Poetic Knowledge Entry: Applications – Simply Convivial

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The draft is finished! Here we go! I’m ready for the Poetic Knowledge Book Club. Evaluation It seems to me that the Charlotte Mason/Ambleside/Brandy way of doing exams fully meets Taylor’s idea of assessment being done in context of conversation and relationship rather than analytic and numerical testing. I am working out my own outlines to help this exam process actually happen next year. On the other hand, as the teacher attuned to my students’ whole lives, I’m always assessing … Read More

Poetic Knowledge Entry: Contentiousness – Simply Convivial

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My thoughts to contribute to the Poetic Knowledge Book Club: The IHP professors were fond of paraphrasing a statement of Cardinal Newman’s that while it is possible to train youth in the rigors of formal philosophy, what one often gets as a result, without the prior humanizing of the poetic mode, are disputatious young students, not unlike Bitzer, the prize pupil of Gradgrind, who knew on command all the facts about a horse but did not know what a horse … Read More

Poetic Knowledge Book Club: Chapter 1, The Validity of Poetic Knowledge – Simply Convivial

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Thus begins the Poetic Knowledge Book Club! Local friends: The Mid-Columbia Library system has this book on order. I’m the first and only hold on it right now. The first local friend who emails me wanting it can have my 3 weeks when it arrives. :) Here we go! Chapter 1: The Validity of Poetic Knowledge Poetic Knowledge is a sensory-emotional experience of reality an encounter with reality that is nonanalytical, beautiful, awful, spontanious, mysterious it is when one sees … Read More

Poetic Knowledge Entry: Cultivation – Simply Convivial

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This is my own rabbit trail post for the Poetic Knowledge Book Club. cultivate cul·ti·vate    [kuhl-tuh-veyt] –verb (used with object), -vat·ed, -vat·ing. 1. to prepare and work on (land) in order to raise crops; till. 2. to use a cultivator on. 3. to promote or improve the growth of (a plant, crop, etc.) by labor and attention. 4. to produce by culture: to cultivate a strain of bacteria. 5. to develop or improve by education or training; train; refine: … Read More

Poetic Knowledge Book Club: Chapter 2, part 2 The Philosophical Foundations – Simply Convivial

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For information and previous posts, see the page for this Poetic Knowledge Book Club This week we are covering pages 28-57 and next week we will read part 1 of Chapter 3: Connatural, Intentional, and Intuitive Knowledge (pages 59-75). I still have a few pages to go to finish this chapter myself. Chapter 2, part 2: The Philosophical Foundations of Poetic Knowledge Poetic Knowledge was further developed by Augustine, Benedict, and Aquinas. Poetic Knowledge is aesthetic knowledge enjoying something for … Read More

Poetic Knowledge Book Club: Connatural, Intentional, and Intuitive Knowledge – Simply Convivial

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For information and previous posts, see the page for this Poetic Knowledge Book Club This week we are covering part 1 of Chapter 3: Connatural, Intentional, and Intuitive Knowledge (pages 59-75). Next week we will finish the chapter. Chapter 3, part 1: Connatural, Intentional, and Intuitive Knowledge In this chapter we move into modern defenders of poetic knowledge; these get more apologetic and specific than ancient and medieval sources because the poetic mode was supplanted with the scientific in the … Read More

Poetic Knowledge Book Club: Connatural, Intentional, and Intuitive Knowledge, part 2

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For information and previous posts, see the page for this Poetic Knowledge Book Club This week we are covering part 2 of Chapter 3: Connatural, Intentional, and Intuitive Knowledge (pages 75-). Next week we will read Chapter 4, part 1: Descartes and the Cartesian Legacy (pages 87-105). Chapter 3, part 2: Connatural, Intentional, and Intuitive Knowledge Review In this chapter, Taylor introduces the modern defenders of poetic knowledge; these gentlemen (primarily Jacques Maritian and Josef Pieper) are more explicit about … Read More

Poetic Knowledge Entry: Statements on Rest

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My brain is not connecting the dots today. I drove several hours on Saturday, and I had some great thoughts I was going to post that I no longer remember. So this is all I have to contribute to the Poetic Knowledge book club. I remember some of the dots, but I don’t remember how I was going to connect them. So. I present to you: dots. Let’s see if you can help me connect them. We should teach from … Read More

Poetic Knowledge Book Club: Descartes and the Cartesian Legacy, part 1

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For information and previous posts, see the page for this Poetic Knowledge Book Club This week we are covering part 1 of Chapter 4: Descartes and the Cartesian Legacy (pages 87-105). Next week we will read Chapter 4, part 2: pages 105-120). Summary Descartes wanted mathematical procedure and certainty in every field of knowledge, and although he himself wished to prove Christianity with his reasoning, and even to prove that we do know, his later followers, using his method and … Read More

Poetic Knowledge Entry: Social Change

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Everyone’s posts have been great this week, but all I have is a short meditation for the Poetic Knowledge book club. It all began with this quote on page suddenly hitting me like a ton of bricks: John Dewey taught that schools are instruments of social change rather than of education, and that is one reason why Johnny neither reads nor writes nor dreams or thinks; but real schools are places of un-change, of the permanent things. I realized that … Read More

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