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Thinker, blinker, writer, typer. Registered: 11/26/14 Posts: 1,688 |
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You may find this interesting, by the way. Of origins, and circular reasonings... All that stuff that is promptly regarded as fallacious by sounder minds, but alas I have somehow fallen into the Heidegger spiral lately.
The Origin of The work of Art PS there might be better translations. Edited by Kurt (08/30/15 03:51 PM)
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Nerdy floater Registered: 08/20/15 Posts: 939 Last seen: 7 months, 28 days |
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When I mean concepts have no face value, I am speaking of the attributuon of qualities. A concept is not necessarily "good" or "bad." As it comes to art itself, I am not dwelling in its essence. My only point is to elaborate on the importance of concepts in education. When a concept is taught, practice becomes clearer. There is no value attribution only in this sense. As to what you say, yes, there are values in concepts.
By the way, I do not think art can be explained. It may be conceptualized, but not explained. It is something you feel in many levels, but don't necessarily need to understand, or you need to understand an essence that is nearly impossible to define. Pleasure speaking with you. I will read your links with time. I still must look closer into your writings to better understand you, although it seems the more I do, the more they seem to allow for my POV as well. This is a heavy thread eve to me ![]() ------------------- Part II.d. Thoughts Once the first drop slides as the lithe into the funnel, as opposed to pummeling right through it, it falls in our metaphorical chamber of thoughts. As concepts are infinite, so are thought patterns, but we can speak of a few concept prints, namely: pragmatism, wishful thinking and magical thoughts. Nature and nurture provide us with the ingredients to rationally as well as spontaneously process assumptions and raw concepts. According to general guidelines, probably as numerous as personalities and manners, human faculties process intellectual cycles. These do not entail that the brain only functions in a homogenous way. They do, however, presuppose a dominant modus operandi. We shall focus on the three categories aforementioned. Pragmatism Pragmatic thought measures systematic ground rules, follows trends and allows for past results to dictate the only anticipated possible expectations of an outcome. Since it is guided by what are sensed as facts by the sage-box of beholders, it forces the first liquid speck to follow a system. The methodical dynamics of this type of thought generates what we could call realism. Realism was once summarized as positivism with experience enough to know that plans b., c. and ad infinitum are more frequent than plan A. Therefore, pragmatic thought will shape pragmatic ideas. However, what will those pragmatic ideas reflect, and how they shall be delineated is an incognito. The composition of the assumption-concept spawn will model and adapt the genetics of the thought, as those are structured toward making order out of chaos, or explaining chaos – which one is more difficult, I do not dare to answer. The only certainty of pragmatism is the dominant bedrock dictating that the world should be identified as it is, and not as we wish it to be. It is not a flawless process. In fact, reality is knotty. Not only we are often surprised by given contradictions to our expectations, but there are large substantial bodies of evidence related to how one’s inner view of one’s self influences and casts the external world. Therefore, pragmatism is as much abstract in face value as are magical thought and wishful thinking. However, when our thoughts manage to conform to more than one pattern, as pragmatism tends to generate the opposite conformism, we may use pragmatic thought to limn paradigms as much as other types of intellect progress. By understanding, for example, that there is relativity in many aspects of life, whether we, as a species, wish it so or otherwise, pragmatic thought could be but one of endless mixed frameworks. This is where the other two types of intellectual digestion come to allude to the diversity of materials inside the inverted filter. -------------------- In Hebrew, the words "wine" and "secret" hold the same numerologic value. When wine comes in, secrets spill out. Do you think the person who said that knew mushrooms? When mushrooms come in... Is there anything beyond a secret? Edited by Count of Sabugosa (08/31/15 11:43 AM)
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Thinker, blinker, writer, typer. Registered: 11/26/14 Posts: 1,688 |
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I would not take the kind of reflection on art in Heidegger to be an assertive position in a general.
