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A Celebration of the Contributions of Dr. Mortimer J. Adler
A Celebration of the Contributions of Dr. Mortimer J. Adler August 19-21,1994 Aspen, Colorado Contents (interactive) Mortimer J. Adler: Philosopher at Midday- Jeffrey D. Wallin...................51 MJA, POLITICS: Summary - John Van Doren............................................76 Mortimer Adler: The Political Writings - John Van Doren........................79 Remarks – Mortimer J. Adler.......................................................................93 From the Editor’s Desk - Sydney Hyman...................................................95 Mortimer Adler and The Aspen Institute - Sidney Hyman........................99 Authors........................................................................................................118 51 Mortimer J. Adler: Philosopher at Midday Jeffrey D. Wallin ortimer J. Adler has made an unusual number of difficult M ideas accessible to “everybody.” Perhaps that is why he has been so uncharitably dismissed as a “popular” philosopher by his critics, a good number of whom come from that narrow breed of specialists once dismissed by Nietzsche as equipped at best to study the lives of a single species of insect, say, the leech, or that being too broad, perhaps only the leech’s brain. Adler is not a spe- cialist. He speaks to broad issues, issues of importance to all of us as men and women. Even more surprising, he speaks without jar- gon, evasion or irony. Unlike the owl of Minerva, which is said to begin its flight at dusk, this is one philosopher who learns and teaches in direct sunlight. Among the most important topics Adler has shed light upon are liberal education, democracy and human nature. Adler favors all of them, by the way. And nothing could further distance him from the strongest trends in American education. * * * In early May 1994 The New York Times carried a story about a controversy raging in Lake County, Florida. -
Political Science 5 Comparative Government Course Syllabus – Spring, 2015
POLITICAL SCIENCE 5 COMPARATIVE GOVERNMENT COURSE SYLLABUS – SPRING, 2015 Course Sections, Reedley College: Instructor: Dr. Tellalian 55511: MW, 2:00 – 3:15 P.M., CCI-200 Email: [email protected] Office Hours: Tuesdays, 9:00 – 10:00 A.M. Fridays, 10:00 – 10:30 A.M., 1:00 – 2:30 P.M., and by appointment. Course Description: This course provides an introduction to the basic workings of various political systems throughout the world, with an emphasis on both the formal (i.e., governmental institutions, political processes) and informal (i.e., cultural exchanges) dimensions of politics. Students will engage in comparisons of these political systems using some of the basic concepts of political analysis. Course Objectives: In the process of completing this course, students will: 1. analyze political and governmental systems by using the comparative method, including, but not limited to representative democracies, parliamentary democracies, totalitarian systems, and authoritarian systems. 2. examine the political philosophies and historical cultural values of selected governments. 3. survey the variables that influence the governmental direction of transitional states. 4. examine the impact of regional, economic, historical, and cultural factors on political institutions and behavior within a country. 5. explore the forms of political participation, including individual actions and pluralist influences. 6. analyze the economic systems of the selected countries and how these relate to their systems of government and geopolitical standing. 7. evaluate the functioning of various political and governmental systems in light of current events. 8. appraise the liberties and rights of people living under various political/governmental regimes. 1 Required Texts: Lord, Carnes, trans. -
Katalóg Catalogue Isbn 978-80-970721-3-1 Poďakovanie Special Thanks To
