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Gord Barentsen

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  1. Wow.,....can't believe I missed this! Wait a minute...yeah, I can. At any rate, this is an amazing video...makes me wonder when "gorilla" is going to disappear from the Junior OED...
  2. I came upon this great slideshow at dictionary.com and just had to post it here.
  3. Hello, I'm pleased to announce that LiquidFractal, with the permission of the MSCP, is hosting the online space for "Schelling and 'Philosophical Psychology'," a summer course lasting from Jan-Feb 2018 and run through the Melbourne School of Continental Philosophy. You can get to it in the SPACES menu above, but only registered members can access its content. If you're interested in enrolling for this or any other course offered by the MSCP, please visit their website here: Melbourne School of Continental Philosophy. All courses are available for distance enrollment and are made available as downloadable recordings.
  4. I am still finding this hard to believe, but here it is: https://www.change.org/p/oxford-university-press-nature-related-words-should-be-reinstated-in-the-junior-oxford-english-dictionary
  5. Happy festimas to everyone as well. I'd be somewhat more cheerful, but the past couple of weeks have been occupied with less than festive things - among them our beloved cat, who is about to pass away.
  6. Pretty much says it all in this day and age! http://wheninacademia.tumblr.com/post/129518725904/when-there-is-only-one-job-available-in-your
  7. Hi everyone, I've been accepted to teach a summer school course at the Melbourne School of Continental Philosophy (MSCP) beginning Monday 15 Jan. 2018 and going for two hours each Monday for five weeks. The course is called "Schelling and 'Philosophical Psychology'," and you can read the description here: https://mscp.org.au/courses/summer-school-2018#course1
  8. Well, embarrassingly late response to this. I blame the Hammer pants. Anyone who wants to check out my thesis can download it for free from the Western thesis repository here: http://ir.lib.uwo.ca/etd/4784
  9. Thanks @stimmung79! I'm glad the changes are getting positive reviews. Lots more to do, but I hope to be posting more material in the near future.
  10. Thanks @Graham Barnett . Many others have said it really makes the site "pop"!
  11. Gord Barentsen, BA Hons. (York), MA (York), Ph.D. (University of Western Ontario) As a first-year undergraduate I knew I wanted to be in English graduate studies. There's something about being absorbed in a book that opens the mind to unthought possibilities, but which can also make you revisit what you thought you knew and think about it differently. Gradually, your mind stretches and grows to accomodate these new ideas; it learns to move around and through them, and soon those ideas quietly become part of who you are — part of how you respond to and engage with the world. Whether you or the people around you know it or not, those ideas are always operating in the background. Become conscious of them and learn how to use them and you can enrich your life experience and the experiences of those around you. Sometimes, even in the most inconsequential, mundane and everyday thing it's possible to see something that compels you to think differently, even if just for a moment. That is my experience of reading. As the owner of LiquidFractal, I now have the opportunity to share this experience with new generations of students. LiquidFractal has been, and continues to be, a profoundly creative project for me: it's a platform for my professional services, but it's also the vehicle for my unique vision of what open learning should be — a combination of sophistication and an entertaining and engaging social sphere. So for those of you who might want to see credentials and experience, or who just want to know a bit more about me, here it is. Contents Academic Fields of Interest Scholarships, Awards & Recognitions Selected Publications Recent Presentations Selected Academic Employment Non-Academic ⁄ Professional Other Qualifications and Credentials Interests & Hobbies Travelling Academic Ph.D., English (The University of Western Ontario) Thesis title: "Romantic Metasubjectivity: Rethinking the Romantic Subject Through Schelling and Jung" Supervisors: Tilottama Rajan, Joel Faflak MA, Interdisciplinary Studies (York University) Thesis title: "Where is the Anti-Nowhere League? English Romanticism and Punk Subculture" Supervisors: Ian