Stones of Erasmus — Just plain good writing, teaching, thinking, doing, making, being, dreaming, seeing, feeling, building, creating, reading
24.12.23
To Philosophize is to Learn How to Die: Thoughts I Had While Attempting to Clean My Domicile
2.12.23
Skeeter Explains Kant's Use of the Word "Apodictic" in the Nickelodeon Animated Series Doug
When filmmakers (or in this case - animated television show creators) want to show that a character is super smart, the go-to prop must be a copy of Kant's Critique of Pure Reason! A few weeks ago I posted a video of Lorelei Ambrosia, a villain from the film Superman III, reading Kant's book. In that scene, Lorelei does not read from the book's text, but she does give a glossy summary of transcendental categories that may or may not make sense depending on how you look at it. In the above scene, Doug's friend Skeeter does a pretty good job of explaining Kant's mission to solve the problem of what constitutes a universal foundation for all knowledge!
Here is the transcript* of Doug and Skeeter's conversation on The Critique of Pure Reason:
Doug: [Reading the book's title] Critique of Pure Reason? What's this?
Skeeter: [Tying his shoes] Oh. Just some book. It's pretty cool.
Doug: [Trying to pronounce the word] The possibility of apodic-, apodic-?
Skeeter: [stressing the pronunciation] Apodicitic!
Doug: Apodictic principles? What's that?
Skeeter: Well. Kant is using the word oddly here because he wants to prove an apriori body of synthetic knowledge is exhibited in the general doctrine of motion .... [soundtrack goes whacky and spoken voice is difficult to discern] .... apriori knowledge can't be reached by empirical processes but apriori [unintelligible] must use strict universality or apodictic certainty ....
[Doug's eyes go into a psychedelic headspin and mathematical equations circle him in vertigo like fashion. We all see a screenshot of Skeeter's bookshelf which also includes Isaac Newton's book The Principia Mathematica. Skeeter's head balloons to suggest that he has a ton of knowledge].
[Back to reality] Doug? Doug? Are you OK, man?
Doug: Uh. Yeah. I think I better go.
Skeeter: OK. See ya!
*I had trouble transcribing Skeeter's analysis of Kant but I think I got most of it. The soundtrack becomes muddled between the 35 and 53 seconds mark.
1.12.23
Analysis: Freud, Derrida and the Magic Slate
A Finnish Version of Freud's Wunderblock. |
The stylus is used to write, scribble, or draw on the transparent plastic sheaf which creates an impression on the middle thin layer. The magic slate I had as a kid was a simple plastic, red stylus. The slate itself was a flimsy plastic backing with the “magic sheaf” part lightly affixed to the backing.
When the sheaf is lifted, the thin papery layer which exists beneath it is erased of its impression. At the bottom, a resinous wax layer exists which retains etched into the resin the residuals, or traces of all the previous impressions.
Freud on the “Magic Slate”
Freud wrote a short seven-page essay called "A Note Upon The Mystic Writing Pad." He wrote the essay to explain his theory of memory via the working apparatus of the Wunderblock. The outer coating represents the protective layer of the mind. The layer protects the mind from too much excitation. Notice if the thin paper layer is torn or contaminated the Wunderblock ceases to work in the same way that trauma can irreparably damage the psyche. The stylus represents a stimulus from the outside world. The papery layer is the conscious mind and the wax resin is representative of the unconscious.
The memory of the present can be erased, but like the mind, retains the impressions in the unconscious. The Wunderblock can both destroy and create.
Freud thought the Magic Slate was the closest machine-toy resembling the human mind. The only difference between the Wunderblock and the human mind is the mind's waxy resin layer can come back and disrupt the psychic life. Notably in dreams and trauma.
Derrida On Freud
Derrida, in an essay called "Freud and the Scene of Writing" was astounded that Freud, as a metaphysical thinker, could have inadvertently stumbled upon a machine that is a metaphor for the techné (production) of memory.
Derrida wonders how Freud could have imagined the Wunderblock to represent the psychic life while not realizing that the fundamental essence of the toy, like the mind, is its reserve of graphical traces, not phonetic signifiers.
17.8.23
Shaping Tomorrow's Citizens: Education, Religion, and Cultural Norms in the Classroom
In this blog post from Stones of Erasmus, I connect philosophical ideas with practical aspects of teaching and societal values. Let's invite reflection on the role of education, the influence of religion, and the importance of cultural norms in shaping the citizens of tomorrow.
