It is usually a particular preoccupation, not a specific occupation, that we need to leave straightway and without looking back.
Tuesday, March 19, 2013
Today's Maxwell Quote
From Whom the Lord Loveth (2003), 44:
Of Libraries and Morality
Victor Davis Hanson has a thoughtful column about things he observed on five days.
Hanson notes that most students at CSU Fresno do not actually use the library to access books. I have noticed that trend at BYU as well. Hanson estimates that only twenty percent are studying. My impression is that BYU might be higher, but I could not say how much. Like Fresno,
Hanson notes that most students at CSU Fresno do not actually use the library to access books. I have noticed that trend at BYU as well. Hanson estimates that only twenty percent are studying. My impression is that BYU might be higher, but I could not say how much. Like Fresno,
The library has very little to do with students searching out books and articles in a repository.Last year, half of the periodicals in the periodical room were removed for more desks. Unfortunately, from my point of view, the half that were removed were the more useful half.
If the new library is now designed as a valuable cultural nexus, to throw together all sorts of young people of different classes, religions, and races, and at least expose them to the idea of sitting in a comfortable and humane learning place, overseen by courteous and professional staff, where reading is theoretically possible, then it is a smashing success.Hanson also thoughtfully explores the morality of wealth using the example of Leland Stanford.
If, on the other hand, it is supposed to be a place where disciplined young people individually pursue real knowledge in the liberal arts and sciences, through self-motivated and faculty-guided research, then it appears an utter failure. Does playing a video game next to the Iliad and Prometheus Bound mean that it is more likely that the video game is educational?
It is difficult to figure out quite how the methodology of gaining huge fortunes is atoned for by later unprecedented generosity. Might Bill Gates have been a little more honorable to rivals when 35, earning a billion or two less — or did he need every penny so that he could give most of it away at 55?Given that God will judge us not only for the aims we have but also the means we use to achieve them, it is a point worth considering.
Onchsheshonqy 7/7
Do not trust the things of a stupid man (P. Onch. 7/7).Though the term nk.t often means property, it can also mean a thing in general. In the sense of property, the implication is that because a foolish man cannot wisely take care of his own property, it is wrong to rely on it. One could extrapolate and say that one should not rely on the ideas of a foolish man either. They are likely to be wrong.
Monday, March 18, 2013
Today's Maxwell Quote
From this talk:
Sometimes, in the mutual climb along the straight and narrow path, brothers and sisters, we need friends to shout warnings to us or to give us instructions, but we also need those moments when warm whispers can help us to keep putting one foot in front of the other.
Getting to Higher Education
A recent series of diagnoses about the path to higher education shed some light on certain problems with elementary education.
In this post, Elaine Tuttle Hansen, argues that many of the top students do not come prepared to do college level work when they get to college. Why? Because they have never been taught the discipline necessary to do the work. They have been brighter than their peers and have not had to work to excel in elementary and secondary education. Since they have not had to work, they have not learned how to work.
In this post, Sarah A. Hoyt, tells of her experience with gifted sons whom their elementary school teachers tried to place in remedial programs because they were not at normal academic levels for their grades, and how the teachers tried to force them backwards in their academic progress.
Others have noted
I learned this years ago when I took a class on abstract algebra. The class was the largest math class I remember having at a university level. The reason for that was that it was the weed-out course for math education majors, the toughest course they would ever have to take. So two types of students took the class: math education majors, and math majors. It seemed like every class we would be assigned half a dozen proofs. The math majors would do all the proofs. The math education majors would do two of the proofs and complain about how hard it was to do them. (Admittedly some of them were tricky but they were all doable.) Math education majors are those who go on to teach math in high school. I hope that my generalization did not reflect the attitude of all of the math education majors in the class because it only takes a few vocal complainers to reflect badly on a whole class. The top half dozen of the class constituted the entire next semester's class of abstract algebra, while the rest of the class presumably went on to teach math to our children in high school and junior high. Elementary education majors learn even less math. One can be a fine individual without being a math whiz. I have long suspected, however, that a widespread attitude among elementary and secondary school teachers that they hate math and are not very good at it has produced generations of students who hate math and are not very good at it. Consequently these teachers do not know what to do with a student who is good at it.
Carl Friedrich Gauss was a mathematical genius who was fortunate to have an elementary teacher who recognized that Gauss had an early aptitude for math and knew enough to foster it. Many rate Gauss as the greatest mathematician of all time (I, myself, prefer Leonhard Euler). He may not have become such if his talent had not been recognized and fostered.
