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Liber 207 - Syllabus
TERMS STARTING WITH
TERMS ANYWHERE
KEYS (10k)
1 Peter J Carroll
1 Dr Robert A Hatch
NEW FULL DB (2.4M)
5 Bob Woodward
3 Anonymous
2 Megan McCafferty
2 A N Wilson
1:5. When in Doubt ::: Read the Syllabus - Read Ahead - Ask Questions: Read the correlated readings (designed to mesh with that lecture) before you come to class. The whole point of correlated readings is to prepare you for the lecture. If the readings are completed at the appropriate time you will have a 'Big Picture' framed by a general narrative and suspended by an ongoing line of argument. These readings should help you establish a set of expectations as well as some unsettling questions. The lectures should help you connect ideas you have read about and, with any luck, they should help you call key issues into question. Your job is to arrive at an understanding you call your own and can defend to a critical audience. Beginning to end, you are the center of your education. You know where to begin. ~ Dr Robert A Hatch, How to Study, #KEYS
2:John Ruskin did not go to school. Nor did Queen Victoria, nor John Stuart Mill, George Eliot or Harriet Martineau. It would be absurd to suggest that Disraeli, Dickens, Newman or Darwin, to name four very different figures, who attended various schools for short spells in their boyhood, owed very much to their schooling. Had they been born in a later generation, school would have loomed much larger in their psychological stories, if only because they would have spent so much longer there, and found themselves preparing for public examinations. It is hard not to feel that a strong 'syllabus', or a school ethos, might have cramped the style of all four and that in their different ways - Disraeli, comparatively rich, anarchically foppish, indiscriminately bookish; Darwin, considered a dunce, but clearly - as he excitedly learned to shoot, to fish and to bird-watch - beginning his revolutionary relationship with the natural world; Newman, imagining himself an angel; Dickens, escaping the ignominy of his circumstances through theatrical and comedic internalized role-play - they were lucky to have been born before the Age of Control. For the well-meaning educational reforms of the 1860s were the ultimate extension of those Benthamite exercises in control which had begun in the 1820s and 1830s. Having exercised their sway over the poor, the criminals, the agricultural and industrial classes, the civil service and - this was next - the military, the controllers had turned to the last free spirits left, the last potential anarchists: the children. ~ A N Wilson, #KEYS
*** WISDOM TROVE ***
1:For lovers, the beauty of the beloved is their teacher. His face is their syllabus, lesson, and book. ~ rumi, @wisdomtrove 2:The teacher's task is not a small easy one! She has to prepare a huge amount of knowledge to satisfy the child's mental hunger. She is not like the ordinary teacher, limited by a syllabus. The needs of the child are clearly more difficult to answer. ~ maria-montessori, @wisdomtrove 3:Religion is not a fractional thing that can be doled out in fixed weekly or daily measures as one among various subjects in the school syllabus. It is the truth of our complete being, the consciousness of our personal relationship with the infinite. ~ rabindranath-tagore, @wisdomtrove *** NEWFULLDB 2.4M ***
1:Where's my syllabus to guide me through life? ~ Megan McCafferty, #NFDB
2:Trump was a guy who “never went to class. Never got the syllabus. ~ Bob Woodward, #NFDB
3:Life hands us a challenging syllabus. We need all the help we can get. ~ Ian Morgan Cron, #NFDB
4:Our teacher [Ms. Whitlock] assesses me, then continues to summarise our syllabus. ~ Katie McGarry, #NFDB
5:Over the years I had devised an elaborate syllabus of coping techniques for spending time with Nick. ~ Rinker Buck, #NFDB
6:Life is an exam where the syllabus is unknown and question papers are not set. Nor are there model answer papers. ~ Sudha Murty, #NFDB
7:I wasn’t sure I would ever be able to deal with the world. It seemed too big and demanding and there was no fixed syllabus. ~ Jerry Pinto, #NFDB
8:The institutions of first and second type are subject to the regulatory power of the state with regard to syllabus prescription, ~ Anonymous, #NFDB
9:If she could just get Papa to put Jack Door's book on lock-picking on the syllabus, she felt sure her new education would soon be complete. ~ Peter Bunzl, #NFDB
10:Rohinton Mistry's celebrated novel 'Such a Long Journey' was pulled off the syllabus of Mumbai University because local extremists objected to its content. ~ Salman Rushdie, #NFDB
11:This was all foreign turf to me, ideas that were in the syllabus for Advanced Marriage, a postgraduate course in the area of human studies, and I knew almost nothing about it. But ~ Jeff Lindsay, #NFDB
12:Because you scratched my itch and then you kissed me—both of which freaked me out because neither of which are in the course syllabus for laboratory experiments this semester. And, furthermore— ~ Penny Reid, #NFDB
13:On the last day, when the general examination takes place, there will be no question at all on the text of Aristotle, the aphorisms of Hippocrates, or the paragraphs of Justinian. Charity will be the whole syllabus. ~ Robert Bellarmine, #NFDB
14:The teacher's task is not a small easy one! She has to prepare a huge amount of knowledge to satisfy the child's mental hunger. She is not like the ordinary teacher, limited by a syllabus. The needs of the child are clearly more difficult to answer. ~ Maria Montessori, #NFDB
15:No, but it was a close call. Brought you something.”