The sun may appear small and lightbulb-like to the viewer, but it's actually a massive fusion-powered fireball that sustains life on Earth. |
Parity in the Classroom: The Common Gifts of Our Students
In every classroom, there lies a hidden world of potential. That gossipy student in the back row? Perhaps a budding playwright, weaving tales for the stage. Our students are not just learners; they are creators, thinkers, and future citizens.
The Personal Stance vs. The Professional Stance
Education is not just about imparting knowledge; it's a national effort to produce productive citizens. But what does that mean?
Producing productive citizens is about nurturing individuals who contribute positively to society and the economy. It's about fostering responsibility, hard work, and a commitment to the common good. It's about developing skills like problem-solving, communication, and teamwork that are vital in today's workforce.
The Image of Citizenship: A Reflection of Values
What should citizens of a country look like? The nineteenth-century image of the American family was a myth, yet it shaped perceptions. Today, we recognize that there is no one specific way citizens should look. Every individual is unique, bringing their own strengths and perspectives. The goal is to cultivate responsible, engaged members of society who contribute to the common good.
Religion and Education: A Complex Relationship
"Orderliness is godliness." This saying reflects how we often infuse public education with ideology, including the notion to "pull yourself up by your bootstrap." But do religious influences benefit the school system?
The Puritans were able to impose their ideology, but the relationship between religion and education is complex. Some believe that religious values can create moral grounding and community. Others see challenges in separating church and state, ensuring inclusivity for all students.
Folkways and Mores: The Fabric of Society
Folkways and mores are the threads that weave the social fabric. Folkways are the everyday customs and traditions, while mores are the deeper, moral values that guide a culture. Together, they shape our collective identity.
Opinions: The Personal Take on Knowledge
An opinion is more than a fleeting thought; it's your unique perspective on what you know. It's a reflection of your understanding, your beliefs, and your individuality.
4.8.23
A Multiverse of Possibilities: A Review of Matt Haig's 'The Midnight Library'
Haig, Matt. The Midnight Library: A Novel. United States, HarperCollins, 2020. |
24.6.19
Philosophy in the Classroom: Sample Student Work on Plato's Allegory of the Cave (With Thirteen and Fourteen-Year-Old Kids)
Sample Work from Mr. Roselli's 8th Grade Ethics Class |
I taught the 8th Graders every Tuesday as part of my teaching load this past school year. I teach at a private, independent school in the Jackson Heights neighborhood of Queens. The kids are receptive to learning - albeit a rowdy bunch. The class was split into two. So basically I saw each group every other week. The class was PASS/FAIL and I put a lot of emphasis on student participation, talking, and group work. I uploaded content for them to read and view on Google Classroom so I did not have to spend a lot of time going over the material in class. Here is a short overview of one particular lesson I did (with some student work).
Reading Plato's Allegory of the Cave in a Middle School Ethics Class
We read Plato's cave in class - using a lesson I had created (and which you can access here). The kids were in eighth grade - so they would be thirteen or fourteen years old.
Kids' Understanding of Plato's Ideas
Students jot down their summary ideas to get the gist. |
Getting Students to Jot Down Their Ideas
Using Visual Imagery to Make Connections with Students
After exploring the ideas of the lesson, students can talk about the above image. What do they notice? What do they wonder? Collect the students' responses.
Class: Eighth Grade Ethics / 90 Minute Lesson (you can break it down into two separate 45-minute lessons)
Materials: paper, pencils, pen, handouts of the Allegory of the Cave, Comprehension Questions, Discussion Questions, Entrance, and Exit Tickets
My TpT store has resources for middle and high school English teachers |
14.8.18
Why I like Fifth Century Thinkers like Socrates and Confucius
Confucius and Socrates Represent a Renaissance of Thought |
28.3.18
Lorelei from Superman III (1983) Reads Kant's Critque of Pure Reason
Superman III (1983) |
You can read the above clip from Superman III as a dumb blonde joke writ large or as an insightful riff on philosophy. I am guessing it is the former rather than the latter.
Playing the supposed ditzy lover of the film's villain, Lorelei reveals she is a fan of Immanuel Kant's transcendental philosophy - the eighteenth-century European thinker's idea that he could bring together two schools of thought - empiricism and rationalism. At least that's the general idea of the book Lorelei's caught reading — The Critique of Pure Reason.
Lorelei: How can he say that pure categories have no objective meaning in transcendental logic? What about synthetic unity?
