Tuesday, March 24, 2009
Monday, March 23, 2009
The Ban
“Oh, my..” “Stop! Don’t say anymore” shouted Disciple Ah Kow waving a piece of parchment in front of his fellow disciple Ah Lek’s face. Ah Lek shut his mouth as he continued to read the Proclamation.
“By the spiritual authority granted to them, the Council of the Abba has forbidden anyone except its members to use the following words,
(1) God
(2) I
(3) We
(4) They
(5) You
This is to ensure the spiritual purity of these words as they pertain to the guardian of the faith.”
“We are a monastery. Everyday we pray to…”
“Arrh. Don’t say it,” warned Ah Kow. “Cannot say the ‘w’ word too.”
“Then how am…” stammered Ah Lek lapsing into silence.
“And how can …” “No ‘t’ word too. It has been done. It is the law. It has to be obeyed,” Ah Kow spoke slowly carefully choose his words.
“How can anyone banned the use of certain words? These words are in common usage!” Fumed Ah Lek as he started to tear the parchment. “No. Stop. Mustn’t tear,” warned Ah Kow, “holy paper.”
“So what are ..ur..the two person here should do?”
“This person does not know.”
“This two person must go to the chapel. It is time for service.”
The chapel service had already started when the two disciples crept into the seats at the back of the chapel. There was some confusion as the choir tried to sing a few hymns without using the five banned words.
“What’s this,” whispered Ah Lek looking at the chapel Bible. “Why are there so many blackened sections on the pages?” “Banned words” whispered Ah Kow in reply.
“Today’s reading is Psalms 77:1-2. _cried out to _ for help; _cried out to _ to hear me. When _was in distress, _sought _; at night _ stretched out untiring hands and my soul refused to be comforted.” Ah Lian finished reading and walked sheepishly back to her seat.
“…” said the congregation.
The sunlight was bright when Ah Lek and Ah Kow left the chapel. “What’s this,” said Ah Kow when he was handed another parchment. “Oh, no. The council have banned more things. A list of books. And soap! All are not supposed to use soap when bathing. It is now a banned item.”
“Why?” asked Ah Lek surprised. “Apparently in the Gospel it is said that Jesus went under the water and came up cleansed. He did not use any soap,” said Ah Kow reading from the parchment.
“Arrgh,” said Ah Lek thinking how the dorm would smell that evening.
“Here,” said Abba Ah Beng, handing them another patchment. “Another banned item from the Council of the Abba.”
“Pneuma or breath refers to the Holy Spirit,” Ah Kow read from the latest parchment, “It is therefore not appropriate for sinful humans to inhale the Holy One….”
“What! What!”
“They’ve banned breathing!”
picture credit
The Ban
“Oh, my..” “Stop! Don’t say anymore” shouted Disciple Ah Kow waving a piece of parchment in front of his fellow disciple Ah Lek’s face. Ah Lek shut his mouth as he continued to read the Proclamation.
“By the spiritual authority granted to them, the Council of the Abba has forbidden anyone except its members to use the following words,
(1) God
(2) I
(3) We
(4) They
(5) You
This is to ensure the spiritual purity of these words as they pertain to the guardian of the faith.”
“We are a monastery. Everyday we pray to…”
“Arrh. Don’t say it,” warned Ah Kow. “Cannot say the ‘w’ word too.”
“Then how am…” stammered Ah Lek lapsing into silence.
“And how can …” “No ‘t’ word too. It has been done. It is the law. It has to be obeyed,” Ah Kow spoke slowly carefully choose his words.
“How can anyone banned the use of certain words? These words are in common usage!” Fumed Ah Lek as he started to tear the parchment. “No. Stop. Mustn’t tear,” warned Ah Kow, “holy paper.”
“So what are ..ur..the two person here should do?”
“This person does not know.”
“This two person must go to the chapel. It is time for service.”
The chapel service had already started when the two disciples crept into the seats at the back of the chapel. There was some confusion as the choir tried to sing a few hymns without using the five banned words.
“What’s this,” whispered Ah Lek looking at the chapel Bible. “Why are there so many blackened sections on the pages?” “Banned words” whispered Ah Kow in reply.
