38 Matching Annotations
  1. Jun 2016
    1. That is to say, their murderous act must be explainedorganizationallyand not merely ideologically orpsychologically or even sociologically.

      First motive: they were ordered as soldiers.

    2. Many of the key actors in the 9/11 drama, admittedly,articulate their grievances using archaic religious language.But the very fact that the code involved is ancient while thebehaviour we want to explain is recent suggests(p.135)theinadequacy of causal theories that overemphasize the religiouselement.

      Cited from the first paragraph. The author ties back in what he was talking about and then goes on to explain it even further.

    3. When secular and religious rationalesare equally credible and would each, independently, triggerthe action to be explained, we simply cannot know with anycertainty that the decisive factor was religion.

      The author gradually explains how the motives could surpass religion, and gives specific examples of where this could be applied. It isn't ridiculous to think that Osama bin Laden was upset by the U.S. destroying natural resources as opposed to "desecrating sacred soil".

    4. nvolved in the plot have let the world know that they did it toexpress devotion to God or to curry favour with God.

      The author provides support for the opposing claim. From what we have learned in this class, I am able to assume that he will provide even more support for his own claim. This is a great way to leave the reader without any unanswered questions.

    5. And why did the hijackers, especially the fully informed pilots,agree to follow his instructions in this case, even though itinvolved participation in a predictably terminal mission?2

      Many of the hijackers believed that they would be rewarded for this suicide mission in the next life. The directions that were written for these hijackers provided comfort to them and tried to remind them of their religious obligations for partaking in this mission. However, I agree that there must be other motivations.

    6. suggests the inadequacy ofcausal theories that overemphasize the religious element. Thischapter examines whether non-religious motives may wellhave been predominant in the 9/11 mission.

      This is the goal of the author. To point out that the religious motives were not the only ones.

    1. From there it is a short and logical step to the argument of Bernard Hamilton's recent and excellent appraisal of the medieval inquisi-tion, that it 'substituted the rule of law for mob violence in the persecution of heresy'. 3

      They say 2: He builds off of the previous statement which is a they say moment in of itself. However in this moment, he talks about mob violence being substituted for what was the law. Or maybe rather that the law was being enforced through mobs.

    2. 'Finally, a strong decree against the Cathari, Patarines and other heretics shows how much the growth of heresy, especially in the South of France, was at last beginning to disturb the rulers of the church'

      They say moment 1: They say the decree showed that the rulers of the church in South France did not like how popular heresy had become.

  2. May 2016
    1. This is the Balkans, it's ethnic rivalry, I tribal warfare, the people are uncivilized, they've been doing it for , centuries.

      He is trying to come up with his own understanding for it all, because the actions of these people go against what one would think everyone believed in. He cannot understand the reasoning for this violence.

    2. /She had been raped an unimaginable number of times, Munevera · said, and she died at home.

      A type of cleansing. They used the girl for what they believed she was worth, which killed her in the end.

    3. That wild beast, which lives in man and does not dare to show itself until the barriers of law and custom have been removed, was now set free.

      "Why does he title the chapter "The Wild Beast"?"

    4. The cleansing of Visegrad was an ordinary affair, according to refugees who survived it.

      I do not understand how the refugees could consider this to be ordinary. Maybe in the sense that it was often that something like this happened? Or that because it happened so often, they were used to it? It is so violent, that it is hard to believe that even after having witnessed these types of things many times they would consider it to be "ordinary".

    5. "The Muslims left voluntarily. Why, we even supplied the buses. We didn't force them to leave. I swear."

      It is disgusting that people could be so cruel and violent because of a prejudice, and then lie about it in attempt to cover their tracks.

    6. 1ney were killed by Serbs who had been their friends,

      This idea of 'cleansing' had brainwashed people. Friends were killing each other because they were convinced that something was wrong with them.

    1. b. Support

      Does not provide a claim

    2. c. Both

      This provides a challenging claim and great support in the way that could tell a story.

    3. c. Both

      This provides a claim and support. However, it is not done well. The support is listed rather than provided in a manner that could tell a story.

    4. a. Claim

      I see this as two strong claims. There is no support as to how the revolutionary state reinforced the monarchy's traditions of authoritarian rule and centralized government.

    5. b. Support

      Opposite of the last question, it could be seen as some kind of support for a claim concerning that the first modern nation-state in Europe was not formed by France.

    6. b. Support

      This could be seen as some kind of support for a claim concerning how the first modern nation-state in Europe was formed.

    7. a. Claim

      There is no support for why the story is a worthwhile tale or why it is seen as a patriarchal apology for religious violence.

    1. to them because they are contagious

      I like how you tied this in so smoothly with the original assertion. His killings are influences by his ancestor, like you said, and could maybe subconsciously anger him in a way that encourages him to commit more violent acts.

    2. The violence being the crime of theft goes in a cycle between the brigands and the brothers.

      This cycle is was causes them to be even more enraged.

    3. enraged at losing their plunder ambushed them

      It is here specifically where others imitate their anger.

    1. The model is the omen since

      I think you are on to an interesting path. Each perceives themselves as being greater and having the omen that is most desired. I am a little confused however, because if the omen is the model, then what is the subject? Would the model not be the person who possesses the omen?

    2. We see how Abel has become the model through his sacrifice

      Abel has become the model because of the way that he values his sacrifice. God rewards him for his sacrifice, causing Abel to believe that his sacrifice is of great value, and in return influences Cain to place great value on the sacrifice.

