Freud published The Interpretation of Dreams in 1900. It introduced the notion that there existed certain predictable and identifiable processes by which dreams were formed.
quote by Henry Reed
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Related quotes
Predictable
Dont know why Im even bothering.
(predictable)
Yeah, thats the mood Im in.
Go out for a walk then I come back in.
(predictable)
Yeah, the mood that Im in.
(predictable)
Every day of my life
Cant even communicate with my wife
(predictable)
Thats the word of the year
(predictable)
All I see, all I hear.
Go to my office, sit at my desk,
Predictably just like all of the rest.
I sit and I dream about far away places,
Away from the people with frowns on their faces.
All of my life is monotony
Id go out for a walk but I know it would be
(predictable)
Sure as the nose on my face
(predictable)
Same for the whole human race
Once we (once we) had so many options
Once we (once we) had dignity and grace
Now we (now we) have got nothing but our own time to waste.
(predictable)
Yeah, thats the word of the year
(predictable)
All I see, all I hear
Why cant it be like never before?
(predictable)
Yeah, aint life a bore
(predictable)
Life gets more and more...
Just like Ive heard it all somewhere before.
(predictable)
Sure as the nose on my face
(predictable)
Same for the whole human race
One day (one day) its gonna get better some way (some way)
I wish it would get worse any way (any way)
What can I lose, it might turn into something better.
It gets harder and harder the harder I try
(predictable)
Feels like a good time to die
I kiss you hello then I kiss you good-bye
(predictable)
Just like the stain on my tie
(predictable)
[...] Read more
song performed by Kinks
Added by Lucian Velea
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1900 Poems
1900 poems...
love letters written
in flesh,
with all the scars
and bruises in plain sight...
all the falling stars...
the thunder that came
without lightning,
lightning that came
without the rain...
broken shovels, broken rakes,
and a pen that betrayed...
1900 nails in the bridge,
1900 miles,1900 steps.
1900 seats at the table,
1900 dreams and desires!
a small fire,
we keep adding logs.
strangers come and go,
all wanting to get warm.
passing out bowls of stew,
and old worn blankets.
the night air is still,
the moonlight whispers....
we walk down to the water,
and see the reflections,
year after year, soul after soul.
all the same, yet all different...
fireflies testify to the darkness.
this long road nearly over...
leaving no footprints,
no scent, or markers...
except...
1900 poems...
love letters written,
from the hollow place
back of your heart!
poem by Eric Cockrell
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The Interpretation of Nature and
I.
MAN, being the servant and interpreter of Nature, can do and understand so much and so much only as he has observed in fact or in thought of the course of nature: beyond this he neither knows anything nor can do anything.
II.
Neither the naked hand nor the understanding left to itself can effect much. It is by instruments and helps that the work is done, which are as much wanted for the understanding as for the hand. And as the instruments of the hand either give motion or guide it, so the instruments of the mind supply either suggestions for the understanding or cautions.
III.
Human knowledge and human power meet in one; for where the cause is not known the effect cannot be produced. Nature to be commanded must be obeyed; and that which in contemplation is as the cause is in operation as the rule.
IV.
Towards the effecting of works, all that man can do is to put together or put asunder natural bodies. The rest is done by nature working within.
V.
The study of nature with a view to works is engaged in by the mechanic, the mathematician, the physician, the alchemist, and the magician; but by all (as things now are) with slight endeavour and scanty success.
VI.
It would be an unsound fancy and self-contradictory to expect that things which have never yet been done can be done except by means which have never yet been tried.
VII.
The productions of the mind and hand seem very numerous in books and manufactures. But all this variety lies in an exquisite subtlety and derivations from a few things already known; not in the number of axioms.
VIII.
Moreover the works already known are due to chance and experiment rather than to sciences; for the sciences we now possess are merely systems for the nice ordering and setting forth of things already invented; not methods of invention or directions for new works.
IX.
The cause and root of nearly all evils in the sciences is this -- that while we falsely admire and extol the powers of the human mind we neglect to seek for its true helps.
X.
The subtlety of nature is greater many times over than the subtlety of the senses and understanding; so that all those specious meditations, speculations, and glosses in which men indulge are quite from the purpose, only there is no one by to observe it.
XI.
As the sciences which we now have do not help us in finding out new works, so neither does the logic which we now have help us in finding out new sciences.
XII.
The logic now in use serves rather to fix and give stability to the errors which have their foundation in commonly received notions than to help the search after truth. So it does more harm than good.
XIII.
[...] Read more
poem by Sir Francis Bacon
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Constipation
An urban teacher recently transferred to a rural school
Had complaint of, ‘Inability to pass his stool’.
