Another quotation from the same issue of the TLS comes in fittinglyhere to wind up this random collection of disquieting thoughts--this timefrom a review of Sir Richard Livingstone's "Some Tasks for Education":"More than once the reader is reminded of the value of an intensivestudy of at least one subject, so as to learn the meaning of knowledge'and what precision and persistence is needed to attain it. Yet there iselsewhere full recognition of the distressing fact that a man may be masterin one field and show no better judgement than his neighbor anywhere else;he remembers what he has learnt, but forgets altogether how he learnedit."
The main difference between a thesis and a dissertation is when they are completed. The thesis is a project that marks the end of a master's program, while the
On the far end of the dominant side are the masters and mistresses, whose personalities and needs to control compel them to take on the added responsibilities that come with “owning” either a slave or a submissive; further, their experience has earned them the right to that title.
On the other end would be those with submissive personalities, needs and desires.
It is, of course, quite true that bits and pieces of the mediaeval traditionstill linger, or have been revived, in the ordinary school syllabus oftoday. Some knowledge of grammar is still required when learning a foreignlanguage--perhaps I should say, "is again required," for duringmy own lifetime, we passed through a phase when the teaching of declensionsand conjugations was considered rather reprehensible, and it was consideredbetter to pick these things up as we went along. School debating societiesflourish; essays are written; the necessity for "self- expression"is stressed, and perhaps even over-stressed. But these activities are cultivatedmore or less in detachment, as belonging to the special subjects in whichthey are pigeon-holed rather than as forming one coherent scheme of mentaltraining to which all "subjects"stand in a subordinate relation."Grammar" belongs especially to the "subject" of foreignlanguages, and essay-writing to the "subject" called "English";while Dialectic has become almost entirely divorced from the rest of thecurriculum, and is frequently practiced unsystematically and out of schoolhours as a separate exercise, only very loosely related to the main businessof learning. Taken by and large, the great difference of emphasis betweenthe two conceptions holds good: modern education concentrates on "teachingsubjects," leaving the method of thinking, arguing, and expressingone's conclusions to be picked up by the scholar as he goes along' mediaevaleducation concentrated on first forging and learning to handle the toolsof learning, using whatever subject came handy as a piece of material onwhich to doodle until the use of the tool became second nature.
When Hitler rose to power and blamed the war on the Jews, hardly anyone objected. Initially, he did not plan to exterminate the Jews, but only to expel them from his country. In the summer of 1938, when Hitler heard that there is a conference in Evian, France, to discuss the possibility of helping the Jews move out of Germany, he said, “We are ready to put all these criminals at the disposal of these countries, for all I care, even on luxury ships.” But as the nations do not want the Jews today, they did not want them then. With suave indifference, country by country excused itself from taking in Jews. The Australian delegate, T. W. White, sarcastically noted, “As we have no real racial problem, we are not desirous of importing one.”
At the end of his course, he was required to compose a thesis upon sometheme set by his masters or chosen by himself, and afterwards to defendhis thesis against the criticism of the faculty. By this time, he wouldhave learned--or woe betide him-- not merely to write an essay on paper,but to speak audibly and intelligibly from a platform, and to use his witsquickly when heckled. There would also be questions, cogent and shrewd,from those who had already run the gauntlet of debate.
sir plz you ask me the answer of what is difference between pridiction and forcasting; sir plz you ask me the answer of what is difference between pridiction and forcasting
Every tradition in the world contains some seeds of truth, and likewise some of those seeds come to fruition and then rot, such as the justifications for slavery and the subjugation of the feminine, fully half of creation. We humans must be master pruners in order to keep cutting away the tribal rhetoric to come to deeper truth. This is true for every nation, every group. I deeply appreciate the religious and ethnic diversity of the world, and I pray that one day we can all respect each other for our differences as well as our common humanity, which is an inheritance from a God who loves all life and values us as a part of its own heart. May we achieve the peaceful coexistence which God implores us to find, first within our own souls.
In response to Guy Markle. Sir you have got it wrong. Zionism is about returning to the Jews’ eternal home, it was a dream, now it is a reality. All Jews may return if they so desire. To try to equate Zionism with Nazism is a wicked transgression because Zion is in the heart, it doesn’t mean that other people should be eliminated (sic). You may say that the arabs have suffered, that’s true, but they have been fed an impossible dream, that the Jews (Israel) can be defeated and the land ‘from the river to the sea’ can be theirs again (it never was theirs in the first place, just look at history Ottoman Empire, British Mandate etc.) They have turned down offers of peace over and over again. Israel tried withdrawing from Gaza in the hope of a peaceful settlement, but we all know what happened with the rise of Hamas. So Mr Markle I suggest you educate yourself on the subject before commenting.