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object:Reading & Writing - The Critique
author:Dr. Robert A. Hatch
class:reading
class:writing
link:http://users.clas.ufl.edu/ufhatch/pages/02-TeachingResources/readingwriting/05critiq.html

R E A D I N G  & W R I T I N G - T H E C R I T I Q U E
Dr Robert A. Hatch - University of Florida

This course follows a seminar format. Seminar discussion has a long tradition and is based on criteria not far removed from those of the 'critique.' These guidelines should be considered in all phases of seminar communication, in preparing critical reviews of shared texts as well as in seminar discussion. Written & Oral communication follows Mantra Two: Thesis; Objectives; Structure (Read: Argument & Evidence); Tradition & Genre; Audience; Absent = How to Improve.

  1. State the Thesis. It is important to state succinctly, in one sentence, the author's thesis. If possible, quote it. If necessary, quote several of the best candidates. The thesis statement represents the author's position and interpretation regarding the main subject of the writing. The thesis statement is the key point the author wishes to make. It is critical for readers and writers to know the thesis statement, it is central to the entire enterprise, it controls and directs the author's objectives, argument, and evidence, it tells the story of the author's assumptions and possible motives. Find the thesis first. Quote it up front. Use the thesis as the basis for your analysis of issues. Avoid narrative and description. Instead, analyze issues.

  2. What are the author's objectives? Why do you think the author chose this topic, selected this problem, asked these questions? What is the purpose in writing this piece? Is it good problem selection? Does the work continue an historiographic tradition; does it respond to different traditions? Does the author have an ax to grind?

  3. After addressing the thesis, purpose, and objectives, what are the most important claims? Conclusions? Use succinct direct quotation to support your position or interpretation. Use three or four carefully selected quotations to support your analysis. Develop reading skills that aim to isolate the key claims; then analyze those claims as part of the author's argument.

  4. Good scholarly writing involves argument and evidence. Describe the structure of the book and hence the main argument. Show how the organization of the book or chapter relate, show how the argument and evidence work together. Are assumptions explicit? Are there superfluous and irrelevant parts? Is something missing? Is the presentation cogent? Are counter arguments anticipated? Are potential examples or potential forms of evidence overlooked or overstated? Why is the reading organized as this way -- could things be added, removed, re-organized? Are the parts well connected, are there good transitions?

  5. What kinds of evidence are used? Does the writer use relevant examples? What types of examples and evidence are omitted? What kinds of evidence are used--factual, empirical, statistical, textual, literary, anecdotal? Does the author employ hypotheses -- are there speculations and contingencies noted? If so, are they signalled to the reader as fact or as imaginative possibilities? Is the author clear when using interpretive models?

  6. How does the author appeal to authority: Are citations numerous? Do citations refer to descriptive, summary statements; close arguments? Are there direct quotations from contemporary authors and from contemporary 'historical texts'? How are more recent secondary authors cited -- as evidence for factual materials or perhaps for broader interpretations of actions and events?

  7. Characterize the audience: How would the author characterize the audience? What is the format and context of the writing: essay, chapter, journal, publisher, country, discipline, specialty? How does format affect argument, evidence, style? Is it ponderous, flip, breezy, measured? Do you trust the author? Explain. How do authors earn your trust and respect as a reader?.

  8. Characterize the author's use of language and tone; do definitions serve the purpose? Does the author use metaphor, mathematics, statistics, technical language, diagrams, pictures, jargon?

  9. Is the writing convincing and persuasive? Why or why not? Relate your evaluation to the thesis, purpose, and objectives; make clear what standards or criteria you are using to analyze the argument. How is the author's writing best described? Is it descriptive; prescriptive; explanatory? Is it issue-oriented? Is it basic chronological narrative? It is directed toward problem-solving or perhaps to solution-presenting? Is the problem or solution defined and discussed adequately? Do you find unsupported opinion or bias, does the author have an ax to grind; what historical tradition, theoretical school, interpretive genre does the author represent?

