Posts Tagged ‘learning’

Acquiring words, Part II

Friday, July 16th, 2010 at 7:00 am by Jacqueline

the novel perdido street station held open in the middle, viewed from the side, undoubtedly being consumed by a voracious reader

Words are still great.

Having devoured the remainder of China Miéville’s Perdido Street Station and started on The Scar, I thought I ought to share my continued collection of wordly wonders. (Don’t forget to check out the first half of the list!) Some novel, some familiar but infrequently encountered and marvelous, and all commendable to have in one’s vernacular.

  • palimpsest
  • bonhomie
  • jurisprudence
  • desquamate
  • abbatoir
  • ululate
  • prurient
  • efflorescence
  • phalanx
  • salvo
  • etiolate
  • scurrilous
  • conniption
  • rictus
  • ordure
  • priapic
  • agglutination
  • ossified
  • puissance
  • stygian
  • protuberant
  • obstreperously
  • pudenda
  • phlogistic
  • opprobrium
  • aggrandizement
  • tinnitus

Oh, and I have to ask: Do you have any favored words–unusual, rare, or just plain fun to say? I’d like to discover more!

  • Share

The best way to acquire words

Saturday, June 12th, 2010 at 4:38 pm by Jacqueline

the novel perdido street station held open in the middle, viewed from the side, undoubtedly being consumed by a voracious reader

Words are great.

The vocabulary I habitually utilize hardly taps the well of words available in the English language. This isn’t news: most people fail to employ the full range of lexical jewels stashed in their thesauruses. As such, I’m delighted to announce that the book I’m reading now is full of fantastic words.

I’m reading Perdido Street Station. No lie: The man who wrote this book, China Miéville, has a lexicon just as prodigious as the world he paints. Here are a few novel and infrequently seen words I’ve espied thus far:

  • detumescing
  • veldt
  • sciolist
  • eidolon
  • vertiginous
  • aesthete
  • bombastic
  • moribund
  • inveigled
  • oneiric
  • febrile
  • necrotic
  • pusillanimous
  • bivouac
  • chthonic
  • dissident
  • querulous
  • inchoate
  • paean
  • patina
  • desiccate
  • moniker
  • nacre
  • solipsistic
  • autotelic
  • liminal
  • deracinate
  • sepulchral

Aren’t these splendid? I didn’t start taking notes on words until a hundred pages in, and I’ve got several hundred pages to go. Just think what wordly wonders I may encounter next!

  • Share

Tibetan Buddhist Retreat

Monday, April 12th, 2010 at 6:04 am by Jacqueline

Prayer flags in front of the temple

Faded squares of fabric, strung together in repeating blue-white-red-green-yellow chains, crisscross the branches of bare-limbed trees. The gentle wind makes them flutter. Orange-gold light filters into the grassy meadow, touching a row of canvas tents and the temple house beyond. Tsechen Kunchab Ling: Temple of All-Encompassing Great Compassion. This is the seat of His Holiness the Sakya Trizin in the United States, a Tibetan Buddhist monastery established nine years ago.

I spent the past weekend there. The field work office at my college arranges this retreat every semester. Everyone I’ve talked to who has previously attended says wonderful things about it; this semester, one of my friends told me she was going: I should join her! I like learning new things, so I signed up. A good decision: I didn’t return all chill and zen, as one friend told me his roommate had, but I certainly gained a few new ideas and approaches to mull over, and dipped my hand into a previously unfamiliar piece of the world.

Medicine for one’s mind

The first evening, the twenty-something students–most from my college, four from another–gathered in the shrine room, sitting cross-legged on cushions as we listened to Khenpo Kalsang introduce Tibetan Buddhist philosophy. He began by telling us, “Do not take any of what I say on faith. Take it through analysis, if there is some benefit in it for you.” Religion, he said, is like a drugstore full of medicine. You do not go to the drugstore and buy everything in it–you just buy what would be beneficial to you now. You believe the other medicine may have just as much value, but in other situations, not this one.

