(foto David Dickson)
Visar inlägg med etikett democracy. Visa alla inlägg
Visar inlägg med etikett democracy. Visa alla inlägg

lördag 22 oktober 2011

Libya, can we mourn?

Libya
HOPE?



Libya tyranny?



A picture of tyranny - Kadaffi to the left

WHAT WAY?

Another victory för democracy












Turning and turning in the widening gyre
...


Things fall apart; 
the centre cannot hold;


Mere anarchy is loosed upon the world, 
The blood-dimmed tide is loosed,





Execution in China
Electric chair execution
and everywhere
The ceremony of innocence is drowned; 


A Ku Klux Klan lynching

The best lack all conviction, while the worst
Are full of passionate intensity.






When a vast image out of Spiritus Mundi
 Troubles my sight:

Colossal head of Olmec origin, Mexico
somewhere in the sands of the desert.
A shape with lion body and the head of a man,
A gaze blank and pitiless as the sun, is moving its slow thighs,



The birth of democracy

while all about it
Reel shadows of the indignant desert birds.

 ...









WHAT WAY DO WE GO?
LIBYAN rebels protect a captured sniper
from retaliation


Rebels with Kadaffi's body
after the lynching


Aeschylus?

Bust of Aeschylus
The Persians

The Aeschylus tragedy from 472 BC.

Ancient vase picturing scenes
from Aeschylus The Persians
Aeschylus urges the victorious Greek community
to grieve the fallen sons of the conquered enemy.

WE

To us he speaks. We who fought with the rebels. We who fought on Kadaffi’s side. We who bombed targets in Kadaffi’s battle lines. We, who provided tax money for the NATO air missions in Libya. We who raise our Kalashnikovs today and euphorically fire them towards the sky. We, who uneasily throw our Kadaffi uniforms and sneak out on the street in civilian clothes. We who proclaim our joy over the victory of democracy. We who proclaim our joy of Kadaffi’s death. We who regret it.


Let all rejoice that the war ends. 
Let us rejoice in the freedom that is won if we will.


But, in the square where we gather, let Aeschylus also come forward.  And we listen:


Let us not be haughty. We are all human - playthings of higher forces of power. Let us grieve with those who were our enemies in battle. Let us mourn all that we and they have lost in the war. Let us talk about tomorrow.

Libya, 
can we grieve the fallen sons and daughters of an enemy?



sources:

W. B. Yeats "The Second Coming"

"Radioteatern ger Aischylos Perserna" (Blog: ”Bland de dödlige växlar ju segern”)




fredag 4 mars 2011

POLITICS: Links to news about US labor protests

For the benefit of my US American blog visitors, I've collected a few news links with information about the present attack on the bargaining rights of labor unions.

To my mind, what's happening in Wisconsin, Ohio, Indiana, Idaho and elsewhere in the US where state governments are passing laws against collective bargaining is an attack against democracy itself. Accessing information, news and discussion about this is vital.

I begin with a few newslinks, and I will appreciate any contributions of further links to news media reflecting the struggle for democracy today and yesterday in the USA




CNN March 4 on the attack on labour bargaining rights:









The Daily Show with Jon Stewart
US Labor crisis

(Thanks to Lars Nilsson-Lund for this link)


Democracy Now TV news
Democracy Now report on 100 000 strong rally in Wisconsin Saturday February 28
Democracy Now on March 3 - Bad reporting about Wisconsin exposed
NAOMI KLEIN March 9: resistance against the shock doctrine





Daily Kos: State of the Nation






Obama on Wisconsin labor unrest
on Real Clear Politics

Republican senator: "Why are these leftists so angry? Our Tea Party rally was more peaceful"






NEW LINK Meet the Press March 5 2011: panel discussion











NEW LINK March 6 2011:  Walker threatens lay-off
(E. D. Kain)





NEW LINK:
The latest Wisconsin news:
March 7, 2011:
Neither side is budging in Wisconsin's epic fight over union rights,




NEW LINK: The latest local news, Madison WI
Columnist page
by Bill Fletcher Jr. March 02, 2011
"Why Should We Care about the Arab Democratic Revolt"



If you can't post your comment to this blog?
Please find me on facebook:
http://www.facebook.com/?ref=home#!/profile.php?id=100000989283803

onsdag 12 januari 2011

EDUCATION: Stanley Fish - "Knowing the Formal Structure of Anything"

Sculpture (photo DD)

To Stanley Fish, it seems to me, learning lies exposed on the surface of reality as much as in the deepest cultural expressions. In his being in the now, Fish’s deep erudition allows him to learn anew every day by just taking part in whatever social or mediated situations that come his way. And this, I think, is the opportunity he wants education to give young people.

