Posts Tagged ‘teaching’
“Right now I’m having amnesia and déjà vu at the same time. I think I’ve forgotten this before.”*…

Before humans stored memories as zeroes and ones, we turned to digital devices of another kind — preserving knowledge on the surface of fingers and palms. Kensy Cooperrider leads us through a millennium of “hand mnemonics” and the variety of techniques practiced by Buddhist monks, Latin linguists, and Renaissance musicians for remembering what might otherwise elude the mind…
In the beginning, the hand was just a hand — or so we can imagine. It was a workaday organ, albeit a versatile one: a tool for grasping, holding, throwing, and hefting. Then, at some point, after millions of years, it took on other duties. It became an instrument of mental, not just menial, labor. As a species, our systems of understanding, belief, and myth had grown more elaborate, more cognitively overwhelming. And so we started to put those systems out into the world: to tally, track, and record by carving notches into bone, tying knots in string, spreading pigment on cave walls, and aligning rocks with celestial bodies. Hands abetted these early mental labors, of course, but they would later become more than mere accessories. Beginning roughly twelve hundred years ago, we started using the hand itself as a portable repository of knowledge, a place to store whatever tended to slip our mental grasp. The topography of the palm and fingers became invisibly inscribed with information of all kinds — tenets and dates, names and sounds. The hand proved versatile in a new way, as an all-purpose memory machine.
The arts of memory are well known, but the role of the hand in these arts is often overlooked. In the twentieth century, beginning with the pioneering work of Frances Yates, Western scholars started to piece together a rich tradition of mnemonic practices that originated in antiquity and later took hold in Europe. The most celebrated of these is the “memory palace” [see here]. Using this technique, skilled practitioners can memorize vast collections of facts by nesting them in familiar places (or “loci”): the chambers of a building or along a well-known route. (To make these places more memorable, a bizarre image is often added to each one, the more jarring the better.) It is an odd omission that hand mnemonics are rarely mentioned alongside memory palaces. Both techniques are powerful and broadly attested. Both are adaptable, able to accommodate whatever type of information one wants to remember. And both work by similar principles, pinning to-be-remembered items to familiar locations.
The two traditions do have important differences. Memory palaces exist solely in the imagination; hand mnemonics exist half in the mind and half in the flesh. Another difference lies in their intended use. Memory palaces are idiosyncratic in nature, tailored to the quirks of personal experience and association, and used for private purposes; they are very much the province of an individual. Hand mnemonics, by contrast, are the province of a community, a tool for collective understanding. They offer a way of fixing and transmitting a shared system of knowledge. They serve private purposes, certainly — such as contemplation, in the case of the Mogao mnemonic, or calculation, in the case of Bede’s computus. But they also have powerful social functions in teaching, ritual, and communication…
The five-fingered memory machine: “Handy Mnemonics,” from @kensycoop in @PublicDomainRev.
* Steven Wright
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As we give it (to) the finger, we might recall an occasion for counting that required no fingers at all: on this date in 2015, a baseball game between Chicago White Sox and the Baltimore Orioles at Camden Yards set the all-time low attendance mark for Major League Baseball. Zero (0) fans were in attendance, because the stadium was closed to the public due to the 2015 Baltimore protests (over the death of Freddie Gray while in police custody).
“Damn everything but the circus!”*…
Meg Wallace, of the University of Kentucky, teaches the philosophy course that I wish I’d taken…
The circus is ridiculous. Or: most people think it’s ridiculous. We even express our disdain for disorganized, poorly run groups by claiming, disparagingly, that such entities are “run like a circus.” (This isn’t true, of course. The amount of organization, discipline, and hard work that it takes to run a circus is mind-blowingly impressive.) But this is one reason why I teach Circus and Philosophy. I want to show students a new way into philosophy – through doing ridiculous things.