If you want an argument, I'd say it's a criticism of the sophism of suggesting it is possible to teach an art of "conceptualization". What is that "art" of; can it be of pedagogy itself? This is the classic question Socrates always asked. The platonic "form", which of course has been critiqued on many grounds, may present itself as appropriate to art. In art an idea form gets no better treatment though. The form must recede into an allowence of the presence of things in themselves, namely in this case, art. For example, when the artist talks about the form of perfection, like to shoot an arrow straight, the susceptibility to critique in speaking of that idea of "form" is appropriate. If he achieves a form, he is not thinking or talking about it. The consideration, of course, is significant to the bearing of art, but simplicity remains the ideal quality as opposed to technicality. In any case, as long as the artist speaks of form he cannot have mastered it, because he is still setting himself something beyond to achieve in that way, which deconstructs itself. To my mind "concept", as the consolidation of form or idea, is misunderstanding this. In general, in any piece of art, I don't think conceptuality belongs in it at all. I was leaning less toward criticizing what a "conceptual art" would be, in overwroughtness before, but suggested looking to the examples of teachers and craftsmen, in how they cannot stand for the art, (Like Chiron or Hephaestus) because their weakness of constitution, cannot stand in itself as the artful thing. I would not argue that there is any particular essence to art, other than what comes into being when the artist's form recedes, allowing the "work" to truly stand in itself. That is less an argument I would take up, (I think teachers and conceptualism is fine) and more just wishing to for this idea to be clear. Edited by Kurt (08/31/15 01:04 PM)
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Nerdy floater Registered: 08/20/15 Posts: 939 Last seen: 7 months, 28 days |
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Let me just try to summarize what I gathered at first reading and if you could, point me out in the right direction (did I get you?):
1. You are asserting that, even if we do not emphasize the "art" of the title of the text, "art" is very much a factor in it. I have to admit this is an intricate question, and I must ponder on it. 2. You give plenty on which to ponder. I agree with one of your statements, paraphrasing, that form, when conceived, cannot be part with the nature of the artist. 3. In this sense, you also mention that it would be only sophism to understand concepts. I agree with you, but only partially, albeit, ideas do change. 4. Art itself, as mentioned in item 1, cannot be conceptualized, therefore concept and art might very well be two entirely different ideas. This is a question that might entirely change the title to something as: "The Efficiency of Conceptualization in Practical Education." Am I more or less understanding you? Edited by Count of Sabugosa (08/31/15 12:58 PM)
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Thinker, blinker, writer, typer. Registered: 11/26/14 Posts: 1,688 |
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To tell you the truth, I am having a little trouble understanding how you are speaking. I'll generally respond in what I grok, and with the intent to be lucid. (Unfortunately I am still typing with my thumbs on a phone).
First, I can see how there could be conceptualization in art, and in the same way I think I would tend to be critical of that. One thing I have been saying is that to me an artist's "concept" stands out as the point where something may seem contrived and may be deconstructed. I am not saying we are looking at any particular work of art to demonstrate this though. I was mentioning before how an artist may make a conceptual album, and that may come to bear by the artist's attempt to insinuate how his work should be appreciated, in some way. I am not denying there is a possibility that this working out. A concept, for instance, may be something a particular niche of culture really appreciates and something other people just don't get. That happens all the time unconsciously as well as consciously. Aside from that there is a question of how, and ultimately, a question of why, in the effecient means of some craft or other, there would be such thing as an "art of conceptualization". You seem to take that to be something in itself. I would say, in this gap, before you object to a criticism of conceptualism in art - I mean in the essence of the work itself - where I come from is acknowledging that whether the idea precedes the work of art or the art precedes the idea is a moot. If you get this, you get why I verge directly to the essence of art, as such (which can itself be an open question). So I'd just say, if you or someone wants to make a conceptual piece, then that is the way you will do it, and I will appreciate that... When I was in college I was pretty well into experimental and avant garde music, for instance John Zorn and the Tzadik label. I felt this was a kind of freedom, both in jazz and traditional jewish music (I always liked the clarinet sound in Klezmer). Incidentally, at the time I was actually studying music, and attempting that formally from "the ground up" (as my typical american education or whatnot). I didn't realize then that I hadn't lived much, and I didn't understand where grounds for art might be in existence. I ended up switching degrees. Anyways not to digress; I would say this is not just an investigative question, but the essential interrogation. For example, I think "why" an art expresses something, as it does in general, might well speak to an artist's experience of the world. Whatever that is, may be called "subjective". I think this is well, aside from any suggestion that by connotation, "subjective" should describe anything in aspect other than an imaginative spark. The interrogative question could also be asked of conceptualization. Incidentally, you seem to have generally described concept as consolidating the "fragility" of ideas in a general way. From my place I am not going to be able to or wish to argue with this. I'd just say conceptualism can certainly be critiqued in art, or it may be considered a loose end of "artistry" (as in contrived means and ends) which can be pulled on, but of course, I can't say this deconstruction should inform how art should be made. I would only acknowledge that in art, clearly anything goes of course. Maybe that is your point in your openness to conceptualism... I do think the essential question could be put though... Why or in what virtue, there is any "art of conceptualization" is a question that could be asked. Why something should be rather than not be, (something which the mere investigative question can never consider) is a question that at any point could be relavent to the artist, so I would put it that way, to the essence of the work, (which of course, I believe can be interrogated.) When you speak to conceptualization, and vest in that,I think it's likely that you are looking to something somewhat different. Will you find it worthwhile to possibly raise essential questions of art? Edited by Kurt (08/31/15 05:16 PM)
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Nerdy floater Registered: 08/20/15 Posts: 939 Last seen: 7 months, 28 days |
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I haven't finished posting all I am writing and it may be unnecessary. But I am aware my writing can be confusing. I do apologize.
