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robertogreco : georgesteiner   3

some thoughts on the humanities - Text Patterns - The New Atlantis
"The idea that underlies Bakhtin’s hopefulness, that makes discovery and imagination essential to the work of the humanities, is, in brief, Terence’s famous statement, clichéd though it may have become: Homo sum, humani nihil a me alienum puto. To say that nothing human is alien to me is not to say that everything human is fully accessible to me, fully comprehensible; it is not to erase or even to minimize cultural, racial, or sexual difference; but it is to say that nothing human stands wholly outside my ability to comprehend — if I am willing to work, in a disciplined and informed way, at the comprehending. Terence’s sentence is best taken not as a claim of achievement but as an essential aspiration; and it is the distinctive gift of the humanities to make that aspiration possible.

It is in this spirit that those claims that, as we have noted, emerged from humanistic learning, must be evaluated: that our age is postmodern, posthuman, postsecular. All the resources and practices of the humanities — reflective and critical, inquiring and skeptical, methodologically patient and inexplicably intuitive — should be brought to bear on these claims, and not with ironic detachment, but with the earnest conviction that our answers matter: they are, like those master concepts themselves, both diagnostic and prescriptive: they matter equally for our understanding of the past and our anticipating of the future."
alanjacobs  posthumanism  2016  humanities  understanding  empathy  postmodernism  postsecularism  georgesteiner  kennethburke  foucault  stephengrenblatt  via:lukeneff  erikdavis  raykurzweil  claudeshannon  mikhailbakhtin  terence  difference  comprehension  aspiration  progress  listening  optimism  learning  inquiry  history  future  utopia  michelfoucault 
july 2017 by robertogreco
George Steiner, a certain idea of knowledge | Presseurop (English)
"[Q] You do not consider yourself to be a creator?

[A] No, there should not be confusion over these roles. Critics, commentators, and exegetes, even the most gifted ones, are still light years away from creators. We do not fully understand the intimate sources of creation. For example, imagine this scene which happened in Berne... A group of children are on a picnic outing with their schoolteacher, who sits them down in front of a viaduct, and watches while they attempt to draw it. Then she looks over the shoulder of one kid, and he has drawn boots on the pillars!

Ever since then, all world’s viaducts have been on the march. The name of the child was Paul Klee. Creation changes everything that it contemplates, with only a few lines creators show us everything that was already there. What is the mystery that triggers creation? I wrote  Grammars of Creation to understand it. But at the end of my life, I still don’t understand."
viaducts  paulklee  life  culture  philosophy  europe  science  literature  art  georgesteiner  creation  creativity 
january 2012 by robertogreco
We Can't Teach Students to Love Reading - The Chronicle Review - The Chronicle of Higher Education [Too much to quote]
"I don't think of the distinction btwn readers & nonreaders—better, those who love reading & those who don't so much—in terms of class, which may be a function of my being a teacher of literature rather than a sociologist, but may also be a function of my knowledge that readers can be found at all social stations…much of the anxiety about American reading habits…arises from frustration at not being able to sustain a permanent expansion of "the reading class" beyond what may be its natural limits…

American universities are largely populated by people who don't fit either category [readers & extreme readers]—often really smart people for whom the prospect of several hours attending to words on pages (pages of a single text) is not attractive…

All this is to say that the idea that many teachers hold today, that one of the purposes of education is to teach students to love reading—or at least to appreciate & enjoy whole books—is largely alien to the history of education."
teaching  reading  learning  attention  alanjacobs  nicholascarr  books  academia  extremereaders  autodidacts  concentration  joyofreading  unschooling  deschooling  allsorts  allkindsofminds  2011  clayshirky  stevenpinker  staugustine  virgil  cicero  georgesteiner  annblair  studying  children  sirfrancisbacon  francisbacon  infooverload  filterfailure  text  texts  mariccasaubon  peternorvig  jonathanrose  homer  dante  shakespeare  attentiveness  kindle  hyperattention 
august 2011 by robertogreco

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