“Today’s reading is Psalms 77:1-2. _cried out to _ for help; _cried out to _ to hear me. When _was in distress, _sought _; at night _ stretched out untiring hands and my soul refused to be comforted.” Ah Lian finished reading and walked sheepishly back to her seat.
“…” said the congregation.
The sunlight was bright when Ah Lek and Ah Kow left the chapel. “What’s this,” said Ah Kow when he was handed another parchment. “Oh, no. The council have banned more things. A list of books. And soap! All are not supposed to use soap when bathing. It is now a banned item.”
“Why?” asked Ah Lek surprised. “Apparently in the Gospel it is said that Jesus went under the water and came up cleansed. He did not use any soap,” said Ah Kow reading from the parchment.
“Arrgh,” said Ah Lek thinking how the dorm would smell that evening.
“Here,” said Abba Ah Beng, handing them another patchment. “Another banned item from the Council of the Abba.”
“Pneuma or breath refers to the Holy Spirit,” Ah Kow read from the latest parchment, “It is therefore not appropriate for sinful humans to inhale the Holy One….”
“What! What!”
“They’ve banned breathing!”
picture credit
Random Musings on Teaching Medicine (1)
Over the weekend, I attended an intensive course on teaching for higher learning in the field of medicine. It was a selected group that participated and I feel honored to be included with all these medical professors. Medical education has expanded by leaps and bounds since the apprentice system of my training days. I was fascinated to learn that there are now full time medical educators with their own professional bodies, journals and conferences.
In the context of our discussion, it was suggested that being an excellent competent doctor does not necessarily mean that he or she will be an excellent competent teacher. A question was asked whether teachers are born or made. Personally I believe the question is nuanced because it depends who is asking the question and who is answering them. A profession medical educationalist will likely to favor ‘being made’ while an overburdened clinician-scientist-medical doctor will favor ‘being born.’ The alternative implication to them will include the involvement of the medical educationalists in their lives.
Being a good teacher involves knowing and understanding medical content, an ability to communicate, a charisma to command respect, and a high EQ. Gardner in alerting us to multiple intelligences has expanded our understanding of different types of intelligences. These intrinsic characteristics and intelligences that favor a good teacher are also reflected in a good doctor. It is my proposition that a good doctor is also a good teacher. Note here that I am referring to the character of the doctor and not his or her technical skill. Elsewhere I have posted about a highly competent surgeon with poor EQ as trainer of surgeons. Some doctors are practitioner of the art of medicine and some are mechanics and we need to differentiate between them in our discussion.
If all good doctors are good teachers, why then are there some doctors who cannot teach? All things being equal, I believe good teachers are people who have a desire to teach. Therefore good doctors who want to teach will be good teachers. The reverse is also true.
Do doctor educators need effective teaching tools? Yes, they do if they are to be better than they are. However one needs to be aware of the dangers of these teaching (pedagogical/androgical) tools being awarded greater importance than they deserve. These tools should be a minor part of medical education and should not be regarded as the key to medical education.
Answering the question he asks in his paper, Are Teachers Born or Made? Max Malikow of Le Moyne College, an educationalist, seems to contradict himself when he writes, “There is no such entity as a born teacher. However, by nature, some people possess a combination of personality characteristic that are conducive to effective teaching. Further, these characteristics have been enriched by a lifetime of favorable nurturing.” He then adds, “Nevertheless, even the most genetically blessed teacher would benefit from a teacher education program.”
Maybe the answer lies in the middle. Teachers are both made and born. Malikow quoting William Butler Yeats’ observation that “[e]ducation is not the filling of the pail, but the lighting of a fire” confirms my suspicion that teaching and education is the process of mentoring rather than a just set of techniques or tools.
Reference
National Forum of Teacher Education Journal-Electronic. Volume 16 Number 3E, 2005-2006. Retrieved 30 June 2007 from Malikow,%20Max%20Are%20Teachers%20Born%20or%20Made%20The%20Necessity%20of%20Teacher%20Training%20Programs.pdf
In the context of our discussion, it was suggested that being an excellent competent doctor does not necessarily mean that he or she will be an excellent competent teacher. A question was asked whether teachers are born or made. Personally I believe the question is nuanced because it depends who is asking the question and who is answering them. A profession medical educationalist will likely to favor ‘being made’ while an overburdened clinician-scientist-medical doctor will favor ‘being born.’ The alternative implication to them will include the involvement of the medical educationalists in their lives.