I think the word "art" has been missused. I never intended to write about art, its nature or concepts. In this sense, I understand now that I used the word carelessly. This is besides the point. In the most practical terms, in education: Learn a skill (Grammar, mathematics, carpentry) and you will be able to master that skill. Learn the concept of the skill (the well-formed idea of the skill) and you will be able to master that skill and anything related to it, as well as improvise and test your improvising techniques. The body of the argument only alludes to how learning a skill as a recipe - as they do with math, for instance, in formulas without any explanation of the concept of the formula, - can bring you to limited learning and many assumptions as opposed to well-formed ideas. So, for our purposes, in a nutshell: Concept - The foundation of a well-formed idea - the detailed blueprint of the formula, showing its origins and reasons. Well-formed ideas: Skills so intrinsic to one's nature that they could be performed during sleeping. -------------------- In Hebrew, the words "wine" and "secret" hold the same numerologic value. When wine comes in, secrets spill out. Do you think the person who said that knew mushrooms? When mushrooms come in... Is there anything beyond a secret?
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Thinker, blinker, writer, typer. Registered: 11/26/14 Posts: 1,688 |
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Well I started a response as well, but I think maybe the point would be simply put. Respectfully, what you are talking about as an art that is not an art, is what many people are going to call sophistry, guiding pedagogically for its own sake.
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Nerdy floater Registered: 08/20/15 Posts: 939 Last seen: 7 months, 28 days |
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Art has no relevance here, Kurt. Please at least understand that. There is no art that is not an art. There is one subject: Concepts and their importance in education. That is all. It is all very simple in this sense, in its objective. Forget the word "art", it has no bearings here.
-------------------- In Hebrew, the words "wine" and "secret" hold the same numerologic value. When wine comes in, secrets spill out. Do you think the person who said that knew mushrooms? When mushrooms come in... Is there anything beyond a secret?
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Thinker, blinker, writer, typer. Registered: 11/26/14 Posts: 1,688 |
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I beg to disagree, Roy. If what you are saying were clear, I would understand how you believe that concepts could be important in virtue of "education", and somehow nothing more. Of course, the classic position of sophistry, is to claim to be able to teach something, and not have any craft in mind.
That aside, I also find your suggested pragmatism to be at least curious, Maybe coming to this would be a more productive conversation. As I understand, modern pragmatism emphasizes concepts precisely in order to critique the overgeneralization of their value. For instance, conceptual analysis had become dominant school of thinking, and a rigid institution in the early 20th century, and the pragmatist W.O. Quine's famously critiqued this. He critiqued analyticity, put to question this smoothly working institution of technical concepts. Of course a critique of modern notion of analysis is not based on the notion of analysis which to the Greeks was intimated with craft, (ie. unloosening), and we are overlooking that. Modern analysis is properly the notion of what is "contained in a concept", as Kant defined it. On these grounds analyticity had become a consolidation and a basis of institutionalism in general. In short, a generalizable aegis of guidance in conceptuality, is exactly what is questionable, according to a pragmatist like Quine. This could definitely be looked to in depth. So in addition to the essential question of art, there is also the question of the principle grounds of pragmatism you are suggesting as an alternative basis for conceptualization. With analyticity largely in question for neopragmatists, what is "contained in a concept" is not more suggestive in any general view, but just the opposite, I'd reckon.
