NOTES and assignments MON 10 31 11

The Noise of the Street by early 20th century Italian painter Umberto Boccioni

10^th :  Vocab Quiz 5 tomorrow

Romanticism as a world view

• Exaggeration and oversimplification of characters and ideas—‘larger than life’ events, excitements, etc.
• Nature vs. society theme—society as a corrupting influence; nature as pure and good
• Emotion vs. Reason—passion as the guide to truth or right action; over-rational approach restricts the soul
• Imagination vs. reason—creative forces in the human soul that reason alone can’t equal or account for
• Imagination vs. ‘reality’—the power to shape ‘facts’ to new forms;
• ‘Simple man’, ‘noble savage’, and ‘common hero’ stereotypes

Romantic Hero—diagnostic characteristics

• orphaned (or separated from society in some way—an outsider, lonely, a castawy, handicapped or ‘troubled’)—Spiderman, Superman, Hunchback of Notre Dame
• ‘Nature boy’ figure—special relationship with nature, or raised in some exotic setting or circumstances—Tarzan, Mowgli,
• Unusual abilities—from ‘superpowers’ to simply a high level of skill—Luke Skywalker
• Caught up in good v. evil struggle—or, in some cases, torn by an internal struggle
• Fights prevailing order—a rebel
• nobility of character
• exotic encounters—blood brothers with the Comanche
• Double life

While the Romantic world view as we’re familiar with it today began to take shape in the late 1700’s, and was clearly defined by about 1800, elements of it can be found in Shakespeare, in Medieval European poetry and literature—particularly in the King Arthur tales and in Troubador poetry—and even in classical and ancient myths, where heroes are often orphans who endure tremendous emotional struggles. We also find profoundly Romantic themes and myths in India, China, and other non-western cultural contexts.

11/12 We’ll be workshopping your essays over the next couple of days. Think REVISE AND EDIT!

8^th: VOCAB QUIZ TOMORROW. Turn the two lists assigned Friday into two paragraphs. I know there’s some information missing—do the best you can.

9^th: VOCAB QUIZ TOMORROW. Know the definition of ‘classical literature’ as we’ll be using the term in this class. Prepare to understand and explain in writing the basic history of the Trojan war.

Notes and Assignments WED 10 26 11

10 26 11

10^th: No homework

11/12: Work on Comparison essays.

8^th: Brainstorm ideas for the Plan section of our project proposal.

9^th: Write revised paragraphs describing Gilgamesh’s condition when he met Utnapishtim, and explaining the test and why he failed it.

Rhetoric: Write: What do you think Paul means in 1 Corinthians by his distinction between God’s wisdom and the wisdom of men, between words given by the Holy Spirit and words of worldly eloquence and worldly wisdom?

Notes and assignments TUES 10 25 11

Triple portrait of Charles I by Anthony van Dyck.

10 25 11 Assignments

10^th: Work on Rhetoric assignments.

11/12: Reach Chapter Five of They Say; think about how you are helping your reader distinguish among the various ‘voices’ in your writing—what ‘voice markers’ are you using?

Rhetoric:

With reference to the readings for today, from the gospels: Why did Jesus say, ‘Don’t be anxious’ or ‘Don’t worry’ about defending the gospel? Is there something more persuasive than a well prepared speech with rehearsed gestures and emotional cues? What is the most effective demonstration of the truth of the gospel?

Read 1 Cor. Chs. 1 & 2. Identify 4 or 5 verses that seem relevant, and explain their relevance.

Paul mentions ‘Jews’, offended, and ‘Greeks’, to whom the gospel seems stupid. Who are their modern analogs?

Notes and Assignments MONDAY 10 24 11

10^th:  No Homework

11/12: Write 1 paragraph summaries of your two sources.

8^th: Write the Rationale  or Justification section of your proposal.

9^th: Answer three questions about Gilgamesh reading in writing:

1) What condition was G. in when he reached the garden of Utnapishtim?

2) Explain how G. fails U’s test.

3) What connection does G’s faillure to remain awake have with U’s refusing to give him the secret?

