Monday, December 14, 2009

Astral Facts, December 2009


Astral: (Theosophy) Consisting of, belonging to, or designating, a kind of supersensible substance alleged to be next above the tangible world in refinement; as, astral spirits; astral bodies of persons; astral current.

Seasons and Reasons

This is the time when everyone gets out the holiday garb and attitude and puts on a festive face. Nonetheless, one hears some voices concerned people have related to Christmas with many people not seeing the “reason for the season,” which certainly is something I find troubling. However, my concerns are a bit different.

Here in the academic realm, especially at a state school, we tread lightly in the areas of religion in the classroom. However, we do often teach about religion from an academic perspective. For example, in our English course list, each winter we offer English 185: “Literary Approaches to the Bible,” often referred to as “The Bible as Literature” on other campuses. The focus is to treat the Bible as a literary text, just as we might regard Moby Dick, The Jungle, Great Expectations, or other masterpieces of “Western Civilization” by understanding the text in the context of the historical time, the cultural setting, the structural elements, the intended audiences, etc.

In the Bible, four different authors, working independently, have identified key episodes in the story of the life of Jesus. The tendency for most people is to piece together the four different versions of the life of Jesus to get a grand overview. If we look at the story of the birth of Jesus from an academic view, we would probably first notice that only two authors (Matthew and Luke) mention the details of the birth itself. Luke mentions the manger scene, witnessed by the shepherds, and Matthew mentions three kings from the East coming to find the special child, which obviously must have occurred some time later, knowing how slow the transit systems were back in those days.

Looking at the historical context, we can see some unusual circumstances. Of course people know that in the story Mary became pregnant before her marriage to Joseph. In those days, being unmarried and pregnant was a serious issue. Later in Jesus’ life we encounter the story of the harlot about to be stoned to death for her transgressions and early, in Jesus’ own lineage, Tamar narrowly escaped serious punishment when the judge, her own father-in-law Judah, realized he was the father of the unborn child. Tamar was then protected by the authority of Judah, as the patriarch of the extended family.

Knowing this, we can understand why the pregnant Mary would go to seek the protection of her own family, and the plot in the Bible story has her going to the home of her cousin, Elizabeth, who is married to Zacharias, a high priest. As the plot thickens, Elizabeth, who has been barren for many years, is in seclusion herself, six months into the miracle pregnancy of the son who will late grow up to become John the Baptist. As the story progresses, when Mary enters their home, Elizabeth notes that the child in her womb has leapt with excitement over the glory of the unborn child in Mary’s womb, for both Elizabeth and her unborn child recognize that Mary’s child is the coming Messiah.

All of this makes a lot of sense in the context of the Bible itself. The whole story is about Paradise Lost and the process of getting things back into order, which is why God is sending a messiah. The stories in the Old Testament portion of the Bible tell the tales of the people being prepared to receive this Messiah. The academic readers, who are following the plotline and thinking as they go, can see how God’s influence is guiding the events.


However, just as the story of the Garden of Eden at the beginning shows that the humans had choices to make in following God’s direction or not, the situation with Jesus becomes quite curious, for in the story, Mary only stays with Zacharias and Elizabeth for about three months. In other words, about the time of the birth of John the Baptist, Mary is sent off on her own, which puts her in serious peril as an unprotected, unmarried, and pregnant woman!

The bottom line here seems to be that the family of Zacharias is rebelling against the directions of God, and, even though they have been told the value and importance of the unborn child, they don’t want to have to deal with it. (We can pity Zacharias his situation with two pregnant women under his roof, and it does seem reminiscent of the story of Abraham dealing with the two women, Hagar and Sara, arguing over which son is the “true” heir. Like Abraham before him, Zacharias probably finally gave in and sent away the woman with the lesser claim!)

However, this is where the role of Joseph becomes essential, for after a dream of a conversation with an angel, Joseph agrees to go ahead and wed Mary. Thus, it seems things are resolved somewhat. Although the child will not have the advantages of being in a family with access to education and influence along the lines of what Moses had, at least the mother and unborn child have a male protector.


Unfortunately, it seems that this is all that Jesus has; when they travel for the census count to Bethlehem, the location of Joseph’s family, no one is willing to acknowledge them. Again, this plot twist piques the interest of the academic reader. Wouldn’t one expect that some family member, knowing that Mary was on the verge of giving birth, make some effort to find comfortable lodgings for the couple? The fact that they cannot even find space at a local inn indicates that the couple may have had family in the area, but apparently they had no friends.