But what of those who are neither penalized nor challenged? What becomes of them. When I was finishing graduate school, my department chair lamented that the department in the Ivy League school had a tendency to admit mainly the A students, the one's who were brilliant. It was the B students, however, who actually finished because they were the ones who knew they were not brilliant and worked harder, and thus actually finished their degrees.
These, of course, are generalizations derived from a smaller sample size. Individual cases may prove exceptions. But I have found, time and again, that they serve well to explain what I usually see in education.
In this post, Elaine Tuttle Hansen, argues that many of the top students do not come prepared to do college level work when they get to college. Why? Because they have never been taught the discipline necessary to do the work. They have been brighter than their peers and have not had to work to excel in elementary and secondary education. Since they have not had to work, they have not learned how to work.
In this post, Sarah A. Hoyt, tells of her experience with gifted sons whom their elementary school teachers tried to place in remedial programs because they were not at normal academic levels for their grades, and how the teachers tried to force them backwards in their academic progress.
Others have noted
(1) the low if non-existent requirements for admission to our education schools and (2) a K-12 curriculum shaped almost entirely by the academically underqualified teachers and administrators who come from our education schools.Those involved in education rarely know what to do with the gifted because few are gifted themselves.
I learned this years ago when I took a class on abstract algebra. The class was the largest math class I remember having at a university level. The reason for that was that it was the weed-out course for math education majors, the toughest course they would ever have to take. So two types of students took the class: math education majors, and math majors. It seemed like every class we would be assigned half a dozen proofs. The math majors would do all the proofs. The math education majors would do two of the proofs and complain about how hard it was to do them. (Admittedly some of them were tricky but they were all doable.) Math education majors are those who go on to teach math in high school. I hope that my generalization did not reflect the attitude of all of the math education majors in the class because it only takes a few vocal complainers to reflect badly on a whole class. The top half dozen of the class constituted the entire next semester's class of abstract algebra, while the rest of the class presumably went on to teach math to our children in high school and junior high. Elementary education majors learn even less math. One can be a fine individual without being a math whiz. I have long suspected, however, that a widespread attitude among elementary and secondary school teachers that they hate math and are not very good at it has produced generations of students who hate math and are not very good at it. Consequently these teachers do not know what to do with a student who is good at it.
Carl Friedrich Gauss was a mathematical genius who was fortunate to have an elementary teacher who recognized that Gauss had an early aptitude for math and knew enough to foster it. Many rate Gauss as the greatest mathematician of all time (I, myself, prefer Leonhard Euler). He may not have become such if his talent had not been recognized and fostered.
But what of those who are neither penalized nor challenged? What becomes of them. When I was finishing graduate school, my department chair lamented that the department in the Ivy League school had a tendency to admit mainly the A students, the one's who were brilliant. It was the B students, however, who actually finished because they were the ones who knew they were not brilliant and worked harder, and thus actually finished their degrees.
These, of course, are generalizations derived from a smaller sample size. Individual cases may prove exceptions. But I have found, time and again, that they serve well to explain what I usually see in education.
Sunday, March 17, 2013
Today's Maxwell Quote
From Whom the Lord Loveth (2003), 43:
If we do not know the doctrines, do not honestly count our blessings, and do not serve and think about the Lord, then we become estranged from Him (Mosiah 5:11-13). It is our decision--entirely.
An Ensign for the Nations I
The magazine, The Ensign, gets its name from Isaiah 11:12:
The Septuagint, however, translates nes with σημεῖον which is a sign or miracle. This is a very different reading.
As it turns out, this idea is not unknown to Hebrew. The saying on the dreidel is nes gadol hayah šam "A great miracle happened there." So the Hebrew term nes easily encompasses the idea of a miracle.
The idea of lifting up a miracle to the nations as part of the gathering figures into the discussion in 3 Nephi 21 where the Book of Mormon is a sign for the gathering of Israel.
There is another interpretation from this text that I will save for next week.
And he shall set up an ensign for the nations, and shall assemble the outcasts of Israel, and gather together the dispersed of Judah from the four corners of the earth. (KJV)The translation is adequate. One might quibble that nasa' really means to lift up and so it should be something like "he shall lift up an ensign for the nations." The point, however, seems small. One might also complain that nes as ensign is archaic and that standard or flag might be more current, although flag might be somewhat anachronistic.