It looks like Lorelei has stumbled upon the truth of transcendental idealism — that things in themselves cannot really be known in of themselves. Or did she?
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1.8.17
"On Evil" - A Brief Reflection on Theodicy
31.5.15
On Not Being Right in the World
One of the Damned from Michelangelo's fresco "The Last Judgment." |
While we value people who have come through significant challenges, the prevailing opinion among many is that those who are struggling just have not tried hard enough.
However, there is value in not being right in the world.
It does not mean you are not trying to succeed.
Who is Measuring and Why Does it Matter?
Often we are measured by criteria that even those who are setting the criteria don't fully understand.
7.2.14
Little Girl Talks about Philosophy
I am not sure if this girl is being coached by an adult, but I thought this was a pretty cool video of a young person attempting philosophical questions.
15.9.13
19 Sayings: From Nietzsche Thinking Intensely (Quotable Nietzsche)
Nietzsche Thinking Intensely (image: Flickr/SPDP) |
I read "23 Signs You're Secretly an Introvert" in the Huffington Post, and #5 on the list "You've been called 'too intense'" caught my attention. It was accompanied by a nifty drawing of Nietzsche surrounded by a spray of his most quotable quotes in hard-to-read scribble-scratch. I like Nietzsche, so I copied out the quotes, which took some time because the handwriting is atrocious, with the appropriate citations. Nietzsche is very quotable, which is why in Germany, they revere him like the English revere Shakespeare. If anyone knows who created the Nietzsche graphic, let me know. |
"It is my ambition to say in ten sentences what others say in a whole book."
Twilight of the Idols, Or, How to Philosophize with a Hammer, "Skirmishes of an Untimely Man," Aphorism 51, (1888)
"Is life not a thousand times too short to bore ourselves?"
Beyond Good and Evil, Aphorism 227, (1886)
"Faith: not wanting to know what is true."
The Antichrist, Aphorism 52, (1895)
"In every real man a child is hidden that wants to play.”
Thus Spoke Zarathustra, "On Little Old and Young Women," (1883)
"In music the passions enjoy themselves."
Beyond Good and Evil, Aphorism 106, (1886)
"Idleness is the parent of psychology."
Twilight of the Idols, Or, How to Philosophize with a Hammer, "Apothegms and Darts," Aphorism 1, (1888)
"All credibility, all good conscience, all evidence of truth, come only from the senses."
Beyond Good and Evil, Aphorism 134, (1886)
"It is always consoling to think of suicide: in that way one gets through many a bad night."
Beyond Good and Evil. ch. 4, Aphorism 157, (1886)
"Madness is rare in individuals, but in groups, parties, nations and ages it is the rule."
Beyond Good and Evil, "Apothegms and Interludes," Aphorism 156, (1886)
"One should die proudly when it is no longer possible to live proudly."
Twilight of the Idols, Or, How to Philosophize with a Hammer, "Skirmishes in War with the Age," Aphorism 36, (1888)
"Plato was a bore."*
*I am unable to find the exact source for this quote. Plenty of sources cite Nietzsche, but none refer to a text.*
"I love those who don't know how to live for today."*
*Again, plenty of sources cite Nietzsche but without giving credit to a text. I did find in Thus Spoke Zarathustra (1883) a slightly similar quote: "I love those that know not how to live except as downgoers, for they are the overgoers."
"For art to exist, for any sort of aesthetic activity to exist, a certain physiological precondition is indispensable: intoxication."
Twilight of the Idols, Or, How to Philosophize with a Hammer, "Roving Expeditions of an Inopportune Philosopher," Aphorism 8, (1888)
"Art is the proper task of life."
The Will to Power, "The Will to Power as Art," Section IV, (1901)
"I cannot believe in a God who wants to be praised at all times."
This quote seems to be a paraphrase of an idea from Thus Spoke Zarathustra (1883)
"Fear is the mother of all morality."
Beyond Good and Evil, Aphorism 201, (1886)
"Before the effect believes in different causes than one does after the effect."
The Gay Science, "Cause and Effect," Aphorism 217, (1882)
"If you gaze long into the abyss, the abyss will gaze back into you."
Beyond Good and Evil, Aphorism 146 (1886).
"Is man one of God's blunders? Is God one of man's blunders?"
Twilight of the Idols Or, How to Philosophize with a Hammer, "Maxims and Arrows," Aphorism 7, (1888)
30.1.13
Found Objects: Jean-Paul Sartre Found On Construction Signage
17.9.12
Quotation: Lucretius On Childish Fear
"Our life is one long struggle in the darkness; and as children in a dark room are terrified of everything, so we in broad daylight are sometimes afraid of things that are no more to be feared than the imaginary horrors that scare children in the dark."
