Teacher Helps His Student Overcome Stuttering and Read Poetry, Using the Sound of Music

Musharaf Asghar, a stu­dent at Thorn­hill Acad­e­my in north­east Eng­land, over­came an acute stam­mer when his teacher, Matthew Bur­ton, bor­rowed an idea from The King’s Speech. The teacher asked his stu­dent to put on some head­phones play­ing the music of Ben Howard, and to start recit­ing a poem called ‘The Moment.’ Sud­den­ly, for the first time, the words began to flow. All of this was cap­tured in a doc­u­men­tary series, Edu­cat­ing York­shire, that aired on the BBC. The seg­ment above con­cludes with Mushy, as he’s known, giv­ing a short talk in front of his class, at what looks like a grad­u­a­tion cer­e­mo­ny. It did­n’t take long for his fel­low stu­dents to break down in tears.

Writ­ing recent­ly in The Guardian, the stu­dent recalls. “My nerves over speak­ing in assem­bly were TERRIBLE though. I did­n’t realise how big 200 peo­ple looks like. I was sweat­ing and I had a lit­tle wob­ble but even­tu­al­ly, I man­aged to get through it. I was excit­ed, if ner­vous, about the whole thing going out. But I’m real­ly hap­py and proud to be on tel­ly as I hope it gives oth­er peo­ple with a stam­mer the con­fi­dence to have a go at pub­lic speak­ing. My speech is get­ting bet­ter every week. Every­one at col­lege gives me time, but I’m get­ting quick­er any­way so they don’t miss their bus while they are lis­ten­ing to me. I still won’t be apply­ing for any call-cen­tre jobs yet though.” Find more infor­ma­tion on how music ther­a­py can help peo­ple over­come stut­ter­ing here.

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View Bill Gates’ Mobile Library: The Books & Courses That Help Him Change The World

Step­ping down as Microsoft’s chief exec­u­tive offi­cer in 2000 had giv­en Bill Gates some extra time, which the auto­di­dact imme­di­ate­ly expend­ed by attempt­ing to learn… well, every­thing. Per­haps Gates threw him­self at learn­ing to make up for aban­don­ing col­lege for greater pursuits—he attend­ed Har­vard but left after two years’ study to pur­sue his pas­sion for com­put­ers. What­ev­er his rea­sons, Gates has begun to assid­u­ous­ly learn all he can about the world, and is record­ing his edu­ca­tion process for pos­ter­i­ty on his web­site, The Gates Notes. As the video above explains, Microsoft’s founder has lis­tened to hun­dreds of hours of uni­ver­si­ty lec­tures from The Teach­ing Com­pa­ny; he got hooked after lis­ten­ing to Robert Whap­les’ Mod­ern Eco­nom­ic Issues and breez­ing through Tim­o­thy Tay­lor’s Amer­i­ca and the New Glob­al Econ­o­my. His num­ber one pick? Big His­to­ry which is taught by David Chris­t­ian and, Gates says, “is still my favorite course of all. The course is so broad that it syn­the­sizes the his­to­ry of every­thing includ­ing the sci­ences into one frame­work.”

Wher­ev­er Gates trav­els, he is also eter­nal­ly accom­pa­nied by his read­ing bag. Sur­prised that the her­ald of the dig­i­tal age is pack­ing paper­backs? Don’t be. “I’m still pret­ty much an old-school print guy,” Gates writes, “because I like to jot notes in the mar­gins, but I assume I’ll move over to ebooks when anno­ta­tion fea­tures get bet­ter.”

Last week, Gates showed WIRED the con­tents of his decid­ed­ly 20th cen­tu­ry mobile library. The books, which Gates replen­ish­es at an impres­sive rate, encom­pass an admirable breadth of top­ics. As befit­ting the over­seer of the Bill and Melin­da Gates Foun­da­tion, the major­i­ty of Gates’ read­ing con­sists of non-fic­tion (only Gary Shteyn­gart’s recent nov­el made the fic­tion cut this round). His­to­ry, psy­chol­o­gy, sci­ence, sound busi­ness coun­sel, soci­ol­o­gy, eco­nom­ics, and his­to­ry all make up the dizzy­ing array of Gates’ every­day read­ing. Here is a selec­tion from WIRED’s par­tial list, includ­ing Gates’ own com­ments on the impor­tance of each choice:

-Feynman’s Tips on Physics by Richard Feyn­man– A short com­pan­ion book to Richard Feynman’s clas­sic Lec­tures on Physics. Always worth­while to return to the feet of the mas­ter.