    1. Gil Bailie ( 1995, 116-118) illustrates mimetic desire with the example of the childhood nursery. He asks us to imagine a nursery replete with a selection of toys. One child enters and exhibits only a casual interest in the nearest toy. A second enters the nursery. Eventually a time comes when the second child chooses a toy. It is then, and only then, that the first child suddenly realizes that the toy chosen by the second child was the very one he really wanted all along! The selection of a toy by the second child informs and inflames the desire of the first.

      We subconsciously base our opinions off of others opinions. This is a very clear example of mimetic desire that could leave to mimetic rivalry.

    2. Girard proposes that all humans learn their desires from other peo-ple in the culture around them by imitation or copying.

      This is the basis for mimetic theory.

    1. "Am I droning here? Is she ready to silence me? Is there anyway I can light-en this up?" • "How can I get her to see-to feel-the urgency of this point?" • "Is the continuity silky here, or is fatigue blinding me to a bump?" • "Might she welcome an analogy here, or is this abstract idea clear enough on its own?" • "Am I treating her as if she were an idiot?" • "Is there any conceivable way this sentence might confuse her?" • "Have I just used any of these words in previous sentences?" • ''Will this phrase strike her as pretentious? And, honestly, am I using it to im-press her, or is this the only way I can express the thought cleanly?'' • ''Will she get the nuance here, or had I better spell it out?" • "Can she jump on me for verbosity here?" • "Will she hear a strongly conversational, living voice coming through, or»am I beginning to sound like a book?''

      By explaining what a writer might be thinking in attempt to anticipate a reader's thoughts, the author himself anticipates the readers thoughts for his own writing. In the previous paragraph he several times iterates that a veteran writer is always thinking ahead or rethinking what he has already written. He anticipates that the reader will grow tired of this repetitive nature, and reiterates his point once more by giving examples of what the writer might think. The reader is able to connect with the writing in a way that ties the author's thoughts all together. (3: Anticipate their reactions).

    2. "Am I droning here? Is she ready to silence me? Is there anyway I can light-en this up?" • "How can I get her to see-to feel-the urgency of this point?" • "Is the continuity silky here, or is fatigue blinding me to a bump?" • "Might she welcome an analogy here, or is this abstract idea clear enough on its own?" • "Am I treating her as if she were an idiot?" • "Is there any conceivable way this sentence might confuse her?" • "Have I just used any of these words in previous sentences?" • ''Will this phrase strike her as pretentious? And, honestly, am I using it to im-press her, or is this the only way I can express the thought cleanly?'' • ''Will she get the nuance here, or had I better spell it out?" • "Can she jump on me for verbosity here?" • "Will she hear a strongly conversational, living voice coming through, or»am I beginning to sound like a book?''

      By explaining what a writer might be thinking in attempt to anticipate a reader's thoughts, the author himself anticipates the readers thoughts for his own writing. In the previous paragraph he several times iterates that a veteran writer is always thinking ahead or rethinking what he has already written. He anticipates that the reader will grow tired of this repetitive nature, and reiterates his point once more by giving examples of what the writer might think. The reader is able to connect with the writing in a way that ties the author's thoughts all together. (3: Anticipate their reactions).

    3. Given his total self-orientation, it's no wonder that he fails repeatedly as a writer. Actually, he's not writing at all; he's merely com-muning privately with himself-that is, he's simply putting thoughts down on paper.

      Here the author offers a variety in the way that he writes to lighten up the text (4: Offer them variety and wit to lighten their work). Not only does he clearly explain his point to the reader, he does so in a way that is casual and personable. The phrasing does not make the reader feel dumb, but at the same time reassures their understanding of a writer "communicating privately with himself". The author merely rewords his idea in the second half of the sentence, as one might do in a conversation.

    1. 1) They will come back [from battle] with God's blessings 2) They were not harmed 3) And God was satisfied with them.8

      Reasoning for sacrificing themselves. Even if this is not the biggest of the reasons, it is of greater value to them.

    2. "God is more dear than all of His cre-ation."

      They believe they are sacrificing themselves for a greater purpose. The author is reminding them and helping them to convince themselves of this.

    3. You should feel complete tranquility, because the time between you and your marriage [in heaven] is very short. Afterwards begins the happy life, where God is satisfied with you, and eternal bliss "in the company of the prophets, the companions, the martyrs and the good people, who are all good company."2

      The author is reminding the bombers that they will feel at peace after their task. "Afterwards begins the happy life,... and eternal bliss". This persuasion seems shallow and sort of like a last ditch effort. This is the most basic of reasons, and is maybe supposed to remind the bombers of why they started on this path.

    4. How much time have we wasted in our lives? Shouldn't we take advantage of these last hours to offer good deeds and obedience?

      Extraordinarily persuasive. The author points out that they bombers should consider the fact that their lives will end soon so they must take advantage of the time they have left.

    5. Read al-Tawba and Anfal [suras 8 and 9, traditional war chapters from the Quran] and reflect on their meanings and remember all of the things God has promised for the martyrs.

      Here the author provides specific textual support for the task they are going to carry out.

    6. In the name of God, the most merciful, the most compassionate .... In the name of God, of myself and of my family .... I pray to you God to forgive me from all my sins, to allow me to glorify you in every possible way.

      These instructions are to help the suicide bombers to understand why they are carrying out this task. To them, it is the way that they are able to show their dedication to their God, sacrificing their own life. What I don't understand is why the suicide bombers have to also take the lives of others in order to show this dedication?

    1. By analyzing themes of martyrdom, sacrifice, and scapegoating in both secular and religious contexts, students will be encouraged to uncover the violent myths that lie at the core of many cultures—including our own.

      I am interested to see what I am able to learn about my own opinions throughout this course. I had never thought about constitutions and such to be "sacred", but in their own sense they are. Analyzing views and various religions will allow me to have a more educated opinion on the topic.