In fact, the story continues with the couple only being able to find space in the stable area with the animals. Frankly, we can imagine how this was quite unpleasant. In modern reenactments, we see a nice fresh scene with soft clean fresh golden straw for the child, but the reality was probably much different. In that time and place, the animals were kept underground in caves, so air circulation was limited. What mother today would choose to give birth in such a location, most likely teeming with various kinds of e coli germs and who knows what else? The situation was probably pretty nasty, even by the standards of that time and place. If we, as readers, step back from the situation, from God’s perspective, this must have been very painful developments to suffer through.

Of course, God is not an idle God, even when the people follow other idols. We can see as the story progresses, that three kings from the East show up, having been “led” on a quest to find this special child. Of course, as visiting dignitaries, they stop in at Herod’s place. As the ruling monarch in the area, Herod would be the best contact for being able to find this special child. However, Herod himself has no clue where the child is, so he lets the three kings know that they should clue him in if they find the child, for he would like to pay homage himself.


Obviously, Jesus has been protected from Herod, for Jesus presents a serious threat to Herod’s power. The three kings are not dummies and they realize what kind of "homage" Herod really means. What’s interesting as the story continues is that these three foreigners are able to be guided directly to Jesus, while all Herod’s organization cannot find him.

As this story of cooperation and lack of cooperation by humans in response to God’s directions progresses, the thinking reader can surmise that these three dignitaries have been sent to provide the protection that has been denied the “holy” family up to this point. Unfortunately, the three kings follow the same pattern and slip out of the country by the back roads, avoiding any contact with Herod and his organization.


Instead of taking Jesus and his family with them to safety outside Herod's domain, all they do is leave behind some small gifts of frankincense, myrrh, and gold. Once again, Jesus has been abandoned and the family must escape on its own to Egypt in the west.

Thus, when people mention concerns about not recognizing “the reason for the season,” I experience bittersweet feelings about the “reason for the gift”: depending on what “gift” is referred to.


But after all, it’s just a story.

Walter Lowe
Astral Facts is a monthly presentation of Humanities Science, produced in the bowels of the Humanities Science offices.

Monday, November 30, 2009

Astral Facts, November 2009

Words to the Wise

Astral: (Theosophy) Consisting of, belonging to, or designating, a kind of supersensible substance alleged to be next above the tangible world in refinement; as, astral spirits; astral bodies of persons; astral current.

In this season of giving thanks, one thing I am grateful for is grammar. Even though it is also a seven-letter word that strikes terror in the heart of the stout-hearted and makes strong men quake at the knees, it’s cloaked in job security from my vantage point.

In the grammar family, a most useful but little understood item is the pronoun. Of course, people know that a noun identifies a person, place, or thing; nonetheless,when I ask my students what a pronoun is, they are quick to come up with puzzled looks, but that’s about it. When I tell them that Tiger Woods was a noun when he was in college, but once he started playing golf for money he became a pronoun, they scoff.

Another little understood grammatical unit is the preposition. Although they tend to defy definition, without prepositions, we have a difficult time being anywhere. As they say on this campus, a preposition is “anywhere a squirrel can go”: up, down, through, around, between, to, from, away, among, between, etc. Two of my favorite pronouns, in and out, were involved with the story of the two baby skunks. In case you don’t know the story,

A mother skunk once had two babies, named In and Out. Usually they would run around underfoot, for whenever In was in, Out was out. When Out was in, In was Out. Very rarely was In in when Out was in, nor was Out out when In was out.
On one such day, when Out was in and In was out, the mother said, “Out, go out to find In and bring In in.”
So Out went out to find In and bring In in. Immediately, Out came back in bringing In in from being out.
Astonished at the rapidity in which Out had gone out to find In and bring In in, the mother said, "Out, you just went out for In and brought In in in almost no time. How did you find In to bring In in so quickly?”
To which, Out shouted out, “Instinct!”

One of the other great things about grammar is the wonderful phenomenon of punctuation. In this season when people are sending holiday greetings and newsletters with overviews of the past year’s events, the punctuation does become an issue. For example, here’s a text message that Jill sent to Jack. Unfortunately, Jill had been texting when her teacher had gone over punctuation in school, and Jill neglected to include any punctuation in the text message, which is not unusual these days. Perhaps you can help Jack insert the correct punctuation:

Dear Jack I want a man who knows what love is all about you are generous kind and thoughtful people who are not like you admit to being useless and inferior you have ruined me for other men I yearn for you I have no feelings whatsoever when we’re apart I can be forever happy will you let me be yours Jill

How would you punctuate the message? Pencil in your punctuation marks before you scroll down any further.