-Super Sad True Love Sto­ry: A Nov­el by Gary Shteyn­gart– I don’t read a lot of fic­tion, but I thought this was an inter­est­ing study of the moral impli­ca­tions of tech­nol­o­gy. Will tech­nol­o­gy con­tribute to everyone’s well-being or just make peo­ple more nar­cis­sis­tic?

-The Car­toon Intro­duc­tion to Sta­tis­tics by Grady Klein– Bought this to use with one of my kids. Help­ful in explain­ing a com­pli­cat­ed sub­ject to a teenag­er.

-The Path Between the Seas: The Cre­ation of the Pana­ma Canal by David McCul­lough – I read this to pre­pare for a fam­i­ly vaca­tion to Pana­ma. It’s pure McCul­lough: epic dra­ma, polit­i­cal intrigue, heart­break­ing defeats, and even­tu­al tri­umph.

-The Bet­ter Angels of Our Nature: Why Vio­lence Has Declined by Steven Pinker– One of the most impor­tant books I’ve read. Steven Pinker demon­strates how the world evolved to be far less vio­lent. Coun­ter­in­tu­itive, if you watch the news, but true.

We’ve also used the trusty Con­trol + Scroll func­tion to zoom in and name a few addi­tion­al titles:

An Uncer­tain Glo­ry: India and its Con­tra­dic­tions by Jean Drèze and Amartya Sen

Engi­neers of Vic­to­ry: The Prob­lem Solvers Who Turned The Tide in The Sec­ond World War by Paul Kennedy

The Price of Inequal­i­ty: How Today’s Divid­ed Soci­ety Endan­gers Our Future by Joseph Stiglitz

Why Does Col­lege Cost So Much? By Robert Archibald and David Feld­man

Mon­do Agnel­li: Fiat, Chrysler, and the Pow­er of a Dynasty by Jen­nifer Clark

How Chil­dren Suc­ceed: Grit, Curios­i­ty, and the Hid­den Pow­er of Char­ac­ter by Paul Tough

The One World School­house: Edu­ca­tion Reimag­ined by Salman Khan

Far From The Tree by Andrew Solomon

For the orig­i­nal list, head over to WIRED. For more of Gates’ com­men­tary, check out his site, The Gates Notes, here. You can also con­tin­ue your self-edu­ca­tion by vis­it­ing our lists of Free Online Cours­es, Free eBooks, Free Audio Books, Free Lan­guage Lessons, Free Text­books, and Free MOOCs.

Ilia Blin­d­er­man is a Mon­tre­al-based cul­ture and sci­ence writer. Fol­low him at @iliablinderman.

“Soda/Pop/Coke,” A Creative Visual Remix of Harvard’s Famous 2003 Survey of American Dialects

Tomor­row, friends and rel­a­tives from far-flung cor­ners of the coun­try will gath­er as they do this time each year—stuff them­selves sil­ly, trim Christ­mas trees, watch foot­ball, online shop, etc. And depend­ing on how far-flung those assem­bled are, there may be in cer­tain homes some clan­des­tine chuck­ling over a cer­tain guest’s request for “pop” instead of soda, or the oth­er way around, or some oth­er fun­ny way of say­ing things. Because in this gar­gan­tu­an expanse we call the Unit­ed States, we’ve got a wealth of region­al variants—some dif­fer­ences sub­tle, some quite notice­able (though with­out nec­es­sar­i­ly the degree of socioe­co­nom­ic bag­gage as the UK, I’m con­vinced).