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Nerdy floater Registered: 08/20/15 Posts: 939 Last seen: 7 months, 28 days |
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Quote: Perhaps you are right, and I am no expressing myself in the right way, but I cannot for the life of me understand what you are stating. - We are talking about the craft of teaching. A craft is not necessarily art. This is where I missused the word art. Quote: I do not believe Quine critiqued anything related to what I wrote in terms of what a concept is or should be. This is where it becomes clear that perhaps your take on my words is somehow biased to perceive what you want. That would work especially if I am not making myself clear. But, to clarify, analytical concept and teaching concepts of specific crafts (such as teaching, in general, and teaching math, in particular) are almost two worlds apart. To grasp a concept, as I imagine it in praxis is very different from analyzing concepts for the sake of the analysis. This grasping is intended for practical purposes and means. Analyzing the nature of concepts in general may also be a bad idea, but I must check into it and for this, I am grateful for your opinions. Quote: Funny thing is, I am not suggesting that pragmatism is an alternative basis for conceptualization. I am detailing, in a very vague way, three general frameworks of human thought: Pragmatism, Wishful Thinking, and Magical Thoughts. Many of those ideas extracted from psychological concepts, as I may or may not unveil, since I am starting to think this may have generated all there is to it at this point. What is more suggestive? What is the opposite? What is neopragmatism for you, or in general? You must understand that I barely keep up with your loops. But I am thankful for the food for thought. Maybe explaining concepts is not a fertile line of thought. Explaining in the sense of deconstructing what concepts are for the craft of teaching (specifics and general), is a way of creating "the concept a concept." I see your point in respect to sophism, but at this point nothing has been argued, but that learning concepts help practice and skill advancement. Is this is the point with which you disagree, state as simple as possible, please. --------------- Wishful Thinking A wish is an expectation of something that may or may not make factual sense – and factual in the sense of being either based on past realities or new information. Wishes, much like beliefs, induce minds to expectancies that might, in a pristine fashion, not bear foot or arm. Nonetheless, they also motivate minds to create adequate environments where other thoughts and their concretization can fruit as independent forces of nature. Ideals, although subject to the same subjectivity, are known as a necessity, and are only possible when one allows wishful thinking to become part with the intellectual seeding and harvest. Ideals may morph into ideologies. Ideologies are perhaps the most solid and consistent of structures, shielded with their intolerance of other ideas and an uncanny stubbornness. The quasi-concept conceptualizes faster since the wish colonizes the molecules of pragmatism. The shell it creates is perhaps the opposite of being the safest, albeit, as a quasi-concept, its foundation is seen as if it was. It becomes a self-healing organism since it does not allow “contaminations” to easily penetrate its thick carcass. Not without gaps and defects, but optimal enough to allow thoughts to develop into strong – but fragile – ideas. Wishful thinking, however, opens doors for “eureka” moments, that first part of the creation of a well-formed idea dropping into the inverted funnel. It is when what one wishes to be, becomes, in a shape or another. This was the case for recently deceased, Dr. Albert Hoffman, who discovered LSD while searching for a pain killer. Wishful thinking also allows for desires to be taken to the longest possible extent. The latter may extend into nothingness, or create something new, notwithstanding the original wish. -------------------- In Hebrew, the words "wine" and "secret" hold the same numerologic value. When wine comes in, secrets spill out. Do you think the person who said that knew mushrooms? When mushrooms come in... Is there anything beyond a secret? Edited by Count of Sabugosa (09/01/15 08:56 PM)
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Thinker, blinker, writer, typer. Registered: 11/26/14 Posts: 1,688 |
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To put it in the simplest terms would have to be contrary:
What I am saying is teaching is not craft in itself. It is not a craft by anything more than an accident of teaching an essential craft. I think that is the concise statement. You seem to sincerely value progressive liberal education; I will give you that much. Broadly, to touch on something we agree on, I think pragmatism should be a focus for Americans. It is pretty much our essential contribution to the world, philosophically speaking. I think it is important to consider trends in thinking, from a historical perspective, and I think that honestly that suggests exactly what is going on, in philosophical position. I think people today, particularly in america, can be compulsively analytical, or technical, or conceptual, and unfortunately rather than being pragmatists, they value this for its own sake. They are in that way easily partial to the American industrial complex (for example in the activity of assembly line technological production and consumption). This is due in part to the trend of analyticity in the 20th century, and pragmatism can be seen as a tendency against that. Classical pragmatism began in the late 19th Century as a uniquely American thing. In the early 20th century, there was a lot of alarm in world politics, and in the anglo-american world in general, felt urged to get everyone thinking on the same level, "allied" in a single frame of reference, and so analytic philosophy (the Thought of Frege, Russell Wittgenstein, and the Logical Positivists...) came to focus. It was there to consolidate a position, opposed to german idealism, and phenomenology (Kant, Husserl, and Heidegger). But the point is, pragmatism was eclipsed by this socio-cultural movement of analytic philosophy, that was undoubtedly in part based on polarized world affairs. The analytic turn, was a turn toward "language" or namely conceptuality. That philosophical tradition became extremely conservative, and was only brought to question, and basically overturned, thanks to the eventual resurgence of pragmatism, the "neopragmatism" that came to fore in the 1950s after the second world war. I'd mark that beginning with Quine. That critique and exhaustion of abstracted conceptual base of analyticity, was as he said, not a particularly contrary argument, but raising the question of how conceptual analyses could be practically useful, namely in context, which was more holistic. By the way, neither holism nor pragmatism would seem to be simple propositions, to be found contrary and compared to analyticity exactly. Holism, is the suggestibility in practices, that propositions are not found in isolation, but with at least one auxillary proposition, for instance, or a context of embodied practices. I think you'd really have to get into buisness with the technical argument (Kant's lexicon) to say more. But generally, pragmatism was eclipsed by analyticity, and then resurged, and came back with a heavy critique, in general. I have no point in that. I think the point would be what I said in simple terms. This is more or less "footnotes", so take it as you will. I think pragmatism generally should get more attention, especially outside of academia, where culture dictates thought a little more. That is not a bad thing at all, but early 20th century "analytic" philosophy, is something that hangs a little too much in the air. Anyway take it as you will. Only the first part is strictly argumentative.