We discussed the foundations: the Three Turnings of the Wheel of Dharma; the four noble truths; karma; defilements; the six perfections. When we talked about the giving, and how one should try to give what one could to other sentient beings (in the form of material items, kind words, protection, and so on), Khenpo Kalsang shared a story of the Buddha, and how the Buddha had given his flesh so that a family of hungry tigers could eat. “So,” a fellow student asked, “Giving one’s life for another being is the ultimate gift?”

Khenpo Kalsang, he smiled, and shook his head. “Only if you feel no regret,” he said. “If you feel regret, it destroys the merit.” Until then, preserve your own life, and do not give away anything that would cause you regret. This struck a chord. Self-preservation above all else, unless the right situation arises.

the shrine room in the temple

Knowing and understanding

Later, I talked to the resident nun, Ani Kunga, about psychology and cognitive science. She had studied psychology for a while in grad school, but now holds the view that psychologists are going about understanding the mind and understanding the knower and what knowing is the wrong way. “Psychologists,” she said, “study the brain and the self externally. Ever since the 1920s, their science has been about observation of behavior, questionnaires, recordings of electrical brain activity. But the mind can only be known by you, the person whose mind it is.” She said philosophy and epistemology were doing it right: looking at experiences from the inside.

A big overlap exists between Tibetan Buddhism, psychology and cognitive science. All three examine the distinction between the self and others, between the observer and the observed, between knowing and the knower. I agree with Ani Kunga to some extent–only so much can be known about the mind from external observation. But this doesn’t mean that there isn’t merit to such studies, nor that nothing of use can be learned in that way.

Tibetan Buddhist philosophy also approaches the mind and the self from the inside. During a second philsophy session, Khenpo Kalsang translated a sutra about a king who received advice from the Buddha. This sutra delved into some questions about the nature of the self, whether the self is a delusion, and how the clinging of self is a defilement. I intend to discuss it in more depth later, so stay tuned.

Compassion training and prayer flags

In the afternoon, a group of us gathered outside for a meditation session with Ani Kunga. Sunshine melted lazily through the tree branches above, a breeze animating the branches’ shadows so they danced between our cushions. Compassion and anger were the session’s topics. The key message:

“If there’s something you can do, why are you unhappy? Just do it. If there’s nothing you can do, why are you unhappy?”

Ani Kunga explained several off-session and one on-session technique for dealing with negative emotions (anger, hate, irritation, stress, jealousy, and so on). All the methods built off the idea that you are in control: anger is an emotion, and you can change your emotions. Stay tuned for a more in-depth post on the topic.

Another of the day’s activities was making prayer flags. As Ani Kunga explained, “Prayers, wishes, hopes, aspirations–someone, many people, may share those with you. Hanging the prayer flag shares your prayer with everyone else in the world. This may do no good at all, but it may–if everyone hopes and wishes and dreams and aspires, perhaps it will do good. It may not. But if no one shares their prayers, it will certainly do no good. So on the offchance that it will help, why not?”

Never done

This weekend reminded me that I’m not done learning. If I stay still long enough, if I’ve achieved a relatively constant level of happiness and satisfaction, I forget that I can and should continue to seek out new ideas and approaches, and incorporate beneficial ones into my life. A person is never “done,” and so, I’ll continue to observe and discuss and study, trying to pick the directions in which I’ll change, and trying to make tomorrow better than today.

Ever onward and ever upward.

  • Share

Varsity athletics: Credit or no?

Saturday, February 27th, 2010 at 3:26 am by Jacqueline

It’s a matter of balance

Vassar’s varsity athletes may soon receive academic credit for participating in their sports during the school year. This proposal has been in the works for nearly two years, and at long last, folks are voting to approve it. Or to not approve it, but the former seems more likely.

As a member of the Student Athlete Advisory Committee and as a long-time varsity athlete, you might say I have particular stake in the proposal. After all, I could get half a unit a semester for up to four semesters–a typical class is worth one unit, and a typical physical education course of any level is worth half a unit, with a maximum of two physical education units counting toward graduation requirements. It seems justified: Students can receive credit for participating in other extracurricular, faculty-supervised activities, such as the orchestra, the choir, and the repertory dance theatre, so why not varsity athletics?