“Turtle pee?”
Cam laughed and shook his head as he reached into his backpack. “Sorry to let you down, but no.” He pulled out papers stapled together. “It’s a syllabus. I know. Thrilling shit right here. ~ J Lynn,#NFDB
16:There is a peculiar aesthetic pleasure in constructing the form of a syllabus, or a book of essays, or a course of lectures. Visions and shadows of people and ideas can be arranged and rearranged like stained-glass pieces in a window, or chessmen on a board. ~ A S Byatt, #NFDB
17:Women's studies needed a syllabus and so invented a canon overnight. It puffed up clunky, mundane contemporary women authors into Oz-like, skywriting dirigibles. Our best women students are being force-fed an appalling diet of cant, drivel and malarkey. ~ Camille Paglia, #NFDB
18:Religion is not a fractional thing that can be doled out in fixed weekly or daily measures as one among various subjects in the school syllabus. It is the truth of our complete being, the consciousness of our personal relationship with the infinite. ~ Rabindranath Tagore, #NFDB
19:Is the professor who insists we read Ernest Hemingway again instead of Gertrude Stein "obsessing"? Because although I did a BA in English, an MFA in Poetry, and a year's worth of a PhD, Stein was an author I had to discover on my own. She wasn't on the syllabus anywhere in all that time. ~ Laura Mullen, #NFDB
20:I am convinced that one can buy in Harrods of London a kit that allows an enterprising Englishman to create a British school anywhere in the third world. It comes with black robes, preprinted report cards for Michaelmas, Lent, and Easter terms, as well as hymnals, Prefect Badges, and a syllabus. Assembly required. ~ Abraham Verghese, #NFDB
21:What I envy most about you and everyone else heading back to school is the certainty of it all. You’ve got a prescribed set of requirements to guide you through the next few years. Focus your energy on the completion of those assignments and you’ll succeed. Guaranteed. Where’s my syllabus to guide me through life? ~ Megan McCafferty, #NFDB
22:He doesn’t like intellectuals. Trump was a guy who “never went to class. Never got the syllabus. Never took a note. Never went to a lecture. The night before the final, he comes in at midnight from the fraternity house, puts on a pot of coffee, takes your notes, memorizes as much as he can, walks in at 8 in the morning and gets a C. ~ Bob Woodward, #NFDB
23:Trump was a guy who “never went to class. Never got the syllabus. Never took a note. Never went to a lecture. The night before the final, he comes in at midnight from the fraternity house, puts on a pot of coffee, takes your notes, memorizes as much as he can, walks in at 8 in the morning and gets a C. And that’s good enough. He’s going to be a billionaire. ~ Bob Woodward, #NFDB
24:There is no syllabus for life that outlines the steps you need to take to graduate to the next event. This life itself is the lesson and the test and there is no dean’s list and no gold stars. There is just the sum of your relationships and your actions, measured by how you feel when you lie down to go to sleep at night, and how many people heart your tweets. I ~ Nora McInerny Purmort, #NFDB
25:I was accepted to Colorado State University in Fort Collins, which is a terrific Aggie school, and they had a great forestry program. But when I saw the syllabus and realized what I was going to actually have to be studying, there was a lot of science! If you want a degree in forestry, it's basically a science degree. And I just thought, "No, no, no, wait a second. Never mind!" ~ Keith Carradine, #NFDB
26:personal email address, too. I knew that was not the official school email he had on his revised syllabus. I studied the email for a moment and wondered what the “J” stood for in “ajstone.” The last four numbers looked like they could possibly be his birthday. That meant he was an Independence Day baby. How cute. Bringing myself out of my mental tangent, I focused back on the topic of his email. I was planning on meeting up with Maddy ~ Rene Folsom, #NFDB
27:Don’t lecture Trump. He doesn’t like professors. He doesn’t like intellectuals. Trump was a guy who “never went to class. Never got the syllabus. Never took a note. Never went to a lecture. The night before the final, he comes in at midnight from the fraternity house, puts on a pot of coffee, takes your notes, memorizes as much as he can, walks in at 8 in the morning and gets a C. And that’s good enough. He’s going to be a billionaire. ~ Bob Woodward, #NFDB
28:Let’s say you plan to teach a class on a subject you know well. How do you begin? You might create a syllabus, then prepare lectures for each topic in the outline. But is there a better way? Remember, you enjoy access to information and aren’t limited to trial and error. Perhaps you find a book called Make It Stick about the science of successful learning and encounter another mnemonic, RIGOR, that helps you teach different and better. [71] ~ Peter Morville, #NFDB
