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...in Aristotle...leisure is a far more noble, spiritual goal than work...leisure is pursued solely for its own sake...: the pleasures of music and poetry, ... conversation with friends, and ...gratuitous, playful speculation. In Latin, the ultimate good is otium — the opposite is negotium, or gainful work. We have sought too much counsel in the proto-Calvinist work ethic preached by St Paul...during the cessation of work we nurture family, educate, nourish friendships....in loafing, most of our innovations come...the routine of daily work has too often served as...sleep...a refuge from two crucial states — awakedness to the needs of others, and to the transcendent, which only comes...loitering, dallying, tarrying, goofing off. ↗
If you happened to be born on third base, you didn't rub it in the face of the guy who wasn't even born in the stadium. Self-interest was generally checked at the door with your coat and hat. ↗
#greatest-generation #magnanimity #noblesse-oblige #education
Why has the medical profession not taken advantage of the help available from evolutionary biology, a well-developed branch of science with great potential for providing medical insights? One reason is surely the pervasive neglect of this branch of science at all educational levels. Religious and other sorts of opposition have minimized the impact in general education of Darwin's contributions to our understanding of ourselves and the world we live in. ↗
Kant provides a more helpful answer. For him, these first semblances of virtue can be explained in terms of discipline, in other words, as a product of external constraint: what the child cannot do on his own because he has no instinct for it “others have to do … for him,” and in this way “one generation educates the next. ↗
FËDOR Mikhailovich Dostoevski, the Russian novelist, said one time that, "One sacred memory from childhood is perhaps the best education." I can think of another quickie education for a child, which, in its way, is almost as salutary: Meeting a human being who is tremendously respected by the adult world, and realizing that that person is actually a malicious lunatic. ↗
I am a scholar and a pupil who has been lulled to sleep by the meagre fire of a mind too humble. I have been too much burned, and my injured mind has accumulated too much passion; for tormenting itself with the defending of our sex, my mind sighs, conscious of its obligation. For all things — those deeply rooted inside us as well as those outside us — are being laid at the door of our sex. In addition, I, who have always held virtue in high esteem and considered private things as secondary importance, shall wear down and exhaust my pen writing against those men who are garrulous and puffed up with false pride. I shall not fail to obstruct tenaciously their treacherous snares. And I shall strive a war of vengeance against the notorious abuse of those who fill everything with noise, since armed with such abuse, certain insane and infamous men bark and bare their teeth in vicious wrath at the republic of women, so worthy of veneration. ↗
In the two years after No Logo came out, I went to dozens of teach-ins and conferences, some of them attended by thousands of people (tens of thousands in the case of the World Social Forum), that were exclusively devoted to popular education about the inner workings of global finance and trade. No topic was too arcane: the science of genetically modified foods, trade-related intellectual property rights, the fine print of bilateral trade deals, the patenting of seeds, the truth about certain carbon sinks. I sensed in these rooms a hunger for knowledge that I have never witnessed in any university class. It was as if people understood, all at once, that gathering this knowledge was crucial to the survival not just of democracy but of the planet. Yes, this was complicated, but we embraced that complexity because we were finally looking at systems, not just symbols. ↗
What the critic as a teacher of language tries to teach is not an elegant accomplishment, but the means of conscious life. Literary education should lead not merely to the admiration of great literature, but to some possession of its power of utterance. The ultimate aim is an ethical and participating aim, not an aesthetic or contemplative one, even though the latter may be the means of achieving the former. ↗
