Tag Archives: teaching cartoons

Teaching Cartoon: Destiny

Sticks

“There is no such thing as an omen. Destiny does not send us heralds. She is too wise or too cruel for that.” Oscar Wilde

A Story about Choice and Fate or Destiny — or choosing one fate for another
The King had been obsessed with fate and death for as long as he could remember. He didn’t know precisely when his intense preoccupation with these intertwined realities had begun, but begun it had, and, gradually, they had come to consume nearly every waking moment.

Some children had a favorite toy which played a central role in their early lives. Other children had an imaginary friend who kept them company through difficult times. As a boy, during adolescence, and into young adulthood, the King’s constant companions had been thoughts of fate and death.

Perhaps, the triggering events which helped precipitate his condition were the many wars that had been fought during his childhood, with so many of the Kingdom’s families losing father’s, sons, and brothers. Or, maybe, the terrible plagues which had swept through the lands, taking the lives of numerous men women and children, somehow had planted a deadly seed of another kind deep within his subconscious.

Undoubtedly, the foregoing sort of factors played contributing roles, but the King suspected that the real source of his anxieties and fears started with the mysterious stranger he had encountered one day in his room. The King had not been sure whether what took place that night was a dream or something else, but the experience had stayed with him.

Whenever he permitted his thoughts to drift in that direction, the whole scene would occupy his consciousness, like an invading force. The experience was just as vivid now as it had been some three decades ago when it first occurred.

As young boys are wont to do, he had been lying in bed, listening to the sounds of the night, thinking about the events of the day, planning what he would do tomorrow, when he heard a noise of some sort – like someone clearing his or her throat. The noise had come from the corner of his room which was always in shadows at night — even when the full moon shone through his window, as it did that evening.

All his attention was drawn to that portion of the room. He peered into the darkness of the corner, and although he couldn’t see anything, nonetheless, he felt a presence of some sort. He knew, with certainty, he was not alone.

A strange fear descended on him. He became paralyzed. (remainder of tale) h/t Bill Whitehouse.

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Teaching Cartoons: You Have to Have Faith. . .

Good Shape

(After all, the underlying social motivations haven’t changed at all.)

rationality

(Better safe than sorry.)

 

Bonus reading: Tradition in a Free Society: The Fideism of Michael Polanyi and the Rationalism of Karl Popper
by Struan Jacobs (pdf)

 

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Teaching Cartoon – Transmogrification

Transmogrification

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Teaching Cartoons: On Context

CAlvin&Hobbes-trickquestion

Calvin will be surprised when the test comes back.

cartoonleaarning

This replicates a classic form of a lesson on ‘precision.’

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It’s Cold Outside + Teaching Cartoon

Even yours truly, being a ‘nary a Christian,’ and by reputation being also a mildly notorious Christmas season curmudgeon, can warm up to this video.

Snoopy-Icycle

“I’m too ME to die.” is typical Snoopy, in Snoopy’s ‘French’ mode. These two cartoons face each other down.

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Teaching Cartoon: Two On ‘Timing’ & a Tale

robert-leighton-when-i-was-your-age-things-were-exactly-the-way-they-are-now-new-yorker-cartoon

wasittoday

Only Enough Time to Get Where You Stand, Right

The captain of a ship received a message one night, “Change your direction 15 degrees North to avoid collision”.

A little indignant, the captain replied, “I am the captain of a large ship and recommend you divert 15 degrees South”.

The captain received the reply, “We are a lighthouse”.

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Teaching Cartoons: Instrumentality 1 & 2

Instrumentality

Instrumentality-1-WoId

Samurai Prayer

I HAVE NO PARENTS;
I MAKE THE HEAVENS AND EARTH MY PARENTS.

I HAVE NO HOME;
I MAKE AWARENESS MY HOME

I HAVE NO LIFE OR DEATH;
I MAKE THE TIDES OF MY BREATHING MY LIFE AND DEATH.

I HAVE NO DIVINE POWER;
I MAKE HONESTY MY DIVINE POWER.

I HAVE NO MEANS;
I MAKE UNDERSTANDING MY MEANS.

I HAVE NO MAGIC SECRETS;
I MAKE CHARACTER MY MAGIC SECRET.

I HAVE NO BODY;
I MAKE ENDURANCE MY BODY.

I HAVE NO EYES;
I MAKE THE FLASH OF LIGHTNING MY EYES.

I HAVE NO EARS;
I MAKE SENSIBILITY MY EARS.

I HAVE NO LIMBS;
I MAKE PROMPTNESS MY LIMBS.

I HAVE NO STRATEGY;
I MAKE CLARITY MY STRATEGY.