Jack couldn’t remember what happened the last time they had communicated (assuming that Jack had communicated with Jill at some point – perhaps during a commercial or even in an extended conversation during halftime) but having a photogenic memory (remembering only the good things), Jack interpreted the message in the following way:

Dear Jack,

I want a man who knows what love is all about. You are generous, kind, and thoughtful. People who are not like you admit to being useless and inferior. You have ruined me for other men. I yearn for you. I have no feelings whatsoever when we’re apart. I can be forever happy; will you let me be yours?
Jill.

Isn't that sweet and touching!? Such depth of feeling would move the heart of any decent man. Unfortunately, the problem is that Jill didn’t really see things the same way. According to Jill’s comments later on Oprah, the punctuation should have been more like this:

Dear Jack,

I want a man who knows what love is. All about you are generous, kind, and thoughtful people who are not like you. Admit to being useless and inferior. You have ruined me. For other men I yearn! For you I have no feelings whatsoever. When we’re apart, I can be forever happy. Will you let me be?
Yours,
Jill

So if you’re unsure of the messages you’re sending, consult with your local English teacher. If the message is going out strong and clear, thank your local English teacher. Either way, if he’s standing near the mistletoe, be sure to give him a big kiss!


Walter Lowe

Astral Facts is a monthly presentation of Humanities Science, produced in the bowels of the Humanities Science offices.

Friday, October 30, 2009

Astral Facts, October 2009

Hidden Values

Astral: (Theosophy) Consisting of, belonging to, or designating, a kind of supersensible substance alleged to be next above the tangible world in refinement; as, astral spirits; astral bodies of persons; astral current.

One of the characteristics of the Humanities Sciences is its interdisciplinary nature. Much of what is expressed through the various branches of Humanities Science has its roots in cultural and social issues. It is through literature and the arts that views on cultural and social behavior and attitudes can be exposed, expressed, examined, and extirpated, exonerated, exhumed, extinguished, etc.

Through the philosophical and theological arms of the Humanities Sciences, moral and ethical questions are often at the forefront. Values clarification is a key concern, especially when the concept of absolute values has been discredited.

I have observed this recently both in the classroom and out in the community on the issue of social justice. In my classroom we have been discussing the one act play Trifles, written by Susan Glaspell back in 1916. The basic plot could be viewed today in an episode of CSI, Law and Order, Boston Legal, etc. A man is found strangled in bed, with no signs of forced entry. Only his wife, who found the body, was in the house during the night. She is the obvious suspect, and she is in the jail. Several males go out to the farmhouse to investigate, and a couple of their wives go along to get clothes for the suspect. The play’s main scene is in the kitchen with the women while the men busily come and go in their investigation, ignoring the trivial things in the kitchen. However, in the kitchen, the women observe clues that lead them to understand the emotionally abusive relationship which had driven the wife to kill her husband in the night after 30 years of marriage.

The real issue comes in examining the concepts of law, crime, and justice. Has a terrible criminal been justifiably executed by his victim, or has a terrible crime been committed against a hardworking man? The women must address the issue of how much, if any, should they report to the men investigating the crime. Just as entertaining as some things in the current entertainment media, the text asks very difficult and complex questions. As the plot unfolds, Glaspell offers her response to the situation, in that time and place, whether or not to let the “criminal” get away.

Another approach to the issue of social justice has emerged with the recent arrest of Roman Polanski. Many have complained about the “law and order” attitude of the Los Angeles district attorney, and the original victim in the case has been quoted as saying she does not want the experience dredged up again.

What is the “right” choice?

Many people who are practitioners of humanities science in the “real” world have seen the arrest as a kind of social injustice itself, perhaps Whoopi Goldberg most notably in saying that Polanski’s filming his sexual relations imposed upon a 13-year-old “was not rape-rape” (meaning it was a kind of rape different from criminal rape). Perhaps "performance art" has moral values that supercede civil restrictions? Is this a "reality show" that came before its time? Debra Winger has called it a “three-decades-old case that is dead but for minor technicalities,” and Woody Allen, no stranger to the situation himself, has objected to the unfairness of Polanski being arrested while traveling from France to attend a cultural event.


How long will it be before the "TV Movie" hits the cable and dish (and the fan)?

Much of the discussion has asked us, the sensitive public, to put ourselves in their shoes. We are reminded of the adage, known as “the golden rule” and present in nearly every culture, to treat others as we would expect to be treated by others ourselves. In combination with this, we may be reminded of the Christian story of Jesus suggesting that “those without sin” should cast the first stone. Of course, the moral is to be forgiving and compassionate toward those who are in difficulty (involving moral straits or constraints).

