Category Archives: Pirsig

Computer Recovery

I record here how I fixed my computer, because

  • I am pleased to have been able to do it, and

  • I may have to do it again.

Briefly, when Windows on my laptop failed, I installed Ubuntu, but this failed. Somebody else installed Ubuntu again, and this worked for a while before failing. I managed to fix that problem for myself; but later an upgrade failed. Now I have fixed that.

Computer on table by window at dawn

This post is some kind of laboratory notebook. Continue reading

NL XLIII: The Second Barbarism: The ‘Albigensian Heresy’

Index to this series

Summary. Suppose your society has certain rites and customs, perceived as essential to its functioning. When some persons among you reject those rites and customs, what are you going to do? Persecution would be the normal response of a society that aimed to preserve itself. In the example to be considered here, the society is medieval Christendom, where

  • buildings called churches were customarily the abode of friendly spirits, and
  • the rite of swearing an oath was a sign of special commitment.

Oaths and churches were rejected by persons called Paulicians, or Bogomils, or Albigensians. Their beliefs were Manichaean. These persons were persecuted so successfully that we do not understand them very well. Therefore we must leave open the question of whether they were barbarists.

Here I am going to review, among other things,

  • what it means to fight barbarism;
  • the response to German bombardment described in Goodbye, Mr. Chips;
  • what Jesus Christ says about swearing;
  • how the United States accommodates various beliefs (as by allowing affirming instead of swearing, or allowing Muslims to swear on a Quran);
  • the threat of a lying President;
  • the threat of ignoring climate change;
  • the etymology of heresy;
  • the discussion of mythos and logos in Pirsig.

Fire temple, Yazd, Iran, September 2012. See “Duty to Nature

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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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On Knowing Ourselves

In a 2012 post in this blog, I criticized a 2009 essay called “50 Years of Stupid Grammar Advice.” The putative advice was that of Strunk and White; but their advice was not in fact grammatical. They wrote not the elements of grammar, but The Elements of Style. They gave style advice by precept and example. The advice is good, if well understood. The critic should recognize that, as I wrote, “Rules of style are supposed to induce thinking, not obedience.”

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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

NL XXIII: The Family As a Society

Index to this series

Executive summary (added September 11, 2018):

1.
The society at the nucleus of the family is temporary, ending with the death of one of the two members.
2.
The family has a life-cycle, with three phases: (1) before children; (2) after children, but before they have free will; (3) after the children have free will.
3.
The community consisting of husband and wife is now a society. It was not a society when a marriage was arranged by the groom or the groom’s father and the father of the bride. The non-social aspect of a marriage survives in the custom of formally “giving away” the bride.
4.
If today a bride and groom do not quite recognize themselves as forming a society, they may come to do so in time.
5.
Contraception helps clarify that a marriage is normally for the sake of having children.
6.
In order to grow up and leave the nursery, the child must be educated. The work of this is both the child’s and its teachers’. Parents must also allow the child to leave the nursery and join their society.
7.
There are three possible needs, and they are distinct: (1) to have a baby, (2) to have a child, (3) to have a grown-up child.
8.
Any of those three needs is fulfilled by an act of will; there is no parental “instinct”—not a scientific term anyway, though it is used popularly for an appetite or desire.
9.
Born without free will, we are not born in chains either, since this would mean suppression of a will that didn’t exist.

The last chapter was called “The Family As a Mixed Community,” because the family consists of both a society and a non-social part, called the nursery. Now we are looking at “The Family As a Society.” We are not in contradiction, but are in the flux that Heraclitus observed in all existence (24. 62). The inmates of the nursery normally grow and join the society of their parents: the family as a whole is a society in this sense.

Altınova bazaar, Wednesday, September 13, 2017

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Victor Vasarely

Tophane-i Amire
Tophane-i Amire, 2017.03.25

Last week I wrote about the Turkish Impressionist Feyhaman Duran, born in 1886. Now my subject is the Hungarian-French Op Artist born twenty years later as Győző Vásárhelyi. His “Rétrospective en Turquie” is at the Tophane-i Amire Culture and Art Center in an Ottoman cannon foundry.

Vasarely show Continue reading

Beykoz, Istanbul

After five years in Istanbul, we continue to learn how much there is still to discover here. Now we have been to the Asian borough of Beykoz. Much of what we saw there was rural, and the topography and flora reminded me of Appalachia. I have nothing to say about the poverty and ignorance that might be suggested by this term; for me, Appalachia was always a locus for holidays, mostly at my late uncle’s place in West Virginia, but also in the form of bicycle tours. Travelling now to Beykoz, Country roads, I could think, take me home, to the place I belong! We got there by public bus from our European borough of Şişli.

Polonezköy, Beykoz, 2016.08.14

Polonezköy, Beykoz, 2016.08.14

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All You Need Is Love

Here are some meditations on education from the summer of 2016, when Donald Trump was threatening to become President of the United States. Education cannot be forced on unwilling students. Neither need students know just what they are accepting; they may be enticed or beguiled into learning. Whether they have learned cannot be directly tested. I include some memories of racism (as an observer, not a victim) and of my own liberal education. (Note added May 31, 2018)

Would education solve the world’s problems? A meaningfully positive answer would imply that the appropriate education could actually be supplied to us, or enough of us; and yet education is not a drug that can be administered willy-nilly.

Tables for art entrance exam, MSGSÜ, 2016.08.02

Tables for art entrance exam, MSGSÜ, 2016.08.02

My thoughts here are occasioned by a friend’s remark yesterday (Istanbul time, August 1, 2016), to the effect that the current presidential election cycle in the United States shows the need of liberal education, of learning to think: and this learning should start in grade school. I responded as follows (this was on that social medium that I loathe):

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One & Many

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This essay—these notes for an essay, this draft of an essay—is inspired by Robert Pirsig’s first book. I have made sectional divisions where they seemed to occur naturally.

zen

While we who work at universities may be employed by the state, our true work is to serve not the state as such, but what may be called knowledge, or science, or reason. This is a theme of Pirsig, which I take up here. Continue reading