13.8.12
Quotation: Socrates On Perplexing Others (And His Own Perplexity)
Socrates with folks in Athens in Raphael's painting "The School of Athens" |
For I perplex others, not because I am clear, but because I am utterly perplexed myself.
οὐ γὰρ εὐπορῶν αὐτὸς τοὺς ἄλλους ποιῶ ἀπορεῖν, ἀλλὰ παντὸς μᾶλλον αὐτὸς ἀπορῶν οὕτως καὶ τοὺς ἄλλους ποιῶ ἀπορεῖν.
6.6.12
On Repulsion: A Word Essay
On Drinking A Glass of Rancid Milk
Photo by Michu Đăng Quang on Unsplash |
I ate my cereal dry that morning. And I begin to think, in those early morning hours, about what actually causes an act of repulsion like I had just experienced. The word “repulse,” according to the Oxford English Dictionary, comes from the Latin verb repeller which we get the English word “repel” which literally means “to drive or beat back.” At first the word, simply meant the original military sense of the word, to drive back an army, or to block an attack from an assailant. Only by the 19th century did the word come to be associated with a sudden change in feeling or disgust. In current usage, the word has become synonymous with the word “aversion.” Although, “repulse” still retains its original etymology when used in physics to describe the mechanics of engines and the nuclear force atomic particles impose on one another.
Reflecting On An Autonomic Biological Response
Photo by Katie McNabb on Unsplash |
Variations on Repulsion: Repugnance and Distaste
Photo by Suzanne D. Williams on Unsplash |
There is an internal — or it could be learned — mechanism inside of us that reacts strongly to anything we deem — whether correctly or not — to be tainted and polluted. Have you ever known anyone who could stomach a Pasolini film without wincing at least once? Mary Douglass, the British anthropologist who studied the cultural definitions of pollution and what we consider to be safe or not, wrote in her book Purity and Danger, “Pollution dangers strike when form has been attacked” (130). Pollution — or dirt — is a deciding cultural factor that humans worry about; dirt makes us anxious — especially if we feel dirty or polluted or made to feel that way, for it threatens our sense of form and, as Douglass puts it, our “unity of experience.”When it is a four month old carton of milk, Mary Douglass makes sense. I consider the milk dangerous to drink. It disrupts my obvious need for form and order in the universe! I can certainly understand the reason why my body would want to get rid of spoiled milk. Or why I would automatically tear my hand away if it brushed against a scalding hot surface. A cat would act similarly with a bowl of curdled milk. Except the cat is probably a little more wary of anything placed before it for breakfast and would probably smell the contents of the bowl before lapping it up. The cat is a more experienced scientist than I am. But once examined, the cat would more than likely turn her nose up to the milk and look at its owner with smug contempt until a fresher, more bacteria-free version was provided.
My thoughts on repulsion though did not linger long with the carton of spoiled milk. I began to think of what else makes us repulsed. Yes, the list of rotten food is endless: rotten apples, bad bananas, maggot-infested luncheon meat, and ugh — moldy cheese (except, of course, blue cheese, the acquired taste of which rests in fact on its rottenness). But what about other things that turn our stomachs?
Photo by Anudariya Munkhbayar on Unsplash |
But, I was also fascinated by the dead horse. Flies by the hundreds hovered above. The flies were busy taking off and landing on the mushy contents of this horse’s insides. Mating and making babies, they went on with their happy lives, making do with what they could — which was an abundance in this case — with the booty of this dead horse. Over time, the tissues and the organs would rot away, slowly but surely, leaving only the skeletal outline of the horse’s body. When the last morsel of meat had finally sloughed off into the soft, mealy soil, the bones would then whiten and harden. Then, crack and crumble. Back into the earth, the clods would go, and I could quote William Cullen Bryant’s poem, “Thanatopsis” here: “Earth, that nourished thee, shall claim / Thy growth, to be resolv'd to earth again.” In a few months the floor of the forest would look like something had been there, where the horse’s “pale form was laid,” which was once alive, but now reclaimed.