His wife thought, “Husband may be speaking lie
Let me take him to Freud- City’s sexiest guy.”
Freud boasted, “I can cure this illness in fifty sittings
But since it is an emergency, I will call psychiatrist’s meeting”.
He decided to call psychiatrist all
And they gathered in a big conference hall.
Freud started, “Pt is fixated at phallic stage
And harbors suppressed sex and repressed rage.”
Karl Jung shouted angrily at Sigmund Freud
“You always bring sexuality, Are you Freud or fraud? ”
Then he mocked at Freud, “Do you have brain or bladder
You cannot diagnose even a simple matter”.
Sigmund Freud confessed, “You all know I am sexually perverted
But you also know, personality cannot be reverted.”
Then he added shyly, “Phallus comes in my mind uppermost
When I see pen, pendulum, pillar or post.”
Then Jung added, “It is a simple case of fight
Between a conscious complex and an unconscious archetype.”
Anna Freud said to Jung, “You are speaking in jest
Otherwise go east or west my father is best.”
Alfed Adler said, “I can see with clarity,
It is an obvious case of organ inferiority.”
Maslow interrupted, “Pt has problem in climbing a pyramid
So please give him some push from behind.”
“It is ‘birth trauma’ blurted out ‘A Man in Black’”
When all look on their back, it was Otto Rank.
Adolf Meyer said, “There is no need to guess
It is a simple case of, ‘reaction to life stress’”.
“Basic Anxiety” Karen Horney spoke anxiously
But as usual no one took her seriously.
Briquet guessed, “It is a conversion disorder and secondary gain
There is no pain without gain”
Erickson said- flashing his mobile Ericsson-
“It is a problem of stage transition.”
Heinz Kohut said, “Pt is not getting job satisfaction,
Because he is not getting ‘narcissistic gratification’.”
“It is an adjustment disorder”, spoke SHETH HITESH
Everyone look at him with interest.
Pt said, “You all fool, Don’t loss your cool
I’m not passing stool, because there is no latrine in the school.”
Dr Hitesh C Sheth
27/09/2008
poem by Hitesh Sheth
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Sociology Assignment
THE APPLICATION OF SOCIOLOGY OF EDUCATION IN CLASSROOM TEACHING
INTRODUCTION
Sociology of education, as defined by Pavalko (1976) , is the scientific analysis of the social processes and patterns involved in the educational system. It is concerned with educational aims, methods, and institutions in relation to social and cultural forces of the society in which they function. This assumes that education is a combination of social acts and it deals with human interaction. In the education of the individual, it concerns the influence of social life and social relationships on the development of personality. Sociology of education is very significant as it introduces a teacher to a collection of techniques that are required in classroom teaching. Such techniques include; understanding and applying interaction in the classroom, the disposition of norms to the students by the teachers, understanding teacher-student relationship and communication, provision of career guidance and finally understanding social roles of teachers and students. This essay, therefore, discusses how we, as teachers to be, can apply the above sociological techniques in classroom teaching in secondary schools.
INTERACTION
A classroom, like any other social group, requires all the members to participate and interact with each other for a common goal. A teacher as a leader in the classroom can make sure that there is interaction among his/her students by forming study groups or circles. In these study circles there is mutual influence and benefit among students since students can participate in the discussions that the group undertakes. Interaction in these groups can be cooperative and competitive among students (Ottaway,1960) .
In these groups members are in face to face interaction with each other and there are a small number of participants, this encourages the students to speak out their minds on a given topic. This is so because in a small group every student is given a chance to express himself/herself as compared to the whole class. This gives a chance to some students who can not express themselves fully when there are many people around them. This helps students to build self confidence since their views can be heard by their peers. It also builds a habit of doing things together as a result there is unity among members of the group (Ashley et. al.,1970) .
In this case, the teacher as a leader in the classroom does not dominate in the classroom activities but rather just controls the thoughts and behaviour of his pupils and sets the tone of the interaction patterns in the classroom. The teacher is also there to facilitate in the discussions. However, a teacher needs not to always be present in these groups since some students may not interact fully in the presence of their teacher than their peers. In this case, indirect control from a teacher may be more effective than direct (Ottaway,1960) .
