Revision as of 16:04, 11 September 2009 by Rom2
or, The City as Educator
or, The City as Educator
A: 17 — Rob prepares a tome and a talk for Toronto
Annotations, Inserts, & Links
- . . . people are aware that things can fall apart . . .
- From William Butler Yeats's poem, "The Second Coming" (1921), through Chinua Achebe's great novel, Things Fall Apart (1958), on through the present, there is everywhere a deep anxiety, sometimes latent and sometimes blatant, that the historical fabric cannot hold under the stresses incurred as the sociocultural distances between people implode, making their circumstances seem unpredictable, threatening, and unmanageable. This angst is at once notorious, yet hard to overcome, a continual threat to the further fulfillment of human possibilities.
- and taxed themselves heavily in shared efforts
- Recall Emilia's report about tax rates through the 1940s and 1950s. Surely no one likes paying taxes, especially at these rates. But then, unless one is really grooving on conspicuous consumption, no one likes paying $16,000 for a Rolex or $50,000 for a entry-level Porsche. We need to go back to a wider range of tax brackets, much higher at the top. Then the IRS can start issuing lapel buttons with the American Flag and the recipient's marginal tax bracket on it — that could become a powerful status symbol of conspicuous contribution in the common interest.
- . . . a neutral "part of the conventional rhetoric used by political philistines and technicians."
- Max Weber, "The Profession and Vocation of Politics," Weber: Political Writings, Peter Lassman and Ronald Speirs, eds., (New York: Cambridge University Press, 1994) pp. 365.
- . . . an idea that began to take form in more advantaged European cities in the second half of the nineteenth century . . .
- Lionel Gossman, Basel in the Age of Burckhardt: A Study in Unseasonable Ideas (Chicago: The University of Chicago Press, 2002), gives a good picture of these nineteenth-century developments, which the young Friedrich Nietzsche found engaging.
- . . . a lifelong learner, a variant on the consumer in the marketplace . . .
- Here is a definition of this sort.
- . . . how irrational instrumental reason could become . . .
- See Max Horkheimer & Theodor Adorno, The Dialectic of Enlightenment: Philosophical Fragments, Edmund Jephcott, trans., (Stanford: Stanford University Press, 2007) and Max Horkheimer, Critique of Instumental Reason, Matthew J. O'Connell and others, trans., (New York: The Seabury Press, 1974).
- . . . imagine kids going to and from home and school with a textbook suitable for use in all subjects for all grades.
- Even without the comprehensive textbook good for all grades and subjects, one health commentator suggests she will purchase two sets of texts for her daughter, one for school and one for home, as a wheeled backpack won't go it daughter's school locker. Tara Parker-Pope, [Weighing School Backpacks http://well.blogs.nytimes.com/2009/07/21/weighing-school-backpacks/?scp=1&sq=backpacks%20weigh&st=cse], New York Times, July 21, 2009 (Retrieved July 29, 2009).
- . . . the long tail . . .
- See The Long Tail: Why the Future of Business Is Selling Less of More by Chris Anderson (New York: Hyperion, 2009) and his article on the topic in Wired (12:10, October 2004).
- Rousseau is roused, cheering him on.
- Both John and Rob believe that Rousseau's distinction between amour propre and amour de soi is findamental to sound education. A pedagogy that aggravates amour propre, pride or resentment arising in the course of comparing oneself to others, was for Rousseau fundamentally miseducative. Habitually comparing the external condition or characteristics of oneself to those of others causes amour propre and over time it leads to the unnatural malformation of a person's character. Amour de soi was a spontaneous, self-contained expression of potentialities and a sound education needed to preserve and encourage the developed expression of a person's amour de soi. John has mentioned the importance of Rousseau's idea of amour de soi in his March 17th email to Sophie.
- . . . an era of enclosure is giving way . . . through an accelerating spread of discernible exemplars. . . .
- "As Americans we’ve lost the sort of civic engagement, the participation in making the world what we want and what we think it should be. . . . That, as a mission and as a product ethos, resonated with me." John Lilly, CEO of Mozilla, the open source organization developing the Firefox browser and Thunderbird email program, quoted by Miguel Helft, "For Mozilla and Google, Group Hugs Get Tricky," New York Times, Sunday, July 26, 2009, (Retrieved July 26, 2009)
- An economy is not a bounded area, but an incredibly complicated network of reciprocal interactions.
- One still sees an important tension between economies as attributes of national areas and the global economy and a networked commons in which all participate (although to say the least, some are more equal than others in this particular commons). See for instance Floyd Norris, "High & Low Finance — A Retreat from Global Banking," New York Times, July 23, 2009.
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