Bryant’s poem gives the rotting corpse a transcendence, though, that I am not really interested in here. I want to get back to the repulsion and the aversion. I want to get back to that visceral moment of immanence. The horse is dead. It no longer exists. When you see a dead horse rotting away in a forest you do not think of the transcendent wish of returning back to the earth whence you came. In the sight of a rotting corpse, it is hard to imagine the horse prancing down a wooded lane without horseshoes in some kind of horse heaven. So, I try to push away any of those transcendent notions. I have to go back to the moment my stomach churned inside of me at the sight of the dead body of the horse. Have you ever read Clarice Lispector’s novel The Passion According to G.H.? It is a kind of inverted Metamorphosis. There is a part in the book where the character G.H. is studying the dead carcass of a squished cockroach. She goes into detail the intricacies of its crushed exoskeleton and the white ooze emitting from its hollowed-out cavity. I want to revisit that lurch of disgust at the gut of me that day. The horrible thought — at a moment like that — unmediated by transcendental spirituality — where you realize without too much cogitation that your body will rot away and fester like the horse’s now rotting flesh. We really don’t like to think about our body in this way, that it will rot away and mold into a greasy stew. And smell bad.
Historical Narratives of Clean and Unclean
Photo by Luis Fernando Felipe Alves on Unsplash |
27.2.12
On Realism and Strunk and White: Rule 16 On Writing
Rule 16: "Prefer the specific to the general, the definite to the vague, the concrete to the abstract" (pg. 21).
Find my TpT store here and be amazed. |
1.2.12
On the Experience of Reading Novels
The experience of reading novels is a solitary one. While it is common to hear authors read from their newly published books at signings or to listen to a novel on tape, these are subsidiary experiences of the novel that I relegate to the category of performance rather than reading. Orality is to the epic what solitude is to the novel. The Greek epics the Iliad and the Odyssey were not meant to be read silently to oneself but were told out loud and spun by a storyteller as part of an oral musical performance. Prose fiction did not begin with the novel; Satyricon was written centuries before Moll Flanders. Scholars debate as to what constitutes the first novel — is it Cervantes’s Don Quixote, or Chaucer’s Canterbury Tales, or is it Richardson’s Pamela, or DeFoe’s Robinson Crusoe? — I think the answer to this question lies in the shift between reading publicly versus reading as an internalized experience. The epics were meant as univocal expressions of storytelling governed by the principle of archetype and standard mythological rendering. Often the plot was well known by the hearers.
Reading Novels is Not Exactly the Same as Going to a Play
Ancient Greek theatergoers who attended Sophocles’ production of Oedipus Rex were well aware of the plot. And this is true even for Shakespeare. Midsummer Night’s Dream, while certainly not lost in an individual reading, the dramatic form, like the epic, is meant to be performed, not read. The point of storytelling has been for centuries a ritualized experience and not at all adumbrated by individuality or an experience with everyday particularities. To read a novel once is an individual experience and to read the same novel twice is yet another distinct reading. Even movies, another modern discovery, are more akin to public storytelling than what happens when I read a novel. Reading as an individualized personal experience is a modern discovery. Augustine, for example, was shocked to discover Ambrose reading to himself. In the West, reading has been considered mostly a public act. Those who owned books were either the clergy or the very wealthy. Books were proclaimed rather than read. The correlation between introspective thought and reading troubled Augustine because he did not equate reading with individuality. What we consider the modern novel is instantiated by introspection and was only made possible broadly by the invention of the printing press which made books cheaper and more easily accessible to the masses.
Novels Deliver the Particulars of the Everyday
Novels are heavily entrenched in the particulars of everyday life, such as bathing, doing the laundry, eating a sour grape off the vine, making love on an unmade bed, reflections on the banal and the mundane, and so on. The novel lingers in the details of everyday lived experience. The novel is a repudiation of the epic form’s dependence on universals. Once we are inside a novel we are wrapped up in a world of particulars. Like Pip, in Charles Dickens's Great Expectations, who traces his fingers over the particular raised letters of his dead parents' names inscribed on their tombstone, to conjure an image of what they must have been like, either stout or tall, fat or grim, we do the same when we read a novel, trace our fingers over the individual characters, in their instantaneous contingencies in order to trace out a life, to search out a proper name for universal life, to match both life and literature.
21.10.11
Blaise Pascal On The Contradictory Nature of Human Beings
“What a chimera is man! What a novelty, what chaos, what a subject of contradiction.”- Blaise Pascal, Pensées (1657-58)
Beginnings: Fragment 164 of Pascal's Pensées
Blaise Pascal (1623-1662) |
Pascal and Montaigne
This is the copy of the text I used to write this post. |