Being a good teacher involves knowing and understanding medical content, an ability to communicate, a charisma to command respect, and a high EQ. Gardner in alerting us to multiple intelligences has expanded our understanding of different types of intelligences. These intrinsic characteristics and intelligences that favor a good teacher are also reflected in a good doctor. It is my proposition that a good doctor is also a good teacher. Note here that I am referring to the character of the doctor and not his or her technical skill. Elsewhere I have posted about a highly competent surgeon with poor EQ as trainer of surgeons. Some doctors are practitioner of the art of medicine and some are mechanics and we need to differentiate between them in our discussion.
If all good doctors are good teachers, why then are there some doctors who cannot teach? All things being equal, I believe good teachers are people who have a desire to teach. Therefore good doctors who want to teach will be good teachers. The reverse is also true.
Do doctor educators need effective teaching tools? Yes, they do if they are to be better than they are. However one needs to be aware of the dangers of these teaching (pedagogical/androgical) tools being awarded greater importance than they deserve. These tools should be a minor part of medical education and should not be regarded as the key to medical education.
Answering the question he asks in his paper, Are Teachers Born or Made? Max Malikow of Le Moyne College, an educationalist, seems to contradict himself when he writes, “There is no such entity as a born teacher. However, by nature, some people possess a combination of personality characteristic that are conducive to effective teaching. Further, these characteristics have been enriched by a lifetime of favorable nurturing.” He then adds, “Nevertheless, even the most genetically blessed teacher would benefit from a teacher education program.”
Maybe the answer lies in the middle. Teachers are both made and born. Malikow quoting William Butler Yeats’ observation that “[e]ducation is not the filling of the pail, but the lighting of a fire” confirms my suspicion that teaching and education is the process of mentoring rather than a just set of techniques or tools.
Reference
National Forum of Teacher Education Journal-Electronic. Volume 16 Number 3E, 2005-2006. Retrieved 30 June 2007 from Malikow,%20Max%20Are%20Teachers%20Born%20or%20Made%20The%20Necessity%20of%20Teacher%20Training%20Programs.pdf
picture source
Random Musings on Teaching Medicine (1)
Over the weekend, I attended an intensive course on teaching for higher learning in the field of medicine. It was a selected group that participated and I feel honored to be included with all these medical professors. Medical education has expanded by leaps and bounds since the apprentice system of my training days. I was fascinated to learn that there are now full time medical educators with their own professional bodies, journals and conferences.
In the context of our discussion, it was suggested that being an excellent competent doctor does not necessarily mean that he or she will be an excellent competent teacher. A question was asked whether teachers are born or made. Personally I believe the question is nuanced because it depends who is asking the question and who is answering them. A profession medical educationalist will likely to favor ‘being made’ while an overburdened clinician-scientist-medical doctor will favor ‘being born.’ The alternative implication to them will include the involvement of the medical educationalists in their lives.
Being a good teacher involves knowing and understanding medical content, an ability to communicate, a charisma to command respect, and a high EQ. Gardner in alerting us to multiple intelligences has expanded our understanding of different types of intelligences. These intrinsic characteristics and intelligences that favor a good teacher are also reflected in a good doctor. It is my proposition that a good doctor is also a good teacher. Note here that I am referring to the character of the doctor and not his or her technical skill. Elsewhere I have posted about a highly competent surgeon with poor EQ as trainer of surgeons. Some doctors are practitioner of the art of medicine and some are mechanics and we need to differentiate between them in our discussion.
If all good doctors are good teachers, why then are there some doctors who cannot teach? All things being equal, I believe good teachers are people who have a desire to teach. Therefore good doctors who want to teach will be good teachers. The reverse is also true.
Do doctor educators need effective teaching tools? Yes, they do if they are to be better than they are. However one needs to be aware of the dangers of these teaching (pedagogical/androgical) tools being awarded greater importance than they deserve. These tools should be a minor part of medical education and should not be regarded as the key to medical education.