29:The word curriculum originated in the 1600s as a derivative of the Latin word for “course,” specifically a course for a horse or chariot race. That’s a far cry from the stuffy academic flavor the word carries today. Before it was used in formal education, curriculum referred to the necessary stages of development children go through on their way to adulthood. And before it evolved into a rigid syllabus of assignments and tests, a curriculum was a series of tasks and experiences designed to take someone on a journey toward maturity. ~ Anonymous, #NFDB
30:*What is the best or most worthwhile investment you’ve made? “The best thing I ever did, besides getting sober 25 years ago, was shelving my restaurant career in 2002, selling my shares in my restaurant, and working for free for a local radio station, magazine, and TV station in an effort to create my own media syllabus. I wanted to create a product with a massive platform, and try to make a difference in the world, and I couldn’t do it without becoming a 40-year-old intern, learning everything I needed, and rebooting my career. ~ Timothy Ferriss, #NFDB
31:General McMaster was going to get two hours with Trump. Bannon met with him at Mar-a-Lago and offered his usual advice: Don’t lecture Trump. He doesn’t like professors. He doesn’t like intellectuals. Trump was a guy who “never went to class. Never got the syllabus. Never took a note. Never went to a lecture. The night before the final, he comes in at midnight from the fraternity house, puts on a pot of coffee, takes your notes, memorizes as much as he can, walks in at 8 in the morning and gets a C. And that’s good enough. He’s going to be a billionaire. ~ Bob Woodward, #NFDB
32:I do see why Nikki likes the novel, as it's written so well, but her liking it makes me worry now that Nikki doesn't really believe in silver linings. Because she says The Great Gatsby is the greatest novel ever written by an American, and yet it ends so sadly. One thing's for sure. Nikki is going to be very proud of me when I tell her I finally read her favorite book. Here's another surprise: I'm going to read all the novels on her American Literature class syllabus, just to make her proud. To let her know that I am really interested in what she loves. ~ Matthew Quick, #NFDB
33:Czar Nicholas the Second was overthrown by Lenin in 1917."
I blink in surprise. "Yes," I say, "he was."
"And do you think I want to know that? IT's not even on your exam syllabus. I never had to know that. So now it's your turn to pick up a few pairs of shoes and make ooh and aah sounds for me becuase Jo ate prawns and she's allergic and she got sick and couldn't come and I'm not sitting on a bus on my own for five hours, OK?"
Nat takes a deep breath and I look at my hands in shame. I am a selfish, selfish person. I am also a very sparkly person; my hands are covered in gold glitter. ~ Holly Smale,#NFDB
34:The protest has won the backing of prominent economists, including Joseph Stiglitz, a Columbia University academic, and Andy Haldane, chief economist at the Bank of England. Its supporters believe that the exposure to a wider range of approaches is necessary if the next generation of policy makers is to avoid the mistakes made in the run-up to the crisis. Faculties in London, Paris, New York, Boston, Budapest, Sydney and Bangalore will aim to address these complaints this academic year by road-testing a new syllabus from the CORE project, led by Wendy Carlin, a professor at University College London. The Institute for New Economic Thinking, a research group bankrolled by billionaire George Soros, has spent around $300,000 on the programme so far. ~ Anonymous, #NFDB
35:It was these Prussian schools that introduced many of the features we now take for granted. There was teaching by year group rather than by ability, which made sense if the aim was to produce military recruits rather than rounded citizens. There was formal pedagogy, in which children sat at rows of desks in front of standing teachers, rather than, say, walking around together in the ancient Greek fashion. There was the set school day, punctuated by the ringing of bells. There was a predetermined syllabus, rather than open-ended learning. There was the habit of doing several subjects in one day, rather than sticking to one subject for more than a day. These features make sense, argues Davies, if you wish to mould people into suitable recruits for a conscript army to fight Napoleon. ~ Matt Ridley, #NFDB
36:5. When in Doubt ::: Read the Syllabus - Read Ahead - Ask Questions: Read the correlated readings (designed to mesh with that lecture) before you come to class. The whole point of correlated readings is to prepare you for the lecture. If the readings are completed at the appropriate time you will have a 'Big Picture' framed by a general narrative and suspended by an ongoing line of argument. These readings should help you establish a set of expectations as well as some unsettling questions. The lectures should help you connect ideas you have read about and, with any luck, they should help you call key issues into question. Your job is to arrive at an understanding you call your own and can defend to a critical audience. Beginning to end, you are the center of your education. You know where to begin. ~ Dr Robert A Hatch, How to Study, #NFDB
37:Anyhow, high school is just…The. Worst.”
“Funny that you became a high school teacher, then,” I say, and she laughs again.
