Lorenz on “truth for its own sake”

While his researches may have a significant human value, and although he is willing to discuss them in those terms, Lorenz strongly resents having to justify them. Like the true observer that he is, he does his watching, and reports the scientific conclusions that come out of it for their own sake. “To assess basic research by its application value would be awful,” he said not long ago.  “It would be like assessing the value of the works of Mozart by the sum they bring in each year to the Salzburg festival.” (Editor’s Preface King Solomon’s Ring, Konrad Lorenz)

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Konrad Lorenz and “The Language of Animals”

Konrad Lorenz’s King Solomon’s Ring is fantastic reading for students in seventh grade and above. Like Jean Henri Fabre, Lorenz is a disciple of nature and a son of Heraclitus when he says:

wisdom is to speak the truth and to act, according to nature, giving ear thereto.”

Lorenz surely does gives ear unto nature and his observations of animal behavior are very rewarding for anyone who wishes to understand animals better.

I think it is fascinating that every generation appears to have a debate about the nature of animals. Perhaps the most interesting aspect of animal behavior is their mode of communication. Making mistakes about the ability of animals to talk and speak has obvious catastrophic implications with regard to understanding our selves and our souls which are capable of grasping universals. Most famously in our own day we are confronted with Koko the talking gorilla. Or Kanzi the Bonobo and Kanzi’s son!

Hence the importance of reading natural scientists who understand the difference clearly and are able to articulate this to younger minds.

Lorenz quite simply responds:

“Animals do not have a language in the true sense of the word. In the higher vertebrates, as also in insects, particularly in the socially living species of both great groups, every individual has a certain number of innate movements and sounds for expressing feelings. It also has innate ways of reacting to those signals…” (King Solomon’s Ring, The Language of Animals)

He points out that they have a “transmitting and receiving apparatus” that in many case far surpasses that of man. By this he means that animals are able to transmit and receive, or rather they are able to ‘read’ and ‘communicate,’ emotions with an uncanny degree of precision. He gives many instances of animals which can read our emotions so well – emotions imperceptible to those around us- that it is very easy to mistake the animals reaction for a kind of intelligent and human-like communication.

Those who propose that Koko and Kanzi are actually speaking (albeit through sign language) do not appear to understand- among other things- the difference between the mere association of specific sounds or signs with a specific individual object (or person, or thing) and the use of words to communicate universals.

Perhaps Bertrand Russell said it best when he said:

“No matter how eloquently a dog may bark, he cannot tell you that his parents were poor, but honest.”

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Pindar on Custom, “King of All”

Shakespeare calls “custom” a tyrant in Othello, when Othello says:

The tyrant custom, most grave senators,
Hath made the flinty and steel couch of war
My thrice-driven bed of down.

Custom is a tyrant and we have discussed it at length here and here and here.

Imagine my delight in coming across this beautiful fragment of the fifth century BC  Greek poet Pindar:

Custom, the king of all / of mortals and immortals / leads, justifying that which is most violent / by its very powerful hand.

Of course the main reason why custom is so powerful is that it is difficult to separate the things that we hold by custom from those things which are in fact natural or self evident principles in our understanding.

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Excellence in Catholic Identity!

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The Cardinal Newman Society once again recognized The Lyceum in its biannual High School honor role.  See their recently published list “Nation’s Top 50 Catholic High Schools Announced

I am especially pleased because with a classy name like “The Lyceum,” it is not always a sure bet that we will win awards “for Catholic Identity.” It seems like many Catholic educators insist on basing their Catholic Identity almost solely on the name of their school (“St. Whoever” Academy) while implementing curricula which in most respects is no different from the conventional non Catholic – or even anti-Catholic- school.

Catholic Identity does not consist in hiding a “secular humanist” curriculum under a Catholic veneer.

Perhaps Catholic identity is rooted in a curriculum and program of studies which seeks to guide students towards forming their intellects in such a manner that they might be able to see the invisible things of God through the visible things of this earth.

Maybe maintaining a Catholic identity necessitates a school which proposes that the life of the intellect is best fostered and nourished in a life of prayer and a close adherence to the teachings of the Catholic church.

One might even suggest that Catholic identity requires a school to make every attempt in its power to resist the formation of its students in the pseudo science of materialism and a vigorous return to the real science of nature that the Church has always fostered and proposed.

 

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A Case for Classical Education

Here is a great little article in First Things about the plight of Catholic diocesan schools in America, and how independent Catholic schools which focus on providing a classical Catholic education are providing the viable path for Catholic education.

The Lyceum was specifically mentioned as a school forging the way!

“At first schools like the Lyceum Academy in Cleveland, Ohio and St. Augustine Academy in Ventura, California, were considered outsiders and even threats to the Catholic educational establishment. But the evident successes of these schools in forming strong Catholic academic communities with students knowledgeable about their faith, their Church, and Christian civilization have led pastors, bishops, and superintendents to open their arms toward these schools.”

Fiat Lux!

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The Curse of Liberal Education… Continued

As much as I have always loved liberal education, even I will admit that it does have a fairly obvious downside. I call this downside “the curse of liberal education.”

What is this curse? Quite simply, liberal education arouses the mind of its victims with an interest in things that appear to be of no interest to anyone else. Well perhaps I should say liberal education arouses a thirst for knowledge about things that seem to be of very little interest to most people.

