Liberal arts

The Pyramid(as an expression of Liberal Arts Encapsulated) is a combination of  the Trivium , and  the Quadrivium

My interest has been from a historical position about how such a system while it developed from that ancient perspective,  is still not about a “religious perspective” as to what is to be believed by Lee Smolin.

If we think outside of time, we believe these ideas somehow “existed” before we invented them. If we think in time we see no reason to presume that.Lee Smolin

I of course question what is relative by appointments from him as to what can  exist “within and out of time.” Since this is a foundation approach with which his whole take depends on, his relative relationships as it is relegated toward perspective about the beginning and the end of the universe,  is a position with which one cannot ever assume, hence, the value in religious perspective one is suppose to have in relation to their science? I hope I get this right.

The idea that truth is timeless and resides outside the universe was the essence of Plato’s philosophy, exemplified in the parable of the slave boy that was meant to argue that discovery is merely remembering. Lee Smolin

So I needed to put this in perspective, so it is understood that the issue here arises “from within” so that all expression without,  inside or outside of time become a relative issue about position and stances assumed and cannot be differentiated to such categories as to it significance as being religious.

Among contemporary cosmologists and physicists, proponents of eternal inflation and timeless quantum cosmology are thinking outside of time. Proponents of evolutionary and cyclic cosmological scenarios are thinking in time. If you think in time you worry about time ending at space-time singularities. If you think outside of time this is an ignorable problem because you believe reality is the whole history of the world at once. Lee Smolin

So, I provided some access to “Plato’s Dialogues” so as to give you the the ability to discern what is assume by Lee is what is spoken by and through Plato’s own words.

What did you gain by reading that you can now say that what is established as “foundations approached” to being realistic, wafts through the scientific community and distinguishes itself according to some category that allows you to believe that it is religious by inherent and that such searches have no basis according too?

Does he say that explicit….only you can say by such association and quotes, can I say then that I point toward that direction in my assumptions as well. I mean you have been given the opportunity so you decide.

My perspective is about that “Cognitive Tool Kit” and how leading to a “point source” is nothing more then the recognition of coming to a “point source” inside you,  that is inside time. What I am saying, is that such perfection is the containment of all that has ever existed, or will ever exist, you are connected to in time, so these thoughts about the before and after are not apart from what happens within in any universe, nor can birth and death be considered outside of it.

This recognition is “the measure of” with which one can assume their foundation. That is, how I see Lee’s position. All scientist would agree in that such measure is appropriate, yet such thoughts about time and outside of time pertaining to the Cognitive Tool Kit is not part and parcel of a “religious context” that one could say, “eureka!”

Again, it leads to a Point Source. A “point source” inside time that contain vasts potential?

SEE:

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The seven liberal arts – Picture from the Hortus deliciarum of Herrad von Landsberg (12th century)

The term liberal arts denotes a curriculum that imparts general knowledge and develops the student’s rational thought and intellectual capabilities, unlike the professional, vocational and technical curricula emphasizing specialization. The contemporary liberal arts comprise studying literature, languages, philosophy, history, mathematics, and science.[1]

Contents

History

In classical antiquity, the liberal arts denoted the education worthy of a free person (Latin: liber, “free”).[2] Contrary to popular opinion, freeborn girls were as likely to receive formal education as boys, especially during the Roman Empire—unlike the lack-of-education, or purely manual/technical skills, proper to a slave.[3] The “liberal arts” or “liberal pursuits” (Latin liberalia studia) were already so called in formal education during the Roman Empire; for example, Seneca the Younger discusses liberal arts in education from a critical Stoic point of view in Moral Epistle 88.[4] The subjects that would become the standard “Liberal Arts” in Roman and Medieval times already comprised the basic curriculum in the enkuklios paideia or “education in a circle” of late Classical and Hellenistic Greece.

In the 5th century AD, Martianus Capella defined the seven Liberal Arts as: grammar, dialectic, rhetoric, geometry, arithmetic, astronomy, and music. In the medieval Western university, the seven liberal arts were:[5]

  1. grammar
  2. logic
  3. rhetoric
  1. arithmetic
  2. astronomy
  3. music
  4. geometry

 Liberal arts in the United States

In the United States, Liberal arts colleges are schools emphasizing undergraduate study in the liberal arts. Traditionally earned over four years of full-time study, the student earned either a Bachelor of Arts degree or a Bachelor of Science degree; on completing undergraduate study, students might progress to either a graduate school or a professional school (public administration, business, law, medicine, theology). The teaching is Socratic,[citation needed] to small classes,[citation needed] and at a greater teacher-to-student ratio than at universities;[citation needed] professors teaching classes are allowed to concentrate more on their teaching responsibilities than primary research professors or graduate student teaching assistants, in contrast to the instruction common in universities.[original research?][dubious ] Despite the European origin of the liberal arts college,[6] the term liberal arts college usually denotes liberal arts colleges in the United States.

See also

 References

  1. ^ “Liberal Arts: Encyclopedia Britannica Concise”. Encyclopedia Britannica.
  2. ^ Ernst Robert Curtius, European Literature and the Latin Middle Ages [1948], trans. Willard R. Trask (Princeton: Princeton University Press, 1973), p. 37. The classical sources include Cicero, De Oratore, I.72–73, III.127, and De re publica, I.30.
  3. ^ H. I. Marrou, A History of Education in Antiquity [1948], trans. George Lamb (London: Sheed & Ward, 1956), pp. 266–67.
  4. ^ Seneca Epistle 88 at Stoics.com
  5. ^ “James Burke: The Day the Universe Changed In the Light Of the Above.
  6. ^ Harriman, Philip (1935). “Antecedents of the Liberal Arts College”. The Journal of Higher Education, Vol. 6, No. 2 (1935), pp. 63–71.

 Further reading

  • Blaich, Charles, Anne Bost, Ed Chan, and Richard Lynch. “Defining Liberal Arts Education.” Center of Inquiry in the Liberal Arts, 2004.
  • Blanshard, Brand. The Uses of a Liberal Education: And Other Talks to Students. (Open Court, 1973. ISBN 0-8126-9429-5)
  • Friedlander, Jack. Measuring the Benefits of Liberal Arts Education in Washington’s Community Colleges. Los Angeles: Center for the Study of Community Colleges, 1982a. (ED 217 918)
  • Joseph, Sister Miriam. The Trivium: The Liberal Arts of Logic, Grammar, and Rhetoric. Paul Dry Books Inc, 2002.
  • Pfnister, Allen O. “The Role of the Liberal Arts College.” The Journal of Higher Education. Vol. 55, No. 2 (March/April 1984): 145–170.
  • Reeves, Floyd W. “The Liberal-Arts College.” The Journal of Higher Education. Vol. 1, No. 7 (1930): 373–380.
  • Seidel, George. “Saving the Small College.” The Journal of Higher Education. Vol. 39, No. 6 (1968): 339–342.
  • Winterer, Caroline.The Culture of Classicism: Ancient Greece and Rome in American Intellectual Life, 1780–1910. Baltimore: Johns Hopkins University Press, 2002.
  • Wriston, Henry M. The Nature of a Liberal College. Lawrence University Press, 1937.
  • T. Kaori Kitao, William R. Kenan, Jr. (27 March 1999). The Usefulness Of Uselessness. Keynote Address, The 1999 Institute for the Academic Advancement of Youth’s Odyssey at Swarthmore College.

 External links

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