I HAVE NO DESIGNS;
I MAKE INTUITION MY DESIGN.

I HAVE NO MIRACLES;
I MAKE RIGHT-ACTION MY MIRACLES.

I HAVE NO PRINCIPLES;
I MAKE NO-AVERSION MY PRINCIPLE.

I HAVE NO TACTICS;
I MAKE EMPTINESS AND FULLNESS MY TACTICS.

I HAVE NO TALENTS;
I MAKE READY WIT MY TALENT.

I HAVE NO FRIENDS;
I MAKE MY MIND MY FRIEND.

I HAVE NO ENEMY;
I MAKE CARELESSNESS MY ENEMY.

I HAVE NO ARMOR;
I MAKE BENEVOLENCE AND RIGHTEOUSNESS MY ARMOR.

I HAVE NO CASTLE;
I MAKE IMMOVABLE-MIND MY CASTLE.

I HAVE NO SWORD;
I MAKE ABSENCE OF SELF MY SWORD.

Samurai Prayer

 

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Teaching cartoon: Preparation

Sleep

purloined from the Funny Times

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Teaching Cartoon: The Wrong Question (repost)

The Wrong Question

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Teaching Cartoon: Done Deal (repost)

Done Deal

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Teaching Cartoon: Discernment

Discernment
h/t The New Yorker

Obvious
from Funny Times Presents the Best American Humor (pbk)

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Teaching Cartoon: Too Much Success

Jump

Bonus: attempt now to revise your prior knowledge. . .

Galactic orbit

now that it has been found to have been always erroneous.

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2 Teaching Cartoons On Questioning

a question

9 types

In short, questions in biology of a ‘How?’ nature need more than genetics and frequently more than a reductionist approach. If nature is at all economical (and we have good reason to believe that this is usually so), we can expect that she will choose to create at least some complex forms not by laborious piece-by-piece construction but by utilizing some of the organizational and pattern-forming phenomena we see in the non-living world. If that is so, we can expect to see similarities in the forms and patterns of living and purely inorganic or physical systems, and we can expect too that the same ideas can be used to account for them both. Philip Ball, The Self-Made Tapestry, Pattern Formation in Nature

Subtle relationships between seemingly disparate materials–such as the two cartoons and the book excerpt–bring ‘upward’ potentials for learning not otherwise accessible in more straight forward treatments of the same discrete material. Comment.

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Social Reflex

Social Constructionism

Here’s a decent very short treatment: Constructivism and Constructionism

My own sense for my own purposes starts with this premise: individuals differentially embrace unique, or social, or normative, or pragmatic, or heuristically derived, (etc.,) constructs in accordance with the situation at hand. By differentially I mean, at different times and places and for various particular reasons.

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Teaching Cartoon – The Extra Answer

A Puzzle (B.C. cartoon)

Besides the obvious cleverness, this cartoon supposes that sometimes a solution is easier than assumed, or, right in front of your face.

You can test its formula by trying it out on more difficult material.

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Teaching Cartoon: What You Ask For

catagory

Scott Adams’s Dilbert here replicates one of the classic learning forms given in Sufi teaching stories. There even is a common saying that covers this form: ‘Be careful what you wish for.’ The hidden aspect at the first level–in formal terms–concerns ‘features’ that come along for the ride, so-to-speak. In this instance, you get the head’s up about the downside of working hard, and the grim prospect comes along for the ride.

Dig deeper and this is also about one-sidedness and obsession. But, you didn’t ask about these!

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Sometimes, the Bad Wallpaper. . .

Nietzsche Family Circus

The internet comes through sometimes; make your own.

Ecce Homo

Ecce homo: Wie man wird, was man ist) /ambiguation/ Idou ho Anthropos

I am not a 
man, I am dynamite. And with it all there is 
nought of the founder of a religion in me.

No, man, you’ve been socked into a random script ideally matching your very thoughts with a comic family circus.

 

 

 

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Teaching Cartoons – at the chalkboard

a miracle
magical thinking

agree to disagree
instrumental thinking

This pair features two different approaches and their juxtaposition earns them a possible place in the curriculum of the teaching cartoon. Is the first cartoon’s stance unintentionally ironic, given that it states the math class is grounded in reality, whereas biology is loosened so as to include intelligent design?

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Teaching Cartoon: Treasure

treasure-everywhere-calvin

 “We saw with certainty that it is love (which is) hidden,

So we became bared because of such as this (which is) hidden.”

Rumi, Q.1612, tr. Gamard & Farhadi

 

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Teaching Cartoon: I Got ‘em, You Got ‘em

Pushing Buttons

h/t my wife Susan, who compiled cartoons for a class she taught. I am redeploying some of them.

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