NORMS
Sociology of education analyzes the sociological processes that have a bearing in the education system. One of such sociological processes is the disposition of norms that a teacher imparts in his/her students through interaction in class. The students’ awareness of these norms facilitates the teaching process, on the part of the teacher, and the learning process on the part of students. The impartation of norms on the students is referred to as the hidden curriculum because it is not included on the formal curriculum. Though not included on paper, the students are supposed to know these norms because the way they conduct themselves in class (morally) will affect the teaching and learning processes either positively or negatively. For instance, some students may choose not to cooperate in taking assignments. This tendency may be triggered by the students’ lack of proper direction in their behavior that departs from the values and norms that guide the society. Such students if not handled professionally by the teacher may cause havoc in class. This is where sociology of education becomes vital to classroom management in secondary schools. In sociology of education a teacher learns how to manage students, both those who are morally upright and those morally decayed.
Sociology of education also instructs teachers to be exemplary. The teaching ethics are also very clear on this point as Ashley et al. (1970) declare that teaching professional training emphasizes moral virtues and exemplary behavior on the part of teachers. They have to behave, dress and speak as role models. True to that proverb that says “action speaks louder than words”, teacher’s behavior will have a great impact on the conduct of his/her students. If the teacher is not morally upright the students are likely to be like him/her in their conduct. One other point that may help curb indiscipline in students is through the provision of enough work to keep the students busy. This is helpful because when the students are idle they tend to misbehave (Abromitis,2009) .
TEACHER-STUDENT RELATIONSHIP AND COMMUNICATION
The maintenance of a harmonious social relationship between a teacher and those undergoing socialization (students) , is one of the applications of sociology of education in a classroom. The social interaction within the classroom will help teachers understand the psychological variables that affect the social behaviour of students. For instance, a student’s performance may be affected by poverty and funeral at home among other things. This stresses that each individual is a member of a wide family and gets influenced by social and cultural factors as well. A teacher, therefore, is supposed to identify those students who are not doing well in class as expected and try to find the source of their problems and counsel them accordingly. For instance, sociology of education enables a teacher to establish the real cause of impoliteness in some students that even cause destructions during classes. A teacher does this through inquiries that he/she makes about the naughty students’ back ground that sometimes may be responsible for the students’ bad behavior.
The teacher’s awareness of such backgrounds will enable him/her to know where to start the intervention of shaping the behavior of students. When the good behavior of once ill-mannered students is restored, the teaching and learning processes go smoothly. This suggests that there should be a good communication and interaction between teachers and students. However, Zeleny (1948) as cited in Pavalko (1976) warns that the teacher should not be too friendly with the students. This is because it will be very difficult to provide counseling to them and eventually fail to induce changed behaviour when they go wrong.
CAREER GUIDANCE
A school as a social institution is expected to produce people who are reliable for continuity of a society as far as leadership and management of social institutions is concerned. In view of this, we can say it is important for teachers to include lessons in decision-making and career guidance. Though career guidance is over looked by many schools, it plays an important role. Harris (1999) says career guidance helps students to identify the work-related competences they are developing through the various school subjects and relate them to their career planning. In short, career guidance acts as an advocate for students in establishing their career ladders.
Career guidance needs enforcement because not all students are aware of the different job opportunities that are in the corporate world. For instance, asking children from rural areas about their ambitions, most of them will talk about nursing and teaching as opposed to those from urban areas who will talk of becoming, a pilot, an accountant, a lawyer and many more. This is due to parents’ or guardians’ ‘level of education and children’s exposure to media or other sources of information. Therefore, a teacher should not take it for granted that all students are aware about careers.
A teacher can impart career lessons through different ways. First of all, a teacher needs to include in his or her curriculum a special time at least 20 to 30 minutes per week for career lessons (Harris,1999) . In a classroom, a teacher may use personal approach, where he or she can ask students of their ambitions and provide information on the requirements and the institution(s) that offer(s) them. Secondly, a teacher can use interactive and experimental exercises, where he or she can put students into groups and ask them to interview different personnel on their professions and how they managed to achieve them. Afterwards students can present their findings to a class. Apart from motivating students, this method can also promote interaction between students and the community.
SOCIAL ROLES OF TEACHERS AND STUDENTS
Social role is among the five basic concepts in the sociology of education. A social role is a behavior appropriate to a particular position in a social group. A classroom as a sub-social system has actors and participants, who are teachers and students respectively. Sociology of education enables a teacher to realize his/her role and at the same time helps the students realize theirs. The teacher playing his/her role has to teach and encourage the students to learn. The role of a teacher is really a combination of sub-roles which the skillful teacher fits to produce a useful pattern of teaching. One of these sub-roles includes, being an instructor, whereby the teacher gives instructions and shows the students in a classroom how to learn and answer questions. This is the role the teacher prepares for, explicitly and directly. On the other hand, the students on their part have to listen, attend classes, submit assignments regularly and take examinations. Cooperation demands high degree of predictability of conduct and requires that individuals should make personal sacrifices in favour of societal expectations. In other words, where a teacher’s personal interests or commitments are in conflict with his or her role as a teacher, his/her personal interests have to give way to his/her teaching role (Ezewu,1983) .