However, some observers have noted that the motivation seems to be more of an attitude that says, “I won’t judge you for what you’re doing, and then you won’t need to judge me either!” Thus, in the emphasis in our current culture on uplifting one’s self-esteem, the mantle of forgiveness, which used to be followed by “go forth and sin no more,” is now being replaced by the reassuring attitude to “go forth and continue to sin if you like but with a clear conscience”!

Perhaps I could close with a poem published last spring in the award-winning campus literary journal, Espial:



Slant on Life

I lost my standards in the woods
Of mights, and coulds, and shoulds and woulds.
That take me on a pleasant trip
Beside, beyond, or some such slip
Down a slope that seems so nice
That I forget to check the price
To pay to exit and get back
On my route’s good upward track
That now has faded in the woods
Of mights and coulds and shoulds and woulds.

By McArthur Gilstrap.


[McArthur and Gilstrap were the maiden names of my two grandmothers.]

Walter Lowe
Astral Facts is a monthly presentation of Humanities Science, produced in the bowels of the Humanities Science offices.

Wednesday, September 23, 2009

Astral Facts, September 2009

Value in the Masses?

Astral: (Theosophy) Consisting of, belonging to, or designating, a kind of supersensible substance alleged to be next above the tangible world in refinement; as, astral spirits; astral bodies of persons; astral current.

This month the John D. and Catherine MacArthur Foundation awarded half million dollar genius grants each to a Seattle documentary filmmaker for his work among poor and disadvantaged people in the Middle East and a 61-year-old poet currently teaching at the U of Washington. The response was interesting, as one person commented online at the Seattle Times:


I'm good with a filmmaker who's taken brave risks to life and limb to bring information to the world getting this kind of financial support. That kind of work is important and expensive, and this money will be well spent. However, to give a tenured professor who writes poetry, basically a zero expense activity with very little exposure, at 61, seems pointless and probably political. This lady prob makes 100k per year already, and is likely past the best work of her career. I respect poetry more than many, but its a dead art except inside of music, where it has enormous power. Novels also have far more exposure. If these awards are meant to foster progress, then give them to younger people who are less established, and give 5 $100k awards. You will get far more bang for your buck. $500k to a tenured poet just proves that the people with the runaway egos are the arts administrators, not the artists.

http://seattletimes.nwsource.com/html/localnews/2009915541_webgeniusgrants22m.html


This makes me think of the “values clarification” exercise with the lifeboat. You know the one - a ship is sinking and the lifeboat can only hold nine people, so which one of the ten people should be left behind? The candidates are always a mixture with such people as a pregnant sixteen-year-old, a forty-year-old former Olympic gold medal winner, a taxi driver from New York with a wife and two children at home, a college basketball star, etc.

I always notice they never include an English instructor – that would make it all too simple.

Or would it?


Nor does the exercise suggest finding some way to save all ten.

Feel free to post your comment or reaction to any or all impact you see here and elsewhere going on between the Humanities and humanity.

Walter Lowe
Astral Facts is a monthly presentation of Humanities Science, produced in the bowels of the Humanities Science offices.

Friday, May 29, 2009

Lively Thesis Point

Astral Facts, May 2009

Thesis of Life
Astral: (Theosophy) Consisting of, belonging to, or designating, a kind of supersensible substance alleged to be next above the tangible world in refinement; as, astral spirits; astral bodies of persons; astral current.


Sometimes - actually, make that often times - students sit in my English comp classes with that look that says,

“Like why do I need to know all this – it’s not like I’m going to get a job in a verb conjugation plant or something!”

After all, isn’t school supposed to be preparing the students to be successful in life?

Of course, it would be professional suicide to stop to address – or even consider - that statement at the time. It’s like the windshield wipers on my car that need replacing: I can’t change them when I’m driving in the rain, and when I’m not in the car or it’s not raining, it’s no longer an issue.

Recently I was in an audience somewhere, and the topic did intrude into my somewhat idle mind.

I started with the question, “What do English composition instructors really teach?”

Personally, I tell my students they need to start with some purpose. What do they want to accomplish in their writing? (Of course, the real answer is that they want to get an A, pass the class, get credit toward their degree, and all that stuff swirling around in real life,) but I ask them to focus somewhere outside that unacknowledged reality.

In English teacher jargon, we like to stress the formation of a “thesis” or thesis statement. Of course, we don’t hear that term used out in the ‘hood, so we call it “my point” – as overheard on the street corners, back alleys, and corporate boardrooms – ma point is….” and
don'cha git ma point?”

Then I tell my students they need to have good reasons for others (the audience) to “git it” like they mean it. Frequently, teachers tell the students to come up with three solid reasons. That way they can triangulate the point and get that nice five-paragraph essay that has a good strong conclusion. Just like Jack McCoy does on Law and Order, merely having the three key reasons (something like the motive, means, and opportunity) doesn’t mean much without good solid evidence.