Balfour, Rob Bowman, Elizabeth Seaton BA, Hons. Dbl. Maj., English & Humanities (York University) Graduated magna cum laude Awarded Arthur Haberman Award in History & Humanities Dean's Honour Roll Fields of Interest English and German Romanticism (philosophy and literature); psychoanalysis (Freud, Jung, Lacan); Speculative Realism; theories of the self/subject; theory and criticism; TV and film Scholarships, Awards & Recognitions 2013 Barbara McGraw Graduate Scholarship, The University of Western Ontario 2012 Mary Routledge Fellowship, The University of Western Ontario 2012 Ontario Graduate Scholarship, The University of Western Ontario 2010 Graduate Student Teaching Award, The University of Western Ontario (nominated) 2009 Nineteenth-Century Literature written and oral examination, passed with distinction (PWD) 2008 Dean's Entrance Scholarship, The University of Western Ontario Selected Publications Barentsen, Gord. Romantic Metasubjectivity Through Schelling and Jung: Rethinking the Romantic Subject (Routledge, 2020) Barentsen, Gord. “A Whole Made of Holes: Interrogating Holism via Jung and Schelling,” in Holism: Possibilities and Problems, ed. Christian Macmillan, Roderick Main, and David Henderson (Routledge, 2020). Barentsen, Gord. "Schelling's Dark Nature and the Prospects for 'Ecological Civilisation'." Cosmos and History: The Journal of Natural and Social Philosophy 15.1 (2019): 91-116. Barentsen, Gord. “Silent Partnerships: Schelling, Jung, and the Romantic Metasubject.” Special Issue: “Schelling After Theory,” ed. Tilottama Rajan and Sean McGrath, Symposium: Canadian Journal of Continental Philosophy 19.1 (2015), pp. 67-79. (refereed) Barentsen, Gord. “Introduction.” A Language Spoken in Tongues: Essays on the Transcultural Gothic. Ed. Gord Barentsen. Rodopi/Inter-Disciplinary Press, 2012, pp. vii-xvi. (refereed) Barentsen, Gord. “Freud, Jung, and the Dangerous Supplement to Psychoanalysis.” Mosaic 44.4 (December 2011), pp. 195-211. (refereed) Recent Presentations “Schelling’s Dark Nature and the Prospects of ‘Ecological Civilisation’.” Complex Processes Research Group, Swinburne University of Technology, Melbourne, Australia, 2 May 2018, 12:30-1:30pm. “A Whole Made of Holes: Interrogating Holism via Jung and Schelling.” One World: Logical and Ethical Implications of Holism, an AHRC funded conference at the Dept. of Psychosocial and Psychoanalytic Studies, University of Essex, Colchester, United Kingdom, 8-10 Sept. 2017. “Silent Partnerships: Schelling, Jung and the Romantic Metasubject.” Futures of Schelling: The Second Conference of the North American Schelling Society, The University of Western Ontario, London, Canada, 29 August – 1 September, 2013. “Research Foundations for Understanding Books and Reading in the Digital Age: E/Merging Reading, Writing, and Research Practices.” (with Paul Werstine) INKE 2012 Birds-of-a-Feather Gathering, Hotel Parque Central, Havana, Cuba, 12 December 2012. “Schelling, Jung and the Critique of Interiority.” The First Conference of the International Society for Psychology as the Discipline of Interiority (ISPDI), Crown Plaza Hotel, Berlin, Germany, 23-25 July, 2012. “Coding Digital Texts in TEI-Compliant XML, Case Study: The Folger Shakespeare Library Edition of Troilus and Cressida.” The Digital Humanities Summer Institute (DHSI) 2012 Colloquium, University of Victoria, 5-8 June 2012. “Metasubjectivity in Schelling and Jung.” Romanticism and Evolution: A Romanticism Research Group International Conference. Windermere Manor, University of Western Ontario, 12-14 May 2011. (solicited) “Freud, Jung and the Dangerous Supplement to Psychoanalysis.” Freud After Derrida. Mosaic: A Journal for the Interdisciplinary Study of Literature, University of Manitoba, 6-9 Oct 2010. Selected Academic Employment 2018 - present Learning Advisor, Royal Melbourne Institute of Technology (RMIT University). I mentor a very culturally diverse student body concerning everything from essay writing and critical thinking to grammar and vocabulary. I use contemporary pedagogical approaches to aid students in completing multimodal projects (written, spoken, presented, multimedia) and track student progress in an administrative database. 