The Septuagint, however, translates nes with σημεῖον which is a sign or miracle. This is a very different reading.
As it turns out, this idea is not unknown to Hebrew. The saying on the dreidel is nes gadol hayah šam "A great miracle happened there." So the Hebrew term nes easily encompasses the idea of a miracle.
The idea of lifting up a miracle to the nations as part of the gathering figures into the discussion in 3 Nephi 21 where the Book of Mormon is a sign for the gathering of Israel.
There is another interpretation from this text that I will save for next week.
Saturday, March 16, 2013
A.D. 276
When Aurelian died in A.D. 275, the senate appointed Marcus Claudius Tacitus as emperor in his stead. Tacitus was already elderly at the time, which makes one wonder if he accepted the post because he was power-hungry, or merely senile. In A.D. 276, Tacitus was murdered by his own troops at Tyana. Perhaps he should have treated them better.
This left a power vacuum which was filled by the Marcus Annius Florianus (commonly known as Florian), who was the praetorian prefect of Tacitus. When Tacitus died, Florian seized control of the empire and was recognized as emperor everywhere except Syria and Egypt, which were under the control of Marcus Aurelius Probus. Probus demoralized Florian's troops to the point that they killed Florian.
So Probus outflanked Florian at Tarsus and became the sole emperor. Probus owed his position at emperor to the army, but he too had to deal with several rebellions by the army, such as those of Saturninus in the East (277-78), Proculus and Bonosus in Gaul (280), and a revolt in Britain. So the army was not exactly happy with Probus's rule. In 282, Probus was killed by his own troops, after some of his troops deserted to Carus, who was proclaimed emperor by army renegades.
Roman history of this time period begins to sound like the same thing over and over with only the names changing.
This left a power vacuum which was filled by the Marcus Annius Florianus (commonly known as Florian), who was the praetorian prefect of Tacitus. When Tacitus died, Florian seized control of the empire and was recognized as emperor everywhere except Syria and Egypt, which were under the control of Marcus Aurelius Probus. Probus demoralized Florian's troops to the point that they killed Florian.
So Probus outflanked Florian at Tarsus and became the sole emperor. Probus owed his position at emperor to the army, but he too had to deal with several rebellions by the army, such as those of Saturninus in the East (277-78), Proculus and Bonosus in Gaul (280), and a revolt in Britain. So the army was not exactly happy with Probus's rule. In 282, Probus was killed by his own troops, after some of his troops deserted to Carus, who was proclaimed emperor by army renegades.
Roman history of this time period begins to sound like the same thing over and over with only the names changing.
Today's Maxwell Quote
From this talk:
Specific and special opportunities are pending for every person here today, if we can trust God and do each day's duties and bear our present pain.
From the Mormon Odditorium
I have been neglecting to pass on some of the gems from the Mormon Odditorium. This was yesterday's:
I often ask myself, how can I appear before the Lord Jesus, my Master, if He should call me to account for the charge that He has placed upon me: can I stand up and say I have not obstructed the work with which I am connected; I have not obscured the light of heaven; I have not acted in any way to divert the rays of truth from shining in the midst of the children of men--I ask myself, can I stand in this position and look upon the face of God without feeling condemned, and that my garments are unstained with the blood of this generation; that I have been a faithful minister of the Lord, a faithful shepherd of the flock of Christ, a watchman who has never slept at his post, who has never failed to utter the cry of warning when danger has menaced the Zion of God. This is a feeling it seems to me every man who bears the holy Priesthood ought to have. (George Q. Cannon, 2 September 1889)If you want the rest, read the Odditorium or the original.
Friday, March 15, 2013
Today's Maxwell Quote
From Whom the Lord Loveth (2003), 30:
Some are not fully settled, however. They go through the motions of Church membership but without the developmental emotions of discipleship. Superficial affiliation is not conducive to course correction.
A.D. 275
In A.D. 275, the emperor Aurelian set out against the Persians. On the
way, in Caenophrurium, he was assassinated, abetted by his secretary who
bore the provocative name of Eros.
Aurelian, himself rose to power in 268 by aiding the military plot to destroy Gallienus. For his help in the conspiracy, he was appointed to be the chief commander of the cavalry by Claudius II. Only two years later he became the emperor by ousting Quintillus after the death of Claudius.
