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Edward Tanguay
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CLASS NOTES: La Commedia di Dante
Università della Svizzera italiana (via Iversity), Stefano Prandi
I PERSONAGGI DELLA COMMEDIA DANTE
http://tanguay.info/learntracker/page/lectureNotesItems?idCode=ipersonaggi

-- NOTES -------------

• la Commedia è un poema [______]
· · • si compone di moltissime [____]
· · • una in particolare acquisisca una importanza
· · · speciale ed è quella di [_____]
· · · · · • del pellegrino, del [___________], del
· · · · · · personaggio che dice "io"
· · · · · • questo personaggio si presenta [______] come una
· · · · · · figura complessa
· · · · · · · · • una figura che si compone di varie
· · · · · · · · · [_____________]
· · · · · · · · • v'è il polo finale del personaggio, cioè
· · · · · · · · · l'[______] che mette per iscritto
· · · · · • questo personaggio non rimane sempre lo [______]
· · · · · · · · • ma muta, cambia, si evolve moralmente e
· · · · · · · · · [______________]
· · · · · · · · • siamo all'interno di una situazione dinamica a
· · · · · · · · · seconda delle tappe dell'itinerario
· · • Dante è nella situazione di [_______]:
· · · · · • "Nel mezzo del [______] di nostra vita mi
· · · · · · ritrovai per una selva oscura, ché la diritta via
· · · · · · era smarrita"
· · · · · • lo porta a fargli commettere degli [______]
· · · · · • è un viaggio [________]
· · · · · · · · • che cambia continuamente scenari
· · · · · · · · • che cambia contesti che assumono di volta in
· · · · · · · · · [_____] un valore differente
· · · · · · · · • Dante evocando [___] figure molto importanti
· · · · · · · · · · · • Enea
· · · · · · · · · · · • San [_____]
· · · · · · · · • l'umanità è in una situazione di generale
· · · · · · · · · [_________]
· · • la poesia di Dante sarà proprio come un farmaco
· · · che curerà una [________]
· · · · · • una malattia dell'umanità...
READ MY FULL INTERACTIVE NOTES ON THIS LECTURE HERE:
http://tanguay.info/learntracker/page/lectureNotesItems?idCode=ipersonaggi

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CLASS NOTES: Buddhism and Modern Psychology
Princeton University (via Coursera), Robert Wright
THE EXPERIENCE OF THE NOT-SELF
http://tanguay.info/learntracker/page/lectureNotesItems?idCode=theNotSelf

-- NOTES -----------

• Buddhist meditation is sometimes called a
· mystical form of [_____________]
· · • William James
· · · · · • there are two hallmarks of a [______] experience
· · · · · · · · • 1. noetic
· · · · · · · · · · · • a sense that [_________] has been imparted, that
· · · · · · · · · · · · some deep insight has been apprehended
· · · · · · · · • 2. ineffable
· · · · · · · · · · · • its hard to express what the experience was like
· · · · · · · · · · · • no adequate report of its contents can be given
· · · · · · · · · · · · in [_____]
· · • the experience of not-self
· · · · · • not the [______] version of not-self
· · · · · · · · • "I don't have to identify with that feeling as
· · · · · · · · · myself"
· · · · · • but the full-on, extreme not-self
· · · · · · · · • where the person becomes [_________] that the is
· · · · · · · · · no self in there
· · · · · • this usually defies clear expression
· · · · · • an example explanation of this experience:
· · · · · · · · • no [__________]
· · · · · · · · • infinite [_________]
· · · · · · · · • no object that is [_______] to yourself, and
· · · · · · · · · self that is counter to an object
· · · · · · · · • [_________] awareness
· · · · · · · · · · · • got the sense that awareness was a property of
· · · · · · · · · · · · the universe
· · · · · · · · • like the [___] around you, it doesn't apply any
· · · · · · · · · pressure
· · · · · · · · · · · • it is as if the air is [_________], it's
· · · · · · · · · · · · everywhere
· · · · · · · · · · · • if feels like you are being [__________]
· · · · · · · · · · · · internally and externally by something that is not
· · · · · · · · · · · · self-generated...
READ MY FULL INTERACTIVE NOTES ON THIS LECTURE HERE:
http://tanguay.info/learntracker/page/lectureNotesItems?idCode=theNotSelf