2014 Editorial Assistant for a special edition of Symposium: The Canadian Journal of Continental Philosophy, ed. Tilottama Rajan and Sean McGrath (2015) and William Godwin, Mandeville, ed. Tilottama Rajan (Peterborough: Broadview, 2015). Responsible for proofreading, image management, formatting, copyediting 2013 Course Director for "The History of Criticism and Theory," a full-year, full-credit undergraduate English course at the University of Western Ontario. Full responsibilities for grading, lecturing, managing online LMS components 2010-2013 Research Assistant in the Textual Studies Group of Implementing New Knowledge Environments (INKE), funded by the Social Sciences and Humanities Research Council of Canada (SSHRC)'s Major Collaborative Initiatives program. Responsible for coding TEI-compliant XML of Troilus & Cressida for the New Shakespeare Variorum under the supervision of Prof. Paul Werstine; presented a case study at the Digital Humanities Summer Institute (DHSI), University of Victoria, British Columbia, 2012. 2010-2011 Teaching Assistant for two half-year undergraduate English courses, "The History of Criticism and Theory" and Contemporary Theory and Criticism," at the University of Western Ontario. Responsible for delivering two guest lectures and managing online LMS components 2009-2010 Teaching Assistant for a full-year undergraduate English course, "Modern Drama: The Activist Stage," at the University of Western Ontario. Responsible for delivering a guest lecture, grading, mentoring creative and theoretical course aspects as well as online LMS component. Nominated, Graduate Teaching Award Non-Academic ⁄ Professional 2002-present Senior Production Writer and Instructional Designer, Nevada Learning Series. Responsibilities include conceiving, writing, proofreading, and revising software reference guides used by Fortune 500 companies, corporations, and North American government agencies. Other Qualifications and Credentials Current Working With Children E (WWC-E) Check Founding Member, North American Schelling Society (NASS) Interests & Hobbies Reading, writing, travelling, photography (much of the photography on this site is my own). Travelling In the early 2000s I embarked on a six-year backpacking journey around several parts of the world. The countries I have visited, in no particular order: India, Ireland, France, England, Germany, Syria, Switzerland, Morocco, Tunisia, Egypt, Sudan, Ethiopia, South Africa, Australia, Malaysia, Vietnam, Cambodia, Thailand, China, Mongolia, Singapore.
  12. Hi everyone, It's official - LiquidFractal's new...iteration? manifestation? representation? - will be going live January 1, 2018! Of course, the site's public areas and forums chatter have been around for ages and will still be there. But in the new year I hope to have everything else in place: tutoring rates, information on contract editing/proofreading/technical writing work, as well as the storefront. I will also be introducing a Referrals program. So if you're a client (tutor, editing or otherwise) refer someone else who becomes a client, you get reward points which can go towards free tutoring hours, resources, or maybe even some free stuff. Not a client? If you're a Member who refers someone who becomes a client, you will also earn Referral points for stuff in the future. More soon! As always, I enthusiastically welcome any and all suggestions you may have. And psst...tell your friends.
  13. For those of you who are able to use Sticky Notes, you can now leave Notes for yourself on the site as well as sending them to me. This is a great way of setting up eye-catching reminders of upcoming events, tutoring sessions, or just homework deadlines.
  14. Hello again, So all of you will have noticed the changes I've made to the site as I prepare to push it forward into "live"ness. The most obvious of these changes is the new default site theme, LF_Magnum,[1] which will quite possibly replace the existing themes. LF_Magnum has a lot of eye-catching features and makes very good use of the real estate on a given page to provide easy access to social media buttons. Some of you have mentioned that you really like the idea of a sticky header (the top menu that stays at the top as you scroll down a page), so I kept that in mind when selecting a new default theme. Of course, there is also the marquee, which will contain breaking news about site developments and links to other information. I hope you all like it as much as I do - tweaking this theme has been a very nice creative exercise for me. As always, please post in the Suggestions forum or get in touch with me if you have comments, opinions, or suggestions of any kind. Footnotes ^ If you're wondering about the name, "Magnum" is the original name given it by its developer. I've just kept it because I can't think of anything else right now!