KATALÓG CATALOGUE ISBN 978-80-970721-3-1 POĎAKOVANIE SPECIAL THANKS TO Festival finančne podporil With the financial support of Festival je realizovaný vďaka finančnej podpore predsedu vlády SR. With the financial support of the Prime Minister of the Slovak Republic. 4 POĎAKOVANIE SPECIAL THANKS TO Andrea Baisová, Forum Film Sharleen Liu, Ablaze Images Rudolf Biermann, IN film Soňa Macejková Jaroslav Bouček, Buc-film Sanam Majedi, Films Distribution Peter Bučko, ad one Přemysl Martínek, Artcam Aleš Danielis, CinemArt Bastian Meiresonne, Shaya Production Silvia Dubecká, Asociácia slovenských filmových klubov Karim Mezoughi Peter Dubecký, Slovenský filmový ústav Rebecca O'Brien Thomas Fernandes, Zero Charisma Martin Pawley, Zeitun Films Didier Guillain Tristan Priimägi Silvia Havelková, Mesto Trenčianske Teplice Mátyás Prikler, MPhilms Ivan Hronec, Film Europe Otto Reiter Tomáš Janísek, Barracuda Movie Jana Sedláčková, Mesto Trenčín Marek Jeníček, CinemArt Christiane Schmidt Kasia Karwan, Premium Films Knut Skinnarmo, Norwegian Film Institute Namyoung Kim, Finecut Co. Karel Spěšný Martin Kohút Alexandra Strelková, Slovenský filmový ústav Anna Kopecká, Artcam Jana Studená, Forum Film Peter Kot, ITAFILM Libuše Šnoblová, CinemArt Dagmar Krepopová, Magic Box Mark Truesdale, Park Circus Eva Križková, Filmtopia Jaroslav Vančo Chiu-yi Leung, Bravos Pictures Nicholas Varley, Park Circus Queenie Li, Bravos Pictures Branislav Volák, HCE 5 ZÁMER STATEMENT OF PURPOSE Zámer Statement of Purpose Dôležitým zámerom Art Film Festu je predstaviť výber z mozaiky -
The Films in This Cinematic Innovation, New Frontier Is Also a Venue Showcasing Section Will Shape a “Greater” Next Wave in American Cinema
T U , E C N A D N U S , T R O S E R N I A T N U O M E C N A D N U S F O Y S E T R U O C SUNDANCE INSTITUTE PRESENTS THE SUNDANCE FILM FESTIVAL ABOUT SUNDANCE INSTITUTE ABOUT SUNDANCE FILM FESTIVAL Sundance Institute is a nonprofit cultural organization Each January, the Sundance Film Festival attracts the most founded by Robert Redford to advance the work of risk-taking innovative storytellers and adventurous audiences to a 10-day storytellers worldwide. With a range of programs for artists celebration of the best independent filmmaking today. In a and audiences, the Institute provides year-round creative and small mountain town, a diverse range of ideas, stories, artists, financial support for the development and presentation of and film lovers converge to launch the year in culture. original stories for the screen and stage. W ELCOME ST RA NGER N Sundance Institute Presents E E R G R E 2014 Sundance Film Festival EV Here is an overview of the program at this year’s Sundance Film Festival. HA LF NE LSON U .S. DRAMATIC COMPETITION D OCUMENTARY PREMIERES FROM THE COLLECTION SUNDANCE KIDS Presenting the world premieres of 16 narrative feature films, Renowned filmmakers and films about far-reaching subjects Rediscover classic works of independent cinema as the This new section of the Festival is designed for independent the Dramatic Competition offers Festivalgoers a first look at comprise this section highlighting our ongoing commitment to Sundance Film Festival presents films from the vaults of the film’s youngest fans. -
Doing Scholarship from a Faith Perspective: Reading the Sacred As Sacred Encounter
Doing Scholarship from a Faith Perspective: Reading the Sacred as Sacred Encounter Ismael Velasco When Moses, walking through the desert, came upon Mount Horeb, he beheld God speaking from within a flame of fire amidst a burning bush, ablaze, yet unconsumed, and calling out to him: “Moses! Moses!” To which he unhesitatingly replied: “Here am I.” Whereupon he was commanded, “Draw not nigh hither: put off thy shoes from off thy feet, for the place wherein thou standest is holy ground.”1 Today no man can claim to have seen the burning bush; but the voice of the Transcendent calls still in accents of absolute authority in the Holy Writ of the religions of the world. A reader who would venture to such formidable and self-sufficient mountains, whereon millions hear, even today, the voice of God or truth supreme, and seek with reason and study to gain a glimmer of that spot wherein Moses stood, such a one, believer or not, would do well, like Moses, to halt for thought, and first put off his sandals in respect, else reverence, for the sheer magnitude of his purposed subject. For in approaching scripture, it will be readily acknowledged, one is dealing with a text extraordinary in the most palpable way. No other text outside of scripture carries so profoundly in every word a million and a million life-trajectories; no other category of text has so deeply shaped or shapes today so many identities in such far-reaching ways. To say “this word means this” of a part of sacred scripture is, wittingly or unwittingly, to pronounce on the meaning of unnumbered lives whose hopes and yearnings are, were or will be built around a given understanding of the very words one is pronouncing on - peripheral or irrelevant though they might seem to the commentator. -