  10. What are the strengths and weaknesses of the work? Specifically: How could this work be improved? Formulate one or two questions that need to be addressed. Attempt to describe where in the text you would engage this writer in order to enter into the reformulation of the problem and/or argument. Refine your position; consider your assumptions, thesis, objectives, purpose, argument, evidence, structure, tone. Read Strunk & White, Elements of Style annually. r.hatch.98/2005
  



SEMINAR DISCUSSIONS - PRESENTATIONS - TEXTS
  Seminar discussions are invaluable for developing intellectual and verbal skills. If language is the common coin of academe, students must develop critical skills in thinking and writing. But these analytic skills do not translate automatically into effective seminar discussions or productive conversation. The following suggestions may prove useful to seminar participants.

  Discussion of Readings
    1. Read the material with care (re-read key sections) keeping in mind criteria discussed in the 'Academic Reading' handout above. Make annotations in your text as appropriate. If you wish, use 'post-'ems' or slips of paper at key places in the text. Points for discussion arise from 'close reading' and thoughtful reflection. Good writing in history is not just telling a good story with a chronological narrative. It involves ideas, issues, interpretation.
    2. Make a separate list of questions and concerns with specific reference to pages in the text. Be prepared to defend your selection of examples. Issues are the key: identify; define; classify; illustrate; compare and contrast; analyze. Read the material carefully, critically, creatively. Reading is interpretation. You must be able to defend your interpretation with argument and evidence.
    3. What are the issues and what is the argument about: evidence; reasoning; means of persuasion. Do the issues involve description (what is the major impression?); narration (relate the time, pattern, point of view, selection of material, meaning). How is the argument affected by structure, diction, metaphor, tone? Audience? Finally, stick to the text; resist the seductions of free association. Readings are shared.

  Presentations in Seminar
    1. Be very clear from the outset about presentation criteria; recall the importance of time, place, theme. If 30 minutes or 10 minutes is allotted, prepare strictly and accordingly. The place brings expectations about the format (sitting/standing; formal readings or prepared outline). The time, the place, and the theme frame your presentation. Be mindful of each element.
    2. Be prepared. Research your topic thoroughly, then practice your presentation. Confidence is fostered by effort and understanding (careful research and preparation). Effective communication requires the added effort of acknowledging your audience. Pay attention to reasoned and creative strategies for your presentation. Your first obligation is clarity; your second obligation is rigor. Have textual evidence at hand.
    3. If you evaluate your subject with care, you will know what should be emphasized and what can be omitted in the give-and-take of discussion. Think critically about your arguments, evidence, and examples.

  How to critique a Presentation in Seminar
    1. Learn to listen critically and sympathetically. Listen for what the presenter means rather than pick at words or specific arguments. In pressing for clarity, your first responsibility is to make the best case for the presenter. Your contri bution is to show how that case could be made more persuasively. A key question in reading or in attending a lecture or presentation is: How could this be improved?
    2. Focus attention on the assumptions of the presentation; this is the most difficult and important element in any communication. Second, consider how the basic thrust is presented, namely, what is the structure of the argument; how is evidence presented (or neglected); why have these particular examples been selected. Have specific textual evidence at hand.
    3. If warranted, propose alternative assumptions, suggest more effective arguments, alternative evidence, possible counter examples, etc.
    4. Avoid gamesmanship. This is rule-bound activity but it is not a game --'making points,' 'louder voice,' and 'fastest gun,' are not productive. Seminar discussion is not about competition, it is about mutual benefit - communication and cooperation are siblings. To be effective, present your views succinctly. Be prepared to learn from others. Thinking critically often means learning to listen and learning to acknowledge the effectiveness others. Finally, if you happen to be brilliant and articulate, don't dominate discussion on this conviction alone.