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CLASS NOTES: Jesus in Scripture and Tradition
University of Notre Dame (via edX), Gary Anderson
CHOSENNESS AND RESPONSIBILITY TO LOVE AND SERVICE
http://tanguay.info/learntracker/page/lectureNotesItems?idCode=chosennessservice

-- NOTES -------------------

• what hold's true for the identity of Jesus also
· holds true for those who would be his [_________]
· · • "And Jesus called to him the multitude with his
· · · disciples, and said to them, if any man would come
· · · after me, let him deny himself and take up his
· · · cross and follow me, for whoever save his life
· · · will lose it, and whoever loses his life for my
· · · sake and the gospel's will save it, for what does
· · · it profit a man, to gain the whole world and
· · · [_______] his life?" (Mark 8:34-36)
· · • who Jesus is overlaps rather closely with who
· · · the [______] is
· · · · · • both must take up their cross to fulfill their
· · · · · · [________]
· · · · · • chosenness is ordered to the love and [_______]
· · · · · · of others
· · · · · · · · • a love so great that it will be willing to [___]
· · · · · · · · · for others
· · · · · · · · • whoever wishes to be a follower of Jesus must
· · · · · · · · · die onto [_______]
· · · · · • Jesus defines what it means to be a beloved
· · · · · · [___] of God
· · · · · · · · • there is a substantial overlap with what we saw
· · · · · · · · · in the book of [_______]
· · · · · · · · • Old Testament is much like the New Testament on
· · · · · · · · · this point
· · · · · · · · · · · • Joseph thought that his first dream was all
· · · · · · · · · · · · about his own [_____]
· · · · · · · · · · · • disciples follow Jesus in order that they may be
· · · · · · · · · · · · the prime [_____________] when he arises to power
· · · · · · · · · · · • the sons of Jacob and the disciples both get it
· · · · · · · · · · · · [_____] on this point
· · · · · · · · · · · · · · • chosenness is not about power and [________]
· · · · · · · · · · · · · · • rather it concerns a power of responsibility to...
READ MY FULL INTERACTIVE NOTES ON THIS LECTURE HERE:
http://tanguay.info/learntracker/page/lectureNotesItems?idCode=chosennessservice

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"By care and thought and continually revised methods, the Jesuits shone as schoolmasters, quite unparalleled in the history of education. They taught secular subjects as well as church doctrine and did so with understanding and kindness toward their pupils.

Their success was due to the most efficient form of teacher-training seen to this point in history. They knew that born teachers are as scarce as good poets and that the next best cannot be made casually out of indifferent materials, so they devised a preparation that included exhaustive learning and a severe winnowing of the unfit at various phases of the long apprenticeship.

The Jesuits set up schools by the score. In the mid-17th century Europe there were more schools and pupils than in the mid 19th century. Most likely youths, rich and poor, were given the means to attend, and the merits of the system were shortly seen in the brilliant minds it produced. From Descartes to Voltaire, a good many philosophers and scientists were educated by the Jesuits.

Some of these pupils even went on to undermine the dogmas they had so well learned: They became leaders of the 18h century Enlightenment, to whom it was precisely the Church which became for them the infamous thing that was to be crushed."

From Dawn to Decadence, page 42
http://tanguay.info/learntracker/page/book/dawntodecadence
BOOKS I AM READING
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"In psychology, theories are cheap. Anyone can invent one. Progress happens when theories are tested, supported, and corrected by empirical evidence, especially when a theory proves to be useful, for example, if it helps people to understand why half of the people in their country seem to live in a different moral universe."