“Something I should talk to my therapist about. Speaking of which, you could speak to the school counselor if you want. We have a psychiatrist on staff. A life coach too.”
“Seriously?”
“I know, right? Finding ways to justify the tuition. Anyhow, if not them, feel free to come talk to me anytime. Students like you are the reason I chose to teach.”
“Thanks.”
“By the way, I look forward to your and Ethan’s ‘Waste Land’ paper. You’re two of my brightest students. I have great expectations.” Dickens is next on the syllabus. A literary pun. No wonder Mrs. Pollack was destroyed in high school.
“We intend to reach wuthering heights,” I say, and as I walk by, she reaches her hand up, and I can’t help it—dorks unite! nerd power!—I give her a high five on my way out. ~ Julie Buxbaum,#NFDB
38:What remained of that Baghdad, I wondered? The Baghdad of fountains of knowledge. The Baghdad at the centre, the fulcrum of a globalized culture that went on to humanize Europe: the Baghdad that taught Europe the distinction between civil society and barbarism, the difference between medicine and magic, and the importance of experimental method; the Baghdad that trained the West in scholastic and philosophic method, drilled it in making surgical instruments, told it how to establish and run hospitals and provided it with the model of a university complete with curriculum and syllabus, terminology and administrative structure; the Baghdad that schooled Europe in the importance of biography, the novella, the history of cities and historical and textual criticism. In short, the Baghdad that gave Europe its most prized possession: liberal humanism. By what intellectual conjuring trick had Europe self-servingly made the reality of its cultural debt disappear into a fairy-tale dream of Sinbad, Aladdin, harem ladies in diaphanous veils, the subject matter of pantomime and other such dissembling misrepresentations? ~ Ziauddin Sardar, #NFDB
39:We were nobodies, two young lit. students chatting away in a rickety old house in a small town at the edge of the world, a place where nothing of any significance had ever happened and presumably never would, we had barely started out on our lives and knew nothing about anything, but what we read was not nothing, it concerned matters of the utmost significance and was written by the greatest thinkers and writers in Western culture, and that was basically a miracle, all you had to do was fill in a library lending slip and you had access to what Plato, Sappho or Aristophanes had written in the incomprehensibly distant mists of time, or Homer, Sophocles, Ovid, Lucullus, Lucretius or Dante, Vasari, da Vinci, Montaigne, Shakespeare, Cervantes or Kant, Hegel, Kierkegaard, Nietzsche, Heidegger, Lukács, Arendt or those who wrote in the modern day, Foucault, Barthes, Lévi-Strauss, Deleuze, Serres. Not to mention the millions of novels, plays and collections of poetry which were available. All one lending slip and a few days away. We didn’t read any of these to be able to summarise the contents, as we did with the literature on the syllabus, but because they could give us something. ~ Karl Ove Knausg rd, #NFDB
40:John Ruskin did not go to school. Nor did Queen Victoria, nor John Stuart Mill, George Eliot or Harriet Martineau. It would be absurd to suggest that Disraeli, Dickens, Newman or Darwin, to name four very different figures, who attended various schools for short spells in their boyhood, owed very much to their schooling. Had they been born in a later generation, school would have loomed much larger in their psychological stories, if only because they would have spent so much longer there, and found themselves preparing for public examinations. It is hard not to feel that a strong ‘syllabus’, or a school ethos, might have cramped the style of all four and that in their different ways – Disraeli, comparatively rich, anarchically foppish, indiscriminately bookish; Darwin, considered a dunce, but clearly – as he excitedly learned to shoot, to fish and to bird-watch – beginning his revolutionary relationship with the natural world; Newman, imagining himself an angel; Dickens, escaping the ignominy of his circumstances through theatrical and comedic internalized role-play – they were lucky to have been born before the Age of Control. For the well-meaning educational reforms of the 1860s were the ultimate extension of those Benthamite exercises in control which had begun in the 1820s and 1830s. Having exercised their sway over the poor, the criminals, the agricultural and industrial classes, the civil service and – this was next – the military, the controllers had turned to the last free spirits left, the last potential anarchists: the children. ~ A N Wilson, #NFDB
41:John Ruskin did not go to school. Nor did Queen Victoria, nor John Stuart Mill, George Eliot or Harriet Martineau. It would be absurd to suggest that Disraeli, Dickens, Newman or Darwin, to name four very different figures, who attended various schools for short spells in their boyhood, owed very much to their schooling. Had they been born in a later generation, school would have loomed much larger in their psychological stories, if only because they would have spent so much longer there, and found themselves preparing for public examinations. It is hard not to feel that a strong ‘syllabus’, or a school ethos, might have cramped the style of all four and that in their different ways – Disraeli, comparatively rich, anarchically foppish, indiscriminately bookish; Darwin, considered a dunce, but clearly – as he excitedly learned to shoot, to fish and to bird-watch – beginning his revolutionary relationship with the natural world; Newman, imagining himself an angel; Dickens, escaping the ignominy of his circumstances through theatrical and comedic internalized role-play – they were lucky to have been born before the Age of Control. For the well-meaning educational reforms of the 1860s were the ultimate extension of those Benthamite exercises in control which had begun in the 1820s and 1830s. Having exercised their sway over the poor, the criminals, the agricultural and industrial classes, the civil service and – this was next – the military, the controllers had turned to the last free spirits left, the last potential anarchists: the children. ~ A N Wilson, #NFDB
