DownLOEBables<br /> http://www.edonnelly.com/loebs.html

https://classicalliberalarts.com/

for - quote - classical physics supervenes on quantum physics, which supervenes on quantum information, which supervenes on consciousness - Federico Faggin - Giocomo Mauro D'Ariano

for - consciousness - quantum explanation depends on - difference between - quantum physics - and classical physics

consciousness - quantum explanation depends on - difference between - quantum physics - and classical physics - quantum state evolves in Hilbert space - enables computation of probabilities of what one measures in space-time - but doesn't tell you what you will measure - This difference is critical for describing consciousness as a quantum phenomena

He recommends to read in the following order, because of thematic significance, I have to determine if I'll do the same.

Books: - A Defence of Classical Education, R. W. Livingstone - Weapons of Mass Instruction, John Taylor Gatto - The Republic, Plato - The Social Contract, Jean-Jacques Rousseau - The Abolition of Man, C.S. Lewis - Discourse on Voluntary Servitude, Étienne de La Boétie - The Road to Serfdom, F. A. Hayek - The Political Theory of the American Founding, Thomas G. West

(~2:10)

Fascinating. Rob Pierri mentions that there had been a shift in education from the development of the soul to the development of monetizable skills... Keep society manageable.

The question that remains for me is, what will ultimately leave society better and advance it? In the end, what matters more, the material or the immaterial? Why?

Rob Pirie argues that if one doesn't understand the foundational principles of their society, in the case of the American Republic, the ancient Greek and Roman history, with a consensus on the foundational virtues for society, the society cannot sustain itself.

Thus, he argues, there is a need for classical (self-)education

Jacques Barzun on Reading the “Classics” by [[Arthur Hippler]]

the word "dreams" here along with great books and classical education reminds me of Martin Luther King, Jr.'s education on the classics as seen in his zettelkasten.

Surely his cultural up brining along with his religious training and his great books education empowered him to critically eye and change the culture around him.

https://www.youtube.com/@classicalliberalarts/videos

for - classification table - types of Buddhist practice - nondual vs classical

for - two types of mindfulness

Buddhist classifcation - two types of mindfulness - classical - requires - memory of specific Buddhist teachings - dhammas mental framework<br /> - ethical consideraions - think of these things - don't think of those things - nondual - not distracted by anything - nothing in particular to focus on - no objject of attention

for - John D. Dunne - Buddhist scholar - paper - Buddhist Styles of Mindfulness - A Heuristic Approach - to - citation - John Dunne

to - citation - John Dunne website and paper - citation - https://hyp.is/N348dga5Ee-vq5-ZnnVD9Q/docdrop.org/video/BNAVYglundg/

Virtus as denoting valid, masculinity, courage, character, worth

Gravitas as denoting seriousness, weight, dignity, restraint, moral right, or responsibilities and commitment.

Definition of degrees of freedom of a system

https://global.oup.com/academic/content/series/a/aris-and-phillips-classical-texts-apctlup/?cc=us&lang=en&

For those interested in the history of classical education, manuscripts, books, and knowledge transfer, the University of Pennsylvania Libraries and the Shoenberg Institute have a potentially relevant ongoing zoom series called Coffee with a Codex in which they regularly bring out rare manuscripts, codices, incunabula, etc. from their collection to show and discuss.

Keep in mind that the presentation is done by library curators who may not be subject matter experts on the books they present, but the topics are nearly all relevant to classical education. Most attendees are academics, historians, medievalists, or regularly doing research in the areas of information studies and will often have thoughts, ideas, or experience with classical education, and may be able to answer questions about historical practices in the chat. Presentations are generally informal, short, and meant for a generalist audience. Quite often digital scans of the materials they present are available for browsing online or downloading for further study.

See the full schedule for Coffee with a Codex three weeks ahead at https://schoenberginstitute.org/coffee-with-a-codex/

To give folks an idea of the presentations, recordings of Coffee With A Codex since January 2022 are available at their YouTube Playlist. (To my knowledge they don't archive copies of their chat transcripts where the participants are usually fairly active, but some of the chat does make it verbally into the recorded discussion.)

