Category Archives: Education

On Being Given to Know

  1. What if we could upload books to our brains?
  2. What if a machine could tell us what was true?

We may speculate, and it is interesting that we do speculate, because I think the questions do not ultimately make sense—not the sense that seems to be intended anyway, whereby something can be got for nothing.

View from Şavşat

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NL XLV: The Germans

Index to this series

At the end of Collingwood’s New Leviathan (1942), we reach a chapter whose theme is that of my more recent articles on grammar.

By August Macke – The Yorck Project (2002) 10.000 Meisterwerke der Malerei (DVD-ROM), distributed by DIRECTMEDIA Publishing GmbH. ISBN: 3936122202., Public Domain, Link

As history, Collingwood’s last chapter is difficult, for the reasons that trouble Herbert Read at the beginning of his Concise History of Modern Painting (revised 1968, augmented 1974). Read opens his first chapter with a passage from Collingwood’s Speculum Mentis (1924):

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NL XXXVII: Civilization As Education

Index to this series

Knowing, from the previous chapter, what civilization is, we ask: How do we bring it about? Collingwood’s answer is to homeschool our children.

This is the New Leviathan’s first detailed piece of positive advice, and it may sound crazy. Rather than list reasons why, I want to see what sense can be made of the ideas.

Civility is respect (37. 15). To respect another person is to recognize their freedom (37. 14). To do this, one needs self-respect (37. 13).

Instead of respect, we may approach another person with servility, namely “the demeanour of a man lacking self-respect towards one whom he fears” (37. 17). The will to barbarism is just the will to servility (37. 19).


Mary Cassatt (American, 1844-1926)
The Boating Party, 1893/1894, oil on canvas
Chester Dale Collection, National Gallery of Art Continue reading

Writing Rules

Executive summary: I have had enough of misrepresentation by experts of what other experts have to say about grammar. (Added July 16, 2018)

The current concern of this blog is still the subject taught in school called grammar. Every aspect of school would seem to cause anxiety in somebody. Decades after they have left school, how many persons have nightmares of missing an examination? My mother was such a person, and I think her brother too. I seem not to be such a person, though I once dreamt of missing a plane.

How much support of current US President Donald Trump is due to memories of belittlement by teachers at school? A similar question may be raised about UK government minister Michael Gove’s saying, “people in this country have had enough of experts…”; and about the rise in Turkey of Recep Tayyip Erdoğan, who has perceived a special threat from the Peace Academics.
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Writing and Inversion

Executive summary: The “voice” of a transitive verb may be active or passive. A piece of writing may be vigorous or torpid. There is not an exact correspondence between passive verbs and torpid writing. However, a passive verb is used to effect inversion of subject and object. One may also invert subject and auxiliary verb, subject and predicate, or two clauses, always adding new words. Each inversion may lead to torpid writing. This is what Strunk warned about in The Elements of Style, by issuing the command, “Use the active voice.” The command must be followed with discretion. Williams makes the same case, more elaborately, in Style: Towards Clarity and Grace. There is no foolproof executive summary of how to write well.


When E. B. White revised William Strunk’s original Elements of Style, he did not retain Strunk’s “Introductory,” whose first paragraph said of the book,

The experience of its writer has been that once past the essentials, students profit most by individual instruction based on the problems of their own work, and that each instructor has his own body of theory, which he may prefer to that offered by any textbook.

Perhaps many students today cannot receive individual instruction. They are just given textbooks that try to spell out everything. I have sensed this in mathematics, where new calculus books seem a lot bigger than those of 1950 and earlier. Continue reading

A New Kind of Science

Executive summary. Some sciences are called descriptive, empirical, or natural; others, prescriptive or normative. We should recognize a third kind of science, which studies the criteria as such that a thinking being imposes on itself as it tries to achieve success. I propose linguistics as an example. Collingwood introduced the term criteriological for the third kind of science. This was in The Principles of Art (1938), though I find the germ of the concept in earlier work, even in Collingwood’s first book, Religion and Philosophy (1916), in the passage on psychology that the author would recall in An Autobiography (1939).

Collingwood’s examples of criteriological sciences are logic, ethics, aesthetics, and economics. Pirsig effectively (and independently) works out rhetoric as an example in Zen and the Art of Motorcycle Maintenance (1974). We may benefit from clarity here, given how people can have a strong reaction to being lectured by experts. For Collingwood, such a reaction is found in Nazi Germany; see the last chapter of The New Leviathan (1942). Reactions to grammar are the subject of my own two ensuing articles, “Writing and Inversion” and “Writing Rules.”


Some sciences are not recognized for what they are. The sciences themselves are not new, but a proper understanding of them may be new to some of us, including myself.

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What Philosophy Is

With my presumptuous title, I imitate Arthur Danto’s What Art Is (2013), mentioned in my last post, “Some Say Poetry.” The book is fine, and I have learned from it; but Danto could have learned from Collingwood’s Principles of Art.

Picasso, The Tragedy (1903), National Gallery of Art, Washington Continue reading

Some Say Poetry

Potted palms with plaster farm animals on hillside behind

Kuzguncuk, 2017.11.05

I originally set out to preserve here, for future reference, a poetry review that I liked. A remark on being a student had drawn my attention:

In My Poets, a work of autobiographical criticism with occasional ventriloquial interludes, McLane recalls two “early impasses in reading,” freshman-year encounters with Charles Olson and Frank O’Hara. She writes about not “getting it” but wanting to get it, about a desire to get it that was left wanting by code-breaking and analysis and satisfied by hearing and feeling.

I shall try to say more about learning and creating, in poetry and also in mathematics, after quoting the review in its entirety. It constitutes the second half of a “New Books” column by Christine Smallwood, in the Reviews section of Harper’s, July 2017.

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NL XXV: The Three Laws of Politics

Index to this series

Executive summary (added September 11, 2018): The the three laws of politics are that (1) within the body politic, there is a ruling class, which is a society proper; (2) the ruling class can take in members from the ruled class; (3) the ruled and ruling classes will resemble one another, so that e.g. rulers of slaves will become slavish themselves. I compare such laws with physical laws, as discussed by Einstein; but on this subject, a look ahead to Chapter XXXI, “Classical Physics and Classical Politics,” would be in order. Meanwhile, by the Second Law, the body politic, or its ruling class, can be a permanent society; Nazi claims about the youth or senility of different states are bogus. There are further gradations within the ruling and ruled classes, according to strength of will; a weak will can be strengthened by another person’s stronger will through induction.


A pervading theme of the New Leviathan is freedom of will. Whether we actually have it is only a pseudo-problem (13. 17). Some persons have been fooled into thinking it a problem, perhaps by the misleading myth that free will is a divine gift, like life itself, breathed into our nostrils when, in Genesis 2:7, God forms us of the dust of the ground. As Collingwood observes at the end of Chapter XXIII, “The Family As a Society,” we are born neither free nor in chains. We have to grow up. Growing up is becoming free.

The Book of Genesis Illustrated by Robert Crumb (New York: Norton, 2009)

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Hypomnesis

When is a help a hindrance? The Muses have provoked this question. They did this through their agents, the cicadas, who sang around the European Cultural Center of Delphi, during the 11th Panhellenic Logic Symposium, July 12–5, 2017.

     Cicada, European Cultural Center of Delphi, 2017.07.15     
Cicada, European Cultural Center of Delphi, 2017.07.15

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