Blind as a child, Eric Hoffer--one of America's most important thinkers--regained his sight at the age of fifteen and became a voracious reader.
Author: Eric Hoffer
Publisher: Hopewell Publications Llc
Category: Biography & Autobiography
Blind as a child, Eric Hoffer--one of Americas most important thinkers and the author of The True Beleiver--regained his sight at the age of fifteen and became a voracious reader. At eighteen, fate would take his remaining family, sending him on the road with three hundred dollars and into the life of a Depression Era migrant worker, but his appetite for knowledge-history, science, mankind-remained and formed the basis for his insights on human nature. Filled with timeless aphorisms and entertaining stories, Truth Imagined tracks Hoffers years on the road, which served as the breeding ground for his most fertile thoughts.
0 to know it by the Effects and Fruits ; but it is necessary to know it before the
Effects be produ . ced , for before a Man be Sanctified , it is neceffary that he
know , and can discern , the True Spirit from.che False , and that be bave a right
Faith in ...
It's about what we remember and what we imagine, what I call here our imagined truths. My experiences are no different from most people of my generation. My
beliefs were based on my memories, more accurately how I perceived the world ...
Author: Bryant Griffith
Publisher: Springer Science & Business Media
Education is often envisioned as a linear, one-way, cause-and-effect process, with teaching as the cause, learning as the effect. But the relationships are less tidy, less passive, and more cyclical than that. There is a continuous cycle of inquiry, discovery, and integration, leading to further inquiry. Technology facilitates the exchange of information, not just teacher to student, but student to teacher, and student to student. The result is that the nature of the development of learning, knowledge, and even wisdom becomes more transparent. This presents challenges of method and identity for the teacher, but more importantly, it enforces a sense among students of their critical investment in their own education. Teachers and learners need to contemplate why and how they construct knowledge. An essential part of this reflection is questioning the premises that govern our views of the world, as well as the premises of what is presented as knowledge. This demands a new epistemology, and requires that teachers change their conceptual structures and recognize that all theories of knowledge are not founded solely on formal logic using uninterpreted experience as data. Moreover, it demands that new models be considered as ways of making sense and of understanding. As teachers, we realize that learning how to cope with changes of this magnitude requires leadership where relationships are crucial. The rapidly emerging significance of social networks is reshaping our world, a world that isn’t flat but where spiky concentrations of people work together to make things happen creatively. It is more the case that the education we need to provide is to solve problems we can’t conceive. Our cultural narratives, when freed of the bounds of instrumental learning, become powerful tools for an emerging world where questions and answers are not simple, cause and effect equations. Yes, the teacher is a facilitator, but one with the mastery of sufficient material to be able to paint numerous contexts for the learner. We need to be open, attentive, and anticipatory to that which may surprise us, to that which we will not expect. The shape of past knowledge can be discovered by reflecting on the ways in which we make decisions and by asking why questions. These questions frame intentions and focus on the specific process of knowing why and how ideas have changed from the past to the present. By placing the self in the middle, this process becomes a trialectic of relational thought which in turns becomes the dialectic of learning.
Suffering made our Lord imagine for a moment what was not the fact , could not
be the fact . " He who describes Himself as the “ Truth ” imagined what was false
concerning the Father , and uttered what He imagined , uttered it in that supreme
reason , the one conceiving of the saving power , as an emanation of divine
wisdom , and having been taught that logic was the law of reason and the touch -
stone of truth , imagined that the Greek dialectics were the form of all divine ...
maintaining the truth of the position ; to A . As adj . : Including or implying ... To
imagine ; to be of opinion ; to think or believe to be the ... Laid down or imagined
as mercury , lead , opiun , and inorphia . existing or true ; imagined , believed .
I hardly know what to think , " I answered abstractedly“ She is very different to
what I imagined . ... which gives me a certain claim to honesty above the ordinary
run of men . This woman - wearer of laurels is a personified truth ! -imagine it !