42:You will encounter resentful, sneering non-readers who will look at you from their beery, leery eyes, as they might some form of sub-hominid anomaly, bookimus maximus. You will encounter redditters, youtubers, blogspotters, wordpressers, twitterers, and facebookers with wired-open eyes who will shout at from you from their crazy hectoring mouths about the liberal poison of literature. You will encounter the gamers with their twitching fingers who will look upon you as a character to lock crosshairs on and blow to smithereens. You will encounter the stoners and pill-poppers who will ignore you, and ask you if you have read Jack Keroauc’s On the Road, and if you haven’t, will lecture you for two hours on that novel and refuse to acknowledge any other books written by anyone ever. You will encounter the provincial retirees, who have spent a year reading War & Peace, who strike the attitude that completing that novel is a greater achievement than the thousands of books you have read, even though they lost themselves constantly throughout the book and hated the whole experience. You will encounter the self-obsessed students whose radical interpretations of Agnes Grey and The Idiot are the most important utterance anyone anywhere has ever made with their mouths, while ignoring the thousands of novels you have read. You will encounter the parents and siblings who take every literary reference you make back to the several books they enjoyed reading as a child, and then redirect the conversation to what TV shows they have been watching. You will encounter the teachers and lecturers, for whom any text not on their syllabus is a waste of time, and look upon you as a wayward student in need of their salvation. You will encounter the travellers and backpackers who will take pity on you for wasting your life, then tell you about the Paulo Coelho they read while hostelling across Europe en route to their spiritual pilgrimage to New Delhi. You will encounter the hard-working moaners who will tell you they are too busy working for a living to sit and read all day, and when they come home from a hard day’s toil, they don’t want to sit and read pretentious rubbish. You will encounter the voracious readers who loathe competition, and who will challenge you to a literary duel, rather than engage you in friendly conversation about your latest reading. You will encounter the slack intellectuals who will immediately ask you if you have read Finnegans Wake, and when you say you have, will ask if you if you understood every line, and when you say of course not, will make some point that generally alludes to you being a halfwit. Fuck those fuckers. ~ M J Nicholls, #NFDB
43:THE STILLEST HOUR
What happened to me, my friends? You see me distracted, driven away, unwillingly obedient, prepared to
go-alas, to go away from you. Indeed, Zarathustra
must return once more to his solitude; but this time
the bear goes back to his cave without joy. What happened to me? Who ordered this? Alas, my angry mistress wants it, she spoke to me; have I ever yet
mentioned her name to you? Yesterday, toward evening,
there spoke to me my stillest hour: that is the name of
my awesome mistress. And thus it happened; for I must
tell you everything lest your hearts harden against me
for departing suddenly.
Do you know the fright of him who falls asleep? He
is frightened down to his very toes because the ground
gives under him and the dream begins. This I say to
you as a parable. Yesterday, in the stillest hour, the
ground gave under me, the dream began. The hand
moved, the clock of my life drew a breath; never had
I heard such stillness around me: my heart took fright.
Then it spoke to me without voice: "You know it,
Zarathustra?" And I cried with fright at this whispering,
and the blood left my face; but I remained silent.
Then it spoke to me again without voice: "You know
it, Zarathustra, but you do not say itl" And at last I
answered defiantly: "Yes, I know it, but I do not want
to say itl"
Then it spoke to me again without voice: "You do
not want to, Zarathustra? Is this really true? Do not
hide in your defiance." And I cried and trembled like
a child and spoke: "Alas, I would like to, but how can
I? Let me off from this! It is beyond my strength!"
Then it spoke to me again without voice: "What do
146
you matter, Zarathustra? Speak your word and break"
And I answered: "Alas, is it my word? Who am l?
I await the worthier one; I am not worthy even of being
broken by it."
Then it spoke to me again without voice: "What do
you matter? You are not yet humble enough for me.
Humility has the toughest hide." And I answered:
'
at the foot of my height. How high are my peaks? No
one has told me yet. But my valleys I know well."
Then it spoke to me again without voice: "O Zarathustra, he who has to move mountains also moves
valleys and hollows." And I answered: "As yet my
words have not moved mountains, and what I said did
not reach men. Indeed, I have gone to men, but as yet
I have not arrived."
Then it spoke to me again without voice: "What do
you know of that? The dew falls on the grass when the
night is most silent." And I answered: "They mocked
me when I found and went my own way; and in truth
my feet were trembling then. And thus they spoke to
me: 'You have forgotten the way, now you have also
forgotten how to walk.'"