The Righteous Mind, page 148
http://tanguay.info/learntracker/page/book/righteousmind
BOOKS I AM READING
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CLASS NOTES: Lingua e cultura italiana: avanzata
Wellesley College (via edX), Daniela Bartalesi-Graf
SITUAZIONE: IL CONGIUNTIVO IN USO
http://tanguay.info/learntracker/page/lectureNotesItems?idCode=congiuntivoInUso

-- NOTES ---------------------------

• [________] di trovarti qui!
· · • Ehi, ragazze! [____] va?
• A noi bene, e tu, lavoratrice. Non mi sembra che
· tu sia così [_________]! Non vedo il sudore sulla
· fronte!
· · • Ma senti chi parla voi siete a [______] e io qua
· · · a lavorare. Ma voi piuttosto, siete venute per
· · · comprare qualcosa.
• No, innanzitutto siamo venute per vederti, e
· poi, sì, per [________] del torrone. Sembra
· proprio che i nostri denti ne abbiano bisogno,
· dato che è da un po' che non abbiamo carie!
· · • Ok, torrone ne abbiamo [______].
• Ma credi che [___] autentico?
· · • Certo che lo è, non hai letto l'[_________]?
• Speriamo che lo sia, per lo meno. Questo
· negozio, però, ragazze, veramente, veramente
· bello. Mi piacerebbe da morire lavorare qui. /
· Anche a me. Bisogna che mi [_____] un lavoro,
· comunque! Sono completamente al verde!
· · • Ma non lavorate [____] in biblioteca?
• Sì, otto ore alla [_________], cosa vuoi che
· sia.
· · • Perché non fate domanda qui, sempre [_______]
· · · qualcuno.
• Sì, ma non abbiamo il visto per lavorare fuori
· dal campus! Non [_____] mica americane come te,
· Emily!
· · • Mi sembra che [________] sempre una scusa!
· · · Adesso anche la scusa del visto!
• Ma che scusa e scusa, cara mia! Questa è la
· realtà dei fatti, che ti [_______] o meno. /
· Comunque io ho già fatto domanda per un altro
· lavoro al campus: al comando di polizia. Ci lavora...
READ MY FULL INTERACTIVE NOTES ON THIS LECTURE HERE:
http://tanguay.info/learntracker/page/lectureNotesItems?idCode=congiuntivoInUso

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CLASS NOTES: Masterpieces of World Literature
Harvard University (via edX), Martin Puchner
THE 19TH CENTURY RECOVERY OF THE LIBRARY OF ASHURBANIPAL FROM 650 BC
http://tanguay.info/learntracker/page/lectureNotesItems?idCode=ashurbanipal

-- NOTES -----------------------

• the Epic of [_________] is the first great work
· of literature that has survived
· · • was the most popular work of literature in the
· · · ancient Near East in the second and [_____]
· · · millennium before Christ
· · • then it disappeared and was dug up again, and
· · · became a work of [_____] literature in a wholly
· · · new way
· · • the standard form of the epic was composed
· · · around [____] BCE
· · · · · • circulated widely around the ancient [____] East
· · · · · · · · • to Western Persia
· · · · · · · · • north to Turkey
· · · · · · · · • as far East as [_________]
· · · · · • translated into multiple languages that we know
· · · · · · about
· · • the world of the [_________] [kyoo-NAY-a-form]
· · · world disappeared around 300-200 BCE
· · · · · • people stopped knowing how to write cuneiform
· · · · · · around this time
· · · · · • the epic [___________]
· · • 19th century
· · · · · • group of explorers, archaeologist adventurers
· · · · · · dug up the old capital of [_______], known from
· · · · · · the Bible, lost for hundreds of years
· · · · · • dug up the city of [_______] and the palace of
· · · · · · Assur-Bani-Pal (668-627 BC), King of the world and
· · · · · · King of the Neo-Assyrian Empire (934–609 BC)
· · · · · · · · • he was barely known at all
· · · · · · · · • they found the [_____] of his library
· · · · · · · · • had been destroyed by his enemies in the [___]
· · · · · · · · · century BCE
· · · · · · · · • but the texts of Gilgamesh and many other works
· · · · · · · · · were written on cuneiform [____] tablets...
READ MY FULL INTERACTIVE NOTES ON THIS LECTURE HERE:
http://tanguay.info/learntracker/page/lectureNotesItems?idCode=ashurbanipal


