Teach me to care and not to care.
“If you show a small child a wild, zany cartoon which concludes with the moral, “Don’t tell lies,” the child is ten times more likely to behave in a wild, zany manner than in an honest manner. We are all far more likely to absorb a vibe, a mood, or an aesthetic than we are to absorb a truth.”
-from my latest for CiRCE
A significant part of proving that a certain claim is logical rests on illustrations born of proper and improper speech. This arises in The Consolation of Philosophy when Lady Philosophy asserts that evil is a nothingness, a privation of being. To prove this, she points out that people do not say that a dead man is a man, but that he was a man, and is now a dead man. Death is not a feature of human nature, but a disruption of it, and so a dead man both is and is not a kind of man.
Lady Philosophy is unwilling to entertain the idea that all people speak improperly. The fact that all people speak a certain way is its own kind of logical proof, like expert witnesses or syllogisms or analogies or hard data. In fact, human speech is essentially an amalgam of every other form of proof.
“Teacher: You might watch a movie to alleviate boredom, but what if the movie went on for ten hours?
Student: Anyone would tire of a movie that long.
Teacher: Yes, and so you would quit watching the movie to do something else, but that thing would eventually becomes boring, as well. So you do something else that you eventually tired of, then something else you tired of after that. Have you ever tasted something so good that you never wanted to eat it again?
Student: No. If something tastes really good, you want it all the more.
Teacher: Yes. We want to eat our favorite foods again and again. They’re good, but they don’t satisfy us for all that long. Have you ever seen a movie that was so good you never wanted to watch it again?
Student: Again, no. I generally watch good movies over and over again.
Teacher: But you don’t immediately rewatch them? You don’t rewatch a good film the second it’s over?
Student: Of course not. I might watch my favorite films once a year.
Teacher: Why don’t you rewatch them immediately?
Student: Because I don’t want to. I’ve had enough.
Teacher: Yes. If you rewatched a good movie the second it was over, you wouldn’t enjoy it.
Student: It would be boring. Teacher: Yes. That’s how tenuous the things of this world are. We enjoy our favorite movies as long as we don’t have to watch them twice in a row. We enjoy our favorite meals as long as we don’t have to eat them three times in the same day, in which case we’d grow sick of them. And yet neither does the satisfaction which our favorite movies and favorite meals offer us last all that long. We tire of not having them, then we tire of having them. There’s nothing on earth—not even our favorite things—which isn’t beset on all sides by boredom. And consider just how many things you enjoyed last year or the year before which no longer interest you at all.”
-from “Will Heaven Be Boring? A Companion Piece To Love What Lasts“
My next pamphlet should be done by Christmas and will be available through Gibbs Classical. It’s a long conversation between a teacher and a student that revolves around the fear that heaven will be boring. Love What Lasts explores the connections between good taste and piety. “Will Heaven Be Boring?” explores those connections in a way that will prove compelling to high school students and adults alike.
“Lastly, if classical schools more cautiously approached graduate degrees, a lot of us teachers might be out of some pay, but we might be made all the wiser and more honest for it. So, what if in the next interview, your administration stopped asking: what school did you go to, and instead they asked: what does this proverb mean? “
-from Travis Copeland’s I Almost Regret My Master’s Degree
Classical Christian education has become a movement so intent on congratulating itself and singing its own praises, nearly anyone who calls for reform is labeled an ingrate and a perfectionist. I appreciate Travis Copeland’s willingness to call a spade a spade. His latest article for CiRCE is well worth reading.
Gibbs: Your favorite movie is Attack of the Clones?
8th grader: Yeah.
Gibbs: You like it better than The Empire Strikes Back?
8th grader: The first three movies are boring.
Gibbs: Seriously?
Many 8th graders: Yeah.
Dad: (holding camera) Alright, everyone smile and show me your middle fingers!
“I would first like to offer you a lively, robust classroom conversation about Mary Shelley’s Frankenstein, and then I’d like to offer you an explanation of why the conversation is rather pointless, and what the conversation needs in order to be productive.”
-my latest for CiRCE
“The student who says lunch was the best part of the day isn’t necessarily griping. How many happy fathers would say the best part of their week was the time they spent in the office? None, and this doesn’t mean they’re ungrateful for their jobs, or that they find their work unsatisfying. Likewise, going to class is work and students shouldn’t be held to standards that even sane, pious Christian adults would disdain.”
-from my latest for CiRCE
Arrogance: the defining personality trait of all those who are more successful than you.
Envy: the defining personality trait of all those who are less successful than you.
There are still faint glimmers of civilization left in this barbaric slaughterhouse that was once known as humanity.