  15. Just thought I'd throw out a cryptic little tidbit from Kierkegaard's Either/Or: Footnotes ^ Kierkegaard, Either/Or, trans. Hannay (Penguin, 1992), 216-17.
  16. Hello all, Since this site will be "officially" going live in the next while, I wanted to draw your attention to some coding-related issues which affect how the two newer themes (Dashboard, Chameleon) display. In short, you will see the odd part of a webpage which seems to have no background, where the text at times can be very difficult to read against the static background graphics. This apparently has to do with the way certain blocks of code were formatted in Invision's CSS, and I am waiting on this issue to be resolved (it affects many other people out there as well!). So if you want to see everything without these formatting issues, I suggest you use the default LF_Blue theme - there's no background eyecandy, but everything will display fine. Of course, registered Members are still free to use the new themes...everything works fine - it's just the odd display block that's affected. Invision promise to address it as soon as they can; you'll know as soon as I do! Note: as I've said before, while they will display on mobile screens the newer themes are too involved to display correctly on mobile devices - they're more for the desktop/laptop/tablet experience. I recommend using the default LF_Blue theme, which is much easier on your mobile bandwidth anyway.
  17. I'll put one up so you can see what they're all about. There is also the ability to send Sticky Notes to other site members, which I'm currently experimenting with.
  18. I was talking about DNA with someone just recently and telling them the story below reminded me of this thread. I seem to rememeber reading something about how someone who underwent a complete marrow transplant ended up having two - count 'em, two sets of DNA in his body! That would mean that a tissue sample from this person would return one set of DNA and a marrow (or blood?) sample would return a different one entirely. I wonder the degree to which this throws the proverbial wrench into simple forms of DNA identification?
  19. That is just...wrong...on so many levels....
  20. A very interesting article on the status of free speech on Canadian campuses. Dated April 2017. Original article at: http://reviewcanada.ca/magazine/2017/04/the-age-of-offence/ Important quotes (chosen by myself): Recent events in Canadian universities suggest not only that freedom of speech does not include the freedom to offend, but that those who position themselves as “offence takers” currently hold the balance of power at all levels of campus politics. Many students, administrators and student services organizations currently find it morally compelling or politically expedient to take the side of offence takers—particularly (though not exclusively) when those taking offence are members of racial, sexual or religious minorities. Taking offence, or aligning oneself with those who have, has emerged as a kind of credential, a way of claiming one’s place within a righteous inner circle. We live in an age of offence. This is not to regurgitate the familiar claim that the internet enables more of what some consider offensive speech than was available in more innocent times. Rather, it is to recognize that offensiveness and offendability have emerged as our distinctive form of cultural literacy. Never has the taking of offence (and the performance of offended-ness) enjoyed more widespread cultural legitimacy. But what is offensive speech? The fluctuating (and always contested) historical standard for identifying discriminatory or otherwise hostile speech reveals that such language is not offensive because of any measurable property inherent to the speech itself. Rather, the offensiveness of the speech registers in the emotional response of the audience. [. . .] a speech act isn’t offensive if it doesn’t offend. [. . .] Short of positing some omniscient, God-like arbiter of offensive language, we must recognize that such speech is a socially constructed category produced by particular communities of people in particular historical moments. There is nothing inherently offensive about certain combinations of words. The unavoidable corollary is that, because offensive speech does not exist in the world, offence can only ever occur when another human claims to have been offended. And who could possibly validate the claim of offence other than the offence-taking party itself? In his London Review of Books essay “What Are We Allowed to Say?” the Yale scholar David Bromwich quotes Tariq Modood, the director of Bristol University’s Centre for the Study of Ethnicity and Citizenship, who argues that “the group which feels hurt is the ultimate arbiter of whether a hurt has taken place.” The Ontario Human Rights Commission already provides this subjective understanding of offence taking with juridical force: “Discrimination happens,” the commission