Then it spoke to me again without voice: "What
matters their mockery? You are one who has forgotten
how to obey: now you shall command. Do you not
know who is most needed by all? He that commands
great things. To do great things is difficult; but to
comm and great things is more difficult. This is what
is most unforgivable in you: you have the power, and
you do not want to rule." And I answered: "I lack the
lion's voice for commanding."
Then it spoke to me again as a whisper: "It is the
stillest words that bring on the storm. Thoughts that
come on doves' feet guide the world. 0 Zarathustra, you
147
shall go as a shadow of that which must come: thus you
will comm and and, commanding, lead the way." And I
answered: "I am ashamed."
Then it spoke to me again without voice: "You must
yet become as a child and without shame. The pride of
youth is still upon you; you have become young late;
but whoever would become as a child must overcome
his youth too." And I reflected for a long time and
trembled. But at last I said what I had said at first; "I
do not want to."
Then laughter surrounded me. Alas, how this laughter tore my entrails and slit open my heart! And it
spoke to me for the last time: "O Zarathustra, your
fruit is ripe, but you are not ripe for your fruit. Thus
you must return to your solitude again; for you must
yet become mellow." And again it laughed and fled;
then it became still around me as with a double stillness. But I lay on the ground and sweat poured from
my limbs.
Now you have heard all, and why I must return to
my solitude. Nothing have I kept from you, my friends.
But this too you have heard from me, who is still the
most taciturn of all men-and wants to be. Alas, my
friends, I still could tell you something, I still could
give you something. Why do I not give it? Am I stingy?
But when Zarathustra had spoken these words he was
overcome by the force of his pain and the nearness of
his parting from his friends, and he wept loudly; and
no one knew how to comfort him. At night, however,
he went away alone and left his friends.
148
Thus Spoke Zarathustra: Third Part
You look up when you feel the need for elevation.
And I look down because I am elevated. Who
among you can laugh and be elevated at the same
time? Whoever climbs the highest mountains
laughs at all tragic plays and tragic seriousness.
(Zarathustra, "On Reading and Writing," I, p.
40)
TRANSLATOR S NOTES
1. The Wanderer: The contrast between Zarathustra's sentimentality and his praise of hardness remains characteristic
of the rest of the book.
2. On the Vision and the Riddle: Zarathustra's first account
of the eternal recurrence (see my Nietzsche, .i, II) is
followed by a proto-surrealistic vision of a triumph over
nausea.
3. On Involuntary Bliss: Zarathustra still cannot face the
thought of the eternal recurrence.
4. Before Sunrise: An ode to the sky. Another quotation
from Zweig's essay on Nietzsche seems pertinent: "His
nerves immediately register every meter of height and
every pressure of the weather as a pain in his organs, and
they react rebelliously to every revolt in nature. Rain or
gloomy skies lower his vitality ('overcast skies depress me
deeply'), the weight of low clouds he feels down into his
very intestines, rain 'lowers the potential,' humidity debilitates, dryness vivifies, sunshine is salvation, winter is a kind
of paralysis and death. The quivering barometer needle of
his April-like, changeable nerves never stands still-most
nearly perhaps in cloudless landscapes, on the windless tablelands of the Engadine." In this chapter the phrase "beyond
good and evil" is introduced; also one line, slightly varied,
of the "Drunken Song" (see below). Another important
149
theme in Nietzsche's thought: the praise of chance and "a
little reason" as opposed to any divine purpose.
5. On Virtue That Makes Small: "Do whatever you will,
but . . .": What Nietzsche is concerned with is not casuistry but character, not a code of morals but a kind of man,
not a syllabus of behavior but a state of being.
6. Upon the Mount of Olives: "'The ice of knowledge will
yet freeze him to death!' they moan." Compare Stefan
George's poem on the occasion of Nietzsche's death (my
Nietzsche, Prologue, II): "He came too late who said to thee
imploring: There is no way left over icy cliffs."
7. On Passing By: Zarathustra's ape, or "grunting swine,"
unintentionally parodies Zarathustra's attitude and style.
His denunciations are born of wounded vanity and vengefulness, while Zarathustra's contempt is begotten by love;
and "where one can no longer love, there one should pass
by."
8. On Apostates: Stylistically, Zarathustra is now often little
better than his ape. But occasional epigrams show his old
power: the third paragraph in section 2, for instance.
9. The Return Home: "Among men you will always seem
wild and strange," his solitude says to Zarathustra. But
"here all things come caressingly to your discourse and flatter
you, for they want to ride on your back. On every parable
you ride to every truth." The discipline of communication might have served the philosopher better than the
indiscriminate flattery of his solitude. But in this respect
too, it was not given to Nietzsche to live in blissful
ignorance: compare, for example, "The Song of Melancholy" in Part Four.
io. On the Three Evils: The praise of so-called evil as an
ingredient of greatness is central in Nietzsche's thought,
from his early fragment, Homer's Contest, to his Antichrist.