I recall, for instance, mov­ing to New York City over a decade ago and grap­pling for the next sev­er­al years with New York­ers’ insis­tence on say­ing “stand­ing on line” instead of “in line.” As “online” acquired an entire­ly new mean­ing, this lin­guis­tic odd­i­ty took on an even more con­fus­ing dimen­sion for out­siders. And hav­ing grown up hear­ing the sec­ond per­son plur­al as rough­ly half “you guy”s and half “y’all,”s I’ve been amused by the New York “youse.” As we learn from The Atlantic’s “Soda/Pop/Coke” above, these dif­fer­ences in word­ing cor­re­spond to region­al dif­fer­ences in pro­nun­ci­a­tion of words like “bag,” “pecan,” and “coupon.”

Inform­ing us that “at least 10 dis­tinct dialects of Eng­lish are spo­ken in the Unit­ed States,” “Soda/Pop/Coke” draws on the 2003 Har­vard Dialect Sur­vey, con­duct­ed by lin­guist Bert Vaux. As the film’s inter­view­ers ask callers Vaux’s sur­vey ques­tions, their region­al affil­i­a­tions appear graph­i­cal­ly on a map of the con­ti­nen­tal Unit­ed States, based on grad­u­ate stu­dent Joshua Katz’s heat map­ping of Vaux’s work.  You can see the more than one hun­dred vari­ants Vaux’s sur­vey mea­sures here, and The Atlantic points us to U Penn’s dense (and spe­cial­ized) Nation­al Map of the Region­al Dialects of Amer­i­can Eng­lish. It’s a com­pli­cat­ed and rar­efied sci­ence, lin­guis­tics, but we’re all at least ama­teur soci­ol­o­gists of lan­guage (some­times bad ones) as we sort and size each oth­er up—or com­plete­ly mis­hear each other—based on com­plete­ly uncon­scious choic­es in word­ing and pro­nun­ci­a­tion.

via Kot­tke

Relat­ed Con­tent:

Do You Drink Soda, Pop or Soft Drinks?: 122 Heatmaps Visu­al­ize How Peo­ple Talk in Amer­i­ca

The His­to­ry of the Eng­lish Lan­guage in Ten Ani­mat­ed Min­utes

What Shake­speare Sound­ed Like to Shake­speare: Recon­struct­ing the Bard’s Orig­i­nal Pro­nun­ci­a­tion

Learn 46 Lan­guages Online for Free: Span­ish, Chi­nese, Eng­lish & More

Josh Jones is a writer and musi­cian based in Durham, NC. Fol­low him at @jdmagness

The “Pursuit of Ignorance” Drives All Science: Watch Neuroscientist Stuart Firestein’s Engaging New TED Talk

Neu­ro­sci­en­tist Stu­art Firestein, the chair of Colum­bia University’s Bio­log­i­cal Sci­ences depart­ment, rejects  any metaphor that likens the goal of sci­ence to com­plet­ing a puz­zle, peel­ing an onion, or peek­ing beneath the sur­face to view an ice­berg in its entire­ty.

Such com­par­isons sug­gest a future in which all of our ques­tions will be answered. In Dr. Firestein’s view, every answer can and should cre­ate a whole new set of ques­tions, an opin­ion pre­vi­ous­ly voiced by play­wright George Bernard Shaw and philoso­pher Immanuel Kant.

A more apt metaphor might be an end­less cycle of chick­ens and eggs. Or, as Dr. Firestein posits in his high­ly enter­tain­ing, 18-minute TED talk above, a chal­lenge on par with find­ing a black cat in a dark room that may con­tain no cats what­so­ev­er.

Accord­ing to Firestein, by the time we reach adult­hood, 90% of us will have lost our inter­est in sci­ence. Young chil­dren are like­ly to expe­ri­ence the sub­ject as some­thing jol­ly, hands-on, and adven­tur­ous. As we grow old­er, a del­uge of facts often ends up trump­ing the fun. Prin­ci­ples of Neur­al Sci­ence, a required text for Firestein’s under­grad­u­ate Cel­lu­lar and Mol­e­c­u­lar Neu­ro­science course weighs twice as much as the aver­age human brain.