There is a social and a personal aspect of every role that is significant to an individual. For instance, a person learns the expected and rewarded behaviour for each role. Students learn when to give priority to a particular role. In a classroom situation, the students learn to take the role of a pupil most of the time rather than the role of a playmate. (Havighurst et al.,1963) .
CONCLUSION
After discussing the above sociological techniques we have the audacity to conclude that Sociology of education adds to the teacher’s kit of intellectual tools. In this case, a set of sociological insights and concepts that will allow him/her to take account in his decision-making organization, cultural and interpersonal factors at work in his/her environment. Therefore, Sociology of education is essential as it equips teachers with great knowledge on how to socialize their students in a classroom situation in secondary schools.
LIST OF REFERENCES.
Abromitis, B. (2009, Feb 27) .Teachers Creating an effective learning Environment in a
monitored Classroom; Sociology of Education. www.google.com.
Ashley, J.B., Cohen, S.H., & Slatter, R.G. (1970) . An Introduction to the Sociology of
Education. Macmillan and Co Ltd: London & Basingstoke, pp.117-139
Ezewu, E.B.A. (1983) . Sociology of Education. Longman: London, pp.13-14
Harris, S. (1999) . Careers education: contesting policy and practice. Sage
[...] Read more
poem by Innocent Masina Nkhonyo
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Trash Bag
1 bag cement mold
10 inch leather titleist golf bag
2006 kia rio side air bags
1900 s tapestry bag
1,000 face value silver bag buyers
100ft x 200ft plastic bag
16 flow-through infuser bags order e-mail
2001 accura air bags
1966 chevy pickup air bags
1st responder bag subdued
40 catchers equipment bag
10 dolars chanell bags for sale
$20,000 beanie bag
2 004 ben hogan golf bag
100 cotton childrens sleeping bags
2 mil designer bags
12 ounce bean bag
20 pound bag rabbit food
35 bag dirt james teen wendy
10 inch screen laptop bags
20 gallon garbage bags
30 gallon trash bags odor
17 leather laptop bag clearance
42 rolling duffle bag
2 section 17 roller cooler bag
40 long sportsequipment bag
2005 ford taurus air bag
06 toyota corolla air bag
3 x 8 cello bags
1 ball roller bowling bags
10020 garbage bags
250 liter bag
21 sensational patchwork bags
4 wheeler cargo bags
3 shelf laundry bag cart
2002 altima air bags
2003 crown victoria air bag recall
2 pc motorcycle tour bag
2 x3 zip lock bags
360121 bat bag
$1 tea bag holder
400 gauge thick poly bags
2005 jackie o gucci hand bag
1 bag cement mixers
1920s clutch bag
1.5 oz bag reg chips
1 bag popcorn serving size
2000 saturn sl air bag light
11 gallon garbage bags
306 leather tour sissy bag
[...] Read more
poem by Rwetewrt Erwtwer
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3-Way Phone Call
Hello
Hey little brother
Hey sis how you doing?
Fine, what's going on with you?
Oh nothing much
Got your message from earlier this afternoon
And something just didn't sound right
And so I'm calling you back to check on you
How you holding up?
Oh everything is fine
You know I don't believe you
What you saying? You think I'm lying?
I'm not saying it, but I know you
How you know me?
'Cause you're my brother
And therefore I can tell
When something is troubling you
Okay, okay I give you that
Nothing's wrong, I take that back
There is something on my mind
But sis, I don't want to waste your time
But I done told you time and time again
Whatever you're going through
You can come and talk to me
And I will say a prayer with you
But I done prayed and prayed night and day
Mmm-hmm
I still can't seem to find my way
Rob that ain't nothing but the devil telling you
That you're washed up and you're through
But sister's here to let you know
Boy you're gonna make it through
Sister, do you really believe that I can rise again?
Yes, and not only that, Rob, God will forgive you for your sins
T tell me what to do?