Answering the question he asks in his paper, Are Teachers Born or Made? Max Malikow of Le Moyne College, an educationalist, seems to contradict himself when he writes, “There is no such entity as a born teacher. However, by nature, some people possess a combination of personality characteristic that are conducive to effective teaching. Further, these characteristics have been enriched by a lifetime of favorable nurturing.” He then adds, “Nevertheless, even the most genetically blessed teacher would benefit from a teacher education program.”
Maybe the answer lies in the middle. Teachers are both made and born. Malikow quoting William Butler Yeats’ observation that “[e]ducation is not the filling of the pail, but the lighting of a fire” confirms my suspicion that teaching and education is the process of mentoring rather than a just set of techniques or tools.
Reference
National Forum of Teacher Education Journal-Electronic. Volume 16 Number 3E, 2005-2006. Retrieved 30 June 2007 from Malikow,%20Max%20Are%20Teachers%20Born%20or%20Made%20The%20Necessity%20of%20Teacher%20Training%20Programs.pdf
In the context of our discussion, it was suggested that being an excellent competent doctor does not necessarily mean that he or she will be an excellent competent teacher. A question was asked whether teachers are born or made. Personally I believe the question is nuanced because it depends who is asking the question and who is answering them. A profession medical educationalist will likely to favor ‘being made’ while an overburdened clinician-scientist-medical doctor will favor ‘being born.’ The alternative implication to them will include the involvement of the medical educationalists in their lives.
Being a good teacher involves knowing and understanding medical content, an ability to communicate, a charisma to command respect, and a high EQ. Gardner in alerting us to multiple intelligences has expanded our understanding of different types of intelligences. These intrinsic characteristics and intelligences that favor a good teacher are also reflected in a good doctor. It is my proposition that a good doctor is also a good teacher. Note here that I am referring to the character of the doctor and not his or her technical skill. Elsewhere I have posted about a highly competent surgeon with poor EQ as trainer of surgeons. Some doctors are practitioner of the art of medicine and some are mechanics and we need to differentiate between them in our discussion.
If all good doctors are good teachers, why then are there some doctors who cannot teach? All things being equal, I believe good teachers are people who have a desire to teach. Therefore good doctors who want to teach will be good teachers. The reverse is also true.
Do doctor educators need effective teaching tools? Yes, they do if they are to be better than they are. However one needs to be aware of the dangers of these teaching (pedagogical/androgical) tools being awarded greater importance than they deserve. These tools should be a minor part of medical education and should not be regarded as the key to medical education.
Answering the question he asks in his paper, Are Teachers Born or Made? Max Malikow of Le Moyne College, an educationalist, seems to contradict himself when he writes, “There is no such entity as a born teacher. However, by nature, some people possess a combination of personality characteristic that are conducive to effective teaching. Further, these characteristics have been enriched by a lifetime of favorable nurturing.” He then adds, “Nevertheless, even the most genetically blessed teacher would benefit from a teacher education program.”
Maybe the answer lies in the middle. Teachers are both made and born. Malikow quoting William Butler Yeats’ observation that “[e]ducation is not the filling of the pail, but the lighting of a fire” confirms my suspicion that teaching and education is the process of mentoring rather than a just set of techniques or tools.
Reference
National Forum of Teacher Education Journal-Electronic. Volume 16 Number 3E, 2005-2006. Retrieved 30 June 2007 from Malikow,%20Max%20Are%20Teachers%20Born%20or%20Made%20The%20Necessity%20of%20Teacher%20Training%20Programs.pdf
picture source
Sunday, March 22, 2009
Wisdom of the Desert Abba and Amma (15)
One of the old men of the Thebaid used to tell the following story: "I was the son of a pagan priest. When I was small I would sit and watch my father who often went to sacrifice to the idol. Once, going in behind him in secret, I saw Satan and all his army standing beside him; and behold one of the chief devils came to bow before him. Satan said, 'Where have you come from?' He answered, 'I was in a certain place and made much blood flow, and I have come to tell you about it.' Satan asked, 'How long did it take you to do this?' He replied, 'Thirty days.' Then Satan commanded him to be flogged, saying, 'In so long a time have you done only that?'