The major­i­ty of the gen­er­al pub­lic may feel sci­ence is best left to the experts, but Firestein is quick to point out that when he and his col­leagues are relax­ing with post-work beers, the con­ver­sa­tion is fueled by the stuff that they don’t know.

Hence the “pur­suit of igno­rance,” the title of his talk.

Giv­en the edu­ca­tion­al con­text, his choice of word­ing could cause a knee-jerk response. He takes it to mean nei­ther stu­pid­i­ty, nor “cal­low indif­fer­ence,” but rather the “thor­ough­ly con­scious” igno­rance that James Clerk Maxwell, the father of mod­ern physics, dubbed the pre­lude to all sci­en­tif­ic advance­ment.

I bet the 19th-cen­tu­ry physi­cist would have shared Firestein’s dis­may at the test-based approach so preva­lent in today’s schools.

The igno­rance-embrac­ing reboot he pro­pos­es at the end of his talk is as rad­i­cal as it is fun­ny.

For more of Stu­art Firestein’s thoughts on igno­rance check out the descrip­tion for his Colum­bia course on Igno­rance and his book, Igno­rance: How It Dri­ves Sci­ence.

Relat­ed Con­tent:

 

Orson Welles Explains Why Igno­rance Was His Major “Gift” to Cit­i­zen Kane

Noam Chom­sky Explains Where Arti­fi­cial Intel­li­gence Went Wrong

Steven Pinker Explains the Neu­ro­science of Swear­ing (NSFW)

Ayun Hal­l­i­day recent­ly direct­ed 16 home­school­ers in Yeast Nation, the world’s first bio-his­tor­i­cal musi­cal.  Fol­low her @AyunHalliday.

Learn to Sing the Harmonies of Famous Beatles Songs with Master Harmonist Galeazzo Frudua

A recent Metafil­ter post intro­duces us to Galeaz­zo Frud­ua, a musi­cian from Bologna, Italy who, “pos­sess­es an uncan­ni­ly good ear for har­mo­ny, and has pro­duced a series of videos that painstak­ing­ly and expert­ly ana­lyze and demon­strate for you the vocal har­monies employed in var­i­ous Bea­t­les songs.” These detailed tuto­ri­als, writes the Metafil­ter poster, are made all the more watch­able by Frud­u­a’s “per­cep­tive com­men­tary, capa­ble singing voice, unas­sum­ing man­ner, impres­sive video edit­ing skills and, hey, his charm­ing Ital­ian accent.”

In his first tuto­r­i­al, for “Nowhere Man” (above), Frud­ua begins by intro­duc­ing “Lennon voice”: “Lennon voice is very sim­ple, and it goes like this.” And, hand­i­ly, flaw­less­ly, it does. Frud­ua, who seems to be record­ing in the back of a restau­rant, match­es the tone of Lennon, McCart­ney, and Harrison’s har­monies sep­a­rate­ly and togeth­er impres­sive­ly. He par­tic­u­lar­ly favors Rub­ber Soul. Hear his “In My Life” below. He calls it “one of the best per­for­mances ever of John Lennon in the Bea­t­les” as well as “a fan­tas­tic cam­pus on learn­ing how to sing.”

Anec­do­tal­ly, hav­ing worked with choir singers, opera singers, and a capel­la singers, I can say that Frudua’s abil­i­ty is not par­tic­u­lar­ly rare but is the effect of con­stant prac­tice. One Metafil­ter poster puts it well: “It’s not hard if you have a bit of an ear, and some expe­ri­ence.… Har­monies are a kind of lan­guage. Spend some time learn­ing the gram­mar and a few phras­es and it can open up quick­ly.” Frudua’s not only a mas­ter of vocal har­mo­ny, he’s also an expert luthi­er and builds cus­tom gui­tars for dozens of Ital­ian artists. In his break­down below of “You Nev­er Give Me Your Mon­ey,” the intro to the Abbey Road med­ley, Frud­ua takes on a par­tic­u­lar­ly dif­fi­cult har­mo­ny, as he explains in great detail in his care­ful intro­duc­tion to the song’s har­mon­ic gram­mar. He tells us we can use this tuto­r­i­al “as a guide for your Bea­t­les’ trib­ute band or repro­duce them in your home record­ing.” You may do those things if you wish. Or you could watch Frud­ua do them bet­ter. See his full series here.