RHETORIC

Yes, we’re back at it again. Below are the texts of the two handouts from today. From the bottom of page two, here’s the reading/writing assignment that’s due TOMORROW:

ASSIGNMENT: Read the following passages of Scripture: Matthew 10:18-20, and the parallel passages, Mark 13:10-11, Luke 12:11-12. Write your thoughts about how we might reconcile 1) Jesus’ instruction not to plan out our answers ahead of time with 2) the practice of apologetics. What do you think it means that ‘what you should speak…will be given to you in that hour’?

Now read 1 Corinthians chapters 1 and 2. Which verses might apply to questions about how Christians should prepare to answer our critics, and what kinds of ‘reasons’ or ‘evidences’ we should be ready to give for our faith to those we hope to evangelize? 

Rhetoric Assignment, 10.24.11

Final rhetoric assignment: write a three to four-page essay discussing the appropriate role of Aristotelian rhetorical logos in the spread and defense of the gospel.

1) A preliminary two-page typed essay is due in two weeks.

2) The final essay will be due after the final Rhetoric class in March.

Be sure your essays have:

1) A clear evaluative or synthetic thesis,

2) A specific topic or sub-thesis for each paragraph, with transitions that explain the connections from para. to para.

3) Coherently connected discussions within the paragraphs.

An important issue in this essay will be the practice of ‘apologetics’—the study and preparation of reasoned or rational-appearing arguments to answer critics and attack conflicting beliefs and views.

Think about the answers to such questions as:

• Is the ‘faith’ that saves souls the same as ‘belief’ based on reasoning and evidence? Why or why not?

• Can the practice of apologetics—preparing answers and arguments beforehand—be reconciled with Jesus’ instructions to wait for the words the Holy Spirit will give? If not, why not? If so, how can they be reconciled?

• The basic proof text for apologetics is 1 Peter 3:15, which exhorts Christians to be ready to give ‘answer’ or ‘defense,’ and a logos or ‘reason’ for our faith.  Is this defense going to be primarily a matter of reasoning and logical arguments? Or does the Bible suggest that the ‘logos’ or ‘reason’ Peter had in mind might involve something more? Does it make a difference that the scriptural text says ‘a reason’ not ‘reasons’?

• Is ordinary human logic and intellectual reasoning capable of understanding the ways of God, or of comprehending the message of salvation and ‘new birth’? What does the Bible say we can accomplish with our own minds, our own understanding?

• Is reason alone a sufficient source of knowledge about God and salvation? Can the Bible be understood with reason alone? If not, does the Bible suggest what other channels of understanding and knowledge might be necessary?

 

Rhetoric and Apologetics

One of the fundamental elements of rhetoric, as identified by Aristotle, is logos, the practice of persuasion by rational, or rational-seeming, arguments. In many Christian circles, the broad term applied to such arguments is apologetics. Advocates of Christian ‘apologetics’ almost always base their practice on 1 Peter 3:15 (NKJV):

But sanctify the Lord God in your hearts, and always [be] ready to [give] a defense to everyone who asks you a reason for the hope that is in you, with meekness and fear;

The Greek word translated ‘defense’ is apologia, an answer or justification, meaning the reasoned (logical) defense one gives in court or to one’s critics. Here’s a fairly typical explanation of apologetics, from the webpage ‘Introduction to Christian Apologetics’ by Charlie Campbell, founder of ABR, the Always Be Ready apologetics ministry. Campbell defines apologetics as ‘giving reasons and evidence in defense of the faith,’ and references the term apologia in the verse from 1 Peter:

It is from this Greek word that that we get our English word “apologetics.” To be skilled in apologetics is to be able to give a defense of the Christian faith to someone who asks, or to someone who challenges your beliefs.

What kind of defense should we be prepared to give? Campbell points out that the same verse uses the Greek word logos, which literally translated is ‘word’, but which can also mean a reasoned answer or argument based on evidence—the same meaning Aristotle used for it. Campbell obviously interprets the text in this Aristotelian sense:

There are good reasons why a person should believe that God exists, that the Bible is trustworthy, that Jesus rose from the dead, etc. The Christian ambassador should be familiar with these reasons and be able to articulate them to those who have questions.

Thus the stated purpose of apologetics is to provide Christians with prepared arguments, based on reasoning from evidence, to use when responding to those who question or criticize our faith. Apologetics also aims to show unbelievers the logical weaknesses and errors in their own beliefs. Here’s how Campbell explains this second aspect of apologetics:  

Our primary task as ambassadors is to preach the gospel and to make disciples. But sometimes before a person receives the gospel, we must be involved in what we might call “spiritual demolition," demolishing lies and misconceptions about the Christian faith.