LEADING DEEPLY: a HEROIC JOURNEY TOWARD WISDOM and TRANSFORMATION Prepared By
LEADING DEEPLY: A HEROIC JOURNEY TOWARD WISDOM AND TRANSFORMATION RICHARD WARM A DISSERTATION Submitted to the Ph.D. in Leadership and Change Program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy August, 2011 This is to certify that the dissertation entitled: LEADING DEEPLY: A HEROIC JOURNEY TOWARD WISDOM AND TRANSFORMATION prepared by Richard Warm is approved in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Leadership and Change. Approved by: Carolyn Kenny, Ph.D., Chair date Laura Morgan Roberts, Ph.D. , Committee Member date Jonathan Reams, Ph.D., Committee Member date Donna Ladkin, Ph.D., External Reader date Copyright 2011 Richard Warm All rights reserved Dedication I dedicate this work to my father, who even after I have studied leadership for 5 years, is still the best example and role model of a leader that I know. I miss you. And I dedicate this work to my mother, who probably does not realize that I am the writer (and cook) that I am today because of her. Thank you. Acknowledgments My very deepest gratitude goes to my teacher and guide, mentor and friend, Sword Made of Clouds, for always believing in me, always letting me at least try to do things my way, and knowing somehow everything would work out. It has been a great privilege working with you the past five years, Carolyn, and I probably would not be here without you. Thank you from the bottom of my heart. You are the best!! Also my appreciation and respect goes to Laurien, Al, and the entire faculty. -
Centennial Tributes
TT HH EE GG RR EE AA TT II DD EE AA SS OO NN LL II NN EE SPECIAL EDITION DECEMBER 28, 2002 MMoorrttiimmeerr JJ.. AAddlleerr CCEENNTTEENNNNIIAALL TTRRIIBBUUTTEESS ü December 28, 1902–2002 ü c c c c c c c c c c c c c c c c c c c c The Maestro, as I will always remember him . Max Weismann History has a way of delivering a clear picture of most things and events, it only being necessary that sufficient time pass until historians can do their work without the obstacles of contemporary prejudice. Mortimer Adler will surely be one of those who, while widely criticized during his life on earth by pseudo-philosophers (i.e., PhD’s having narrow philosophical perspectives), will be shown in time to have been one of the most brilliant philosophical scholars since the beginnings of western thought, right up there alongside the all time greats. Who else has or could have written Ten Philosophical Mistakes—one of his 58 books—which he wrote without pretense. This book could only have been undertaken by someone in possession of a depth and insight beyond the ability and scholarship of most mortals during one lifetime. In it he carefully documented and reasoned how small deviations in logic by some of the greats he admired most, led them to stray from sound conclusions, conclusions routinely accepted in error by less rigorous, modern philosophical academics. Indeed, Adler was one of the 20th Century’s truly unique human intellects, as mankind will eventually discover. The world is a better place for his having lived. -
The Islamic Perceptions of Knowledge Vis-À-Vis the Western Perceptions As the Bedrocks of Educational Systems