Relat­ed Con­tent:

Hear the Iso­lat­ed Vocal Tracks for The Bea­t­les’ Cli­mac­tic 16-Minute Med­ley on Abbey Road

John Lennon’s Raw, Soul-Bar­ing Vocals From the Bea­t­les’ ‘Don’t Let Me Down’ (1969)

Decon­struct­ing The Mas­ter Track of The Bea­t­les’ “Sgt. Pepper’s Lone­ly Hearts Club Band”

Josh Jones is a writer and musi­cian based in Durham, NC. Fol­low him at @jdmagness.

Elementary School Kids Sing David Bowie’s “Space Oddity” & Other Rock Hits: A Cult Classic Recorded in 1976

In 1976 and 1977 an inspired music teacher in the small school dis­trict of Lan­g­ley Town­ship, British Colum­bia, a sub­urb of Van­cou­ver, record­ed his ele­men­tary school stu­dents singing pop­u­lar songs in a school gym. Two vinyl records were pro­duced over the two years, and fam­i­lies were invit­ed to pay $7 for a copy. The record­ings were large­ly for­got­ten — just anoth­er per­son­al memen­to stored away in a few homes in West­ern Cana­da — until a record col­lec­tor stum­bled across a copy in a thrift store in 2000.

Enthralled by what he heard, the col­lec­tor sent a sam­ple to a disc jock­ey at WFMU, an eclec­tic,  lis­ten­er-sup­port­ed radio sta­tion in New Jer­sey. The sta­tion began play­ing some of the songs over the air­waves. Lis­ten­ers were touched by the haunt­ing, ethe­re­al qual­i­ty of the per­for­mances. In 2001, a small record com­pa­ny released a com­pi­la­tion called The Lan­g­ley Town­ship Music Project: Inno­cence & Despair.

The record became an under­ground hit. The Wash­ing­ton Post called it “an album that seems to cap­ture noth­ing less than the sound of falling in love with music.” Spin said the album “seems to sum up all the rea­sons music is holy.” And Dwight Gamer of The New York Times wrote that the music was “mag­ic: a kind of celes­tial pep ral­ly.” Lis­ten­ers were moved by the ingen­u­ous­ness of the young voic­es, the strange authen­tic­i­ty of per­for­mances by chil­dren too young to under­stand all of the adult themes in the lyrics. As Hans Fenger, the music teacher who made the record­ings, writes in the lin­er notes:

The kids had a grasp of what they liked: emo­tion, dra­ma, and mak­ing music as a group. Whether the results were good, bad, in tune or out was no big deal — they had élan. This was not the way music was tra­di­tion­al­ly taught. But then I nev­er liked con­ven­tion­al “chil­dren’s music,” which is con­de­scend­ing and ignores the real­i­ty of chil­dren’s lives, which can be dark and scary. These chil­dren hat­ed “cute.” They cher­ished songs that evoked lone­li­ness and sad­ness.

You can learn the sto­ry of Fenger’s extra­or­di­nary music project in the 2002 VH1 doc­u­men­tary above, which includes inter­views and a reunion with some of the stu­dents. And lis­ten below for a few sam­ples of that touch­ing qual­i­ty of lone­li­ness and sad­ness Fenger and oth­ers have been talk­ing about.

David Bowie’s ‘Space Odd­i­ty’:

One of the most wide­ly praised songs from Inno­cence & Despair is the 1976 record­ing of David Bowie’s “Space Odd­i­ty.” In a 2001 inter­view with Mike Appel­stein for Scram mag­a­zine, Fenger explained the sound effects in the record­ing. “When I first taught ‘Space Odd­i­ty,’ ” he said, “the first part I taught after the song was the kids count­ing down. They loved that: they’d go ‘TEN!’ They could­n’t say it loud enough; the count­down in the song was the big win­ner. But as soon as they got to zero, noth­ing hap­pened. So I brought this old steel gui­tar. Well, one of the lit­tle guys whose name I’ve for­got, I put him on this thing and said, ‘Now lis­ten, when they get to zero, you’re the rock­et. So make a lot of noise on this. He’s fool­ing around with this steel gui­tar, and I did­n’t even think of this, but he intu­itive­ly took out a Coke bot­tle from his lunch and start­ed doing this (imi­tates a bot­tle run­ning up and down the fret­board). I just cranked up the vol­ume and turned down the mas­ter vol­ume so it was real­ly dis­tort­ed. And that was the ‘Space Odd­i­ty’ sound effect.”

