible for Germany’s barbarisms in World War II. Her other works include On Revolution (1963) and On Violence (1970), in which she suggested that violence is a response to powerlessness. Her philosophically most ambitious work, The Life of the Mind (1978), a three-volume study of the fundamental mental activities thinking, willing, and judging, though unfinished (only the volumes Thinking and Willing were completed), it is a penetrating analysis of the processes of the mind and of their corresponding effects on action.”

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

Santayana on America

“America is the greatest of opportunities and the worst of influences.”

George Santayana

Excerpted from: Winokur, Jon, ed. The Portable Curmudgeon. New York: Plume, 1992.

Joseph Addison on Intellectual Humility

“The utmost extent of man’s knowledge is to know that he knows nothing.”

Joseph Addison, Essay on Pride (1794)

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

The Devil’s Dictionary: Academe, Academy

“Academe, n. An ancient school where were morality and philosophy were taught.

 Academy, n (from academe) [1.] A modern school where football is taught. [2.] Originally a grove in which philosophers sought a meaning in nature; now a school in which naturals seek a meaning in philosophy.”

Excerpted from: Bierce, Ambrose. David E. Schultz and S.J. Joshi, eds. The Unabridged Devil’s Dictionary. Athens: The University of Georgia Press, 2000.

Hegel on Education

“Education is the art of making man ethical.”

Georg Wilhelm Friedrich Hegel in Elements of the Philosophy of Right (1821)

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

On Parent/Teacher Conferences

“Teachers who act as if they have something to learn as well as something to contribute, establish better learning relationships with students and parents.”

Andy Hargreaves and Michael Fullan What’s Worth Fighting for Out There? (1998)

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

A Yiddish Proverb on Dialectical Thinking

“To every answer you can find a new question.”

Yiddish Proverb

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

The Weekly Text, November 22, 2017: A Reading and Comprehension Worksheet on Fascism

The minute I viewed, as a middle school student, Alain Resnais’s short but magisterial film on the Holocaust, Night and Fog (there is a lesson plan for this film elsewhere on this blog–a simple search from the home page will take you to it) I became interested, perhaps obsessed, with authoritarian political movements. As an undergraduate, I studied their manifestations in Russia; I ended up writing my honors thesis on the brewing miasma of authoritarian politicians in Russia.

Along the way, I became aware of the difficulty of any one definition of fascism. For my money, the late Professor George Mosse of the University of Wisconsin remains the best expositor and chronicler of fascism, if only because he insisted on talking about this abstract noun in the plural. There isn’t any one fascism, Mosse averred, but several. So I am circumspect about any reading claiming to be the last word on this political movement.

That said, I think this reading on fascism from the Intellectual Devotional’s Modern Culture volume is a perfect introduction to the basic elements of fascism, as well as a nice chronicle of its exponents. Here is a reading comprehension worksheet to accompany it.

Happy Thanksgiving! I’m posting this on the Wednesday before so that I may enjoy four computer-free days over the break.

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.