Saturday, September 24, 2011

Language seed post

Language is such an enormous topic (as are all the things we touch on in this class), that just about anything you can think about can be examined through its lense, or vice-versa. One of the qualities that makes us human is our ability to use language to reflect ON language, to be "meta-" about our tools as well as the things we make with those tools, even as we go merrily about making even more. (Some scholars, such as Mark Turner, have even suggested that this meta-examination concludes with a "backwards" conclusion: that language came about through story, rather than story coming about through language. Check out his book, The Literary Mind .)  Many kinds of knowledge almost can't be brought into consciousness without language, even though, as we learned in the last unit, "knowledge" and "language" are scarcely interchangeable words. This unit is where we become more focused on the ways language, and especially spoken language, shapes, stores, transmits, and creates knowledge of various types.

Below, I have given you some questions to begin asking, and then a list of some major secondary, scholarly sources to look into in thinking about language. Most of these will be merely, or barely, touched on in internet places like Wikis, but we want you to go farther. So for the sources themselves, you may have to use books (flat, rectangular, dusty, papery things; no passwords necessary). We have already given some direction by dividing the "language" group assignments up into four very broad approaches: preservation, acquisition, functions, and systems. Some additional directions within those could include (but are by no means limited to) the following:

Friday, September 23, 2011

Story and Song

creative commons licensed kyllaris 
Story and song have been the vehicles of knowledge and culture long before writing systems, and they have continued to be a main method of continuity with the past, even when writing and printing  displaced their preeminence.

"History" is something that came along with writing; it refers to how we understand the past through written language systems. But "story" doesn't require writing -- just spoken language. Stories that have been spoken and sung have been the foundation of most world civilizations long before "history" (stories preserved in writing) began.

Oral culture differs a lot from cultures that depend on writing or print. Walter Ong, the most famous scholar on this topic, contrasts fundamental differences between orality and literacy. That's a good starting point for research (Walter J. Ong. Orality and Literacy: The Technologizing of the Word [second edition; orig. 1982]. Routledge, London and New York, 2002. See also this convenient table summarizing those contrasts).

What follows are five categories that can be used as starting places for considering story and song within our study of oral knowledge. Along the way, I make a few suggestions for how to find some of these topics outside of using Google or Wikipedia.

Wednesday, September 21, 2011

Unit Two: Oral Knowledge

creative commons licensed by xiquinhosilva 
It's time to look closely at how speaking and listening have been central to civilization. It's time to study oral knowledge.

Obviously much of the folk knowledge that was the focus of our first unit combines with speaking and listening. We will find that the various knowledge media and institutions we are studying this semester overlap extensively, even if they sometimes end up competing with or excluding each other. I'm glad we focused on the kinds of learning that take place in person, through observation, and through interaction with the physical and material world.

We now move out one layer of abstraction into the world of speaking and listening. During the next five class periods (through October 6, 2011) we will study oral knowledge according to the following broad categories:

  1. Language (Sept 22)
  2. Story & Song (Sept 27)
  3. Religion (Sept 29)
  4. Education (Oct 4)
  5. Rhetoric (Oct 6)
Each of these broad areas provides us an opportunity to revisit history (learning outcome #1); see the development of knowledge institutions based around oral tradition (learning outcome #2); and recognize how oral knowledge has qualities that set it apart from folk knowledge, written, or printed knowledge (learning outcome #3). 

Along the way, we are going to be giving you fresh opportunities to sharpen your own knowledge skills (learning outcome #4) -- in part by continuing to use blogging for group learning, by bringing in an orally-oriented communications medium from the digital age (Skype), and also by developing social learning skills that depend upon oral interaction, not just writing (learning outcome #5).

What follows is a brief orientation to the topic of oral knowledge, with details about how we are going to structure our learning for this unit.

Response to Unit 1 Midterm

Dr. Petersen and I enjoyed meeting with each of the learning groups and hearing about how you have collectively and individually worked toward meeting the learning outcomes. It was very satisfying for us to hear things like the following:

  • "We are our own institutions of knowledge, our own vessels of learning" (from Group 4)
  • "Wow, bikes have a history!" (from Group 1, commenting on how they have become sensitive to everyday things having their own folk knowledge and histories)
  • "Folk knowledge is a gift one generation gives to another"
  • "We are learning how to learn in this course; it's a very liberal arts course" (from Group 6)
  • "Folk knowledge is independent from knowledge institutions"
These types of remarks show that you are really thinking about the core concepts and learning goals for this course. 

What else are we happy about?

Thursday, September 15, 2011

Schedule for Midterm Interviews

On Monday, September 19, please meet us in room 4101, JFSB at the following times:
Group 3--2:15
Group 7--4:15
Group 2--4:30
Group 4--4:45
(Talking like a Pirate is optional)


On Tuesday, September 20, please meet with us in the regular classroom, at the following times:
Group 1--9:00
Group 5--9:15
Group 6--9:30
Group 8--9:45
Group 9--10:00

Friday, September 9, 2011

Assignment: Learn and Teach Folk Knowledge

Click "read more" below if you want to skip the story and go straight to the assignment!