The Beach Boys’ ‘In My Room’:

The chil­dren record­ed “In My Room” by the Beach Boys in 1977. Fenger told Appel­stein it was the ulti­mate chil­dren’s song. “It’s the per­fect intro­spec­tive song for a nine-year-old,” he said, “just as ‘Dust in the Wind’ is the per­fect phi­los­o­phy song for a nine-year-old. Adults may think it’s dumb, but for a child, it’s a very heavy, pro­found thought. To think that there is noth­ing, and it’s expressed in such a sim­ple way.”

The Eagles’ ‘Des­per­a­do’:

Sev­er­al of the record­ings fea­ture soloists. A young girl named Sheila Behman sang the Eagles’ “Des­per­a­do” in 1977. “With ‘Des­per­a­do,’ ” said Fenger, “you can see it as a cow­boy roman­tic sto­ry, but that’s not the way Sheila heard it. She could­n’t artic­u­late metaphor­i­cal­ly what the song was about, but in that sense, I think it was pur­er because it was unaf­fect­ed. It’s not as if the kids were try­ing to be some­body else. They were just try­ing to be who they were, and they’re doing this music and falling in love with it.”

Famous Philosophers Imagined as Action Figures: Plunderous Plato, Dangerous Descartes & More

toyaristotle

Amer­i­cans do not live in a cul­ture that val­ues phi­los­o­phy. I could go on about the deep veins of anti-intel­lec­tu­al­ism that run under the coun­try like fault lines or nat­ur­al gas deposits, but I won’t. Let’s just say that we favor more obvi­ous dis­plays of prowess: feats of strength, agili­ty, and phys­i­cal vio­lence, for exam­ple, of the super­hero vari­ety. With this fact in mind, first-year grad­u­ate stu­dent Ian Van­de­walk­er decid­ed he “want­ed to do some­thing that would bring a dis­ci­pline that is often seen as dif­fi­cult, eso­teric, and even irrel­e­vant, into new light—especially in the eyes of young peo­ple.” Remem­ber­ing a poster he once saw of “an action fig­ure of Adam Smith with Invis­i­ble Hand action,” Van­de­walk­er decid­ed he would com­bine his own love of toys and phi­los­o­phy into a philoso­pher action fig­ure series he called “Philo­soph­i­cal Pow­ers!” Here are just a few of Vandewalker’s cre­ations, designed some­what like pro­fes­sion­al wrestlers, with their var­i­ous leagues and range of epi­thets.

He begins at the tra­di­tion­al begin­ning, with fig­ures of “Plun­der­ous Pla­to” and “Arro­gant Aris­to­tle” (above), “The Angry Ancients.” Aris­to­tle, known as the “peri­patet­ic” philoso­pher, has only one pow­er: “walk­ing.” His qual­i­ty is attest­ed by a rather cir­cu­lar syl­lo­gism: “All Philo­soph­i­cal Pow­ers fig­ures are total­ly awe­some. This toy is a Philo­soph­i­cal Pow­ers fig­ure. There­fore, this toy is total­ly awe­some.” Like much of Aristotle’s deduc­tive rea­son­ing, the argu­ment is air­tight, pro­vid­ed one accept the truth of its premis­es.

toydescartes

In the cat­e­go­ry of “Con­tu­me­lious Con­ti­nen­tal Ratio­nal­ists,” who began the revolt against those Aris­totelian “Mer­ci­less Medievals,” we have “Dan­ger­ous Descartes.” René Decartes may have claimed to doubt everything—every prin­ci­ple that Aris­to­tle took for granted—but he fell prey to his own errors, hence his action figure’s weak­ness, the “Carte­sian cir­cle.” Decartes’ method of doubt pro­duced its own brand of dual­is­tic cer­tain­ty about his own exis­tence as a “think­ing thing,” and the exis­tence of God, hence “cer­tain­ty” is one of his action figure’s strengths.