And behold, another demon came to bow before him. Satan asked him, 'And you, where have you come from?' The demon replied, 'I was on the sea, and I made the waves rise, and small craft foundered, and I have killed many people, and I have come to inform you of it.' He said to him, 'How long did it take you to do this?' and the demon said, 'Twenty days.' Satan commanded that he also should be flogged, saying, 'That is because in such a long time you have only done this.'
Now, a third demon came to bow before him. he asked, 'And where have you come from?' The demon replied, 'There was a marriage in a certain village, and I stirred up a riot, and I have made much blood flow, killing the4 bride and bridegroom, and I have come to inform you.' He asked him, 'How long have you taken to do this?' and he replied, 'Ten days.' Satan commanded that he also should be flogged because he had taken too long.
After this, another demon came to bow before him. He asked, 'And where have you come from?' He said, 'I was in the desert forty years fighting against a monk, and this night I made him fall into fornication.' When he heard this, Satan arose, embraced him, and put the crown he was wearing on his head and made him sit on his throne, saying, 'You have been able to do a very great deed!'
The old man said, 'Seeing this, I said to myself, "Truly it is a great contest, this contest of the monks," and with God assisting me for my salvation, I went away and became a monk.'"
.
And behold, another demon came to bow before him. Satan asked him, 'And you, where have you come from?' The demon replied, 'I was on the sea, and I made the waves rise, and small craft foundered, and I have killed many people, and I have come to inform you of it.' He said to him, 'How long did it take you to do this?' and the demon said, 'Twenty days.' Satan commanded that he also should be flogged, saying, 'That is because in such a long time you have only done this.'
Now, a third demon came to bow before him. he asked, 'And where have you come from?' The demon replied, 'There was a marriage in a certain village, and I stirred up a riot, and I have made much blood flow, killing the4 bride and bridegroom, and I have come to inform you.' He asked him, 'How long have you taken to do this?' and he replied, 'Ten days.' Satan commanded that he also should be flogged because he had taken too long.
After this, another demon came to bow before him. He asked, 'And where have you come from?' He said, 'I was in the desert forty years fighting against a monk, and this night I made him fall into fornication.' When he heard this, Satan arose, embraced him, and put the crown he was wearing on his head and made him sit on his throne, saying, 'You have been able to do a very great deed!'
The old man said, 'Seeing this, I said to myself, "Truly it is a great contest, this contest of the monks," and with God assisting me for my salvation, I went away and became a monk.'"
.
Wisdom of the Desert Abba and Amma (15)
One of the old men of the Thebaid used to tell the following story: "I was the son of a pagan priest. When I was small I would sit and watch my father who often went to sacrifice to the idol. Once, going in behind him in secret, I saw Satan and all his army standing beside him; and behold one of the chief devils came to bow before him. Satan said, 'Where have you come from?' He answered, 'I was in a certain place and made much blood flow, and I have come to tell you about it.' Satan asked, 'How long did it take you to do this?' He replied, 'Thirty days.' Then Satan commanded him to be flogged, saying, 'In so long a time have you done only that?'
And behold, another demon came to bow before him. Satan asked him, 'And you, where have you come from?' The demon replied, 'I was on the sea, and I made the waves rise, and small craft foundered, and I have killed many people, and I have come to inform you of it.' He said to him, 'How long did it take you to do this?' and the demon said, 'Twenty days.' Satan commanded that he also should be flogged, saying, 'That is because in such a long time you have only done this.'
Now, a third demon came to bow before him. he asked, 'And where have you come from?' The demon replied, 'There was a marriage in a certain village, and I stirred up a riot, and I have made much blood flow, killing the4 bride and bridegroom, and I have come to inform you.' He asked him, 'How long have you taken to do this?' and he replied, 'Ten days.' Satan commanded that he also should be flogged because he had taken too long.
After this, another demon came to bow before him. He asked, 'And where have you come from?' He said, 'I was in the desert forty years fighting against a monk, and this night I made him fall into fornication.' When he heard this, Satan arose, embraced him, and put the crown he was wearing on his head and made him sit on his throne, saying, 'You have been able to do a very great deed!'
The old man said, 'Seeing this, I said to myself, "Truly it is a great contest, this contest of the monks," and with God assisting me for my salvation, I went away and became a monk.'"
.