It seems strange that philosophers often teach philosophy of art, philosophy of sport, philosophy of the performing arts, and so on, without having the students at least minimally participate in the activities or artforms that are being philosophized about. This lack of first-person engagement is especially unfortunate when the topic at hand crucially involves the perspective of the participant– the painter, the dancer, the actor, the aerialist, the clown. Circus and Philosophy is an attempt to explore this participation/theorizing gap. (Another aim is just to magic-trick undergrads into loving philosophy.)
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[The circus is] rich with potential for deep discussions about an array of philosophical topics in aesthetics, ethics, social and political philosophy, personal identity, mind, metaphysics, epistemology, and so on. It is also intrinsically interdisciplinary, so students with interests and majors outside of philosophy can easily find a way in…
Finding the profound in the profane: “Circus and Philosophy: Teaching Aristotle through Juggling.”
* e e cummings
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As we benefit from the big top, we might recall that it was on this date in 1987 that another instructive family of entertainers, The Simpsons, made their debut on television in “Good Night,” the first of 48 shorts that aired on The Tracey Ullman Show before the characters were given their own eponymously-titled show– now the longest-running scripted series in U.S. television history.
I have this recurring nightmare about an exam for which I haven’t studied…
… the first of a series of questions at Nation’s Report Card‘s (U.S. Department of Education’s) web site– in the Fourth Grade section. Having completed those, readers can graduate to Eighth and Twelfth Grade exams.
Makes one grateful for innovations in teaching like this one.
As we agree with Sam Cooke (and then again, wish that our Presidential contenders didn’t), we might recall that it was on this date in 1972 that the U.S. Supreme Court decided Furman vs. Georgia by a 5-4 vote, declaring capital punishment unconstitutional. But it wasn’t a conclusive victory for death-penalty foes: the majority based its decision on flaws in jury selection and sentencing processes… which were addressed by several states over the next few years. So, in 1976, when the issue came again before the Justices, they ruled that capital punishment could be resumed under a “model of guided discretion.” And it was– with the 1977 execution (by firing squad) of Gary Gilmore in Utah. In 2010, the U.S. ranked fifth in the world in the number of legal executions performed (behind China, Iran, North Korea, and Yemen; ahead of Saudi Arabia, Lybia, Syria, and the rest of the countries in the world).
Quod Erat Demonstrandum…
Barlow’s Wheel
St. Patrick’s College, Maynooth, Ireland
Today we remember Peter Barlow (1776-1862) for his mathematical tables, the Barlow Lens, and Barlow’s Wheel (1822). Electric current passes through the wheel from the axle to a mercury contact on the rim. The interaction of the current with the magnetic field of a U-magnet laid flat on the baseplate causes the wheel to rotate. Note that the presence of serrations on the wheel is unnecessary.
Thomas Greenslade, a professor emeritus at Kenyon, has a passion for the devices that have been used over the years to teach the principles of physics. Happy for us, he is willing to share: there are hundreds of fascinating exhibits like the one above at “Instruments for Natural Philosophy.”
As we sit back under our apple trees, we might recall that it was on this date in 1790 that the first U.S. patent statute was signed into law by President Washington. Although a number of inventors had been clamoring for patents and copyrights (which were, of course, anticipated in Article I, Section 8, Clause 8 of the Constitution), the first session of the First Congress in 1789 acted on none of the petitions. On January 8, 1790, President Washington recommended in his State of the Union address that Congress give attention to the encouragement of new and useful inventions; and within the month, the House appointed a committee to draft a patent statute. Even then the process worked slowly: the first patent issued under this statute was signed by George Washington– on July 31, 1790, for Samuel Hopkins’ process to make potash and pearl ash.
It’s some measure of the power of IP to create value that, on this date in 1849, Walter Hunt of New York City was issued Patent No. 6,281– the first U.S. patent for a safety pin. Strapped for cash, Hunt spent three hours on his invention, filed, then immediately sold the rights for the $400 that he needed.
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