There are few problems the self-styled immoralist pursued
so persistently. Whether he calls attention to the element
of cruelty in the Greek agon or denounces Christianity for
vilifying sex, whether he contrasts sublimation and extirpation or the egoism of the creative and the vengeful: all
these are variations of one theme. In German, the three
evils in this chapter are Wollust, Herrschsucht, Selbstsucht.
For the first there is no exact equivalent in English. In
this chapter, "lust" might do in some sentences, "voluptuousness" in others, but each would be quite inaccurate
half the time, and the context makes it imperative that
the same word be used throughout. There is only one
word in English that renders Nietzsche's meaning perfectly
in every single sentence: sex. Its only disadvantage: it is,
to put it mildly, a far less poetic word than Wollust, and
hence modifies the tone though not Nietzsche's meaning.
But if we reflect on the three things which, according to
Nietzsche, had been maligned most, under the influence of
Christianity, and which he sought to rehabilitate or revaluate-were they not selfishness, the will to power, and sex?
Nietzsche's early impact was in some ways comparable to
that of Freud or Havelock Ellis. But prudery was for him
at most one of three great evils, one kind of hypocrisy, one
aspect of man's betrayal of the earth and of himself.
i1. On the Spirit of Gravity: It is not only the metaphor
of the camel that points back to the first chapter of Part
One: the dead weight of convention is a prime instance of
what is meant by the spirit of gravity; and the bird that
outsoars tradition is, like the child and the self-propelled
wheel at the beginning of the book, a symbol of creativity.
The creator, however, is neither an "evil beast" nor an
"evil tamer of beasts"-neither a profligate nor an ascetic:
he integrates what is in him, perfects and lavishes himself, and says, "This is my way; where is yours?" Michelangelo and Mozart do not offer us "the way" but a challenge and a promise of what is possible.
12. On Old and New Tablets: Attempt at a grand summary,
full of allusions to, and quotations from, previous chapters
Its unevenness is nowhere more striking than in section 12,
with its puns on "crusades." Such sections as 5, 7, and 8,
on the other hand, certainly deserve attention. The despot
in section ii, who has all history rewritten, seems to point
forward in time to Hitler, of whose racial legislation it
151
could indeed be said: "with the grandfa ther, however,
time ends." Section 15 points back to Luther. Section zo
exposes in advance Stefan George's misconception when he
ended his second poem on Nietzsche (my Nietzsche, p.
iil):
"The warner went-the wheel that downward rolls /
To emptiness no arm now tackles in the spokes." The
penultimate paragraph of this section is more "playful"
in the original: Ein Vorspiel bin ich besserer Spieler, oh
meine Braiderl Ein Beispiell In section 25 the key word is
Versuch, one of Nietzsche's favorite words, which means
experiment, attempt, trial. Sometimes he associates it with
suchen, searching. (In Chapter 2, "On the Vision and
the Riddle," Sucher, Versucher has been rendered "searchers, researchers.") Section 29, finally, is used again, with
minute changes, to conclude Twilight of the Idols.
13. The Convalescent: Zarathustra still cannot face the
thought of the eternal recurrence but speaks about human
speech and cruelty. In the end, his animals expound the
eternal recurrence.
14 On the Great Longing: Hymn to his soul: Zarathustra
and his soul wonder which of them should be grateful to
the other.
15. The Other Dancing Song: Life and wisdom as women
again; but in this dancing song, life is in complete control,
and when Zarathustra's imagination runs away with him
he gets his face slapped. What he whispers into the ear
of life at the end of section 2 is, no doubt, that after his
death he will yet recur eternally. The song at the end,
punctuated by the twelve strokes of the bell, is interpreted
in "The Drunken Song" in Part Four.
i6. The Seven Seals: The eternal recurrence of the small
man no longer nauseates Zarathustra. His affirmation now is
boundless and without reservation: "For I love you, 0
eternity."
~ Friedrich Nietzsche, THE STILLEST HOUR
,#NFDB
4 Occultism
1 Yoga
1 Poetry
1 Philosophy
1 Integral Yoga
2 Peter J Carroll
2 Liber Null
1.045 - Piercing the Structure of the Object, #The Study and Practice of Yoga, #Swami Krishnananda, #Yoga
These stages of meditation are referred to in a sutra of Patanjali from his first chapter, and these stages are designated by him as savitarka, savichara, sananda and sasmita. These are all peculiar technical words of the yoga philosophy, which simply mean the conditions of gross consciousness, subtle consciousness, cause consciousness and reality consciousness. Though he has mentioned only four stages for the purpose of a broad division of the process of ascent, we can subdivide these into many more. As a matter of fact, when we actually come to it and begin to practise, we will find that we have to pass through various stages, just as we do in a course of education. Though we may designate a particular year of study as being the first grade, second grade, third grade, etc., even in each grade we will find there are various stages of study through the divisions of the Syllabus or the curriculum of study.
