idea

. . . The phrase "entertaining ideas" suggests that ideas have a life and desire of their own. The word "entertain" originally meant "to hold in the house." . . . ideas can be entertained by being given a place, listened to, and nurtured as our guests. Entertain also means "to hold in between." Ideas themselves are between existence and meaning. The abstract idea or "spirit" finds its place or home - its "matter" - in the concrete world through ideas, while at the same time the concrete world realizes its dynamic source or meaning - its spirit - through ideas. Existence and meaning, the material and the spiritual come thogether or coconstitute each other in the idea (Davidson 1985, 64-65)

. . . The word "idea" has its root in the Greek eidos, which refers to "that which can be seen," from which comes the Latin video, "to see." So ideas are like videos that can be imaginatively seen as they infulence us. We are always characters in one video or another! . . . What is healed when we entertain ideas? For the Greeks, eidos brought together the spiritual and the material, mind and matter, the unseen and the seen. . . For the Greeks "seeing" was the action involved in perceiving the eidolons, the particles that make up events whether materially present as a thing or spiritually present as a god. We now call this "imagination" . . . (Ronald Schenk. DarkLight, 1-2)

:: comment :: . . . writing to see the world through imagination and stimulating the imagination about the world . . . links are gifts & blogs are that place to visit face - what is seen sees back . . .

Comments

Post a Comment

Popular posts from this blog

Heart Play

My thoughts are wounds in my head. My brain is a scar. I want to be a machine. Arms to drag legs to walk no pain no thinking. (Heiner Müller , 'Hamletmachine' ) Heartplay A May I lay my heart at your feet. B If you don't make a mess on my floor.. A My heart is clean.. B We'll see, won't we.. A I can't get it out.. B Would you like me to help you.. A If you wouldn't mind.. B It'll be a pleasure. I can't get it out either.. A cries. B I will remove it surgically. What have I got this penknife for anyway. We'll have this sorted out in no time. work will keep you from despair. Right, there we are. But this is a brick. Your heart is a red brick.. A Yes, but it beats only for you.. (1981) A beats B to death with the brick.. (Addition, July 1991). ------------- Heiner Müller ----------------- from Heiner Müller Theatremachine translated and edited by Marc von Henning
Read more

Dobong

Image
 ... moved into a new place ...  ... first night there in a deep sleep was visited by a short middle aged man ... well dressed in a black suit ... seemed to be Korean but not sure ... although silent the figure's presence was so strong i was pulled out of dream to fully awake ... as I lay in bed the after image of him remained standing silently in the hallway just outside the open bedroom door ... he wasn't really looking at me but i felt he sensed i was now aware of his presence and didn't wish to startle me ... finally assured he was a dream figure i fell back to sleep ... only later to be visited again ...  this time not in dream but upon waking saw him standing fully in the doorway ...  a serious, calm face he looked directly into my eyes ...  ...  i knew he was an apparition  & examined his demeanour ... he was likewise examining me with a gentle questioning look ... oh a previous owner of the apartment i thought ... he didn't move or speak ju...
Read more
* The teacher rarely tells students what he thinks. * Generally, he does not accept a single statement as an answer to a question. * He encourages student-student interaction as opposed to student-teacher interaction, generally avoids acting as a mediator or judging the quality of ideas expressed. * His lessons develop from the responses of students and not from a previously determined "logical" structure. (Postman & Weingartner, 1969, p. 33-36) * Generally, each of his lessons pose a problem for students. * He rarely summarizes the positions taken by students on the learnings that occur. He recognizes that the act of summary or "closure" tends to have the effect of ending further thought. "* He rarely summarizes the positions taken by students on the learnings that occur. He recognizes that the act of summary or "closure" tends to have the effect of ending further thought." ( Teaching as a Subversive Activity: Book Review ) (via Incorporat...
Read more