Well first you gotta believe the truth
Sometimes it's hard to believe in Him
That's okay because he believes in you
The winds, the rain
The storm
The weapons that are formed against us (whoo, I will survive)
The trying times (oh)
The sleepless nights
Just know that faith is with us (oh, and I believe yeah)
Through all of the hills (oh)
And valleys roamed (just)
That we must come to (whoa)
Walk side by side (yes)
Follow the light (follow)
And know we'll make it through (yeah, we'll make it through yeah)
[...] Read more
song performed by R. Kelly
Added by Lucian Velea
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Just A Notion
Just a notion - that's all
Just a funny feeling deep inside
Aah, that you're out there waiting
You're not sure I'm alone
And you wonder if I'm occupied
Aah, so you're hesitating
Just a notion
That you'll be walking up to me in a while
And you smile and say: "Hello" and
We'll be dancing through the night
Knowing everything from there on must be right
Just a notion
But somehow I know I'm not wrong
There's something happening
And I just can't explain
If I try it's all in vain
Because it's
Just a notion - that's all
Just a feeling that you're watching me
Aah, every move I'm making
Am I reading your mind
'Cause it's almost like your touching me
Aah, there is no mistaking
Dancing through the night
Knowing everything from there on must be right
Just a notion
But somehow I know I'm not wrong
If it's our destiny
There's nothing we can do
And tonight is very special
It's the night for me and you
Just a notion - that's all
Just a funny feeling deep inside
Aah, that you're out there waiting
You're not sure I'm alone
And you wonder if I'm occupied
Aah, so you're hesitating
Just a notion - that's all
Just a funny feeling deep inside
song performed by ABBA
Added by Lucian Velea
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Predictable
Predictable
Something isn't right
I can feel it again, feel it again
This isn't the first time
That you left me waiting
Sad excuses
And false hopes high
I saw this coming
Still I don't know why I let you in
[Chorus]
I knew it all along
You're so predictable
I knew something would go wrong (Something's always wrong)
So you don't have to call
Or say anything at all
You're so predictable (So Predictable)
So take your empty words
Your broken promises
And all the time you stole
Cause I am done with this
I could give it away, give it away
I'm doing everything I should've
And now I'm taking a chance
I'm livin' the day
I'm giving back what you gave me
I don't need anything
[Chorus]
Everywhere I go
Everyone I meet
Every time I try to fall in love
They all wanna know why I'm so broken
Why am I so cold
Why I'm so hard inside
Why am I scared
What am I afraid of
I don't even know
This story never had an end
I've been waiting
I've been searching
I've been hoping
I've been dreaming you would come back
But I know the ending of this story
You're never coming back
Never (Never, Never, Never ...)
[Chorus]
Everywhere I go for the rest of my life
Everyone I love
Everyone I care about
They're all gonna wanna know what's wrong with me
And I know what it is
[...] Read more
song performed by Good Charlotte
Added by Lucian Velea
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V. Count Guido Franceschini
Thanks, Sir, but, should it please the reverend Court,
I feel I can stand somehow, half sit down
Without help, make shift to even speak, you see,
Fortified by the sip of … why, 't is wine,
Velletri,—and not vinegar and gall,
So changed and good the times grow! Thanks, kind Sir!
Oh, but one sip's enough! I want my head
To save my neck, there's work awaits me still.
How cautious and considerate … aie, aie, aie,
Nor your fault, sweet Sir! Come, you take to heart
An ordinary matter. Law is law.
Noblemen were exempt, the vulgar thought,
From racking; but, since law thinks otherwise,
I have been put to the rack: all's over now,
And neither wrist—what men style, out of joint:
If any harm be, 't is the shoulder-blade,
The left one, that seems wrong i' the socket,—Sirs,
Much could not happen, I was quick to faint,
Being past my prime of life, and out of health.
In short, I thank you,—yes, and mean the word.
Needs must the Court be slow to understand
How this quite novel form of taking pain,
This getting tortured merely in the flesh,
Amounts to almost an agreeable change
In my case, me fastidious, plied too much
With opposite treatment, used (forgive the joke)
To the rasp-tooth toying with this brain of mine,
And, in and out my heart, the play o' the probe.
Four years have I been operated on
I' the soul, do you see—its tense or tremulous part—
My self-respect, my care for a good name,
Pride in an old one, love of kindred—just
A mother, brothers, sisters, and the like,
That looked up to my face when days were dim,
And fancied they found light there—no one spot,
Foppishly sensitive, but has paid its pang.
That, and not this you now oblige me with,
That was the Vigil-torment, if you please!
The poor old noble House that drew the rags
O' the Franceschini's once superb array
Close round her, hoped to slink unchallenged by,—
Pluck off these! Turn the drapery inside out
And teach the tittering town how scarlet wears!
Show men the lucklessness, the improvidence
Of the easy-natured Count before this Count,
The father I have some slight feeling for,
Who let the world slide, nor foresaw that friends
Then proud to cap and kiss their patron's shoe,
Would, when the purse he left held spider-webs,
Properly push his child to wall one day!