  RESEARCH ESSAY OUTLINES: FORMAT
    Students are required to approve all research topics with the instructor. To assist students in selecting an interesting and manageable topic, a list of suggested topics has been included with the syllabus. The list is by no means exhaustive and is intended to pose suitably focused titles. I include the following guidelines for submitting the Outline, Bibliography, and Computer Search, which is due no later than week IX. The topic for the completed research essay {page designations will be discussed} must be approved by the instructor.
    Begin Early: The most difficult task in writing a research essay is selecting a manageable topic; central to your success is restricting the topic and focusing on clearly identified issues and supporting your position with evidence. Begin early; I suggest the following procedure:
    1. Find a topic that interest you. Clarify for yourself what topic holds interest then isolate the issues that make the topic meaningful, controversial, troubling. Find the best general sources available to help clarify your concerns. Set a time limit for yourself; you must identify a topic, clarify the issues, and if the topic is manageable. Are there sources available? How can the topic be more narrowly focused?
    2. Get organized. Once you are satisfied with your topic and that sources are available, you must then begin to research your topic with good organizational skills and discipline. Don't get side tracked; as Lewis Carroll suggested to the Alice: begin at the beginning; go to the end; then stop.
    3. Computer Search:The library has a lot of books. Learning how to make a library work for you is a critical and joyful experience.
    First, learn how to use LUIS; if you need help, arrange for assistance from the reference librarian. Check the major authors most frequently cited in the works that you have already consulted. Good research is sleuthing: read footnotes with care; dig through the evermore detailed layers of scholarly publication--which often means specialized journal articles. Then, learn to search the web. See the search button at this website.
    Second, discuss you research project with the reference librarian; inquire what search options (on-line; CD-ROM) are available and most promising. Pursue every avenue for titles that seem promising. Obtain 'hard copy' printouts for future use.
    Third, sift and winnow. Think about how existing publications have identified, organized, and interpreted the issues that initially drew you to the topic. Having obtained copies of the books, monographs, articles, and other materials, read them with care--several times.
    4. Make an Outline: An outline is required for the course and by most successful writers. It should include the following components: a) Thesis: The thesis statement is critical; it reduces to one clear sentence your considered conclusion--your position and interpretation--of the problem, question, or issue that you initially identified. Most writers labor distill their entire research essay into a simple declarative sentence. It will be difficult; it requires careful thought. b) Objectives: Your objectives state clearly what you hope to achieve in the essay, that is, what you will identify, describe, illustrate, and demonstrate, in your essay. Having stated your thesis and objectives, you must developed a detailed outline of your essay. Aristotle provides a plan: a beginning; middle; end: introduction; body; conclusion. Developing a detailed outline will save time and possible embarrassment when writing your essay. It is time well spent. Pay particular attention to organization and the relationship of the parts; is your argument coherent? Do you have evidence for your interpretation? Are there graceful transitions?
    5. Bibliography: Having had your topic approved and supported by a general literature search, an outline with carefully considered thesis and objective statements, you must also develop and submit a Bibliography on your topic. No paper will be evaluated without a bibliography; include all relevant materials as 'Works Consulted.' The format should follow The Chicago Manual of Style, now an industry standard in academe. Follow this manual for footnotes and other apparatus.


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now begins generated list of local instances, definitions, quotes, instances in chapters, wordnet info if available and instances among weblinks


OBJECT INSTANCES [0] - TOPICS - AUTHORS - BOOKS - CHAPTERS - CLASSES - SEE ALSO - SIMILAR TITLES

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BOOKS

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reading
writing
SIMILAR TITLES
Reading & Writing - The Critique

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QUOTES [0 / 0 - 41 / 41]


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   4 Anonymous
   3 Jonathan Safran Foer
   2 Immanuel Kant
   2 bell hooks

*** WISDOM TROVE ***

1:A lot of the critique of our growing mechanization was actually at its strongest, and arguably at its most perceptive, during the late '60s. ~ alan-moore, @wisdomtrove