So I tell them to use the “e+e” formula: present the evidence (examples) that relate and then use the second “e” – explanation. This explanation needs to do more than just identify the meaning of the evidence. The explanation also needs to include commentary on the significance of that meaning.

Unfortunately, the part often overlooked is the conclusion. All the explanation of the significance of the particular examples should be driving the focus toward the closing and the reinforcement of the “ma point" set up at the start.

Unfortunately, people often just end up with an R’s Я Us that repeats, reviews, restates, and basically regurgitates with a “See, I’m right!” emphasis. However, that doesn’t offer any real value to the readers. Thus, a good conclusion goes beyond the simple R’s Я Us statement to offer some benefit or application of the content.

It’s all pretty simple when you think about it, and it works when writing a cover letter on a job application (when my point is they should hire me), a letter of complaint (when my point is they gotta make it right), a proposal for community improvements (when my point is this is the best thing to do), etc.

So let's go back to when my mind was seemingly in idle mode (back in my introduction).

I was attending a religious service in Maple Valley early this month and the main speaker showed a YouTube clip on the big screen. It was two women in a parking lot (apparently a scene from Malcolm in the Middle) letting things get out of control when one of them accidentally inflicts a “door ding” on the other’s vehicle.

Here’s a link to the clip:
http://www.youtube.com/watch?v=AiNEM4rrtwo

Of course, everyone in the place had a good hearty laugh. The commentary that followed primarily focused on how these women had the kinds of natural reactions we all experience.

Frankly, I was a bit troubled by calling this a “natural” reaction. It seemed to me the better term might be “common” reaction. I would think the “natural” reaction would be the initial apology which the second woman was expecting. Of course, she then would naturally say, “not a big deal, I don’t see any serious damage” and they would have gone off their own ways.

A couple weeks later I attended a different kind of religious event in Seattle. The main speaker then focused on simplifying our lives down to a common statement of purpose. I thought,


“Dude! That’s exactly what I’m trying to teach in my composition classes!”

It’s like asking what is the “ma point” to focus everything around?!

The speaker’s suggestion was


Inherit the Original Love of the Creator

which is probably not too different from

Don’t leave a big carbon footprint,

Do unto others ...,

and similar versions of “The Golden Rule” :
http://origin.org/ucs/ws/theme015.cfm

It seems that in our current troubled times of budget crunching, dinged doors, road rage, and hectic encounters, that basic stuff of English& 101 (which is just an extension of everything I needed to know in kindergarten) might be worth reflecting upon – both for idle and active minds.

We just need to clarify the meaning, present the "e+e", and confirm the significance is connected to that original "ma point" while driving the content toward the conclusion that includes value and application.


How simple is that?!

Walter Lowe
Astral Facts is a monthly presentation of Humanities Science, produced in the bowels of the Humanities Science offices.

Friday, May 1, 2009

The Name Game: Rose, Whereforth Art Thou?

Astral Facts, April 2009

The Name Game

Astral: (Theosophy) Consisting of, belonging to, or designating, a kind of supersensible substance alleged to be next above the tangible world in refinement; as, astral spirits; astral bodies of persons; astral current.

Rose, Whereforth Art Thou?

Someone has asked about Humanities Science and how it differs from other disciplines, such as Natural Science or Social Science, and what do I think? The differences can be described in response to that question.

The natural scientist would be concerned about the brain and what physical phenomena (biological, chemical, electrical, etc.) go on when a person thinks. The social scientist would focus on the mind and what emotional or social factors influence the process. The humanities scientist would focus on the imagination that provides the content (images, structure, colors, etc.) and meaning of the thoughts produced.

Of course, these have crossovers, for many the social scientist is interested in the culture and values that influence the social behavior and often the humanities scientists would consider the behaviors that stimulate and perpetuate the imagination. The natural scientists help us build and regulate such design and action.

Thus, as a humanities scientist, I was intrigued by a recent letter to the Seattle Times advice giver “Ask Amy” when a divorced woman (we’ll call her Rose X) unexpectedly ran into a friend and her teenage daughter. This friend was unsure of how to introduce her to the daughter. Rose was no longer “Mrs. X” so maybe she had reverted back to her unmarried name (“Ms. W”). In the awkwardness, the woman told her friend’s daughter to use her first name, “Rose.”
[http://www.chicagotribune.com/features/columnists/advice/chi-0401-ask-amyapr01,0,5970918.column]

As a humanities scientist, I was intrigued by the values crouched behind such behavior of calling Rose “Rose” – something Shakespeare might also have considered– for the use of the language is quite revealing. At what level is it appropriate for one person to address another in the familiar form of the first name?