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Nerdy floater Registered: 08/20/15 Posts: 939 Last seen: 7 months, 28 days |
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Well, I understand you better. I also agree when it comes to pragmatism. Why do you say teaching is not a craft, when it is a delicate and difficult profession? Craft here would only mean "finished products of a craft?"
By the way, I want to be clear that I am not simply pulling this line of questioning out of thin air. Actually, this is one of the articles that inspired me from Stanford Encyclopedia of Philosophy: Quote: http://plato.stanford.edu/entrie -------------------- In Hebrew, the words "wine" and "secret" hold the same numerologic value. When wine comes in, secrets spill out. Do you think the person who said that knew mushrooms? When mushrooms come in... Is there anything beyond a secret? Edited by Count of Sabugosa (09/02/15 04:08 AM)
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Thinker, blinker, writer, typer. Registered: 11/26/14 Posts: 1,688 |
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Well, I think you could say that either teaching or concept (both) is a craft that stands in reference to what is being taught. I'd say it should clearly be important to avoid the wrong kind of derivation in that.
The greeks recognized there is no such thing as being a teacher, or having wisdom to dispense in generality. They called that wisdom sophistry. On top of that there was "love" of wisdom, philia, and hence the philosopher. I am not saying that this should somehow be suggestive, but at least the criticism of sophistry is. Technicality for its own sake (whether in epistemology or art or life in general) seems to me to be making the weaker argument win. That is why any suggestion of techne, should be found in the essential form. That would be my argument anyway. I have one other point, an attempt to be constructive, which I would hope to draw in connection, and I'll give you the last word. If the essential value of techne is clarified as important, and nailed into place, it would be possible to talk about how teaching, and even a craft of teaching, and concepts, could be hitting that same nail on the head. The craft of teaching would arise in a pragmatic context, which could imply holism, (as Quine suggested). how propositions about teaching would be found in the referential totality of the essential craft or (so to say) auxillary propositions. Basically it would seem more reasonable to say something about teaching, or the value of conceptuality in learning, with at least a bit of context in regards to the particular crafts. Clearly, social science is not exactly biology, and biology is not physics and physics is not math, and none of these are history, or the humanities, and the humanities are not the arts. Of course I am not speaking in any order that could not be variously turned on head. But suffice to say, it seems like any notion of concept itself, changes quite a bit depending on the domain, if it is "present" at all. The methodological pursuit is undoubtedly an art of inquiry, a suggested means and ends, which would be variously clarified. In an art like painting on the other hand technical approach is both in the viewing and arguably in the creation, the loose end to pull on, and it could not be said to necessarily have any value whatsoever, even while we could assume most of all in art, it would be there. Mathematics is something Kant said you do in an ultimately intuitive way. He said in one example, with algebra you can hold place of numbers on your fingers, and in some way (not necessarily so literally) this is necessary. Frege and Russell and the logical positivists attempted to ground math in "logical" concepts, and a comprehensive theory of sets, but couldn't. So even math, which will seem to stand out as an analytical or conceptual based study, couldn't fundamentally ground a concept. Arguably the only place where conceptuality is grounded is in logic itself. So, in view of concepts, auxillary propositions clarifying concepts, in various disciplines, or context, seems necessary, in any suggestion. What I would find interesting, is that this prospect of a web of concept expanding would not necessarily suggest just inflating the technical conceptuality of whatever craft is being referred to, but would be found as sufficient to the craft. Ultimately I think a notion of pragmatism should rein in technicality of concept, even though it bears emphasis on it. Clearly we can be forebearing and critical to the extent any art departs from essential intimation with the world. To quote It all Calvino, lightness is a virtue. Ultimately I seek to follow a similar aegis... Quote: I wish I could spend more time, but life is getting busy and so I have to bow out here. I'll look forward to any last word you have. Best, Kurt.
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Nerdy floater Registered: 08/20/15 Posts: 939 Last seen: 7 months, 28 days |
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I understand your point of view much better now, and I have to say that this is a school of thought that departs a bit from my views, albeit essential if I am to develop them in any direction.
