Tag Archives: teaching cartoon

And I mean every last round bit of it.

OneDaySon

(Gaston Bachelard, the phenomenology roundness; in: Poetics of Space) I should like to give an example of an image that is outside all realistic meaning, either psychological or psychoanalyti­cal.

Without preparing us, precisely as regards the absolute nature of the image, Michelet says that “a bird is almost completely sphericaL” If we drop the “almost,” which mod­erates the formula uselessly, and is a concession to a view­ point that would judge from the form, we have an obvious participation in Jaspers’ principle of “round being.” A bird, for Michelet, [Jules Michelet, L’oiseau, p. 291.] is solid roundness, it is round life, and in a few lines, his commentary gives it its meaning of model of being.1 “The bird, which is almost completely spherical, is certainly the sublime and divine summit of living con­centration. One can neither see, nor even imagine, a higher degree of unity. Excess of concentration, which constitutes the great personal force of the bird, but which implies its extreme individuality, its isolation, its social weakness.”

In the book, these lines also appear totally isolated from the rest. One feels that the author, too, followed an image of “concentration” and acceded to a plane of meditation on which he has taken cognizance of the “sources” of life. Of course, he is above being concerned with description. Once again, a geometrician may wonder, all the more so since here the bird is considered on the wing, in its out­ of-doors aspect, consequently, the arrow figures could accord
here with an imagined dynamics. But Michelet seized the bird’s being in its cosmic situation, as a centralization of life guarded on every side, enclosed in a live ball, and consequently, at the maximum of its unity. All the other images, whether of form, color or movement, are stricken with relativism in the face of what we shall have to call the absolute bird, the being of round life.

The image of being-because it is an image of being­ that appears in this fragment by Michelet is extraordinary for the very reason that it was considered of no significance. Literary criticism has attached no more importance to it than has psychoanalysis. And yet, it was written, and it exists in an important book. It would take on both interest and meaning if a philosophy of the cosmic imagination could be instituted, that would look for centers of cos­micity.

h/t Mike Dickman for sharing the cartoon on FB

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Teaching Cartoon: Accountability

accountability

Mobpsychologist

“He that is good for making excuses is seldom good for anything else.” Benjamin Franklin

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Teaching Cartoon: Go With What You Know

EE2licenseplates21

Resourceful display from Zagara's Grocery

Resourceful display from Zagara’s Grocery

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Teaching Cartoon: Anachronism

Sufi teaching story

version. original: The Pleasantries of the Incredible Mulla Nasrudin

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Teaching Cartoon: Living At Home

Degree

It could be worse.

R Crumb

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Teaching Cartoon: What happened next?

Honor

Idries Shah is the source for the dialog (and exposition) in this comic, but it was necessary to shift the subject matter a bit to repurpose its ‘learning function’ and attach it to a contemporary situation.

The reader likely will need to work a bit to tease out the subtle didactic aim of the exposition. The situation of the GOP stands in for all similar situations for which the actual mechanics of leading and following are willfully obscured and substituted with, and here’s the first hint, an idealization about different mechanics.

The subject matter is: the psychological problem of following leaders. What follows are some clues and only clues.

(1) David Corn writes about Project Groundswell, a group of conservative thought leaders working together to lead thoughts and improve followers’ reasons for following.

(2) The Impostor Syndrome: is when the pressure of knowing directly about one’s own faults undermines the effort to present one’s relatively faultless self to others. “If those suckers who worship me only knew what I know!”

(3) The extension of the story, The Emperor With No Clothes; so: what happens next to the followers?

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Teaching Cartoon: Secret of a Long Life

short life

In fact, it is only recently that most people survive long enough to encounter the unique maladies that “show up” in the territory of the long-lived.

Lomgevity

The Evolution of Human Longevity from the Mesolithic to the Middle Ages: An Analysis Based on Skeletal Data
by Jesper L. Boldsen & Richard R. Paine

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Teaching Cartoon – Reverse Psychology

teaching cartoon - reverse psychology

 

 

At the turning of a flower
His disguise was exposed.
No one in heaven or earth can surpass
Maha-Kashapa’s wrinkled face.

via Zen Koan Generator

commentary:

When Buddha was in Grdhrakuta mountain he turned a flower in his fingers and held in before his listeners. Every one was silent. Only Maha-Kashapa smiled at this revelation, although he tried to control the lines of his face.Buddha said: `I have the eye of the true teaching, the heart of Nirvana, the true aspect of non-form, and the ineffable stride of Dharma. It is not expressed by words, but especially transmitted beyond teaching. This teaching I have given to Maha-Kashapa.’

Mumon’s Comment: Golden-faced Guatama thought he could cheat anyone. He made the good listeners as bad, and sold dog meat under the sign of mutton. And he himself thought it was wonderful. What if all the audience had laughed together? How could he have transmitted the teaching? And again, if Maha-Kashapa had not smiled, how could he have transmitted the teaching? If he says that realization can be transmitted, he is like the city slicker that cheats the country dub, and if he says it cannot be transmitted, why does he approve of Maha-Kashapa?

via Haiku Generator:

We have a problem.

“This page cannot be displayed”

What will I do now?

 

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Teaching Cartoon: Now You See It

Observations

…now you don’t.

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