explains, “when a person experiences negative treatment or impact, intentional or not, because of their gender identity or gender expression [or other protected grounds].” The violation resides not in the intention of the offender, but in “experiences” and “impacts” perceptible only to the victim. Today, neo-Nazis and university administrators can link arms and sing in celebration of diversity as a cultural value. But the lesson here is not only that the rhetoric of diversity and inclusivity has been weaponized in the promotion of white nationalistic propaganda (although Duke’s intended audience will immediately grasp that recognizing “difference” is a necessary first step in establishing more permanent racial hierarchies). To the contrary, words such as diversity and inclusivity were always weaponized—and never more obviously than when they are used by liberals themselves. When administrators at Laurier invoke inclusivity to justify the firing of an insufficiently race-conscious employee, they reveal that the primary function of such language always involves the consolidation of political power: inclusivity is predicated upon the violent expulsion of those identified as unfit for the enlightened new order. Inclusivity only becomes inclusive through repeated acts of exclusion. In the late stages of the U.S. presidential election, the simmering conflict between the opposing sides of offence culture came to a head at the University of Toronto. On September 27, psychology professor Jordan Peterson posted a YouTube video called “Professor Against Political Correctness.” The video was an hour-long diatribe against Bill C-16, an amendment to the Canadian Human Rights Act and Criminal Code to add gender identity and gender expression to the list of prohibited grounds of discrimination. What really provoked the ire of his opponents, however—and turned the incident into a cause célèbre—was Peterson’s stated refusal to address his students by their preferred gender pronouns: It was characteristic of arguments against “political correctness” that Peterson’s most urgent case study—the coercion to use ze, hir, zhe, em and so on—existed in the realm of pure fantasy. No student had ever actually asked him to use those pronouns; no administrator had instructed him to do so. No matter: he would courageously refuse a request that had never been made. In the course of the various protests and debates that followed, Peterson exposed himself as ignorant of many of the finer legal and scholarly facts upon which his case rested: Bill C-16 does not make it a hate crime to misuse a pronoun; there was not a “remote” chance that his infringement of the Ontario Human Rights Code could land him in prison, a Solzhenitsyn of our times; and there is a large body of scholarly literature recognizing the existence of non-binary sexual expression and orientation. But despite the imprecision and falseness of much of what he spoke, Peterson could always revert to the fallback position that he was, after all, speaking, and should be free to do so. His basic message—that you could oppose a “murderous” radical-left ideology through boorish behaviour directed toward sexual minorities—was a message that some people were perfectly attuned to hear in the fall of 2016. Peterson was at his most persuasive when defending his argument in free speech terms—a defence that had nothing to do with gender, the law or the linguistic evolution of singular versus plural pronouns, and everything to do with the claim that his opponents wanted him silenced. The fetishization of moral outrage contributes to a social feedback loop that, in turn, construes offensive speech as a kind of incantatory black magic, capable of producing trauma and sickening minds. This claim was persuasive because it was true. Peterson’s adversaries were quite open about the fact that they wanted him fired or otherwise muzzled. In some cases, such as when protesters brought a white-noise machine to a rally, this silencing was literal. When the U of T agreed to host a forum about the debate, the Queer Caucus of CUPE 3902, a trade union representing 7,000 U of T sessional and contract staff, called for a boycott of an event that they claimed “questions the legitimacy of trans rights.” In agreeing to hold the forum in the first place, the U of T had struck an uneasy middle ground between the two cultures of offence. On the one hand, the university allowed Peterson to undercut his own argument (that he was being silenced) by handing him a megaphone. Free speech was given its due. On the other, by “arranging for support” just outside the auditorium for those who felt overwhelmed by Peterson’s speech, the university gave credence to the suggestion that Peterson’s views really were psychologically harmful. And if that were the case—if Peterson’s speech did cross the line from speech into harmful action, if it constituted “hate speech,” as Professor Mary Bryson explicitly alleged during the forum—then