*** NEWFULLDB 2.4M ***

1:Kant enjoyed the company of women (provided that they did not pretend to understand the Critique of Pure Reason) and ~ Roger Scruton,
2:A lot of the critique of our growing mechanization was actually at its strongest, and arguably at its most perceptive, during the late '60s. ~ Alan Moore,
3:What if I began to believe that the critique isn’t just an unwelcome part of the art-making process but might actually make the art better? ~ Emily P Freeman,
4:It is important to see that, in the critique of ideology, only those interventions will work which make sense to the mystified subject itself. ~ Terry Eagleton,
5:The classic formulation of the materialist conception of history is that of the Preface to A Contribution to the Critique of Political Economy, written in 1859. ~ Anonymous,
6:There are certain books in the world which every searcher for truth must know: the Bible, the Critique of Pure Reason, the Origin of Species, and Karl Marx's Capital. ~ Al Capp,
7:While the style of the critique may vary with the character of the critic, overly polite criticism benefits neither the proponents of new ideas nor the scientific enterprise. ~ Carl Sagan,
8:I'm scared of the interviews...I'm scared of having to get up onstage again. I'm scared of the critique. I'm scared right now of doing this again. But that's why I have to do it, I think. ~ Linda Perry,
9:Race and class are rendered distinct analytically only to produce the realization that the analysis of the one cannot proceed without the other. A different dynamic it seems to me is at work in the critique of new sexuality studies. ~ Judith Butler,
10:The critique that Van Itallie drafted and White edited, which was then published as the official AMA declaration on carbohydrate-restricted diets, was not a balanced assessment of the science, nor was it absent its own gross inaccuracies. ~ Gary Taubes,
11:The critique of the highest values hitherto does not simply refute them or declare them invalid. It is rather a matter of displaying their origins as impositions which must affirm precisely what ought to be negated by the values established. ~ Martin Heidegger,
12:If you just fight against everything willy-nilly, then the message is you're just gonna obstruct on anything. I would rather fight very, very hard on matters of fundamental principle and then have the critique be that Trump is violating the very foundations of America. ~ Tim Kaine,
13:People who read mainly the Grounding and the Critique often criticize Kant for having his head in the clouds and for not being convincingly capable of dealing with concrete cases. A reading of the Metaphysics of Morals will show anyone how unfounded such criticisms are. ~ Immanuel Kant,
14:Clearly Democrats are not united in what is the critique of what we're doing there and what is the answer to what we do next. The difficulty of coming to a unified position is that for a lot of people who voted for it, they have to decide whether they can admit that they were misled. ~ Steve Elmendorf,
15:Unlike the first two Critiques, which ground the doctrinal metaphysical systems of natural science and morals, the Critique of Judgment has no specific metaphysical application. It deals with the harmony of the cognitive faculties and examines the conditions for the systematization of all knowledge. ~ Anonymous,
16:What characterizes philosophy is this "step back" from actuality into possibility — the attitude best rendered by Adorno's and Horkheimer's motto quoted by Fredric Jameson: "Not Italy itself is given here, but the proof that it exists." ~ Slavoj Žižek, Tarrying with the Negative: Kant, Hegel, and the Critique of Ideology, p. 2. ISBN 0822313952,
17:My relationship with the journalists who covered the campaign was complicated. I often hid from the critical eye of their cameras and their omnipresent digital recorders, wary of the critique implicit in every captured moment. But I also grew to respect and understand their passion for their work, their love for the journey we were sharing. ~ Alexandra Kerry,
18:Religious suffering is, at one and the same time, the expression of real suffering and a protest against real suffering. Religion is the sigh of the oppressed creature, the heart of a heartless world, and the soul of soulless conditions. It is the opium of the people. ~ Karl Marx, Contribution to the Critique of Hegel's Philosophy of Right, Introduction..., p. 1 (1843),
19:can’t plead ignorance, only indifference. Those alive today are the generations that came to know better. We have the burden and the opportunity of living in the moment when the critique of factory farming broke into the popular consciousness. We are the ones of whom it will be fairly asked, What did you do when you learned the truth about eating animals? ~ Jonathan Safran Foer,
20:Independent of the critique I'm making, I'm just trying to paint a more comprehensive portrait of American religion than you get from a right versus left, religious conservatives versus secular liberal, believer versus atheist, binary. Too often, we just look at religion in America through that kind of either/or lens. I think it's much more complicated than that. ~ Ross Douthat,
21:We can't plead ignorance, only indifference. Those alive today are the generations that came to know better. We have the burden and the opportunity of living in the moment when the critique of factory farming broke into the popular consciousness. We are the ones of whom it will be fairly asked, What did you do when you learned the truth about eating animals? ~ Jonathan Safran Foer,
22:We can’t plead ignorance, only indifference. Those alive today are the generations that came to know better. We have the burden and the opportunity of living in the moment when the critique of factory farming broke into the popular consciousness. We are the ones of whom it will be fairly asked, What did you do when you learned the truth about eating animals? ~ Jonathan Safran Foer,
23:...Reason should take on anew the most difficult of all its tasks, namely, that of self-knowledge, and to institute a court of justice, by which reason may secure its rightful claims while dismissing all its groundless pretensions, and this not by mere decrees but according to its own eternal and unchangeable laws; and this court is none other than the critique of pure reason itself. ~ Immanuel Kant,
24:Either my piece is a work of the highest rank, or it is not a work of the highest rank. In the latter (and more probable) case I myself am in favour of it not being printed. And in the former case it's a matter of indifference whether it's printed twenty or a hundred years sooner or later. After all, who asks whether the Critique of Pure Reason, for example, was written in 17x or y. ~ Ludwig Wittgenstein,
25:There are some things fundamentally off about the stance of the book. And maybe that's okay; maybe every book is flawed, and great books, as flawed as they might be, articulate a moral argument that the reader then carries forward. The critique to this model is, of course, to ask: Should a book be ever so perfect that you come out of it with complete moral agreement that can be sustained? ~ George Saunders,