[...] Read more
poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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Life On Mercury
If it had not once existed,
Could something without a history...
Become dependent permanently,
To fix and stick as if cement.
If it had not once existed,
Could respect and discipline...
Find their way into our minds,
And stayed forever as if meant!
Anything is possible,
Like life on Mercury.
A planet no one mentions.
But who knows what there breathes?
Anything is possible,
Like life on Mercury.
A planet no one mentions.
But who knows what there breathes?
If it had not once existed,
Could respect and discipline...
Find their way into our minds,
And stayed forever as if meant!
Anything is possible,
Like life on Mercury.
A planet no one mentions.
But who knows what there breathes?
Everyday something new is claimed and named.
Everyday something new created,
Comes and remains.
And everyday we find something new to entertain.
If it had not once existed,
Could something without a history...
Become dependent permanently,
To fix and stick as if cement.
Anything is possible,
If it's craved as a sentiment.
Anything is possible,
If it's wanted bad enough to begin.
If it had not once existed,
Could respect and discipline...
Find their way into our minds,
And stayed forever as if meant!
[...] Read more
poem by Lawrence S. Pertillar
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Prejudice
IN yonder red-brick mansion, tight and square,
Just at the town's commencement, lives the mayor.
Some yards of shining gravel, fenced with box,
Lead to the painted portal--where one knocks :
There, in the left-hand parlour, all in state,
Sit he and she, on either side the grate.
But though their goods and chattels, sound and new,
Bespeak the owners very well to do,
His worship's wig and morning suit betray
Slight indications of an humbler day
That long, low shop, where still the name appears,
Some doors below, they kept for forty years :
And there, with various fortunes, smooth and rough,
They sold tobacco, coffee, tea, and snuff.
There labelled drawers display their spicy row--
Clove, mace, and nutmeg : from the ceiling low
Dangle long twelves and eights , and slender rush,
Mix'd with the varied forms of genus brush ;
Cask, firkin, bag, and barrel, crowd the floor,
And piles of country cheeses guard the door.
The frugal dames came in from far and near,
To buy their ounces and their quarterns here.
Hard was the toil, the profits slow to count,
And yet the mole-hill was at last a mount.
Those petty gains were hoarded day by day,
With little cost, for not a child had they ;
Till, long proceeding on the saving plan,
He found himself a warm, fore-handed man :
And being now arrived at life's decline,
Both he and she, they formed the bold design,
(Although it touched their prudence to the quick)
To turn their savings into stone and brick.
How many an ounce of tea and ounce of snuff,
There must have been consumed to make enough !
At length, with paint and paper, bright and gay,
The box was finished, and they went away.
But when their faces were no longer seen
Amongst the canisters of black and green ,
--Those well-known faces, all the country round--
'Twas said that had they levelled to the ground
The two old walnut trees before the door,
The customers would not have missed them more.
Now, like a pair of parrots in a cage,
They live, and civic honours crown their age :
Thrice, since the Whitsuntide they settled there,
Seven years ago, has he been chosen mayor ;
And now you'd scarcely know they were the same ;
Conscious he struts, of power, and wealth, and fame ;
[...] Read more
poem by Jane Taylor
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Voyage around the Square Root of Minus One
I often heard
that while the sciences concern themselves
with objective truths
the arts deal with subjective phenomena.
Many years ago I held the same view,
but later came to the conclusion
that this is just a well-combed popular myth.
It is an untenable credo
because the sharp separation
of the arts and sciences is a rigid
and arbitrary mandate, full of holes.
Although all subjects have their specificities,
at the same time they also share
many common traits with each other.
There is art in science and science in art.
Artists, for example,
apply geometry to represent
a three dimensional scene in a painting,
which is a two dimensional surface.
By using ‘objective' geometrical perspective,
Renaissance artists, among them Alberti,
Brunelleschi, Uccello, Leonardo and Dürer,
developed in Europe the ‘subjective' illusion
of perceptual realism.
Later, in the Dutch Republic of the 17th century,
Johannes Vermeer applied expensive pigments
to the canvas and conducted
pioneering research in optics that enhanced
the supreme quality of his work,
imbuing his paintings with sublime,
otherworldly light.
In the 19th century
the Romantic painter John Constable
prepared detailed studies
of the landscape and weather conditions
of England, before transcribing them
into images of stunning accuracy and grace.
Following the closing of the Weimar Bauhaus
by the Nazis in 1933, the artist Josef Albers
moved to the USA, where he worked at
Black Mountain College and at Yale University.