I agree that pragmatism should rein in technicality. I do not agree with the Greeks who said teachers do not exist. Perhaps this is because I am one of sorts, but I am married to one of fact. I see that there are skills required for her profession, and all of them can be contextualized for the XXI century's challenges and realities. However, pragmatism, even if we so wished, is not the only pattern of thought we have. I speak of only 3, but in fact there are many ways to reason and digest intellectually. If wishful thinking or magical thinking did not exist, perhaps pragmatism would have stopped even the most realistic of technicalities from becoming. I do not think that what I want to say is based on sophistry, but I can see how the way I write it may be seen as such. It was lovely debating here. Much to read and re-read. Thank you for giving me the honor! -------------------- In Hebrew, the words "wine" and "secret" hold the same numerologic value. When wine comes in, secrets spill out. Do you think the person who said that knew mushrooms? When mushrooms come in... Is there anything beyond a secret?
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Stranger Registered: 06/01/13 Posts: 4,216 Last seen: 23 hours, 55 minutes |
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Well..its the Aegis sword..did i just conceive of this?, Yes i did!
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Nerdy floater Registered: 08/20/15 Posts: 939 Last seen: 7 months, 28 days |
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Are you about to conceive some more, Brendan? lol I like your observations. It IS nonsense. It IS BS. Can I share the sword with you?
-------------------- In Hebrew, the words "wine" and "secret" hold the same numerologic value. When wine comes in, secrets spill out. Do you think the person who said that knew mushrooms? When mushrooms come in... Is there anything beyond a secret?
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Stranger Registered: 06/01/13 Posts: 4,216 Last seen: 23 hours, 55 minutes |
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Well for example, is the Excalibur..which is noted by the slogan.. Excelsior..
Or, in a more Abstract way(not like were modeling with clay here..) XLCR!! So this dish is provided for you..and i feed the poor..and as a Lawyer..i am willing to do the benefits of things...I cannnot say the word threat..for that would be a crime..but if we are into slicing the Gordian knot..or the cosmic lime..so to speak..then indeed..we share a Sword..! Or maybe just an S-Word..Lol..Happy face continues on and on to infinity..and eternal equinoxes are of the benefits of time it self..do we conceive of these things? Or are they just objects of nature?
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Nerdy floater Registered: 08/20/15 Posts: 939 Last seen: 7 months, 28 days |
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ROFL - got me there.
-------------------- In Hebrew, the words "wine" and "secret" hold the same numerologic value. When wine comes in, secrets spill out. Do you think the person who said that knew mushrooms? When mushrooms come in... Is there anything beyond a secret?
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Nerdy floater Registered: 08/20/15 Posts: 939 Last seen: 7 months, 28 days |
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Part II.d. On Wishful Thinking
Wishful Thinking A wish is an expectation of something that may or may not make factual sense – and factual in the sense of being either based on past realities or new information. Wishes, much like beliefs, induce minds to expectancies that might, in a pristine fashion, not bear foot or arm. Nonetheless, they also motivate minds to create adequate environments where other thoughts and their concretization can fruit as independent forces of nature. Ideals, although subject to the same subjectivity, are known as a necessity, and are only possible when one allows wishful thinking to become part with the intellectual seeding and harvest. Ideals may morph into ideologies. Ideologies are perhaps the most solid and consistent of structures, shielded with their intolerance of other ideas and an uncanny stubbornness. The quasi-concept conceptualizes faster since the wish colonizes the molecules of pragmatism. The shell it creates is perhaps the opposite of being the safest, albeit, as a quasi-concept, its foundation is seen as if it was. It becomes a self-healing organism since it does not allow “contaminations” to easily penetrate its thick carcass. Not without gaps and defects, but optimal enough to allow thoughts to develop into strong – but fragile – ideas. Wishful thinking, however, opens doors for “eureka” moments, that first part of the creation of a well-formed idea dropping into the inverted funnel. It is when what one wishes to be, becomes, in a shape or another. This was the case for recently deceased, Dr. Albert Hoffman, who discovered LSD while searching for a pain killer. Wishful thinking also allows for desires to be taken to the longest possible extent. The latter may extend into nothingness, or create something new, notwithstanding the original wish. Part II.e. On Magical Thinking Magical thinking These is our counterpoint to pragmatism. As opposed to wishful thinking, when a person understands, even unconsciously, the possibility that the wish shall not become, magical thinking does not allow for such possibility. We could dwell on the esoteric and mystical, but it does not serve our purposes. It is in the practical world that our ideas shall apply. If a farmer plants a seed of a winter flower in a desert and believes it would grow with such fidelity that the farmer would guard the sand for months before giving in to the idea that the sand is not the fertile soil, the event is a fair example of magical thinking – or insanity, on which case I beg to differ, as insanity has its own definitions. To simplify, magical thinking allows us to believe, sensu stricto. It is not that