26:Politically progressive black people on the Left who are not nationalist, like myself, share a perspective that promotes the eradication of white supremacy, the de-centering of the West, redressing of biases, and commitment to affirming black self-determination. Yet we add to the critique of white Western imperialism a repudiation of patriarchy, a critique of capitalism, and a concern for interracial coalition building. ~ bell hooks,
27:They(students) accept the shift in the locus of representation but resist shifting ways they think about ideas. That is threatening. That’s why the critique of multiculturalism seeks to shut the classroom down again— to halt this revolution in how we know what we know. It’s as though many people know that the focus on difference has the potential to revolutionize the classroom and they do not want the revolution to take place. ~ bell hooks,
28:Then I told her to change her mindset. “Look,” I said, “it’s not about you. That’s their job. Their job is to find every possible flaw. Your job is to learn from the critique and make your paper even better.” Within hours she was revising her paper, which was warmly accepted. She tells me: “I never felt judged again. Never. Every time I get that critique, I tell myself, ‘Oh, that’s their job,’ and I get to work immediately on my job. ~ Carol S Dweck,
29:This criticism of Wolffian monism is by no means Kant’s own accomplishment. In the first introduction to the Critique of Judgment he writes: “Yet it is quite easy to establish, and has in fact been realized for some time, that this attempt to bring unity into that diversity of faculties, though otherwise undertaken in the genuine philosophical spirit, is futile.”25 However, if we seek to determine who was the first to have that insight, then both Kant’s text and Lehmann’s ~ Anonymous,
30:I believe that we are henceforth incapable of returning to an order of moral life which would take the form of a simple submission to commandments or to an alien or supreme will, even if this will were represented as divine. We must accept as a positive good the critique of ethics and religion that has been undertaken by the school of suspicion. From it we have learned to understand that the commandment that gives death, not life, is a product and projection of our own weakness. ~ Paul Ric ur,
31:As long as this deliberate refusal to understand things from above, even where such understanding is possible, continues, it is idle to talk of any final victory over materialism. The critique of every experience from below . . . will always have the same plausibility. There will always be evidence, and every month fresh evidence, to show that religion is only psychological, justice only self protection, politics only economics, love only lust, and thought itself only cerebral biochemistry. ~ John Piper,
32:First: What makes it possible for there to be nature—in the material sense of that word, in which it stands for the totality of appearances? That is to ask: How are space and time and their contents possible in general? The answer is: What makes them possible is •the way our sensibility is—the special way in which it is affected by objects that are in themselves unknown and aren’t in themselves spatial or temporal. This answer has been given in the Critique (in the Transcendental Aesthetic), and here in the Preliminaries through the solution ·in sections 6–13· of the first problem ·raised at the end of section ~ Anonymous,
33:It is not possible to write a relatively short book that explores all aspects of the phenomenon of mass incarceration and its implications for racial justice. No attempt has been made to do so here. This book paints with a broad brush, and as a result, many important issues have not received the attention they deserve. For example, relatively little is said here about the unique experience of women, Latinos, and immigrants in the criminal justice system, though these groups are particularly vulnerable to the worst abuses and suffer in ways that are important and distinct. This book focuses on the experience of African American men in the new caste system. I hope other scholars and advocates will pick up where the book leaves off and develop the critique more fully or apply the themes sketched here to other groups and other contexts. ~ Michelle Alexander,
34:Philosophy, which once seemed outmoded, remains alive because the moment of its realization was missed. The summary judgement that it had merely interpreted the world is itself crippled by resignation before reality, and becomes a defeatism of reason after the transformation of the world failed. It guarantees no place from which theory as such could be concretely convicted of the anachronism, which then as now it is suspected of. Perhaps the interpretation which promised the transition did not suffice. The moment on which the critique of theory depended is not to be prolonged theoretically. Praxis, delayed for the foreseeable future, is no longer the court of appeals against self-satisfied speculation, but for the most part the pretext under which executives strangulate that critical thought as idle which a transforming praxis most needs. After philosophy broke with the promise that it would be one with reality or at least struck just before the hour of its production, it has been compelled to ruthlessly criticize itself. ~ Theodor W Adorno,
35:21 As environmental philosopher Dale Jamieson puts it, “The Anthropocene presents novel challenges for living a meaningful life.”22 Historian and theorist Dipesh Chakrabarty has claimed that global warming “calls us to visions of the human that neither rights talk nor the critique of the subject ever contemplated.”23 Whether we are talking about ethics or politics, ontology or epistemology, confronting the end of the world as we know it dramatically challenges our learned perspectives and ingrained priorities. What does consumer choice mean compared against 100,000 years of ecological catastrophe? What does one life mean in the face of mass death or the collapse of global civilization? How do we make meaningful decisions in the shadow of our inevitable end? These questions have no logical or empirical answers. They cannot be graphed or quantified. They are philosophical problems par excellence. If, as Montaigne asserted, “To philosophize is to learn how to die,” then we have entered humanity’s most philosophical age, for this is precisely the problem of the Anthropocene.24 The rub now is that we have to learn to die not as individuals, but as a civilization. ~ Roy Scranton,
36:In a solemn tone, like a priest chanting a mass, beating time in the air with a stiff finger, Slote quoted: " 'The German Revolution will not prove any milder or gentler because it was preceded by the Critique of Kant, by the Transcendental Idealism of Fichte.  These doctrines served to develop revolutionary forces  that only await their time to break forth.  Christianity subdued the brutal warrior passion of the Germans, but it could not quench it. When the Cross, that restraining talisman, falls to pieces, then  will break forth again the frantic Berserker rage.  The old stone gods will then arise from the forgotten ruins and wipe from their eyes the dust of centuries.  Thor with his giant hammer will arise again, and he will shatter the Gothic cathedrals.' "

