Tag Archives: philosophy/religion

Ibn Rushd

Here is a reading on Ibn Rushd, also known as Averroes: he was a Muslim philosopher who commented extensively on Aristotle. He is prominently featured in Raphael’s famous painting The School of Athens. This reading comprehension worksheet accompanies the reading.

See above for related materials.

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.

George Steiner on Culture and Conscience

“We know that a man can read Goethe or Rilke in the evening, that he can play Bach and Schubert, and go to his day’s work at Auschwitz.”

George Steiner

Language and Silence Preface (1967)

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

William Empson on Ambiguity

“The intentional or unintentional expression of a word or idea that implies more than one meaning and usually leaves uncertainty in the reader. William Empson, in his Seven Types of Ambiguity (1930), outlined and defined seven different kinds of verbal nuance. He maintained that language functioning with artistic complexity connotes as much and often more than it denotes.”

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

Cultural Literacy: Cosmology

Here is a Cultural Literacy worksheet on the word and concept of cosmology. I’ve used this with lesson on the Scientific Revolution and the Enlightenment.

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.

Brewer’s Curious Titles: Animal Farm

“A satire in fable form by George Orwell (1903-1950) published in 1945 and depicting a totalitarian regime like that of the Soviet Union under Stalin. The story describes how the animals, accompanied by the slogan ‘Four legs good, two legs bad,’ overthrow their human oppressors. However, the pigs, by cunning treachery and ruthlessness, come to dominate the more honest, gullible, and hard-working animals. Their ultimate slogan is: ‘All animals are equal, but some animals are more equal than others.’ The leader of the pigs is Napoleon, representing Stalin, and at the end the pigs are in cahoots with the humans, even beginning to totter around on two legs. An animated film of the novel appeared in 1955.”

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

A Philosophical Take on Concepts

A concept is that which is understood by a term, particularly a predicate. To possess a concept is to be able to deploy a term expressing it in making judgements: the ability connects with such things as recognizing when the term applied, and being able to tell the consequences of its application. The term “idea” was formerly used in the same way, but is avoided because of its associations with subjective and mental imagery, which may be irrelevant to the possession of a concept. In the semantics of Frege, a concept is the reference of a predicate, and cannot be referred to by as subjective term.”

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

Ralph Waldo Emerson on Our Current Epistemological State

“Knowledge is the antidote to fear.”

Ralph Waldo Emerson (1803-1882)

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

Ad Ignorantiam

To ignorance: depending for its effect on the hearer’s not knowing something essential; arguing that something is true because it has not been proven false, or challenging another to disprove rather than endeavoring to improve.”

Grambs, David. The Random House Dictionary for Writers and Readers. New York: Random House, 1990.

Ted Sizer on Society and Knowledge

“A society that is concerned about the strength and wisdom of its culture pays careful attention to its adolescents.”

Theodore R. Sizer (1932-2009)

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

Delphic Oracle

“An ancient oracle at Delphi, on the southern slope of Mount Parnassus. It was of extremely ancient origin, having originally belonged to a chthonic deity. Aeschylus’ claim in the Eumenides that it belonged successively to GeThemis and Phoebe—two of whom, at least, were earth goddesses—may not be far from wrong. In later times, the oracle was taken over by Apollo, who, according to the Homeric Hymn to Pythian Apollo, killed a python, a sacred snake associated with the oracle. The oracular utterances were made by the Pythia, a priestess who sat on a tripod over a cleft in the rock. Her incomprehensible mouthings were interpreted by a priest.

Although there were many oracles in the Greek world, the Delphic oracle was regarded as the final authority in religious matters. A great many of the most famous Greek myths involve the working out of the oracles that issued from Delphi. Associated with the shrine was the omphalos, a sacred stone that was regarded as the navel of the world, though various other centers made the same claim. Some authorities believe that the omphalos was the phallic cap of a tomb, possibly that of the python, since many oracles were associated with the tombs of heroes. In the first part of the Eumenides Orestes clings to the omphalos in seeking sanctuary from the Erinyes, or furies.”

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