it has no purpose in the chamber of thoughts. As one of the dominant blades of thoughts, it also has its role. Sometimes, the impossible is a limit unknown. In this case, it is by prying and persisting relentlessly toward the achievement of a goal that one finds whether the magical thinking could move on to wishful thinking or pragmatism. At other times, magical thinking has been tested enough not to validate any naïve beliefs, such as the farmer and winter seeds in desert sand. Imagining the world as a place full of “magic” or infinite possibilities allows magical thinking to exist, but not necessarily dominate one’s mind. Finally, magical thinking bares a similar solidity in its foundation as those of the quasi-concept of ideologies. It is solid enough to fight off infections and remain unchanged, but consistently challenged by facts of the external world. If perception was not relative, this pattern would be destroyed every time someone’s magical thinking disappointed. However, since the way we see the world depends on our concepts (preconceived or otherwise), there is always room to protect the foundation, which does not take away from the fact that it is in constant conflict with reality. To sum up, the combination of these patterns and dominant subdivisions 'are' the dominant traits in our thoughts. Seldom is a person inclined to only one line of reasoning. There might be a guiding shoulder, indeed, but subject matters as well as many other factors for the guidance to be followed or ignored. We should now look at a metaphor for how thoughts are processed – or grinded – inside the imagined chamber of thoughts lodged inside the inverted funnel. Part II.e.2. The Thought Chamber The process consists, in our metaphor, in distilling the impurities of mixed thoughts in intertwined thought patterns, and it takes place in the second and thickest part of our inverted funnel (still based on the Judaic-European metaphor). If the concept consolidated with assumptions in the first drop, there are systems, inside the chamber, confabulating thoughts, deconstructing and putting them back. Here, everything is analyzed, purified, rejected or approved. Once again, the more solid the concept, the more consistent the resulting agent moves on to the next stage. Concepts consolidated and rooted inside a given brain have little choice but to sediment and become understanding. This is true of imagined worlds or concrete realities. The mind, in many ways, creates the environment, and it is at this level that the sedimentation of the inner perception of the environment takes place. In a physiological sense, brains can be built, for instance, not to see certain colors due to an oddity in the eye. Since this small defect creates a physiological prison for the conceptualization of colors, which leads to the “understanding” that certain colors do not exist, as such, it fits our analogy. With the intellect free of said imprisonment, the concept is equally molded by external references and their internal elements, albeit within a sane and healthy mind. When concepts are too solid, they mold interpretations to the extent that they may deny other interpretations as a possibility. This is one irritating feature of ideologies, although it is “irritating” as per this author only, as far as this author can tell. It is at this part of the filter that malleable ideas are either broken or remain solid. If intended to be accurately processed and solidified toward a concise and concrete trail of well-formed ideas and understanding, the concept is usually broken and rebuilt. This way, as a car that requires the removal of many of its parts for an accurate diagnosis, assumptions and concepts are comprehended and made compact, for a steady drop into the Hall of Understanding. Part II.e.3. The Hall of Understanding After distillation and refinement, what once were raw assumptions or concepts, or an equal ratio of both, start to drip senses into the Hall of Understanding, which, for our analogy, is the thin drip-hole of the inverted funnel, where understanding takes place, conceptualizing, at last, the well-formed idea. This means that, without value attribution, the idea is ready for all effects. It is what governs the mindset and modus operandi of individual decision-making, belief (based on rational possibilities), faith (irrational), and ideologies, as well as resolve, pragmatism and cold calculations. As we stated above, nothing ensures that the well-formed ideas are good or bad, and, in this sense, we speak of John Stuart Mills' concept of those dichotomy-based values, whereas good is what is good for all parties involved, akin to the definition of bad. Insofar as our social and political behaviors toward us and others, the Hall of Understanding sees no face value. Although it is a secure hall, whereby new assumptions and concepts shall arise to undergo the same process through the upside down filter, it does not secure decisions for the best interest of life, health and sanity. Once more, assumptions may enter the Hall to stay, just as solid concepts that were not properly distilled in the Chamber of Thoughts. They become the “well-formed” idea, such as prejudice (assumption, preconception) and strict ideologies. Perhaps, if it is forceful to wish specific concepts and ideas to form, it may be less forceful to understand that, appealingly to what we can and should consider in our judgment of good and bad, the more malleable the assumption and preconception, the best chances they have to evolve at mid-filter. Hence, the more chances they have to become more malleable understandings, which could create more flexible ideas and ideologies less staunch and indestructible. It is important to at least assume that concepts cannot be made into recipes, just as education is not well transmitted through learning bullet points by heart. There are obviously no chambers or halls, and the metaphor is not new enough to be regarded as pristine. However, it seemed essential to delineate the