During my senior year in college I worked in the produce section of a market, and I often chatted with Bob, one of the butchers. Eventually, I learned his name was Bob Gerde and his son Jon was one my classmates from junior high and high school. Jon’s best friend Jim often accompanied Jon there and he had known Bob for over 15 years. Even so, he always called him “Mr. Gerde,” while I, who had known him only a few months, always called him “Bob.” It was a habit Jim felt uncomfortable to break, for that manner of addressing others was used to show respect and a social hierarchy between adults and children.

However, around this same time, Paulo Freire, a Brazilian educator, published Pedagogy of the Oppressed, which stressed problems with rigidity in the vertical hierarchy of the subject: object views of the teacher:student relationship. Freire felt this was a very static model, which deadened the vitality he saw missing in education, something he termed the “banking system” style. In this metaphor, the teachers deposited knowledge in the minds of the students and then they tested the students’ knowledge. Like a depositor checking his bank statement, the teacher made sure that what was deposited equaled what was withdrawn. Discrepancies were noted and corrected.

Instead, Freire created a dialectic view that proposed the teacher should also be learning from the students and, to complement this, the students were also serving as teachers in the relationship. Thus, all participants should be transformed through the education process, viewed as a dialogue, with the participants working in cooperation. In other words, with teacher as student and student as teacher, the classroom is a place of horizontal relationships more than simply a vertical down line.

This egalitarian view is quite popular in education now, 40 years later. Theodore Dalrymple, in Our Culture, What’s Left of It, notes the significance of the teacher and pupil terminology change. As he points out, “pupil” implies the existence of some “master” standing in a higher or authoritative position. Although popular terminology in education 40 years ago (Q. “Why did the cross-eyed teacher lose his job?” A. “He couldn’t control his pupils.”), this phrasing is quite archaic these days.

This week my students and I have been reading and discussing Henrik Ibsen’s A Doll House, wherein the central struggle is precipitated by one man, Torvald Helmer, becoming the manager of a bank and firing an employee, Nils Krogstad, not knowing that his wife, Nora Helmer, has illegally borrowed a large sum of money from Krogstad. As the plot thickens, the audience learns that Helmer’s main reason for the dismissal is because he and Krogstad had been friendly acquaintances in their youth and Krogstad is now addressing him by his first name, Torvald, in front of the other employees, which Helmer feels is publicly humiliating and showing a lack of respect for him and his position.

Of course, the students blame Helmer for being so picky, for the “first name basis” seems to be the norm these days. These same students write a paper or participate in a discussion on something written by Ernest Hemingway, and they frequently comment on “Ernest’s” characters and ideas. Listening to this for me is like fingernails on the chalkboard – Oops! - another dead simile. Some even go to the extreme of referring to what “Ernie” has written!

Thus, like the divorcee who says “Rose” is good enough for the teens to use or the education model that suggests the voice and experience of the teacher has no more authority than the real experiences the pupils, sorry- students, bring to the classroom, labels of respect are not so apparent. Perhaps, might it be time to consider “A Rose by another name?”

When Condoleezza Rice was Secretary of State in the Bush Administration, the newspaper headlines often referred to her as “Condi” obviously not to save space if her last name, Rice, is even shorter. And now with Hilary Rodham Clinton as Secretary of State in the Obama Administration, what do the headlines say?

Have you come a long way, babes?

In the play, A Doll House, Ibsen writes with the lines spoken by the husband as coming from Helmer, but the lines from the wife as coming from Nora. Have things changed when the modern day “Rose” rejects “Mrs. X” or “Ms. W”?

A few days ago, one of my students mentioned,

“Mr. Lowe, you are the only one of my teachers who has us use your last name to address you.”

I asked her the names of her other teachers. They were all female names.


Walter Lowe

Astral Facts is a monthly presentation of Humanities Science, produced in the bowels of the Humanities Science offices.

Monday, March 16, 2009

Are You Smarter Than Your Teacher?
Now is a chance to prove it!

9th Annual Non-credit activity: English 181, 110, 111, and 113.

March Madness “Sanity” Test

Go online to the ESPN Fantasy game home page:

http://games.espn.go.com/frontpage


Free Games to Join

Click on the Tournament Challenge icon and then register to participate through the “sign up for free” link and set up your personal user name and personal password.

Once you create your entry, you can join the group.
Our group is Green River.

Last Sunday, March 15 was the day for the choosing of the 64 teams for the college basketball tournament. Between then and the morning of Thursday, March 19th (when the first game in the tournament starts) you can fill out your predictions regarding the winners of each round of the tournament.