My friend over at Carolyn Blogs agrees: from the above standpoint, sure, it seems fair to give credit to students. If you get credit for introductory P.E. classes, you should get credit for varsity athletics. But our school newspaper presents other arguments in favor, which Carolyn thinks are highly unjustified:

On top of everything, we must remember that varsity athletics present a considerable time commitment. It is rare to find another activity on campus—academic or extracurricular—that includes a comparable daily rigor and frequent overnight obligation. Varsity athletes regularly travel throughout the northeastern to participate in meets, games and tournaments, often gone from campus for an entire weekend at a time.

And you know what? Although it’s certainly frustrating to travel to Boston for an all-day competition on the same weekend as a good friend’s birthday party, a fascinating-sounding lecture, a dance party, and seventeen other campus events no one in their right mind would ever want to miss, I agree with Carolyn. The reason I participate in my sport is because I enjoy it. If I cared more about other activities, I’d do those instead. Simply being a huge time commitment is not a valid reason for awarding credit. Carolyn’s supporting example, that higher level courses with more difficult and plentiful homework are worth the same amount of credit as introductory 100-level courses, drives this point home. And she’s backed up by our school’s system of awarding units instead of credit hours:

This system—which in its most basic form allots one unit of credit per semester course, regardless of difficulty, hours in class and subject matter­­­­—makes Vassar relatively unique in its credit system.

According to Registrar Dan Giannini, “The rationale behind such a system is to try to send the message that all courses are equal in worth and that one shouldn’t try to distinguish between courses based on time spent in or out of class.”

The reason time commitment is highlighted is because, according to the authors of the article, the faculty “must consider what it can do to mitigate possible academic pressures on these students.” Um. No, I don’t think the faculty has any obligation whatsoever. Students choose to be varsity athletes of their own accord. If they can’t manage to balance their athletics and their coursework, then perhaps they should reconsider participating in a varsity sport in the first place. Athletes shouldn’t get special privileges simply because they’re athletes.

Personally, I like the fact that even though I dedicate huge chunks of time to my sport (more time than I dedicate to any single course, at least while in-season), I can still keep up with my classmates who are taking comparable course loads, minus the sport. Sacrifices must be made, sure: Dance party on Friday night, or overnight travel to a competition?

The question is, what’s more important to me?

You learn stuff, too

The article continues:

While athletes will continue to be held to the College’s rigorous academic standards, the athletics credit could discourage a varsity athlete from unnecessarily taking on five academic credits while in their athletic season.

With the proposed varsity credit, the athlete seeking to assume five courses in his or her athletic season will be checked with an overload form, thus encouraging the student to think twice about assuming such a large academic and extracurricular load.

I’d like to be known that students who have trouble balancing tough course loads and time-consuming extracurriculars have always had the option of taking a lighter load or dropping an extracurricular. Adding the option of a varsity unit to the list doesn’t make much of a difference. Students who aren’t varsity athletes could add an easy P.E. course instead. Students who can balance their work and their sport will continue to do so. And let it be known, varsity athletes don’t have to take a half unit for their sport… thus negating the need for an overload form if taking five courses.

Carolyn says, in response to the above quote, that “participating in sports is optional, and should always take second place to academics.” True, mostly. Academics are officially what college is about. Academics are what get graded. Students’ GPAs will, in part, determine what they are able to do with their lives. But academics are only one particular kind of knowledge. Carolyn’s statement assumes that a student can learn more important things from academics than from participation on a sports team. Personally, though, some of the most important things I’ve learned about persistence, goal-setting, success and excellence, effort, teamwork, leadership…. these I’ve learned from my sport and my coaches. It’s a different kind of knowledge than what one typically gains in an academic course, yes. But it’s no less important. And that, I think, is the best reason for awarding credit for varsity athletics.

Edit: Another article from the Miscellaney News noting some faculty concerns about the proposal.

Edit 2: See my follow up regarding the passing of the proposal.

  • Share