List: On-Line Courses Taken

On-line Courses Completed:

Know Thyself
University of Virginia, via Coursera
Mitchell Green, PhD

Justice
Harvard, via iTunesU
Michael Sandel, PhD

Practical Ethics
Princeton University, via Coursera
Peter Singer, PhD

Introduction to Philosophy
The University of Edinburgh, via Coursera
Dr. Dave Ward, Lecturer and Faculty

Reason and Persuasion: Thinking Through Three Dialogues By Plato
National University of Singapore, via Coursera
John Holbo, PhD

Moralities of Everyday Life
Yale University, via Coursera
Paul Bloom, PhD

Søren Kierkegaard – Subjectivity, Irony and the Crisis of Modernity
University of Copenhagen, via Coursera
Jon Stewart, PhD

Soul Beliefs: Causes and Consequences – Unit 1: Historical Foundations
Rutgers the State University of New Jersey, via Coursera
Daniel M. Ogilvie, PhD and Leonard W. Hamilton PhD

Soul Beliefs: Causes and Consequences – Unit 2: Belief Systems
Rutgers the State University of New Jersey, via Coursera
Daniel M. Ogilvie, PhD and Leonard W. Hamilton PhD

Ancient Philosophy: Plato and His Predecessors
University of Pennsylvania, via Coursera
Susan Suave Meyer, PhD

Ancient Philosophy: Aristotle and His Successors
University of Pennsylvania, via Coursera
Susan Suave Meyer, PhD

Cameras, Exposure, and Photography
Michigan State University , via Coursera
Peter Glendinning, Mark Sullivan, Professors

The Ancient Greeks
Wesleyan University, via Coursera
Andrew Szegedy-Maszak, PhD

The Age of Jefferson
University of Virginia, via Coursera
Peter S. Onuf, PhD

Quantum Mechanics for Everyone
Georgetown University, audit via edX
James Freericks, Professor

Paradoxes of War
Princeton University, via Coursera
Miguel A. Centeno, PhD

Introduction to Algebra
SchoolYourself.org, via edX (in progress)
SchoolYourself Staff

America’s Course on Poverty
Stanford University, via Stanford On-Line
David B. Grusky, PhD and Lindsay Owen, PhD

Classical Sociological Theory
University of Amsterdam, via Coursera
Bart van Heerikhuizen, PhD

Understanding Memory: Psychology of Memory through Movies
University of Amsterdam, via Coursera
John Seamon, PhD

Emotions:  a Philosophical Introduction
Universitat Autonoma de Barcelona, via Coursera
Jordi Vallverdu, PhD

The Modern and the Postmodern (Pt. 1 and Pt. 2)
Wesleyan University, via Coursera
Michael S. Roth, PhD

Learning How to Learn
McMaster University and UC San Diego, via Coursera
Terrence Sejnowski, PhD and Barbara Oakley, PhD

The Talmud: A Methodological Introduction
Northwestern University, via Coursera
Barry Scott Wimpfheimer, PhD

The Arch of Titus: Rome and the Menorah
Yeshiva University, via Coursera
Steven Fine, Faculty Member

Plagues, Witches, and War: The Worlds of Historical Fiction
University of Virginia, via Coursera
Bruce Holsinger, Professor English

Introduction to Comparative Indo-European Linguistics Universiteit Leiden, via Coursera
Tijmen Pronk, Ph.D.

Antisemitism: From Its Origins to the Present Yad Vashem, via Coursera Staff  

The Truth About Cats and Dogs
The University of Edinburgh, via Coursera
Staff                    

Achates

This guy Achates was the faithful companion of Aeneas who has few speaking parts in Virgil’s Aenead. But like my faithful shadow, Clinton, he is always a faithful companion. Brits, primarily I suspect, use fides Achates as a description of a faithful person or simply as a highfalutin way to say “as always”. BTW it’s a-KAY-tees.

Word by Word

If your composition for English class was marked down for using “it’s” as a possessive, you could argue that Shakespeare and Austen used it that way, irregardless of what Mrs. Grundy told you.  Did I write “irregardless”?  Of course it is a word, because English speakers use it, but more commonly they speak it.  Kory Stamper, formerly an editor at Merriam-Webster, points out that “irregardless” is something of an intensifier.  This, and the tale other remarkable stories of words and dictionaries is told by Stamper in Word by Word, the Secret Life of Dictionaries (2017, Pantheon). 

Mrs. Grundy, as the Merriam-Webster points out is a prudish scold (and a good example of an eponym, she being an inordinately proper character in a 1798 play).  Her attitude about language would be prescriptive, but Kory Stamper is decidedly on the side of descriptive dictionaries.  Words mean whatever a speakers of the language understand them to mean.  Of course, there are levels of usage, or what sociolinguists call register. Stamper and the Merriam-Webster acknowledge that “irregardless” is not for use is formal discourse.  But word it is, and Stamper apparently would never correct you for using it.