(You must fill out all the information including the final winner before the first game starts on the morning of the 19th.)

You may compose as many as ten different versions of how you predict the tournament will end. After you register the first entry, click on the “tournament challenge” box again to set up an additional entry.

You will be competing with a group of teachers, members of the community, and Green River students to see how many are smarter than the teachers!!

The first two years students won, but the third year Andy Anderson from the English Division was the overall winner! Students won again in 2004 and 2005! In 2006 the winner was Bruce Boyd, a community member I know from attending the UW back in the 1960’s. In 2007 Todd Johnson, an adjunct in the English Division who now also teaches at the Muckleshoot Tribal College, finished first and second! Last year the students took over again and Kent Tung not only finished first but also had six entries finish in the top
ten!

Monday, March 2, 2009

February 2009: Check Your Values at the Door

Astral Facts, February 2009

Astral: (Theosophy) Consisting of, belonging to, or designating, a kind of supersensible substance alleged to be next above the tangible world in refinement; as, astral spirits; astral bodies of persons; astral current.

Check Your Values at the Door

This past month has been noteworthy due to the celebrations related to February 12th, traditionally recognized as Lincoln’s birthday. The fact that this was the 200th anniversary of Lincoln’s birthday wasn’t really noted. However, the emphasis was on Feb. 12th being the 200th anniversary of Charles Darwin’s birthday. It is interesting that two such different life paths started on this same day, one focused on the external aspects of human existence and the other concerned about the internal.

What seems even more interesting is that commentary on the ideology of Darwin’s theory was the focus of the Seattle Times’ Feb 7th weekly “Faith and Values” column:

http://seattletimes.nwsource.com/html/localnews/2008717631_dority07m.html

I’m sure most people are aware that the scientists subscribing to Darwin’s Theory of Evolution have insisted for generations that it does not purport to be an ideology or value system, for it is based upon scientific principles of observation and objective measurement of physical reality. In other words, it is a scientific theory, as the natural scientists define the scientific method, and not an ideology, as the natural scientists define ideology. Thus, it is an academic subject to be taught as the most reasonable and unbiased explanation of life.

Someone needs to clue in the Humanists that they have crossed the line!

Of course, when considering the “survival of the fittest” view that has evolved from Darwin’s observations, people must blur lines to justify all the parking spaces reserved close to the mall for the vehicles with the disabled stickers!

C. S. Lewis mentions in one textbook I use that, when he was an atheist, his main argument was that he couldn’t believe in a God who would allow so much injustice in the world. However, when he considered his argument more deeply, he asked himself why he would expect to find justice in the world. He realized that such an expectation must have come from something outside his own self, which is when he denounced his atheism and went in search of that source.

Of course the main issue in this internal/external dichotomy between philosophy (religion) and science had its most dramatic split back in the 1500’s and 1600’s when the scientists Copernicus (a Catholic cleric) and Galileo (a philosopher) observed that the official Catholic view that the sun revolved around the Earth was not supported by physical evidence. The religious leaders of that time took the “My doctrine, right or wrong, but my doctrine” view, which was their downfall, leading to the undercutting of their authority and credibility.

Perhaps they should have read ahead from the Dali Lama, who has since said,

"Open your arms to change, but don't give up your values."

In other words, when we find ourselves at a doorway and it’s unclear whether we are seeing either temptation or opportunity behind that door, we need to check our values at the door before we choose to venture forward or not.

But what does this mean, really? In our current culture, does it mean to measure (check) the choice against some moral standard? Or does this mean to “put away” our values (in some checkroom) so we won’t feel conflicted once we pass through?

With the current advertising that “What happens in Vegas, stays in Vegas” being so prevalent and accepted these days, we can see the frontlines of the culture wars right in the privacy of our living rooms.