And behold, another demon came to bow before him. Satan asked him, 'And you, where have you come from?' The demon replied, 'I was on the sea, and I made the waves rise, and small craft foundered, and I have killed many people, and I have come to inform you of it.' He said to him, 'How long did it take you to do this?' and the demon said, 'Twenty days.' Satan commanded that he also should be flogged, saying, 'That is because in such a long time you have only done this.'
Now, a third demon came to bow before him. he asked, 'And where have you come from?' The demon replied, 'There was a marriage in a certain village, and I stirred up a riot, and I have made much blood flow, killing the4 bride and bridegroom, and I have come to inform you.' He asked him, 'How long have you taken to do this?' and he replied, 'Ten days.' Satan commanded that he also should be flogged because he had taken too long.
After this, another demon came to bow before him. He asked, 'And where have you come from?' He said, 'I was in the desert forty years fighting against a monk, and this night I made him fall into fornication.' When he heard this, Satan arose, embraced him, and put the crown he was wearing on his head and made him sit on his throne, saying, 'You have been able to do a very great deed!'
The old man said, 'Seeing this, I said to myself, "Truly it is a great contest, this contest of the monks," and with God assisting me for my salvation, I went away and became a monk.'"
.
Saturday, March 21, 2009
Good to Great Science Fiction Books
 | ||||||||||||||
 Double Star Robert A. Heinlein | | The Hugo Awards and the Nebula Awards are the traditional yardsticks for fantasy and science fiction writing. Since 1953 when the Hugos began, (the Nebulas started in 1965) there have been 82 titles awarded one or the other prize - and 19 titles with the distinctive honor of winning both. We've listed them all for your perusal. The Fine Books Company in Rochester, Michigan, is offering first editions of all the Hugo and Nebula Award-winning novels for a cool $116,530. From Asimov to Zelazny, every book which won either (or both) award is here. And that's not all. The listing includes 126 books, and 95% of them are signed or inscribed, and in fine or better condition. David Aronovitz, from The Fine Books Company, describes the collection as a unique gathering of books that has never been offered for sale anywhere before and in all likelihood will never be offered again. See all the award winners. | ||||||||||||
 | ||||||||||||||
 A Case of Conscience James Blish | |  Dune Frank Herbert | |  Stranger in a Strange Land Robert A. Heinlein | |  Rendezvous with Rama Arthur C. Clarke | ||||||||
| ||||||||||||||
 Ender's Game Orson Scott Card | |  To Your Scattered Bodies Go Philip Jose Farmer | |  A Canticle for Leibowitz Walter M. Miller | |  Lord of Light Roger Zelazny | ||||||||
Read more
Though I cannot afford the collection, there is a great list of good science fiction books here. I am happy to note that I have read almost all of them. Great stuff.
.
Good to Great Science Fiction Books
| ||||||||||||||
Double Star Robert A. Heinlein | | The Hugo Awards and the Nebula Awards are the traditional yardsticks for fantasy and science fiction writing. Since 1953 when the Hugos began, (the Nebulas started in 1965) there have been 82 titles awarded one or the other prize - and 19 titles with the distinctive honor of winning both. We've listed them all for your perusal. The Fine Books Company in Rochester, Michigan, is offering first editions of all the Hugo and Nebula Award-winning novels for a cool $116,530. From Asimov to Zelazny, every book which won either (or both) award is here. And that's not all. The listing includes 126 books, and 95% of them are signed or inscribed, and in fine or better condition. David Aronovitz, from The Fine Books Company, describes the collection as a unique gathering of books that has never been offered for sale anywhere before and in all likelihood will never be offered again. See all the award winners. | ||||||||||||
| ||||||||||||||
A Case of Conscience James Blish | | Dune Frank Herbert | | Stranger in a Strange Land Robert A. Heinlein | | Rendezvous with Rama Arthur C. Clarke | ||||||||
| ||||||||||||||
Ender's Game Orson Scott Card | | To Your Scattered Bodies Go Philip Jose Farmer | | A Canticle for Leibowitz Walter M. Miller | | Lord of Light Roger Zelazny | ||||||||
Read more
Though I cannot afford the collection, there is a great list of good science fiction books here. I am happy to note that I have read almost all of them. Great stuff.
.
Subscribe to:
Posts (Atom)