Slote made an awkward, weak gesture with a fist to represent a hammerblow, and went on: " 'Smile not at the dreamer who warns you against Kantians, Fichteans, and the other philosophers.  Smile not at the fantasy of one who foresees in the region of reality the same outburst of revolution that has taken place in the region of intellect.  The thought precedes the deed as the lightning the thunder.  German thunder is of true German character.  It is not very nimble but rumbles along somewhat slowly.  But come it will. And when you hear a crashing such as never before has been heard in the world's history, then know that at last the German thunderbolt has fallen.'

"Heine - the Jew who composed the greatest German poetry, and who fell in love with German philosophy - Heine wrote that," Slote said in a quieter tone. "He wrote that a hundred and six years ago. ~ Herman Wouk,
37:The anti-technological hysteria that holds broad sections of the Western world in its grip is a product of metaphysics’ decay: it is betrayed by the fact that it clings to false classifications of beings in order to revolt against processes in which the overcoming of these classifications has already been carried out. It is reactionary in the essential sense of the word, because it expresses the ressentiment of obsolete bivalence against a polyvalence that it does not understand. That holds above all for the habits of the critique of power, which are always still unconsciously motivated by metaphysics. Under the old metaphysical schema the division of beings into subject and object is mirrored in the descending grade between master and slave and between worker and material. Within this disposition the critique of power can only be articulated as the resistance of the oppressed object-slave-material side to the subject-master-worker side. But ever since the statement ‘There is information,’ alias ‘There are systems,’ has been in power this opposition has lost its meaning and develops more and more into a playground for pseudo-conflicts. In fact, the hysteria amounts to searching for a master so as to be able to rise up against him. One cannot rule out the possibility that the effect, i.e., the master, has long been on the verge of dissolving and for the most part remains alive as a postulate of the slave fixated on rebellion—as a historicized Left and as a museum humanism. In contrast, a living leftist principle would have to prove itself anew by a creative dissidence, just as the thinking of homo humanus asserts itself in the poetic resistance to the metaphysical and technocratic reflexes of humanolatry. ~ Peter Sloterdijk,
38:Learn how to critique. The value of exercises is very much a product of the quality of the critique, because it is in the critique that lessons can be drawn for all to see. Today, many critiques are poor quality. Often, they are not a critique at all, but just a narrative of who shot whom. At other times, the critique is stifled by an etiquette that demands no one be criticized and nothing negative be said. Too often, critiques can be summarized as “The comm was fouled up but we all did great.” There are a number of things you can do locally to improve the quality of critiques: First, the commanding officer can set a ground rule that demands frankness in critiquing. A good way to encourage this is for the CO to give a trenchant self-critique of his own actions and encourage others to do the same. Beginning a critique with the most junior officers and ending up with the most senior can also help encourage frankness. Second, a critique should be defined as something that looks beyond what happened to why it happened as it did. It may be helpful to look for instances where key decisions were made and ask the man who made them such questions as, “What options did you have here? What other options did you have that you failed to see? How quickly were you able to see, decide and act? If you were too slow, why? Why did you do what you did? Was your reasoning process sound, and if not, why not?” Third, the unit commander can attempt to identify individuals who are good critiquers and have them lead the critique. Not everyone can do it well; it takes a certain natural ability. Finally, the unit can hold a class on critiquing and from it develop some critique SOPs. These can help exercise participants look for key points during the exercise, points that can later serve to frame the critique. These actions are not substitutes for an overall reform of Marine Corps training. But they are concrete ways you can improve your own training. And just as individual self-education will be important after the schools are reformed, so these actions will help you train even after overall training is improved. ~ William S Lind,
39:Nietzsche's case is an especially interesting one for whoever wishes to undertake a critical examination of the “neotraditionalist” path. Two main reasons justify this evaluation:

― Nietzsche's work, on the one hand, explicitly and in an exemplary manner articulates the critique of democratic modernity and the denunciation of the argumentative foundation of norms: in this way it permits us ―better than does the work of other philosophers― to grasp all that is involved, within the choice between tradition and argumentation, in the rejection of the latter.

― On the other and perhaps more important hand, the way Nietzsche went about this rejection illustrates in a particularly significant fashion one of the main difficulties this type of philosophical projects comes up against: the neotraditionalist avoidance of democratic modernity makes it necessary to look for and ―we insist on this― whatever could be today's analogue of a traditional universe: the analogue, for (as Nietzsche knew better than anyone) it is out of question that in a time when “God is dead”, tradition should function as it does in theological cultures, in which whatever renders the value of tradition “sacred” and gives it its power is never unrelated to its rootedness in the divine will or in the world order supposed to express this will.

Situating as he does his reflections at the same time after the “death of God” and after the (inseparably associated) discovery that the world once “dedivinized”, appears to be devoid of any order and must be thought of as “chaos”, Nietzsche take into account the end of cosmological and theological universe, an end that in general defines the intellectual and cultural location of the Moderns: we are thus dealing here, by definition and, we could say, at the stage of working sketch (since Nietzsche is, in philosophy, the very man who declared the foundations of the traditional universe to be antiquated), with a very peculiar mixture of antimodernism and modernity, of tradition and novelty ―which is why the expression “neotraditionalism” seems perfectly appropriate here, right down to the tension expressed within it. The question is of course one of knowing what such a “mixture” could consists of, both in its content and in its effects. Since, more than most of the representative of ordinary conservatism, Nietzsche cannot contemplate a naïve resumption of tradition, his “neo-conservative” approach permits us to submit the traditionalist option to an interrogation that can best examine its limitations and unintended consequences ―namely: what would a modern analogue of tradition consist of? ~ Luc Ferry,
40:Our critique is not opposed to the *dogmatic procedure* of reason in its pure knowledge as science (for science must always be dogmatic, that is, derive its proof from secure *a priori* principles), but only to *dogmatism*, that is, to the presumption that it is possible to make any progress with pure (philosophical) knowledge from concepts according to principles, such as reason has long been in the habit of using, without first inquiring in what way, and by what right, it has come to posses them. Dogmatism is therefore the dogmatic procedure of pure reason, *without a preceding critique of its own powers*; and our opposition to this is not intended to defend that loquacious shallowness which arrogates to itself the name of popularity, much less that skepticism which makes short work of the whole of metaphysics. On the contrary, our critique is meant to form a necessary preparation in support of metaphysics as a thorough science, which must necessarily be carried out dogmatically and strictly systematically, so as to satisfy all the demands, no so much of the public at large, as of the Schools. This is an indispensable demand for it has undertaken to carry out its work entirely *a priori*, and thus to carry it out to the complete satisfaction of speculative reason. In the execution of this plan, as traced out by the critique, that is, in a future system of metaphysics, we shall have to follow the strict method of the celebrated Wolff, the greatest of all dogmatic philosophers. He was the first to give an example (and by his example initiated, in Germany, that spirit of thoroughness which is not yet extinct) of how the secure course of a science could be attained only through the lawful establishment of principles, the clear determination of concepts, the attempt at strictness of proof and avoidance of taking bold leaps in our inferences. He was therefore most eminently qualified to give metaphysics the dignity of a science, if it had only occurred to him to prepare his field in advance by criticism of the organ, that is, of pure reason itself―an omission due not so much to himself as to the dogmatic mentality of his age, about which the philosophers of his own, as well as of all previous times, have no right to reproach one another. Those who reject both the method of Wolff and the procedure of the critique of pure reason can have no other aim but to shake off the fetters of *science* altogether, and thus to change work into play, certainty into opinion and philosophy into philodoxy."