toyhegel

Skip­ping ahead over a cen­tu­ry, we have the lone fig­ure in “The Abom­inable Absolute Ide­al­ist” series, “Hate­ful Hegel.” Hegel is the ulti­mate sys­tem­atiz­er whose embrace of con­tra­dic­tion can seem mad­den­ing­ly inco­her­ent, unless we believe his meta­physic of “Absolute Spir­it.” Giv­en his dialec­tic of every­thing, Hegel’s pow­er is that “he is infi­nite.” His weak­ness? “He is finite,” of course. Giv­en Hegel’s tele­o­log­i­cal the­o­ry of his­to­ry, peo­ple who pur­chase his action fig­ure “can expect them to become more and more valu­able as time pass­es.”

toywittgenstein

The most amus­ing of “The Antag­o­nis­tic Ana­lyt­ic Philoso­phers” is Lud­wig Wittgen­stein, who was him­self an amus­ing­ly eccen­tric indi­vid­ual. Known for his ter­ri­ble tem­per, which would often dri­ve him to ver­bal­ly abuse and strike those poor stu­dents who couldn’t grasp his abstruse con­cepts, “Vin­dic­tive Wittgen­stein” has the pow­er of “pok­er wield­ing abil­i­ty.” His weak­ness, nat­u­ral­ly, is his “teach­ing abil­i­ty.” I par­tic­u­lar­ly like the “notes” sec­tion of the fig­ure’s descrip­tion:

Wittgen­stein fig­ures come in two vari­a­tions: the ear­ly mod­el’s record­ed mes­sages include non­sense about lan­guage being a “pic­ture” of the world, while the lat­er mod­el’s mes­sages include non­sense about games and their “fam­i­ly resem­blances” to one anoth­er. It’s fun to com­mu­ni­cate! (Doll does not actu­al­ly com­mu­ni­cate. Chil­dren who claim that Wittgen­stein fig­ures talk to them with their own “pri­vate lan­guage” are mis­tak­en or lying and should be severe­ly beat­en by their teach­ers.)

You can see the whole set at the Philo­soph­i­cal Pow­ers site. It is prob­lem­at­ic that we only get dead white men rep­re­sent­ed, but this is not sole­ly the fault of Van­de­walk­er but also a prob­lem of his­to­ry and the tra­di­tion­al aca­d­e­m­ic his­to­ry of ideas. One would hope that the con­cept is clever enough that it might make phi­los­o­phy appeal­ing to peo­ple who find it dull or unap­proach­able. That may be too lofty a goal, but these fig­ures are sure to amuse the already philo­soph­i­cal­ly-inclined, and per­haps spur them on to learn more.

Relat­ed Con­tent:

10th Graders Draw Pic­tures Imag­in­ing Philoso­phers at Work

The Dai­ly Habits of High­ly Pro­duc­tive Philoso­phers: Niet­zsche, Marx & Immanuel Kant

What Do Most Philoso­phers Believe? A Wide-Rang­ing Sur­vey Project Gives Us Some Idea

Philoso­pher Por­traits: Famous Philoso­phers Paint­ed in the Style of Influ­en­tial Artists

Down­load 90 Free Phi­los­o­phy Cours­es and Start Liv­ing the Exam­ined Life

Josh Jones is a writer and musi­cian based in Durham, NC. Fol­low him at @jdmagness

Crash Course on Literature: Watch John Green’s Fun Introductions to Gatsby, Catcher in the Rye & Other Classics

