27 July 2014

Generosity and Gratitude

A stranger welcomed to a royal feast
With cookies made a gift remains of dough
A garden bursting lush with verdant trees
A rain drained sky ablaze with colored bow
A joyful heart to bless the least of these
An open hand, a  fountain’s overflow

The dirt a home to flower, coal and gem
and strife a place where virtues learn to grow
The darkness contrast for the good in men
and weakness grace in letting others show
The use of all that happens now and then
is life, a gift to see, to choose to know

Judge not in giving nor by lenses viewed
said Generosity and Gratitude

13 July 2014

Courage and Diligence

Despite the threat of ghouls and ghosts without
and dark imagined fears that loom within
When loudly screams the inner voice of doubt
which floods the mind in black chaotic din
Then Courage strikes with clarifying shout
with focus on the goal: that Good might win!

When motivation lacks, nor dreams yield smiles
and modest work is judged as merely plain
When progress seems to stop as sloth beguiles
or endless dripping drives sound minds insane
Then most surrender to distraction’s wiles
as Diligence enjoys each modest gain

These noble soldiers fight in brotherhood
their weapon’s one, an acting will to Good

25 May 2014

Hope and Faith


An oyster waits beneath the blue-green mass
for hands long parted from a breath of air.
It's lifted as the diver turns at last
ascending t'ward the disk of light from where
she craves to breathe.  The lighter press, the shafts
of light, propel her hopeful through the surface air.

To give one's treasures—visions, too—to him
who keeps them free from theft and ridicule
is peace to him who gave.  But sinful whim
may trick th' entrusted soul to act a fool,
to seem a devil borne by seraphim.
But friends in faith refrain from ridicule.

As Hope reveals reality not seen,
So Faith holds fast the grace of what has been.

29 March 2014

Un Herd Of



When, in my freshman year of high school, we assembled at that year's first pep rally, we enacted a tradition in which class pride was showcased, and which also set the freshmen in their inferior place.  Or so it seemed at the time.  It was a simple cheering for one's self as a group, in which each class after being introduced, "the graduating class of <whatever year>!"  would cheer, as though for a favorite team.  Of course we had been asked to sit grouped with our class to help the process, so there we were in the bleachers, left to right, underclass to upper.  This typically set up the freshmen for the weakest cheer, not having done this the previous year.  It worked again, cheers growing louder moving left to right, ending with the Seniors' biggest, loudest, and longest cheer.  They obviously had a stronger sense of class identity, as well as something the rest of us utterly lacked: The shortest distance to freedom.
I remember my own reaction as something along the lines of, "oh, that's stupid. Of course we're not going to cheer loud, we only just arrived."  Although I fully expected the proper pattern to arise at next year's pep rally, I had no intention of going along with a rigged game.  In this I thought myself an independently minded exception to my herd-like peers; they would go on with the tradition.
To my surprise, and delight, next year's pep rally failed to produce the expected results.  My sophomore class was again least loud, less even than the new freshmen.  The next year found a similar result, with my juniors again the least enthusiastic.  By now it was clear that this whole class had the same non-conformist attitude, and we showed our inverted pride best at that rally of our senior year.  We barely made a peep, while the freshmen might have been the loudest, if not tied with the sophomores.  The poor juniors seemed to share our obstinacy, but to a lesser degree.
From this arose the paradox of apparent independence, expressed spontaneously like a veering school of fish.  I was (and remain) unaware of any outside influence on my decision to resist tradition.  In fact, I don't recall even mentioning my impressions and intent to any of my classmates.  Yet, it was common enough that we each made the same choice.  Could I deny a common influence existed?
A bumper sticker says, "Don't Trust Everything You Think."  It's a funny turn of phrase.  But it's clear that I can think the thoughts of others on my own.

27 February 2014

Unsophistry

What is intellectual honesty?  In short, it means engaging fairly in the exchange of ideas—debate, discussion, persuasion, argumentation, etc.  What follows began as a list of three short rules.  It expanded slightly, but not much, which is amazing for the simplicity of something that, if followed would eliminate a whole lot of sloppy thinking and foolishness.  If a theme would be drawn from these, at least one ought to be this:  Reason, while strong, is limited; Humility is greater.

1.  Accept Facts
When presented with statements known to be true (facts), these must be accepted.  This, of course requires the recognition of three classes of facts:
  • Empirically verified, or at least verifiable
  • Moral boundaries relevant to all people
  • Generalizations, which accurately characterize a group (people, things, ideas, etc.), even though individuals within the group may depart from the characterization

2.  Be logically consistent
Expression of principles and ideas cannot happen without logic (inferential and deductive).  Therefore maintain logical consistency to the best of your ability. If you are inconsistent unknowingly, and this is pointed out, then accept it and attempt to correct it.

3.  Own your axioms
Because every principle or idea cannot exist without concepts that are irreducible, seen as self-evidently true, then you DO hold, and reason from, such axiomatic concepts:
  • Do not claim to hold axioms that you do not.
  • As much as possible, be aware of the axioms that you hold and use.
  • When one of your axioms is pointed out, acknowledge it.
  • A real, bona fide, axiom can NOT be explained by reason.

4.  Respect language
Since words are tools for discussing things, and not the things themselves, then:
  • Accept that words and definitions are limited.
  • Be as careful with words as you can, so that what you say is as close to what you really mean as possible.
  • Use and accept analogies and metaphors, as such.

5.  Accept your limits
If your skill or knowledge are insufficient to fully convey your meaning, or to answer a point, accept this humbly, acknowledge it, and stop.