So after forty years of disastrous rule, Rome under Aurelian considered herself restored to her rightful place, which lasted all of five years. Aurelian had a couple of problems to deal with. Roman money was now essentially worthless. But Aurelian tried to meet the problem by being an absolute tyrant noted for his ruthlessness. When he died, he was plotting to renew persecution of the Christians.
This might be the only time in history when Christians were saved by Eros.
Aurelian, himself rose to power in 268 by aiding the military plot to destroy Gallienus. For his help in the conspiracy, he was appointed to be the chief commander of the cavalry by Claudius II. Only two years later he became the emperor by ousting Quintillus after the death of Claudius.
So after forty years of disastrous rule, Rome under Aurelian considered herself restored to her rightful place, which lasted all of five years. Aurelian had a couple of problems to deal with. Roman money was now essentially worthless. But Aurelian tried to meet the problem by being an absolute tyrant noted for his ruthlessness. When he died, he was plotting to renew persecution of the Christians.
This might be the only time in history when Christians were saved by Eros.
Thursday, March 14, 2013
Today's Maxwell Quote
From Whom the Lord Loveth (2003), 15-16:
The last days will be discouraging, with dizzying inversions of good being called evil, and evil good (Isaiah 5:20; 2 Nephi 2:5; 15:20; D&C 64:16). This form of vertigo produces worldly individuals who either have trouble drawing the line or holding the line against evil.
At Harvard No Less
Mark Bauerlein has some chilling news out of Harvard. He has a couple of warnings:
Administrators act not on trust but on preservation--that is, protecting the institution and safeguarding their own careers.So what is the upshot?
Professors should adjust their thinking. Forget about privacy, confidentiality, and trust.So who guards the guardians?
More Sad News
This is another sad story out of higher education. The scenario, unfortunately, seems to be becoming more common. The push to publish prestigious research causing researchers to cut corners or forge data or fraudulently manipulate it to cover for lack of productivity or lack of good ideas, with millions of dollars in funding on the line, lead to the stonewalling by the institutions involved and the firing of whistle-blowers. In the meantime, the fraudulent research is not corrected and many more hours are wasted pursuing dead-ends that others knew were wrong.
Academic fraud leaves a trail of broken lives in its wake. It used to be that this was the only sort of crime that was punishable in academia. Now, they just punish those who would point out the corruption.
Academic fraud leaves a trail of broken lives in its wake. It used to be that this was the only sort of crime that was punishable in academia. Now, they just punish those who would point out the corruption.
Wednesday, March 13, 2013
Today's Maxwell Quote
From this talk:
We know what's happening to us, but we don't know all the implications of it. But God knows. It's a sacred process. We know more than we can tell other people—not only for reasons of confidentiality but for what I will call "contextuality." Those who are not a part of the process are not likely to value and understand its significance. They're not apt to appreciate fully.
Tuesday, March 12, 2013
The Race to the Bottom
Elsewhere this week, they note the ten lowest paying college majors (this link will probably only work this week):
Ten Lowest-Paying College MajorsIt has been noted that those who specialize in Mormon studies types are even less likely to get a job than those in religious studies. So who actually ranks lower, those in Mormon studies or those in archaeology?
1. Anthropology and archaeology
2. Film, video, and photographic arts
3. Fine arts
4. Philosophy and religious studies
5. Liberal arts
6. Music
7. Physical fitness and parks recreation
8. Commercial art and graphic design
9. History
10. English language and literature
Today's Maxwell Quote
From this talk:
We have yet to invent better words than those expressive but well-worn words thank you, although we can juxtapose adverbs.
Monday, March 11, 2013
Onchsheshonqy 7/5
Do not instruct someone who never listens to you (P. Onch. 7/5).This seems self-evident. If someone is not going to listen to you, it is a waste of time talking to them.
Years ago, a colleague called me up and asked me my opinion about a certain point of ancient Egyptian. He was not a specialist in ancient Egypt and I appreciated him asking me about it. It became clear in the course of the conversation, however, that he had already made up his mind about how the point ought to be, and did not appreciate me saying that ancient Egyptian did not work the way he thought it did. For all the effect it had, I might as well have been talking to a brick wall. He persisted and published his opinion regardless of the fact that it had absolutely no support for it. How sad!
Today's Maxwell Quote
From this talk:
Most of you are too young to appreciate how those of us who are older feel as the sense of memory slips away. I can safely hide my own Easter eggs now.
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