As a pre­teen, I steered clear of “young adult” fic­tion, a form I resent­ful­ly sus­pect­ed would try too hard to teach me lessons. Then again, if I’d had a young adult nov­el­ist like John Green — not far out of ado­les­cence him­self when I entered the YA demo­graph­ic — per­haps I’d have active­ly hoped for a les­son or two. While Green has earned a large part of his fame writ­ing nov­els like Look­ing for Alas­kaAn Abun­dance of Kather­ines, and The Fault in Our Stars, a siz­able chunk of his renown comes from his pro­lif­ic way with inter­net videos, espe­cial­ly of the edu­ca­tion­al vari­ety, which also demon­strate his pos­ses­sion of seri­ous teach­ing acu­men. Last year we fea­tured his 40-week Crash Course in World His­to­ry, and today we offer you his col­lec­tion of crash cours­es in Eng­lish lit­er­a­ture. At the top, you’ll find its first les­son, the sev­en-minute “How and Why We Read.” Green, in the same jokey, enthu­si­as­tic onscreen per­sona as before, fol­lows up his world his­to­ry course by remind­ing us of the impor­tance of writ­ing as a mark­er of civ­i­liza­tion, and then reveals his per­son­al per­spec­tive as a writer: “I don’t want to get all lib­er­al art­sy on you, but I do want to make this clear: for me, sto­ries are about com­mu­ni­ca­tion. We did­n’t invent gram­mar so that your life would be mis­er­able in grade school as you attempt­ed to learn what the Márquez a prepo­si­tion is. By the way, on this pro­gram I will be insert­ing names of my favorite writ­ers when I would oth­er­wise insert curse words.”

Those lines give you a sense of Green’s tone, as well as his objec­tive. If you felt mis­er­able not just study­ing gram­mar in grade school but study­ing actu­al lit­er­a­ture in high school, these lessons may well revi­tal­ize a few of the clas­sics with which you could­n’t engage in the class­room. Just above, we have Green’s crash course on F. Scott Fitzger­ald’s The Great Gats­by (part one, part two) which, ear­ly on, gets inter­rupt­ed by a famil­iar-look­ing young objec­tor: “Mr. Green, I hate every­thing about this stu­pid col­lec­tion of first-world prob­lems pass­ing for a nov­el, but my hatred of that Willa Cather-ing los­er Daisy Buchanan burns with the fire of a thou­sand suns.” This draws a groan from our host: “Ugh, me from the past. Here’s the thing: you’re not sup­posed to like Daisy Buchanan, at least not in the uncom­pli­cat­ed way you like, say, cup­cakes. I don’t know where you got the idea the qual­i­ty of a nov­el should be judged by the lik­a­bil­i­ty of its char­ac­ters, but let me sub­mit to you that Daisy Buchanan does­n’t have to be lik­able to be inter­est­ing. Fur­ther­more, most of what makes her unlik­able — her sense of enti­tle­ment, her lim­it­ed empa­thy, her inabil­i­ty to make dif­fi­cult choic­es — are the very things that make you unlik­able.” Green knows that many of us, no mat­ter how lit­er­ate, still fall back into the dis­ad­van­ta­geous read­ing strate­gies for which we set­tled in high school. He does his enter­tain­ing utmost to cor­rect them while explor­ing the deep­er themes of not just Gats­by, but oth­er such oft-assigned (and oft-ruined-for-kids) works as Romeo and Juli­et (part one, part two), the poet­ry of Emi­ly Dick­in­son, and, below, The Catch­er in the Rye (part one, part two):

A Crash Course on Lit­er­a­ture will be added to our handy col­lec­tion: 200 Free Kids Edu­ca­tion­al Resources: Video Lessons, Apps, Books, Web­sites & More

Relat­ed Con­tent:

A Crash Course in World His­to­ry

The 55 Strangest, Great­est Films Nev­er Made (Cho­sen by John Green)

Free Lit­er­a­ture Cours­es

Study Finds That Read­ing Tol­stoy & Oth­er Great Nov­el­ists Can Increase Your Emo­tion­al Intel­li­gence

Col­in Mar­shall hosts and pro­duces Note­book on Cities and Cul­ture and writes essays on lit­er­a­ture, film, cities, Asia, and aes­thet­ics. He’s at work on a book about Los Ange­lesA Los Ange­les Primer. Fol­low him on Twit­ter at @colinmarshall.

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