This reminds me of an experience I had while serving in the Peace Corps in Afghanistan in the 1970’s. One evening in Jalalabad several of us volunteers noticed a slight discoloring of the moon. Someone mentioned that we would be having a lunar eclipse, so we all took some chairs and a table up on the roof to view it “up close.” It was quite remarkable, for the people were reacting differently than we expected.
We were having tea and oranges and enjoying the scene while the air, already heavily laden with smoke from cooking fires, was filled with a myriad of sound. We could hear a wailing sound coming from the women in the surrounding neighborhoods. At a different pitch were the sounds of crying children while moaning men’s voices were rising and falling in a lower key. In addition, the mullah at the local mosque was chanting over the loudspeaker system that usually called people to daily prayers.
Some of us went downstairs and asked Ghrafar, the cook and housekeeper, what was going on.
“The people are repenting,” he said. “They believe Allah is eating the moon to punish them for their bad behavior. They are saying they will change. They are asking Allah to stop eating the moon. That is what the people believe.”
He stopped and asked us, “What do you believe?”
So Ed Ciok (who now teaches at Seattle Central CC) picked up an orange and a grapefruit and held them up to the light. He showed Ghrafar how the Earth (the grapefruit) rotated around the sun (the ceiling light) and the moon (the orange) rotated around the Earth. Then, when the orange passed behind the grapefruit, the orange was in the shadow. Likewise, what we were seeing outside was the shadow of the Earth passing across the moon.
“That is what we believe.” Ed concluded.
Then he asked Ghrafar, “What do you believe?”
And Ghrafar responded, “I believe about the grapefruit and the orange like you do!”
“Then tell me,” Ed asked, “what makes the moon go around the Earth and the Earth go around the sun?”
As Ghrafar stood there, puzzling over this one, Ed filled in the blank.
Allah makes it happen!”
“Yes!” Ghrafar exclaimed. “It’s always Allah behind everything!”

Sometime later we were all back up on the roof laughing and enjoying the experience and camaraderie, when we noticed that Ghrafar wasn’t around. I went downstairs and through the window of Ghrafar’s room I could see him frantically bowing and praying.

Like Ghrafar, many of us are conflicted between our perceptions of the physical realm and the perceptive reality of astral facts.

Albert Einstein has often been misquoted about his religion, and he offers this clarification:


It was, of course, a lie what you read about my religious convictions, a lie which is being systematically repeated. I do not believe in a personal God and I have never denied this but have expressed it clearly. If something is in me which can be called religious then it is the unbounded admiration for the structure of the world so far as our science can reveal it.

But from another perspective, Rev. Sun Myung Moon has said, “God is the original scientist.”

Walter Lowe
Astral Facts is a monthly presentation of Humanities Science, produced in the bowels of the Humanities Science offices

Friday, January 30, 2009

War by the Words

Astral Facts, January 2009
Astral: (Theosophy) Consisting of, belonging to, or designating, a kind of supersensible substance alleged to be next above the tangible world in refinement; as, astral spirits; astral bodies of persons; astral current.
The War by the Words

In case you missed it, some controversy has swirled around the recent inauguration of President Obama and the poem composed and read to celebrate the event, for someone other than the Poet Laureate was chosen for this honor.

Poet Laureate? You ask!
Who and what is that?
This question and issue came this past week in my class when we read “The Charge of the Light Brigade” by Alfred, Lord Tennyson, who was England’s poet laureate at the time (1854).

Tennyson wrote this to commemorate a battle in the Crimean War. Thus, even though the event itself was an error caused when the messenger to the Light Brigade did not realize his horse had shifted position and he pointed toward the heavily manned Russian gun batteries half a league to the East rather than the closer British position under pressure from a smaller Russian attack, Tennyson’s poem transformed the view of the misdirected charge into a rallying cry for several generations! Certainly a master spin doctor!

You may recall these words:

Someone had blunder’d
Their’s not to make reply,
Their’s not to reason why
Their’s but to do and die. (lines 12-15)

Essentially, the Poet Laureate is the National Poet, perhaps seen as the literary secretary of state.

Does the United States have such a position?
Yes, in 1937 under the FDR administration Josef Auslander was appointed as the first “Consultant in Poetry.”

Since then 50 people (including multiple appointments) have served in this position. The current Poet Laureate, Kay Ryan, was appointed by the Library of Congress last summer. Here is a link to the government website:

http://www.loc.gov/poetry/about_laureate.html

However, President Obama selected Elisabeth Alexander as the inaugural poet to compose and present her poem on the occasion.

Here is a link to the text itself:
http://www.nytimes.com/2009/01/20/us/politics/20text-poem.html?ref=books


So here’s the Jeopardy question, to be answered in the form of an answer: How many times have we had an “inaugural poet” and how many of these have not been the Poet Laureate at the time?

Amazingly enough, the correct answer is only four times!
For JFK, both of Bill Clinton’s inaugurations, and now for President Obama!
And none of them was Poet Laureate at the time.

The most memorable event was Robert Frost’s performance at JFK’s inauguration. Frost, who was 87 at the time, was blinded by the bright sunshine off the snow and could not read the faint type on the copy of the poem he had composed, “Dedication,” so he recited from memory another poem, “The Gift Outright,” which he had written in 1942.
Those two are featured at this website: http://www.oodlesofinformation.com/robert-frost/


Who were the other two inaugural poets for Bill Clinton?
Maya Angelou and Miller Williams.

Walter Lowe
Astral Facts is a monthly presentation of Humanities Science, produced in the bowels of the Humanities Science offices.