​

Of particular interest this coming week is a presentation on a book which will touch on the recent conversation "Ancient Textbooks for Ancient Curriculums?" by u/psimystc with respect to the Carolingian educational program in the 9th-11th centuries.

https://libcal.library.upenn.edu/event/11148297

Details

Date: Thursday, September 7, 2023<br /> Time: 12:00pm - 12:30pm

Coffee with a Codex: Boethius and Aristotle <br /> On September 7, Curator Dot Porter will bring out LJS 101, a 9th and 11th century copy of Aristotle translated by Boethius, created as part of the Carolingian educational program. See the record: https://franklin.library.upenn.edu/catalog/FRANKLIN_9951865503503681

Free registration is required. https://libcal.library.upenn.edu/event/11148297

An informal lunch or coffee time to meet virtually with Kislak curators and talk about one of the manuscripts from Penn's collections. Each week we'll feature a different manuscript and the expertise of one of our curators. Everyone is welcome to attend. Welcome back for 2023-2024!

Syndication link: https://www.reddit.com/r/ClassicalEducation/comments/16a1oyi/coffee_with_a_codex_at_penn_libraries_recurring/

https://sourcebooks.fordham.edu/source/courcon1.asp

Medieval Sourcebook: Robert de Courçon: Statutes for the University of Paris, 1215 The basic course was in the arts. Of the other faculties theology was best represented at Paris, law at Bologna, and medicine at Salerno. Robert de Courçon's statutes lay down the course in arts and enumerate the books to be studied. Students were expect to be able to teach as well as learn.

https://en.wikipedia.org/wiki/Ratio_Studiorum

Hutchins attributes the loss of classical education to both internal decay and external confusion, but I would suggest that some of the shift was also the need for industrialization and expanded access.

https://www.youtube.com/watch?v=Z8OTapyT-YM

https://blackwells.co.uk/bookshop/search/?keyword=loeb+classical+library

Blackwell's seems to have Loeb Classical Library titles on perma-sale and includes shipping to the United States, so perhaps one of the least expensive means of collecting them.

| physics/mathematics | Classical Physics | Quantum Mechanics |<br /> |---|---|---|<br /> | State Space | fields satisfying equations of laws<br>- the state is given by a point in the space | vector in a complex vector space with a Hermitian inner product (wavefunctions) |<br /> | Observables | functions of fields<br>- usually differential equations with real-valued solutions | self-adjoint linear operators on the state space<br>- some confusion may result when operators don't commute; there are usually no simple (real-valued) numerical solutions |

[Cicero], and Harry Caplan (1896-1980). Ad C. Herennium de Ratione Dicendi (Rhetorica Ad Herennium). Loeb Classical Library, 403. Harvard University Press, 1964.

Conditioning is appropriate in some cases - military training, athletics. Does it have a place in schools? If a behavior is conditioned, it is learned, but is that learned response able to push the learner to use it in next contexts?

Are some instances of conditioning more okay because they can be transferred? Or is all conditioning as learning mechanism dubious?

Environment and experiences!

We have no bearing toward or away from nicotine on it's own. It's the pairing of nicotine (via the cigarette) and the release of dopamine that our body learns to crave.

Step 1 of the habit cycle.

A stimulus that does not cause a response is paired with a stimulus that does cause a response, linking those to stimuli.

Reflexes, natural responses to stimuli. Blinking in sunlight, yawning when tired, etc.

Skinner.

Conditioning is often presented as a way to achieve behaviors automatically. If those behaviors are things like self-regulation and awareness, is that a bad thing?

If we condition students to calm themselves at a sound (like the meditation bowl thing) have they learned self-regulation? Or are they simply responding to a stimulus out of habit?

Am I interested in forming habits which take over in specific situations or forming students who are aware of themselves and then choose the habits they want to develop?

Is this another method of learning? Or is it the same method - the same mechanism - just in the other direction?

If we remove conditioned stimuli from our schools, would students unlearn those conditioned responses?

This makes it sound like it is an inevitable process. If we are aware of the conditioning, are we able to work against it somehow?

Is this a cue that can be interrupted with a new routine?

There is no self with behaviorism - all learning is due to the environment and the physical responses.

Holland JG. Behaviorism: Part of the problem or part of the solution. J Appl Behav Anal. 1978;11(1):163-74. doi:10.1901/jaba.1978.11-163

The key is learned association. Conditioning is obviously important, but what role does it have in the context for formal schooling?