[...] Read more
poem by Paul Hartal
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The Problem of the Idea
The Philosopher:
'The Problem of the 21st century
is the problem of the Origins of the Idea.'
The Idea has driven much
of human history-
a major motivator
many taken together are
Articulators;
Ideas compose all Human Dreams.
But ask what is this Idea
and silence ensues;
ask where is it
in the human mind
and we'll get charts of its activity centers
but nothing about what it is
or where it comes from.
The Scientist:
Well, we don't have to know what a thing is
to utilize it.
We can identify behaviors and integrate
them-
harness them to purpose.
Philosopher:
Sure like the Atomic Bomb. It was built because
we could integrate various disciplines
and make things go bang
without thinking of Consequence.
technical Ideas-too have consequences.
Scientist:
So you would hold up all human progress
until the over-arching Idea comes along
before we act?
Philosopher:
Ah, but note that progress that destroys
the planet is not
progress at all
but only a blind mistake;
one I might add,
that did not have
an Idea or Clue
[...] Read more
poem by Lonnie Hicks
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Adam: A Sacred Drama. Act 2.
SCENE I. -- CHORUS OF ANGELS Singing.
Now let us garlands weave
Of all the fairest flowers,
Now at this early dawn,
For new-made man, and his companion dear;
Let all with festive joy,
And with melodious song,
Of the great Architect
Applaud this noblest work,
And speak the joyous sound,
Man is the wonder both of Earth and Heaven.
FIRST Angel.
Your warbling now suspend,
You pure angelic progeny of God,
Behold the labour emulous of Heaven!
Behold the woody scene,
Decked with a thousand flowers of grace divine;
Here man resides, here ought he to enjoy
In his fair mate eternity of bliss.
SECOND Angel.
How exquisitely sweet
This rich display of flowers,
This airy wild of fragrance,
So lovely to the eye,
And to the sense so sweet.
THIRD Angel.
O the sublime Creator,
How marvellous his works, and more his power!
Such is the sacred flame
Of his celestial love,
Not able to confine it in himself,
He breathed, as fruitful sparks
From his creative breast,
The Angels, Heaven, Man, Woman, and the World.
FOURTH Angel.
Yes, mighty Lord! yes, hallowed love divine!
Who, ever in thyself completely blest,
Unconscious of a want,
Who from thyself alone, and at thy will,
Bright with beignant flames,
Without the aid of matter or of form,
[...] Read more
poem by William Cowper
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A Never Forever Is
It's so hard,
To leave...
What's believed,
Behind.
With it fixed in our minds,
Superglued.
And guaranteed to stick forever.
Too many are addicted.
And many more,
So predictable.
Unwilling to change.
Although a change is inevitable.
Too many are addicted.
And many more,
So predictable.
Unwilling to change.
Although a change is inevitable.
It's so hard,
To leave...
What's believed,
Behind.
Too many are addicted.
And many more,
So predictable.
Unwilling to change.
Although a change is inevitable.
Even though,
What's in our minds...
One day,
Will be chipped away.
It's so hard,
To leave...
What's believed,
Behind.
With it fixed in our minds,
Superglued.
And guaranteed to stick forever.
But a never,
Forever...
Is!
No need now to complain.
But a never,
Forever...
Is!