For example in these relaxing days of summer I have spent an inordinate amount of time trying to understand basic grammatical concepts like the difference between nouns and verbs, as well  as the difference between the way the modern mind thinks about these things compared to the medieval mind. It turns out that the modern mind (surprise!) thinks about grammar in a very utilitarian and functional way. It turns out that the moderns think about grammar as an almost completely relative and absolutely conventional art, whereas the Medieval mind thought that grammar was a key vehicle for knowing the truth – and I don’t mean that it key only because it is a functional tool by which we are able to communicate with one another. The Medieval mind understood that the “modes of signifying” conveyed the truth about the “modes of being.”

You would think that schools would teach grammar wouldn’t you?

I suppose that the “curse of liberal education” is that it prepares and arouses the mind to think about “trivial things” (e.g. Grammar, Rhetoric, Logic). And not only does it prepare the mind for these things, it also makes these things very interesting and even exciting and of great significance to the mind.

Of course liberal education makes its adherents mostly interested in truth and finally God, but it turns out that those so called trivial things are fundamental to the search for truth.

 

 

 

 

 

 

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Intellectual Virtues

 

It is in knowledge as it is in swimming, – he who ostentatiously sports and flounders on the surface makes more noise and splashing, and attracts more attention than the industrious pearl diver, who plunges in search of treasures to the bottom.             (History of New York Washington Irving)

I always think about this beautiful passage when I remember my favorite teachers who appear to lead very quiet lives and in fact do not seem to get the attention or public respect that I think they deserve- not that they care.

Along the same lines, it is interesting to note that the same principle appears to apply to the respect that we accord to those who have obtained intellectual virtues. Of the five intellectual virtues we tend to heap honors on those who have obtained the practical (art and prudence or foresight) more than those who have obtained the speculative (natural understanding, science or “episteme,” and wisdom.)

Of course the two practical virtues are more known to us than the three speculative, so it is not surprising that those who have them receive more attention. Who wants to pay for tickets to sit and hear the words of a wise philosopher sitting on stage in an armchair?

It is much easier to recognize the virtue in an excellent artist or military leader than the virtue in a philosopher. The practical intellectual virtues result in some action or object which speaks its own excellence (for example the great violinists or artists that we celebrate in our concert halls and museums) The speculative intellectual virtues do not necessarily result in such an easily discernible object of excellence. As a matter of fact (excepting of course those who have committed their thoughts to paper for example and have written a brilliant work) those who have obtained  the crowning intellectual virtue, wisdom, appear to be fairly unrecognizable at all to the majority.

This makes sense because how would we recognize any unusual wisdom in another unless we ourselves had some beginnings of wisdom already in ourselves in virtue of which we could recognize it in another?

Which of course brings me back to my initial point – my favorite teachers appear to lead very quiet lives and in fact do not seem to get the attention or public respect that I think they deserve- not that they care.

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Nouns and verbs…. what’s the difference?

When we teach children throughout the world that a noun is a name that signifies a “person place or thing” and a verb is a word that signifies an “action or event or state of being,” do we think that we have done them a service? Or do we think that we have just borrowed a little time to stall their minds until we come up with more satisfactory definitions?

How long does it take for the average clever student to realize that “actions, events or states of being” are all “things?” ‘To run’ is a thing and so is ‘to sleep.’ Therefore to run and to sleep are nouns?

Perhaps the majority of students learn these definitions and carry them throughout life without realizing the mistake- or at best half truth that is implied in them.

These definitions appear to be purely functional….sort of. Perhaps they bring the mind closer to the truth but they ultimately fail.

It is not a virtue to live an entire life contented with half truths – as if the mind has been lulled to sleep and feels as if it knows when it does not know.

One begins to wonder whether it is important to know what a noun is and what a verb is?

On the other hand I would think that a wise person would at least know or want to know the difference. Given that nouns and verbs are the fundamental words by which we describe the entire world, angels and the Trinity, it sure would be nice to know what they are precisely. Or do we propose that a student is successfully educated who obtains a high school or college degree without knowing the difference?

What is the answer and how might one learn what a noun is and what a verb is? Or do we care?

Hmmmm….maybe a Liberal education would provide the answer.

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The phrase “Catholic Education” is a redundancy.

The cultivation of the intellect is a Catholic enterprise.

All education, insofar as it is authentic education, is Catholic. And therefore, when we speak about the Catholic principles of education we are, in truth, speaking about nothing other than the principles of education itself. Is not the world (and the various orders that can be known through human reason) by its very nature a Catholic world? And is not the cultivation of the intellect in its attempt to know the various orders that God created (the attempt which we call education) a Catholic attempt? Education itself is an enterprise that is proper to man. Education is an enterprise that disposes the one who receives it to the knowledge of God. Education is something that ultimately disposes man to the complete vision of God Himself in heaven. Education is a Catholic enterprise. It is an enterprise that begins in wonder and ends in Wisdom. It is an enterprise that assumes a great unity among all sciences and arts and disciplines, all of which might be imagined as serving in a great palace as “handmaidens” serving Theology as their Queen.

The word education first signifies that which we mean by liberal education. In recent, times because of widespread confusion between education and the myriad studies that amount to no more than a training for a specific career, we do well to use the phrase liberal education to distinguish what it is we are talking about. Strictly speaking, I would argue that, like the phrase “Catholic education,” so also the phrase “liberal education,” is a redundancy.

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Liberal Education in Action

Here is a photo liberal education in action.

As you  can see, this is a photo of my garage surrounded with very clever scaffolding and lots of old lumber. I am replacing the rotten fascia and parts of the roof “deck” as well as some of the rotten siding.  Now you might ask how long it has taken me to do this.

Two months.

But no photo can capture the amount of time that I have had to spend standing still in one place and thinking about just what to do.

Maybe a little slow…Maybe a little inefficient….but Liberal education does work!

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