First, learning to crochet was nerve wracking
Last year I found myself in the odd position of being a chaperone at girls' camp up in Heber valley. I think there was one man up there for every forty girls, and the first thing I realized was that all of these girls and women certainly knew how to camp and had little to do but offer to carry heavy things. So I soon learned I just needed to chill out and enjoy the woods.

That's when Monica gave me the yarn. Maybe she was just feeling sorry for me, but before I knew it I had a crochet needle in hand and was told that those orphans in Haiti were going to get a hat that I had personally created. Teenage girls and their leaders would check in on me, gently showing me how to hold the yarn, how to count, and how to pull the thing out and start all over. I felt a bit intimidated, and I felt pressure from all these females who seemed to know instinctively how to do this kind of handiwork. But I started to get the hang of it, and when suddenly a camp event left me isolated at the picnic table with half of a Haitian knit cap, I was delighted that I could keep crocheting and terrified that I wouldn't know how to move to the next step. 

..and then it was fun
I learned some respect for that craft, and also for the way that these girls and women taught me. I didn't get an instruction manual or a training video. I got a crochet hook and a command to start. And I got a lot of intermittent advice from the girls who had done their caps the day before. I ended up feeling like this whole crochet thing was something fun, creative, and interesting -- in part because of how learning this skill created opportunities for interacting with interesting people.

This encounter made me realize that folk knowledge is often something that is transmitted piecemeal and casually while people are busy doing other things. I also realized that "experts" can simply be people who have learned to do something just hours before they then teach it to you.  School formalizes things and raises expectations about credentials and expertise. You wouldn't sign up for a class in how to crochet if you found out the teacher only learned how to crochet the day before you showed up for class. And yet that's how I learned, and it was enough -- at least for the Haitian that got my cute little knit cap.

This is my example of learning folk knowledge. As we spend one more week in our unit on folk knowledge, we want all of our students to do two activities that involve learning and teaching in that manner.

Thursday, September 8, 2011

Blogging Best Practices (1): Opening and Post Body

Periodically I will lay out some important principles for academic blogging as we all learn to use this medium better. Not all practices in more general blogs apply to academic blogging, by the way.

The Post Opening

  • Make it engaging
    Use a teaser of sorts -- a question, a quotation, an image, a video, a brief sentence that cuts to the heart of your point. People click away quickly online. Give them a reason to read on.
  • Front load and page break
    Write like a journalist by front loading all the key information of your post, putting this "above the fold" (to use the newspaper metaphor) or before the jump break (which inserts the "read more" link). Not sure how to insert this? Check out Erin Hamson's instructions for breaking the page). 

Wednesday, September 7, 2011

A key bit form Ch.11

(...but if this is ALL you read of the assignment, you are cheating yourself). In the chapter preceding the reading for today, Nibley says this as partial introduction to the series of talks on mantic and sophic:



The theme of these talks is that the Greeks (like the Christian church that later followed in their footsteps), passed from a primoridal "Mantic" order of things to the "Sophic," and lost their original mood of expectation, putting something else in its place. It passed from the Mantic to the Sophic, and thence in its attempts to combine the two, arrived at the Sophistic. The Greeks passed through the same three stages before the Christians did, and it was their particular brand of Sophic and Sophistic that the Church accepted. It is time to define these terms, Sophic and Mantic.
Josephus, citing Manetho, describes an Egyptian king who was obsessed with a yearning to possess the prophetic gifts and enjoy the heavenly visions of his ancestors as a sophos kai mantikos aner—" a Sophic and a Mantic man";12 and Theophrastus observes this significant dualism when he points out that the Egyptians are the most rational people alive (logiotaton genos), inheriting and inhabiting the most religious of environments (hierotaten . . . choran).13 These are the two basic human attitudes, the rational and the religious. It was the age-old struggle between hardheaded realism and holy tradition that produced the bedizzening subtleties and endless elaborations of Egyptian theology from Heliopolis and Thebes to Alexandria. And it was at that last and latest center of holy thought—a city built, literally, with funds contributed in hot competition by rival priestly schools and factions14—that the basic theological concepts of the Jewish, Christian, and Moslem doctors with all their sublime, incomprehensible, and insoluble contradictions took their life.
Dio Chrysostom, in his Discourse on the Knowledge of God, describes his own skill and training—the degenerate education of his own day—as being "neither mantic, nor sophistic, nor even rhetorical"15—(those being the three natural levels of education). The Greek word Mantic simply means prophetic or inspired, oracular, coming from the other world and not from the resources of the human mind. Instead of Dio's Sophistic to describe the operations of the unaided human mind, we use the much rarer Sophic here, because, as is well known, in time Sophistic came to be identical with Rhetorical, that is, a pseudothought form which merely imitated the other two in an attempt to impress the public. The Mantic is the equivalent of what Professor Goodenough designates as "vertical" Judaism, i.e., the belief in the real and present operation of divine gifts by which one receives constant guidance from the other world, a faith expressed in varying degrees among such ancient sectaries as the Hasidim, Karaites, Kabbalists, and the people of Qumran.16 The Mantic accepts the other world, or better, other worlds, as part of our whole experience without which any true understanding of this life is out of the question. "It is the Mantic," says Synesius, "which supplies the element of hope in our lives by assuring us of the reality of things beyond."17 Mantic, hope, and reality are the key words. What is expected is not as important as the act of expectation, and so those who share the Mantic conviction are a community of believers, regardless of what it is they expect.
The Sophic, on the other hand, is the tradition which boasted its cool, critical, objective, naturalistic, and scientific attitude; its Jewish equivalent is what Goodenough calls the "horizontal" Judaism—scholarly, bookish, halachic, intellectual, rabbinical. All religions, as Goodenough observes, seem to make some such distinction.18It is when one seeks to combine or reconcile the Sophic and the Mantic that trouble begins.
"True reason," according to Empedocles, "is either divine or human; the former is not for discussion, the latteris discussion";19 and recently Charles Kahn has argued that Empedocles himself is two distinct thinkers, a Sophic and a Mantic, "a split personality whose two sections are not united by any essential link."20 Since Empedocles' career is a unique and impressive attempt to combine Sophic and Mantic, his case illustrates the important fact that the two are totally incompatible. Whoever accepts the Sophic attitude must abandon the Mantic, and vice versa. It is the famous doctrine of Two Ways found among the Orientals, Greeks, and early Christians—if you try to compromise between them you get nowhere, because as one of the Apostolic Fathers points out, they lead in opposite directions. Those who share the Mantic hope of things beyond, whatever those things may be, are in a very real sense a community of believers, just as Christians, Jews, and Moslems form a fellowship of "the People of the Book," because of their belief in inspired books—even though they may not agree as to which books are the inspired ones.21 On the other hand, the Sophic society unitedly rejects the Mantic proposition, and it too forms a single community, as is strikingly and amusingly demonstrated in a 1954 study of Professor Enslin, who, while branding the teachings of Clement of Alexandria as "rubbish, . . . pathetic nonsense, . . . triple-A nonsense,"22 at the same time hails Clement as a true gentlemen and a scholar after his own heart, because, even though his method produces nothing but balderdash, it is at least not contaminated by any supernaturalism—here was "a man who prized brain and insight, who preferred the voice of reasoned conviction to the braying of Balaam's ass."23 Better false teaching from a true intellectual than the truth from a prophet. So fiercely loyal and uncompromising are the Sophic and Mantic to their own.

Saturday, September 3, 2011

The Bunny Whisperer

I've really been noticing how much folk knowledge is an everyday part of living in a family. For example, just this morning I noticed my wife showing my son how to make a meal he'd never made before. And in the afternoon, I took my 15 year-old son out for his first driving lesson from his dad (he did well). But lately, our home has been filled with lots of lore about rabbits. You see, my wife decided it would be fun to breed rabbits, and this week our Nabooru had her first litter of baby bunnies. Here's a video showing the little critters squirming around in their nesting box:

We have not been figuring out how to breed bunnies by looking online. No, we are lucky enough to have a woman in our neighborhood who knows everything about bunnies and breeds them herself. My wife is constantly on the phone to our "bunny whisperer" getting coached on cages, nesting boxes, gestation cycles, diet, and generally what to expect from the bucks and does.

Post Assignment for Week #2: Domestic Folk Knowledge

Playing and learning a stone game in Nepal
This coming week in Reinventing Knowledge, we plan to explore our unit on Folk Knowledge by focusing on the domestic sphere. In short, we want our students to think through the types of things one acquires know-how about informally in families, and how such knowledge is transmitted, taught, and learned.

We do hope students refer to their own homes and experience, but we are urging them to begin right away pursuing our first learning outcome about history.

Assignment:

Friday, September 2, 2011

Blogging Instructions for Fall 2011

Students will be blogging during this semester's history of civilization course, "Reinventing Knowledge." Here are our expectations:


Blogging in Groups
Nine blogging groups have been set up that include 4-6 students each. The idea here is for students to regularly share and respond, teaching and learning, among a small group of peers.

Scheduled Weekly Posting
Group leaders will set up a publication schedule so that each student is responsible for a specific day of the week on which he or she will take the lead of conversation by publishing a "substantial post" (see below). This should be posted by 9:00am so that others will have the chance to respond to it during the day. Consider getting your post written the night before it is due and then use the scheduling feature to have it appear at 9:00am on your day (see "Post Options" next to "Publish Post" within Blogger to do this).

Daily Expectation
Each student is expected to interact on their group's blog daily (i.e., Monday-Friday) in two ways:
  1. Producing content
    If it is not your day to be making a substantial post, you should be commenting on others' posts, advancing conversations, or otherwise supplying relevant content.
  2. Reading and responding to content
    Bookmark your group's blog so that you can get to this readily, or use a feed reader (like Google Reader) to have posts and comments delivered to you. 
What's a "Substantial Post"?