Wolpe J, Plaud JJ. Pavlov's contributions to behavior therapy. The obvious and not so obvious. Am Psychol. 1997;52(9):966-72.

Plato. Euthyphro. Apology. Crito. Phaedo. Phaedrus. Translated by Harold North Fowler. Loeb Classical Library 36. Cambridge, MA: Harvard University Press, 1914. https://www.loebclassics.com/view/LCL036/1914/volume.xml.

Compared to classical education, modern education concentrates on teaching only "subject" areas and relying on one to osmose the methods for thinking, arguing, and properly expressing one's ideas as they proceed, if in fact they do at all.

Florilegia began to include classical authors in addition to biblical passages and those of church fathers due to the influence of the Carolingian Renaissance.

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Ah, there's his wife. How long had they been married? Also, considering the hellenistic/greek culture which Leonello was emulating, having wives was not neccessarily a proof against queer relationships between men- they co-existed in different spheres, and it seems that classically marriages were secondary to the male-male relationships.

this is the classical oration structure where the speaker is stating his opinion and will give further reasons as to why he is correct.

Contextualize

The Chinese view of nature and its aesthetics have been influenced by a culture of distinctive spiritual and philosophical currents such as Daoism, Buddhism, and Confucianism. The traditional Chinese landscape and the conceptions of the garden are a compilation of successive dynasties, social models, architecture, and techniques with also an understanding of the beauty of nature and the ability to symbolize it.

The triad of human beings, earth, and heaven is part of nature. A continuous cosmos of universal, dynamic, self-creative, spontaneous, and unpredictable order, The Dao. The basic and most pure expression of a patterned and harmonious act of nature.

In The Six Dynasties period, the motivations of garden creation were drawn by a spirit of evocation, the search, and capture of “essence” and “spirit resonance” of nature. Where the function of gardens pursues an aesthetic of contemplation and enjoyment, where people gather together in a representational scenario of nature.

Zhou (1999) talks about the Chinese thinking of "nature and principle of man and things" and how the conception of a unitary cosmos and the understanding of selves and parts acting by patterns is the strongest driving force that shaped the Chinese tradition in terms of ethics, politics, religion but also architecture and landscape form. What shaped the Chinese landscape was the integration of the object's understanding in terms of opposition, integration, harmony, and relationships.

Zhou, Weiquan (1999). Chinese classical landscape history. Beijing. Qing-Hua University Publishing.

Argument Quality in Real World Argumentation. (2020). Trends in Cognitive Sciences, 24(5), 363–374. https://doi.org/10.1016/j.tics.2020.01.004

Another classic Christian move, making education of not just earthly, but eternal importance.

This is a very rigid curriculum which tells us much about what Astell believes the human (or perhaps here just the woman, but I think it applies to humanity generally) to be. In particular, the wretchedness of a sinner, left unchecked, will lead to false ideas and bad beliefs and habits. "A true Christian" will need to have falsity and sin constantly called out and checked as she gradually learns to prefer what is really good, true, beautiful, etc.

These three stages are not the same as the Trivium, but they do seem to pair nicely, particularly if you understand the Trivium in a sort of developmental way as explained by Dorthy Sayers that is all the rage in classical education these days.

I do wonder what the reasoning was for this (I mean, besides the blatant "women and the lower class are too stupid to understand our Great Books and/or will lead lives that do not require a 'polite' education"). We've already read arguments that the "polite" education supposedly improved the virtues as well as the mind, right? Wouldn't all of society benefit if women and the lower class were virtuous, as much as possible?

This description of Catherine sounds similar to the description given in Pride and Prejudice of Elizabeth Bennett, who also has no great talent on the pianoforte or with a pencil. Austen consistently portrays the heroines of her novels in contrast to the women in the novels famous during her own life. These characteristics as mentioned in the Broadview edition of "Northanger Abbey" in appendix C.3 included musical accomplishments, artistic skills, and care for small creatures.

The third wife of the Roman emperor Claudius, notorious for her debauchery and infidelity; A nickname for a licentious, lascivious, or scheming woman. (OED)

Solved Exams and Problems in advanced classical mechanics. Great Source!