the university had indeed provided a platform to a hate-monger. Where do we go from here? Some will see the popular legitimation of Trumpist macroaggression (alongside the rise of right-wing media: Breitbart and Drudge in the United States, Rebel Media in Canada) as further evidence that now, more than ever, the university needs to be inclusive and respectful of difference—a safe space where diversity is valued and students are sheltered from the atavistic forces ascendant in the wider political culture. On our increasingly cosmopolitan, diverse and globalized campuses, we must remain ever vigilant against naturalizing our own assumptions and cognizant of the minor yet morally important ways in which offensive speech can be an impediment to learning. This approach will involve the re-entrenchment and expansion both of implicit norms and explicit disciplinary measures for curbing the freedom of expression. There will be more cultural sensitivity training, more censorship, more calling out, more exclusions to preserve the purity of inclusivity. The right-wing media will continue to do its work. The university will appear increasingly ridiculous, brittle and irrelevant. The classical liberal rebuttal is that we need more speech, not less, and that treating students as so psychologically delicate and fragile as to be traumatized by disagreeable speech is infantilizing. Here, the offence-taking student or group in question is told to grow a thicker skin. The proper response to offensive speech is additional speech, preferably in the form of a dignified and well-reasoned rebuttal. This is a position favoured by Timothy Garton Ash, when he asks: “Do we want to be the kind of human beings who are habitually at the ready to take offence, and our children to be educated and socialized that way? Do we wish our children to learn to be adults or our adults to be treated like children? Should our role model be the thin-skinned identity activist who is always crying, ‘I am offended’?” Anyone who has attempted to converse with the online homophobe or neo-Nazi (whose utterances are typically clogged with hashtags like #WhiteGenocide or #AllLivesMatter) will ­immediately recognize the futility of the “more speech” argument. Bigots are not famously receptive to dispassionate ratiocination (“Yes, after further deliberation I have concluded that blacks are not sub-human after all”) and anyway, the notion that the pain and humiliation caused by racist or religious epithets are somehow ameliorated by additional speech is wishful thinking. This is Stanley Fish’s argument in There’s No Such Thing as Free Speech … and It’s a Good Thing, Too, in which he argues that the freedom of any speech always emerges against the backdrop of what is unsayable. In Fish’s words, Anyone opposed to the teaching of Holocaust denialism in public schools has already abandoned the fantasy of free speech; the truth is that what is sayable in any society always has to be balanced against what is unsayable, and what remains unsaid. Fish argues that we must be particularly wary of those who would cloak their own agenda beneath the veil of abstract principle—“I’m for free speech,” or “I’m for diversity.” Such slogans are almost always intended to conceal the actual political motives and stakes of the speech under consideration. The real question is: what is such speech intended to do? The modern university’s provisional and tactical embrace of the logic of microaggression and offence taking did not (contra Lilla) cause the current eruption of Trumpist macroaggression. But the fetishization of moral outrage contributes to a social feedback loop that, in turn, construes offensive speech as a kind of incantatory black magic, capable of producing trauma and sickening minds. Students pick up on the institutional signals, which at this moment seem to confirm that racist, sexist, and homo- and trans-phobic language really does have the power to wound. Whether that message will equip students for the brutalities that await is one question. Another involves the ethical stakes of an education that encourages students to internalize language that constrains, circumscribes or unduly shapes their identity. Students today, as Mark Kingwell argued in the Globe and Mail, are not “snowflakes.” Millennials are no more fragile or precarious than students of any previous generation. Rather, students today must be educated into their own unique sense of fragility, and some factions within the modern university have found it politically efficacious to provide that education. One can recognize that hateful speech must be chilled while also recognizing that offence taking as a default response to the world is politically nugatory and often self-defeating. What is clear now—as Donald Trump prepares to unleash another round of executive orders, and as the likes of Kellie Leitch and Kevin O’Leary fire up their populist engines, hoping to rekindle the latent forces of conservatism in