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"Friedrich Klopstock, in his treatise Die deutsche Gelehrtenrepublik of 1774, which impressed young writers like Goethe, broadcast his vision of a Republic of Learning, which found expression in his metaphor of the Hain (grove), the German equivalent of the Greek Helicon.

This idea prompted a number of young writers at the University of Göttingen to form a circle called the Hainbund, where the natural and social sciences, literature, and the arts were discussed in equal measure."

The German Genius, page 102
http://tanguay.info/learntracker/page/book/germangenius
BOOKS I AM READING
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"The Turing Test was invented in 1950 by the British mathematician Alan Turing, one of the fathers of the computer age. Turing was also a gay man in a period when homosexuality was illegal in Britain. In 1952 he was convicted of committing homosexual acts and forced to undergo chemical castration. Two years later he committed suicide.

The Turing Test is simply a replication of a mundane test every gay man had to undergo in 1950 Britain: can you pass for a straight man? Turing knew from personal experience that it didn't matter who you really were, it mattered only what others thought about you.

According to Turing, in the future, computers would be like gay men in the 1950s. It won't matter whether computers will actually be conscious or not. It will matter only what people think about it."

Homo Deus, page 120
http://tanguay.info/learntracker/page/book/homodeus
BOOKS I AM READING
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CLASS NOTES: Italian Language and Culture: Advanced
Wellesley College (via edX), Daniela Bartalesi-Graf
IL CONGIUNTIVO: INTRODUZIONE GENERALE
http://tanguay.info/learntracker/page/lectureNotesItems?idCode=congiuntivo

-- NOTES ---------------

• il congiuntivo
· · • vuole dire [___________]
· · • non è un nuovo [_____] verbale ma è un nuovo
· · · modo verbale
· · • esprime o descrive la [_____________], quello
· · · che noi pensiamo, crediamo, vogliamo, desideriamo,
· · · ordiniamo
· · • tutti i [_____] che abbiamo studiato finora sono
· · · all'indicativo, cioè esprimono l'oggettività, la
· · · certezza
• esempi
· · • so che lui è americano
· · · · · • il verbo principale e il verbo [__________] sono
· · · · · · all'indicativo
· · · · · • la parola "so" è una [________]
· · • penso che lui [___] americano
· · · · · • il verbo principale è sempre all'[__________]
· · · · · • il verbo della proposizione dipendente è al
· · · · · · congiuntivo
· · • il congiuntivo non è un tempo diverso
· · · · · • dal punto di vista del [________]
· · • so che lui [__] americano
· · • "sia" è il congiuntivo di [______] al presente
· · • e "è" è l'indicativo di essere
· · · · · • essere al presente, ma al presente indicativo
· · · · · • [______] qui abbiamo essere al presente ancora,
· · · · · · ma al presente congiuntivo
· · • il verbo principale è sempre all'indicativo
• il confronto [___] l'indicativo e il congiuntivo
· · • il modo indicativo esprime l'oggettività, la
· · · certezza
· · • i verbi che [___________] l'indicativo
· · · · · • sapere
· · · · · • è vero che...
READ MY FULL INTERACTIVE NOTES ON THIS LECTURE HERE:
http://tanguay.info/learntracker/page/lectureNotesItems?idCode=congiuntivo

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