She does not spare the scolds who believe in pointing out to us who might not know that “decimate” really means to destroy a tenth when, in fact, it usually doesn’t.  This is etymological fallacy.  The “falacists” may know that the word originally was used to describe a cruel punishment in the Roman military (a technique practiced by modern day tyrants as well).  Since it has come to mean “to destroy” then what it means is what people take it to mean.  Simple as that.  I might add the word “defenestration” which most of time is used to mean the removal of persons from an organization, a house cleaning.  The original house cleaning was tossing a couple of priests out the window in 1618 (they survived). Yes the word stems from fenestra (L.) or “window” but who really uses it that way?  And who even uses it?

For those who show their supposed erudition by telling us that “posh” means port-out-starboard-home, well, I can only say:  please stop.  It is not etymological fallacy, it is just a falsehood.  The same applies to the folk etymology for “mind your P’s and Q’s.  No pub tender (who is actually called a “publican”) has ever asked his intoxicated guests to tally up their own bills. For the truth of these false etymologies, you’ll have to look it up because if I get started I will turn into a grammar scold myself.

Kory Stamper spent years in dealing with lexophiles who complain about the dictionary’s sins of omission or commission. Her stories of these (and they must be legion) are worth triple the price of the book.  My own complaint is that “lexophile” ain’t in the dictionary, at least not in the M-W online version.  It suggests “logophile.”  But people use lexophile (and also lexophilia) so I insist it is a word, and also it is I. Or I could say it is me, because that too is commonly used as well as understood although Sister Theresa Mary scolded me for it.  Word by Word, the Secret Life of Dictionaries, Kory Stamper, 2017, Pantheon Books). 

Elite Universities and the Underprivileged

On a college visit to Earlham College, a Quaker College in Indiana:  The Earlham president gave a presentation on how Earlham’s idea differs from the old European model of preparing students for the life of the elite.  The telos of Earlham is to prepare students for democracy.  In this brief essay https://aeon.co/essays/how-elite-education-promotes-diversity-without-difference from Aeon, the author says that elite universities do admit some (very few) low-income students but that they are the “privileged poor” who had some special advantages in their upbringing.  And then the elite universities train them to be more like their elite classmates.  (She doesn’t mention Charles Murray’s point that these places also are engaged in genetic elitism, breeding the one-percenters with one-percenters in the making.)  She argues that colleges that admit more  truly underprivileged students are better for democracy and provide better service to diverse communities.We need more Earlham colleges and Berea colleges.  In order to Make America Great Again!  Just sayin.  

The Odyssey

In 2018, Norton Co. published a new, and remarkable, version of Homer’s The Odyssey, translated by the Classics scholar Emily Wilson. Written in highly readable blank verse, this translation had all the mystery adventure, and bloodletting that the ancient Greeks must have enjoyed. My friend, Lou D, talked me into reading it and lent me the copy. He did me a great favor because it was a great read. Prof. Wilson’s introduction, notes, and chapter summaries helped with the unfamiliar territory. In the Introduction, Wilson argues against the commonly held idea that “Homer” was a composite of the various bards who gave public performance recitations of the tale for ages. Rather, she believes that the writing shows unmistakable characteristics of deliberate and thoughtful writing of a single genius. I am not sure. I know that highly educated people of the ancient world had highly developed memory skills and could recite long poems and other works. The work itself is not so tightly constructed that it seems to be deliberately and carefully edited and revised. Still, I think Prof. Wilson’s introduction is as admirable as her translation. There is a worthy discussion of the setting and time frame of the poem. Probably Homer had set the tale in the hazy past of the Mycenean age. She does take time to write about what every modern reader must feel about the work, that is, the feeling of shock and revulsion at the murderous violence of the hero and his son. One passage she points out is one that struck me as astounding. In recounting his bravery, Odysseus, says cavalierly that he and his crew stopped at one town, slaughtered the males and took the women as slaves.

           I sacked the town and killed the men.  We took their wives and shared their riches equally among us.

Then Odysseus goes on with has tale as if that episode was routine. A day in the life of a Greek hero. Personally, I was most shocked by the treatment of his household slaves. The women who had slept with the vile crowd of suitors were rounded up and made to drag out the corpses and clean up the bloody mess. Following that, as thanks, they were marched outside and hung. I have read several scholars who point out that Homer wanted his audience to understand the horrors of war and violence and the futility of the pursuit of honors after death. The tale of Odysseus has a famous passage where the hero visits the spirit of Achilles. Odysseus wants to know why it is not the ultimate success to become the great hero of the Greek victory over Troy and why be bitter over death. Achilles replies:

“Odysseus, you must not comfort me for death.   I would prefer to be a workman,  hired by a poor man on a peasant farm,  than rule as king of all the dead.

For me, all the slaughter, revenge, and misogeny looms too large to dismiss as a cultural relic and that Odysseus was well, complicated. Let’s hope such heroes stay in the ancient past. The Odyssey, by Homer. Translated by Emily Wilson. Norton, 2018.