this country—the culture of offence is here to stay. The urgent question for all of us is how to operate within that culture—how to advance a progressive political agenda without contributing to further polarization and fuelling the rise of aspiring demagogues. We can recognize that political correctness is a phantom construction of the cultural right while also recognizing that the popular perception of that phantom remains a politically charged force—and that we can play a strategic role in neutralizing it. A first step will involve recognizing that the very distinction between offence taking and offence giving construes one side of the debate as fragile, responsive and hypersensitive, and the other as robust, active and resilient. The truth, as anyone familiar with the president’s Twitter feed can attest, is that Trump himself is constantly taking offence—from the New York Times, from the cast of Hamilton, from Meryl Streep. As an incubator of blind outrage and wounded indignation, the academy pales in comparison with what Trumpism has been able to achieve. Cathartic as it would be to savour the countless instances in which Trump has proven himself to be congenitally thin-skinned and easily offended, squabbles over offendability will only distract from our most urgent priorities in the current power struggle. The defeat of Trumpism will be a long-term project, involving continuous judicial exertion and radical political innovation. But we also need to devise new ways of speaking to one another, new ways of communicating across difference, and this is a project for which those in higher education may be uniquely suited. At a minimum, we must refuse to contribute to a populist cultural support mechanism that feeds on our well-intentioned outrage. Short-circuiting Trump’s engine of resentment and indignation is not, of course, any sort of political end in itself; it is only the necessary precondition for reimagining the more equitable future that many progressives thought we had already achieved.
  21. Hi everyone, Introducing Sticky Notes - an eye-catching way of making Members aware of new developments on the site, whether it's scheduling notifications for Tutor Clients, downtime for the site, or contests for you to win stuff! I felt this might be a better alternative to the Announcements window at times, which should really stand out a bit more so that people notice it as soon as they splash down on the main page. Sticky Notes are much more noticeable! Sticky Notes will appear pinned to a side or corner of your screen. Once you've read a Sticky Note, just click its X to remove it from your view.
  22. Thanks for this @rhlangan. I haven't read all of Nietzsche and Philosophy, but there is a particularly pithy quote I remember which frames Nietzsche as a thinker of forces, intensities, and potencies. We will never find the sense of something (of a human, a biological or even a physical phenomenon) if we do not know the force which appropriates the thing, which exploits it, which takes possession of it or is expressed in it. [. . .] All force is appropriation, domination, exploitation of a quantity of reality. Even perception, in its divers aspects, is the expression of forces which appropriate nature. That is to say that nature itself has a history. The history of a thing, in general, is the succession of forces which take possession of it and the coexistence of the forces which struggle for possession. The same object, the same phenomenon, changes sense depending on the force which appropriates it. History is the variation of senses. [. . .] Sense is therefore a complex notion; there is always a plurality of senses, a constellation, a complex of successions but also of coexistences.[1] There's obviously a lot to be said here about sense as well, which i think would be a topic unto itself! Footnotes ^ Gilles Deleuze, Nietzsche and Philosophy, 1962, trans. Hugh Tomlinson (New York: Columbia UP, 1983), 4-5; my italics.
  23. I have more I want to say about this response, but right now I'm sitting in Saskatoon International Airport, which is anything but an intellectually stimulating environment. For now, just a personal remark: I used to be against forgetting anything that happened in my life - even if it was painful, at times I would insist on making myself remember, repeat (but perhaps not work through, to use Freud's rubric) painful events in the belief that it would some how benefit me in the future (the perfer et obdura, dolor hic tibi proderit olim approach). But as one gets older, one (in one's wisdom, I would agree with Nietzsche) I have less and less issues with forgetting the painful and traumatic experiences in my life. Maybe that's where meditation is on to something - forgetting the tribulations of consciousness in the name of connecting with a rejuvenating life force (which I wonder wasn't at the heart of The Birth of Tragedy). Source please?
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