IOSR Journal of Research & Method in Education (IOSR-JRME) e-ISSN: 2320–7388,p-ISSN: 2320–737X Volume 1, Issue 3 (Mar. –Apr. 2013), PP 20-30 www.iosrjournals.org The Islamic Perceptions of Knowledge vis-à-vis the Western Perceptions as the Bedrocks of Educational Systems Muhammad Tahir Saleem Ph.D Scholar, Department of Islamic Studies, National University of Modern Languages (NUML), Islamabad, Pakistan Abstract: Knowledge and its various perceptions from the ancient times to the Islamic and the modern era constitute essentials bedrock of Islamic and Western system of education. Knowledge in the Islamic world finds its basis in the Qur’ān as well as the in the Muslim philosophies of education, while the Western education is based on the Western philosophies besides the physiological educational concepts which developed in the 20th century. Both philosophies, Islamic and Western, have led to the development of two distinct systems of education currently prevalent in the Muslim world, particularly in Pakistan. The inadequacy of the Islamic system of education to meet the challenges of today has been long felt. This paper attempts to investigate into this broad field of inquiry in the hope that its serves to understand the educational superstructures raised on two philosophies of education. Further, it highlights how the Islamic systems initiated the spread of education initially and yet with time it lost its appeal. It has been shown how the later philosophies of education in the West have dominated the world and today’s educational scenario with the lesson that the Muslim world should heed to the demands of the modern times and improve their systems of education. -
The Dialectic of the University: His Master's Voice
R. Gaustavino Company. Akoustolith plaster. Detail. From Sweet’s Architectural Trade Catalog 1927–1928 (1927). 82 doi:10.1162/GREY_a_00176 The Dialectic of the University: His Master’s Voice REINHOLD MARTIN During the first three months of 1872, a twenty-seven-year-old professor of classical philology delivered five lectures before the Öffentliche Akademische Gesellschaft (or Public Academy) at the University of Basel. In the last of his lectures, Friedrich Nietzsche offered this definition of the modern university: “One speaking mouth, with many ears, and half as many writing hands— there you have to all appearances, the external academic apparatus; the uni- versity education machine in action.”1 In Nietzsche’s university, a newfound zone of academic freedom separated professor and audience, but, as he point- edly remarked to his European listeners, standing behind it all, at some “mod- est distance,” was the state, to remind all concerned “that it is the aim, the goal, the be-all and end-all, of this curious speaking and hearing procedure.”2 Nietzsche and his extramural audience were bound together by a conti- nental university system that reflected the Prussian reforms begun around 1810, by which universities became knowledge-seeking instruments of the new nation-states, reorganized around the kind of primary research the young philologist was doing in Basel as he prepared to publish his first book, The Birth of Tragedy (1872).3 But even in translation, we can hear the indignation in Nietzsche’s voice at what he took to be servitude masked as freedom, administered at a distance by feeble, sycophantic bureaucrats, guardians of a national culture dedicated to nothing more than their (and its) self-preservation. -
Human Development Passages to Montessori Adulthood 2 AMI Journal 2020 Human Development –
Human Development Passages to Montessori Adulthood 2 AMI Journal 2020 Human Development – Passages to Montessori Adulthood AMI Journal 2020 3 Editorial Team David Kahn, Executive Editor Joke Verheul, Managing Editor Aurora Bell, Editor Proofreaders: Carolina Montessori, Joke Verheul, Renee Ergazos Design: Toon van Lieshout, C03, Amsterdam Original material © 2020 by the Association Montessori Internationale (AMI). No content from this publication may be reproduced without permission from AMI. The AMI Journal is grateful to the Montessori-Pierson Publishing Company for permission to reproduce primary texts by Maria Montessori. We would like to express our gratitude to Baiba Krumins Grazzini for her generous sharing of essential knowledge and material from the legacy of Centro Internazionale Studi Montessoriani, also known as “Bergamo”. Thanks are also due to the North American Montessori Teachers’ Association (NAMTA) for access to its archival materials. Photographs and images in this issue: The Maria Montessori Archives, Amsterdam, Xavier Barrameda, Guadalupe