In three recent blog installments I have gathered information about what I call ”the roots of Stanley Fish’s Classical turn”. What I’ve done is I’ve tried to show some facts about the sources he uses in exemplifying some very different lines of thought and action that converge in affirmation of classical education as a remedy for crisis in education. This is, however, a very limited approach on my part. To speak about the roots of Stanley Fish’s turn towards classical education, I need, of course, probe somewhat deeper than to Leigh A. Bortins, Diane Ravitch or Martha Nussbaum.

On his way to work, each new day offers him an hour and a half in splendid isolation on the motorway. It is a situation in which trivial as well as deeply analytical associations make themselves available to the mind while communing with the trivial and genial impulses presenting themselves along the road and on the wireless.

In listening to the radio, one of Fish’s favourites is the Diane Rehm Show. Here, he says, he receives ”better education than any of my students will receive from me when I get to school.” He praises ”the detailed knowledge” that is displayed ”on subjects as various as those that might be found in the Encyclopaedia Britannica.” In celebration of his birthday, Fish tunes in Diane Rehm and enjoys to the full her ”blend of courtesy and firmness” a strategy of gentle insistence that never fails to elicit ”precise and nuanced answers” even with evasive debaters and interview guests. This is what Fish wrote in 2006, and with Diane Rehm still on the air the radio continues to  foster ”an engaged and connected local, national and global community” (”The Diane Rehm Show Celebrating 30 Years” http://wamu.org/programs/dr/30/ ).

It is here that the roots of Stanley Fish’s classical turn come to light. Fish is a god-gifted teacher. He is no less knowledgeable or less gifted than Diane Rehm. The reason why he can't give his students as good education as Rehm can give him is not because she is better. The thing is that he will and his students will not find Rehm’s programs ”glorious” (yes, that’s how he describes the program he listened to on his birthday in 2006), and the reason: he is and they aren’t classically educated. This is why! If you are classically educated your life-long process of learning will always keep you receptible to new knowledge - whether you're looking out the open side-window of your car, feeling the blowing of the wind or if you're listening to the Diane Rehm show on the radio.

In an article published on June 7, 2010, Fish describes the high-school education that opened worlds of knowledge to him:

    ”four years of Latin, three years of French, two years of German, physics, chemistry, biology, algebra, geometry, calculus, trigonometry, English, history, civics, in addition to extra-curricular activities, and clubs — French Club, Latin Club, German Club, Science Club, among many others.”  (”A Classical Education: Back to the Future”)

What this classical education taught him is not only all those facts but something that has to do with the way brains work. Through ”imitation, memorization, drill, recitation and above all grammar”, what he learnt is not only ”grammar as the study of the formal structure of sentences (although that is part of it), but grammar as the study of the formal structure of anything” (”A Classical Education”)

”The formal structure of anything”. Learning to see formal structures and learning to use this ability to see how things, ideas, languages, arts, political and economic systems are structured - that is what classical education amounts to for Fish. Learning to see, learning to use and to find pleasure in this learning, in this seeing, in this using - to Fish this is the groundwork for democracy, for critical thinking, for intellectual self-reliance. If you want to take his word for it, these are qualities for the future.

Sources for this article:
Stanley Fish: Radio Days The New York Times April 19, 2006
- - - : Happy Birthday Milton The New York Times July 13, 2008
- - - : A Classical Education: Back to the Future  The New York Times June 7, 2010

Iron structure (photo DD)

måndag 3 januari 2011

EDUCATION: Roots of Stanley Fish's "classical turn" III

Third in line of the sources for the article where Stanley Fish advocates a return to classical education is the American philosopher Martha Nussbaum. Nussbaum is one of the world's best-renowned present-day philosophers (see Wikipedia on Martha Nussbum).

Nussbaum's recent book Not for Profit: Why Democracy needs the Humanities argues that ”education for profit has displaced education for citizenship” and emphasizes ”the importance of critical pedagogy for the development of individual responsibility, innovation, and self-examination.” She ”analyses the role of the arts and humanities” and emphasizes their importance in all education (Amazon.com Editorial Reviews).

Her Commencement address for Colgate University's 189th commencement, May 16, 2010, is a concentration of her educational aims. Here Nussbaum warns of the future results of today’s downsizing of humanistic education in schools world-wide: ”Nations of technically trained people who don't know how to criticize authority, useful profit-makers with obtuse imaginations.”

In the bilingual magazine for reflexion on art and culture, Literal: Latin American Voices Nussbaum develops her thoughts on democracy and the liberal arts.