[...] Read more
poem by Lawrence S. Pertillar
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Twentieth Century
Oh, the Twentieth Century wasn't all that bad
It was a time like no one else has ever had
We learned to drive, we learned to fly
We sent a man into the sky
When he walked on the moon, we were so glad
Yeah, the Twentieth Century wasn't all that bad
Yeah, the Twentieth Century was quite a ride
We had to learn to see the other side
We had demonstrations and liberations
Great depressions and good vibrations
And doors that once were closed were opened wide
Oh, the Twentieth Century was quite a ride
We had movin' pictures and radio
And Broadway, country, rock and roll
In 1900, who'd a bet we'd all be surfing on the internet
Yeah, the Twentieth Century was a heck of a show
We all had our fifteen minutes, don't you know
Assembly lines, celebrities,
the spotlight shined on you and me
And everybody got a standin' O
Yeah, the Twentieth Century was a heck of a show
From blocks of ice to air condition
Telegraph to television
In 1900, who'd a known we all wind up
with pocket phones
The Twentieth Century wasn't all that long
Just a hundred years has come and gone
We can't go back even if we try
So I'll just smile and wave goodbye
To see it leavin' makes me kinda sad
It was a time like no one else has ever had
Oh, the Twentieth Century wasn't all that bad
The Twentieth Century
Bye-bye
The Twentieth Century
Goodbye
song performed by Alabama
Added by Lucian Velea
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Make It Happen
Like a supersonic boom coming at ya
One thing on my mind
Everybody' out to get something
Ain't no compromise
You know that I am gonna wait
I'm gonna take my time I'm gonna take my time
There no need to anticipate
I'm gonna make you mine make you mine
A total transformation
Eyes move into dilation
No need for complication
So take a look inside
Give it up
Step on up
We have got
The right stuff
Let's make it happen
Shake your rhythm now feel the notion
Shake your rhythm you're the motion
Give it up
Step on out
I know where
You know how
Let's make it happen
Shake your rhythm now feel the notion
Shake your rhythm you're the motion
Movin' though the crowd I can feel you
Need you by my side
Feel your body move through night into morning
Just enjoy the ride
You know that I am gonna wait
I'm gonna take my time I'm gonna take my time
There no need to anticipate
I'm gonna make you mine make you mine
Give it up
Step on up
We have got
The right stuff
Let's make it happen
Shake your rhythm now feel the notion
Shake your rhythm you're the motion
Give it up
[...] Read more
song performed by Hear'Say from Popstars
Added by Lucian Velea
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Kickin It With Your Girlfriend
I've been kickin it with your girlfriend (oh)
What am i gonna do (oh)
Cuz God knows that i really didn't mean to hurt you (oh ooh)
I know its bogus, but i felt that you should know the truth (oh ooh)
I fell in love with her the moment we were introduced
And i just feel that its time for little secret to end
Baby im kickin it with your girlfriend
oh oh ooh oh oh oh oh ooh oh oh oh (2x)
Go on and slap me again cuz i can understand how you feel
When a man takes you for granted and he don't keep it real
I should have been more man and told you a long time ago
Instead of stuntin i should have broke it down and let you know
Girl my fault for that, don't know whats on my mind
And i blame myself for wasting your time
Believe i really tried to keep that girl away from me
But her body language kept on temptin and teasin me
And plus she knew what she was doin, and did it anyway
I knew what she was doin too and that made it ok
Truth is, is that we don't even regret it
Up out the closet i will be the first to say it
I've been kickin it with your girlfriend (oh)
What am i gonna do (oh)
Cuz God knows that i really didn't mean to hurt you (oh ooh)
I know its bogus, but i felt that you should know the truth (oh ooh)
I fell in love with her the moment we were introduced
And i just feel that its time for little secret to end
Baby im kickin it with your girlfriend
oh oh ooh oh oh oh oh ooh
Now I apologize for me and her and everything that went down
These are the reasons that some girls don't bring their friends around
I just didn't know how to tell you, that i was feeling her
And how we would get away sometimes with makin love
I never wanted to mislead you
At first i just wanted to please you
I know its hard for you to be able to trust again
Cuz i came between you and your best friend
I did not ask for this
It just happened out of no where every since the day we kissed
and the truth is, is that we don't even regret it
Up out the closet i will be the first to say it
I've been kickin it with your girlfriend (oh)
What am i gonna do (oh)
Cuz God knows that i really didn't mean to hurt you (oh ooh)
I know its bogus, but i felt that you should know the truth (oh ooh)
I fell in love with her the moment we were introduced
And i just feel that its time for little secret to end
Baby im kickin it with your girlfriend (oh)
I'm sorry again (i never meant to hurt you)
I'm sorry agian (but girl i love her)
I'm sorry again (i never meant to make you cry no)
[...] Read more
song performed by R. Kelly
Added by Lucian Velea
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Truths Introduced Have Come To Stay
It is no longer what 'you' want to accomplish,
That is wished to erase those consequences faced.
Those consequences to be faced,
Are here to stay.
Truths introduced do not fade away.
The picture you view is much broader today.
And the players behind the scene once kept unseen,
Are increasingly getting impatient...
With facts being disguised as temporary discomforts.
Or little 'white' lies unmasked to expose one's innocence,
To unfold!
It is no longer what 'you' want to accomplish,
That is wished to erase those consequences faced.
Those consequences to be faced,
Are here to stay.
Truths introduced do not fade away.
To continue the doing of those same games to be played.
The picture you view is much broader today.
And the players behind the scene once kept unseen,
Are increasingly getting impatient...
With facts being disguised as temporary discomforts.
Or little 'white' lies unmasked to expose one's innocence,
To unfold!
Truths introduced do not fade away.
Not today.
Truths introduced have come to stay...
And,
Enlighten.
poem by Lawrence S. Pertillar
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