abstract thought behind the defense of teaching and learning concepts as opposed to educating in recipes. What should come next is the development of this argument, partly based on the above abstruse mental masturbation, albeit now counting with bibliographical references as well. Let us, then, proceed to argue in favor of concept handling as opposed to list memorization. --- Part III Conceptualization of Concepts Think of any skill: driving, reading, swimming, riding horses, learning a new language, or how to farm, or cook. Now, think of how any of those skills could apply to other events in our lives, as driving would to dexterity, reading to attention, swimming to breathing, riding horses to equilibrium, learning a new language to learning general guidelines as opposed to specific and particular rules for specific languages, farming to patience and creation and cooking to cleanliness. These are ramifications of concepts well-formed. In the particular field of skill education, many of those foundations could apply to general ethical values in respect to value attribution. However, they are practical examples of what the education should perhaps achieve – contrary to what it tends to achieve. Let us elaborate the thought based on language skills first. It is my experience that, if a person understands the concept of a language, any of those may be learned without a teacher. It is a radical notion, but it may work for certain individuals better than for others. Conceptualizing “languages” in their purest of definitions, is to understand that they are composed more of complete sentences and fully expressed words than of their alphabet or pronunciation. All languages have common features that, when grasped, may lead to an easier approach toward their conceptualization. As stated in book “Approaches and Methods in Language Teaching” (Jack C. Richards and Theodore S. Rodgers) (1), in the late nineteenth century linguists grasped this idea that would later be replaced by several ramifications of language schools. “When linguists and language specialists sought to improve the quality of language teaching … they often did so by referring to general principles and theories concerning how languages are learned, how knowledge of language is represented and organized in memory, or how language itself is structured.” (Richards and Rogers, 2001). The idea of these late language educators, such as Henry Sweet, Otto Jespersen and Harold Palmer was inclined toward the understanding of what a language is, rather than understanding how a language needs to be expressed. “They sought a rational answer to questions such as those regarding principles of the selection and sequencing of vocabulary and grammar” (Richards and Rogers, 2001). If we convert principles to conceptualization methods, their procurement of rational answers to general questions, which apply to most languages if not all, applies as a fitting cap onto the head of our line of thought. They believed, to a degree, that language needed to be understood before learned, or at least it required both in a concomitant fashion. In terms of educating and teaching skills, languages, as aforementioned, do have commonalities that may be approached to apply conceptualization to practical learning. Another good example is farming, but, for our purposes, we shall peek inside the world of mushroom cultivation: Mushrooms are essential to our planet, being one of the most preponderant decomposers of organic waste in nature. They have an interesting and quite peculiar life cycle. A mature mushroom releases spores, much as flowers release pollen, albeit they must undergo through a longer process to begin “mushrooming,” if at all. Two spores must germinate and generate, within a week or so later what is called mycelium, or the body of any given fungus. The mycelium colonizes the substrate in which it is located before gathering all nutrients by decomposing waste, generating hypha (“mating of compatible hyphae”), or a network of mycelia. They then naturally sprout with sunlight and water in adequate quantities: too much, and they drown and dissipate – too little, and they die or abort. While still in their hyphal stage, some species produce sclerotia, which are “stones of mycelium,” which, in some cases, are very valuable to culinary - such as French truffles. Otherwise, the cycle repeats itself indefinitely. Whereas growing mushrooms is a tradition passed along by ancestral generations down our lineage, there are several concepts about their life cycle that, once understood, help improvise or improve on growing methods even for first-time growers. If we, for instance, understand that some species need plenty of CO2 to colonize a substrate before being introduced to fruiting conditions, the way the CO2 is maintained may vary among dozens of different techniques. In this sense, it is by understanding what fungi are and how their life cycle works that growers are able to produce initiatives that would otherwise perhaps not arise, or at least arise at random, as opposed to their basis on logical reasoning. Sometimes, all they need is packing tape. Sometimes they need more complicated methods for germination, colonization, substrate colonization and birthing. All of it may be better assessed if a grower is not simply provided with the recipe for a particular technique, where random events are not taken into account. (1) “Approaches and Methods in Language Teaching” – Page 18 – Jack C. Richards and Theodore S. Rodgers), Second Edition, Cambridge University Press, First Published in 1986, second edition from 2001, 18th printing up to 2011 – Printed in the United States of America. -------------------- In Hebrew, the words "wine" and "secret" hold the same numerologic value. When wine comes in, secrets spill out. Do you think the person who said that knew mushrooms? When mushrooms come in... Is there anything beyond a secret? Edited by Count of Sabugosa (09/11/15 05:42 PM)
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