Borbolla, Jennifer Brush, Cornerstone Montessori School, Judith Cunningham, Bill Detmer, Silvia C. Dubovoy, Forest Bluff Montessori School, Baiba Krumins Grazzini, Jenny Marie Höglund, Ruby Lau, Steve Lawrence, Gerard Leonard, Lesley Ann Patrick, Benjamin Staehli, The Sustainability & Indaba Institutes, Winnetka Public Schools, stock photography. ISSN: 1877-539X Acknowledgments This journal has an extraordinary range of contributions on an enriching range of topics, brought together in an adverse time. I would like to extend a special thank-you to Lynne Lawrence and Joke Verheul for being so receptive to this approach to the journal, which breaks away from the traditional discourse for an AMI Journal. Joke’s ability to find the right art and article resources and her editorial specificity for data is commendable. -
Of Hospitals and Universities: Comparing the Work of Medical Doctors with Patients and University Doctors with Students © Dr
Of Hospitals and Universities: Comparing the Work of Medical Doctors with Patients and University Doctors with Students © Dr. David Naugle “As, then, for those of us who are diseased in body a physician is required, so also those who are diseased in soul require a pædagogue to cure our maladies; and then a teacher, to train and guide the soul to all requisite knowledge when it is made able to admit the revelation of the Word.” —Clement of Alexandria, The Instructor ( Pædagogus) 1.1. Because of the fall of humanity into sin, the whole world became diseased and in need of healing. No where is this more evident than in a hospital. The consequences of the cosmic infection of sin have deeply affected the physical well being of multitudes of human beings who long for health and wholeness, but find themselves racked with suffering and pain. Hospitals are filled to capacity with the sick and dying. People who sometimes take the joyful rhythm and routine of daily life for granted become patients incapacitated by diseases of every kind, some mild and some severe, frequently temporary but sometimes fatal. Illness unmercifully interrupts and eventually eliminates life. How quickly and unexpectedly the joie de vivre can be transformed into abject misery and pain. Even the healthy ones who come to visit the occupants of hospital beds know, if they have a particle of sense, that one day they too will probably find themselves in a similar convalescent situation in need of medical care just like the ones they have come to visit. -
Schilit Key Ideas Dl
Exploring a Digital Library through Key Ideas Bill N. Schilit and Okan Kolak Google Research 1600 Amphitheatre Parkway, Mountain View, CA 95054 {schilit,okan}@google.com ABSTRACT "I had thought each book spoke of the things, Key Ideas is a technique for exploring digital libraries by human or divine, that lie outside books. Now navigating passages that repeat across multiple books. From I realized that not infrequently books speak of these popular passages emerge quotations that authors have books: it is as if they spoke among themselves." copied from book to book because they capture an idea See also: intertextuality, Umberto Eco, Adso particularly well: Jefferson on liberty; Stanton on women's Appears in 18 Books from 1989 to 2005 rights; and Gibson on cyberpunk. We augment Popular Pas- sages by extracting key terms from the surrounding context Figure 1: One of 700-plus popularly quoted pas- and computing sets of related key terms. We then create an sages appearing under the key term \intertextual- interaction model where readers fluidly explore the library ity." Tens of millions of quotations emerge from a by viewing popular quotations on a particular key term, and clean-slate data mining algorithm that takes a dig- follow links to quotations on related key terms. In this paper ital library of scanned books as input. The reader we describe our vision and motivation for Key Ideas, present follows \See also" links to explore related quotations an implementation running over a massive, real-world dig- or \Appears in n Books..." links to read the quote ital library consisting of over a million scanned books, and in context in primary and secondary source books describe some of the technical and design challenges.