―from Critique of Pure Reason . Preface to the Second Edition. Translated, edited, and with an Introduction by Marcus Weigelt, based on the translation by Max Müller, pp. 28-29 ~ Immanuel Kant,
41:It will be seen how there can be the idea of a special science, the *critique of pure reason* as it may be called. For reason is the faculty which supplies the *principles* of *a priori* knowledge. Pure reason therefore is that which contains the principles of knowing something entirely *a priori*. An *organon* of pure reason would be the sum total of the principles by which all pure *a priori* knowledge can be acquired and actually established. Exhaustive application of such an organon would give us a system of pure reason. But as this would be a difficult task, and as at present it is still doubtful whether indeed an expansion of our knowledge is possible here at all, we may regard a science that merely judges pure reason, its sources and limits, as the *propaedeutic* to the system of pure reason. In general, it would have to be called only a *critique*, not a *doctrine* of pure reason. Its utility, in regard to speculation, would only be negative, for it would serve only to purge rather than to expand our reason, and, which after all is a considerable gain, would guard reason against errors. I call all knowledge *transcendental* which deals not so much with objects as with our manner of knowing objects insofar as this manner is to be possible *a priori*. A system of such concepts would be called *transcendental philosophy*. But this is still, as a beginning, too great an undertaking. For since such a science must contain completely both analytic and synthetic *a priori* knowledge, it is, as far as our present purpose is concerned, much too comprehensive. We will be satisfied to carry the analysis only so far as is indispensably necessary in order to understand in their whole range the principles of *a priori* synthesis, with which alone we are concerned. This investigation, which properly speaking should be called only a transcendental critique but not a doctrine, is all we are dealing with at present. It is not meant to expand our knowledge but only to correct it, and to become the touchstone of the value, or lack of value, of all *a priori* knowledge. Such a critique is therefore the preparation, as far as possible, for a new organon, or, if this should turn out not to be possible, for a canon at least, according to which, thereafter, the complete system of a philosophy of pure reason, whether it serve as an expansion or merely as a limitation of its knowledge, may be carried out both analytically and synthetically. That such a system is possible, indeed that it need not be so comprehensive as to cut us off from the hope of completing it, may already be gathered from the fact that it would have to deal not with the nature of things, which is inexhaustible, but with the understanding which makes judgments about the nature of things, and with this understanding again only as far as its *a priori* knowledge is concerned. The supply of this *a priori* knowledge cannot be hidden from us, as we need not look for it outside the understanding, and we may suppose this supply to prove sufficiently small for us to record completely, judge as to its value or lack of value and appraise correctly. Still less ought we to expect here a critique of books and systems of pure reason, but only the critique of the faculty of pure reason itself. Only once we are in possession of this critique do we have a reliable touchstone for estimating the philosophical value of old and new works on this subject. Otherwise, an unqualified historian and judge does nothing but pass judgments upon the groundless assertions of others by means of his own, which are equally groundless. ~ Immanuel Kant,

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