Similarly, in the process of meditation the stages are many, and we may find that practically every day we are in one particular stage. The details of these stages will be known only to one who has started the practice. They cannot be described in books because they are so many, and every peculiar turn of experience will be regarded by us as one stage. Each stage is characterised by a peculiar relation of consciousness to its object and the reaction which the object sets in respect of the consciousness that experiences it. In the beginning it looks very difficult on account of this aforementioned conviction that the object is completely cut off from the mind and that is why there is so much anxiety and heartache in this world. We seem to be completely powerless and helpless in every matter. We are helpless because the world is outside us, and it has no connection with our principle of experience, namely consciousness. To bring into the conscious level the conviction that the objects of experience are not as much segregated as they appear to be, requires very hard effort, philosophical analysis and deep thinking bestowed upon the subject.
2.22 - THE STILLEST HOUR, #Thus Spoke Zarathustra, #Friedrich Nietzsche, #Philosophy
not a Syllabus of behavior but a state of being.
6. Upon the Mount of Olives: "'The ice of knowledge will
2.25 - List of Topics in Each Talk, #Evening Talks With Sri Aurobindo, #unset, #Zen
| 04-01-41 | The Inconscient; right attitude in sadhana; Sri Aurobindo's writings in College Syllabus |
| 24-01-41 | Blake's art |
3-5 Full Circle, #unset, #Arthur C Clarke, #Fiction
The seminar is scheduled to be repeated at the SCSC Center in the coming spring semester. The following excerpts from the seminar Syllabus will provide a general idea of the nature, methods, and purpose of the seminar.
This seminar is designed first of all to provide an orientation to a newly developed, simplified approach to establishing functional communications bridgeheads between the social, biological and physical sciences, and the humanities and fine arts.
APPENDIX I - Curriculum of A. A., #Liber ABA, #Aleister Crowley, #Philosophy
Liber CCVII. (207) [] - Syllabus ::: An enumeration of the Official publications of A.'. A.'. with a brief description of the contents of each book. Equinox XI (vol. iii part 1), p. 11. This appendix is extracted therefrom.
Liber CCXVI. (216) [] - The I Ching ::: A new translation, with a commentary by the Master Therion. The Yi King is mathematical and philosophical in form. It's structure is cognate with that of the Qabalah. The I Ching reduced expertly to a series of six-line mnemonic keys, one for each hexagram.
Liber, #Liber Null, #Peter J Carroll, #Occultism
@Liber CCVII. (207) [] - Syllabus ::: An enumeration of the Official publications of A.'. A.'. with a brief description of the contents of each book. Equinox XI (vol. iii part 1), p. 11. This appendix is extracted therefrom.
Liber CCXVI. (216) [] - The I Ching ::: A new translation, with a commentary by the Master Therion. The Yi King is mathematical and philosophical in form. It's structure is cognate with that of the Qabalah. The I Ching reduced expertly to a series of six-line mnemonic keys, one for each hexagram.
Liber MMM, #Liber Null, #Peter J Carroll, #Occultism
Syllabus OF THE
4° IOT
--
This course is an exercise in the disciplines of magical trance, a form of mind control having similarities to yoga, personal metamorphosis, and the basic techniques of magic. Success with these techniques is a prerequisite for any real progress with the initiate 3°Syllabus.
A magical diary is the magician's most essential and powerful tool. It should be large enough to allow a full page for each day. Students should record the time, duration and degree of success of any practice undertaken. They should make notes about environmental factors conductive (or otherwise) to the work.
MMM.02 - MAGIC, #Liber Null, #Peter J Carroll, #Occultism
Success in this part of the Syllabus is dependent on some degree of mastery of the magical trances and metamorphosis. This magical instruction involves three techniques: ritual, sigils, and dreaming. In addition, the magician should make himself familiar with at least one system of divination: cards, crystal gazing, runesticks, pendulum, or divining rod. The methods are endless. With all techniques, aim to silence the mind and let inspiration provide some sort of answer. Whatever symbolic system or instruments are used, they act only to provide a receptacle or amplifier for inner abilities. No divinatory system should involve too much randomness. Astrology is not recommended.
Ritual is a combination of the use of talismanic weapons, gesture, visualized sigils, word spells, and magical trance. Before proceeding with sigils or dreaming, it is essential to develop an effective Banishing Ritual. A well-constructed banishing ritual has the following aspects. It prepares the magician more rapidly for magical concentration than any of the trance exercises alone. It enables the magician to resist obsession if problems are encountered with dream experiences or with sigils becoming conscious. It also protects the magician from any hostile occult influences which may assail him.
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