Author: Marie Corelli
An impoverished novelist suddenly inherits a vast fortune from a distant relation but unwittingly makes a pact with the Devil when he accepts the help of the aristocratic Prince Lucio Rimanez, who graciously offers to show him how to spend his money and fulfill all his earnest desires.
Maximilian of Bavaria detested him , for he considered him as his rival ; Richelieu
, true to his policy of reducing the power ... as it is unexpected ; you come from
Ratisbon , I presume , where I in truth imagined you to be now , deep in business
Entitled “ Dichtung und Wahrheit , " it can and in fact has been rendered either as
“ Truth and Poetry ” or as “ Truth and Fiction . ” At first sight this title suggests there
is a discernible truth to human life , and that it can be told matterof - factly , or in ...
Author: Linda Covill
Category: Biography & Autobiography
Buddhist biographies have different kinds of textual history and are conveyed through various media. They are composed by named poets or written down by anonymous redactors and compilers; they are told by bards and even enacted by performers. They are also written by historical persons as autobiographies, both "public" and "secret." They are addressed to different kinds of readerships and have diverse purposes, including forming a model for emulation, an explanation of the foundation of a particular community, or a narrative explication of doctrine. This book presents a multifaceted, multitradition portrait of Buddhist biographies. Part one deals with biographies of the Buddha, investigating Chinese sources and featuring poetic versions by Ashvaghosha. Part two contains modern Buddhist life stories, including a rare autobiography from Burma. Part three explores the Tibetan tradition. Together, these biographies give students and seekers a thoughtful overview of how diverse Buddhist teachers understand and explain the highest purpose of life.
In truth the Sermon was written with a studied abstraction from the predilections
and opinions of all parties ; but I have been ... Designed to include under a
common principle two classes of facts imagined by thousands among us to be
Thornhill , it is true , imagined that ing and uncommon . ... has a single edifice of a
nathe sentiment , and was equally deficient in na- tional kind been raised at all
worthy of our name . tural truth and historic propriety ; yet Evelyn Our palaces ...
No word to prove the truth . ” “ And yet I feel — " " Ile was a ... seems drawn for
you and me . The Tiger - Lily then its name ; and beauty , And love , and joy , and
hope , and hate , and woe , Were true imagined , - softly came , - did go ; ' Tis
1 . applied to an ordiproof , or state as a proposition or fact To overpower and
crush ; to subdue ; nary that has an . that may exist or ... Laid down or imagined
ment ; as , the suppression of truth , of probable opinion seems to be that they as true ...
1 History , Meaning , and Truth Les colonisés savent désormais qu ' ils ont sur les
colonialistes un avantage . Il savent que leurs ' maîtres ' provisoires mentent .
Donc que leurs maîtres sont faibles . ( Césaire 1955 : 8 ) Historic representations
Author: Stefanie Michels
Publisher: Lit Verlag
This study shows how power was constructed, enacted, and contested by discursive and non-discursive strategies and practices. It emphasizes the local and historic divergence of these processes and illustrates how Germans and Africans were able to produce exclusive power arenas but also engaged in a reciprocal extraversion of the respective power of the other. Stefanie Michels teaches at the University of Cologne, Germany.
power of imagining or conceiving ; and secondly , that though we cannot imagine
or conceive of an alteration of the qualities of space , time , or number , we can
readily imagine facts which , if they existed , would prevent us from forming our ...
Nothing was more likely , since nobody except a very wealthy man could afford to
live in such a magnificent place . It can be imagined , then , with what impatience
the ladies awaited the announcement of a new tenant . But it is impossible to ...
The truth may thus be preserved among a few , and merited praise may be
awarded to noble men and virtuous women who ... right in his judgment on the
excellent studies of colored servants and of a facts imagined to make his
dramatic story .
They imagined that He was Joseph ' s son , # human being like themselves , but
selected by God to be # great teacher , à grand prophet . When , however , they
saw Him exert such power as no human being could possess , and exert it by His
... element in some other judgment that is positive and affirmative , a judgment in
which reference to fact is actually made . ... in which its reference is realized or
can be realized are , in point of fact , imagined in an incomplete disjunction which