Clearly, the purpose of apologetics is to use evidence and reasoning in debate as a means of answering those who ask us for a ‘reason’ for our faith in Jesus as the Messiah and Savior. Thus apologetics is a rhetorical tool, a Christian version of Aristotle’s logos.

ASSIGNMENT: Read the following passages of Scripture: Matthew 10:18-20, and the parallel passages, Mark 13:10-11, Luke 12:11-12. Write your thoughts about how we might reconcile 1) Jesus’ instruction not to plan out our answers ahead of time with 2) the practice of apologetics. What do you think it means that ‘what you should speak…will be given to you in that hour’?

Now read 1 Corinthians chapters 1 and 2. Which verses might apply to questions about how Christians should prepare to answer our critics, and what kinds of ‘reasons’ or ‘evidences’ we should be ready to give for our faith to those we hope to evangelize?

Thursday, Oct. 20 assignments and notes

10 20 11 assignments

10^th  Get those final versions of the descriptions of Franklin’s self-improvement method in good shape.

11/12 If you still don’t have adequate sources, KEEP RESEARCHING. If you have your sources, begin taking notes and writing summaries.

Steps to writing a summary:

1) As you read the article, mark what seem to be important transitions in the argument, and the important premises and conclusions. Also mark sentences that may provide quotations.

2) Try to sum up the argument in one or two sentences: what is the most important thing this writer is trying to say about the topic?

3) List or outline four to six main ideas from the article—what are the main steps in the argument, and how does the author support them? If you’re not clear on this yet, you might try writing some brainstorming paragraphs explaining the argument of your source—if you can’t do this coherently, you may have missed an important step in the argument. Reread as needed.

4) Reread the article, or skim it while rereading important parts—intro, conclusion, transition paragraphs. Is your one to two sentence summary still satisfactory? Is your list of main points accurate? Rewrite if needed.

5) As you do step 4), also select your quotations—identify one to three key statements from the source that you want to quote whole or in part in your summary.

6) When you have a clear idea what the writer is saying, and not before, begin to draft your summary.

8^th: Rewrite or type your ‘goal description’ paragraphs; due tomorrow

9^th: Final versions of Enuma essays due tomorrow. Do a good job editing!

Oct. 19, 2011 Homework and notes

10^th: We are taking another run at the Franklin essays. For today, write a summary of Franklin’s attempts to perfect his moral character.

            1. In this summary, include explanations of

            the motivation for his project, and the original plan

            his failures

            his final plan or method.

            2. Include at least one quotation.

            3. First draft due Thurs., typed or handwritten. Final draft Friday.

11/12: Initial, completed draft of essay three, the comparison, is due by Friday, Oct. 28. Since there’s no school that day, you can turn it in Thursday, or you can email it on Friday.

Our schedule for the rest of the semester looks something like this:

Essay 4 due Nov. 18 or so.

Draft of Final essay due Dec. 14 (with a cushion, get them in NO LATER than the 16^th).

Project presentations weeks of Jan 6 and 13 (Fridays).

Final edited essay due Jan 12.

8^th:  Vocab A and B.

9^th: Vocab A and B. Your edited Enuma Elish essays are due Friday.

Wed Oct 5.

Here's a stained glass design by one of the best architects and artists of the twentieth century.

 

TENTH: We're still working on American Rationalism.

HW: 1) Vocab Exercise A.  2) Write a brainstorming outline for an essay on this topic: How does Franklin's description of his efforts to improve his moral character show that he was more of a rationalist than a puritan?

11/12: Keep working on those essays!

8th: Vocab Exercises 4 A, B, C, D.

9th: Vocab Exercises 4 A, B, D.

TUES 10.4.11

Here's a painting of a bighorn sheep by one of my favorite Native American artists, Quincy Tahoma (ca. 1917 - 1956) 

 

10th VOCAB QUIZ TOMORROW. We'll be discussing and writing about Mr. Benjamin Franklin this week.

11/12: We'll be back at work on those essays due NEXT WEEK )-:

8th: VOCAB QUIZ TOMORROW (yay!)

9th: VOCAB QUIZ TOMORROW. We'll finish discussing and start writing about the Enuma Elish this week.