Common Instruments of Knowledge
Francis Bacon insisted we must question everything and arrive at our knowledge through our grappling with first principles built on experience and engagement of the ‘thing itself’...
The open call for speakers is now on inviting everyone to do a talk or an activity in which you share what you are passionate about. It can be anything, it just has to be something which you enjoy. This project is not about being the worlds expert, or delivering a speech which drops jaws at Carnegie Hall; this project is a friendly, social space where we come together, break bread, and take pleasure in learning about what someone has invested their interest and life in. Lead with your imagination and sense of pleasure. Drop us an email if you would like to do a talk...
29th March Edinburgh: Come along to Cabaret Voltaire (36-38 Blair St, Edinburgh, EH1 1QR), doors open at 6.30pm and the talk starts from 7pm. Come along for a bite of food, a chance to socialise and get involved in a discussion on psychology and behaviour modelling… - CLICK HERE FOR MORE INFO
When Shakespeare writes about how family and friends drive us mad, and treat us badly, it is great art – when a psychologist suggests it, then it is an outrage; this is a contradiction we find in our culture. The implications of openly accepting that close and dear ones as a source of malevolence and psychological trauma are extensive. It is the love that we dare not speak its name…
So when can love, affection or friendship become a hazard to your mental health ? How do we measure and deal with sociopathic behaviours in our social circles ? When do we allow ourselves to speak out against roles which people hold which are deemed so sacred that we would rather put up with psychological abuse ? Read more
The following is a digest of the work of Brian Holmes (1920-1993); an educator who joined the Institute of Education, University of London in 1953 where he became Professor of Comparative Education from 1975-1985. This is to help inform a historical context within which we can understand how national education is organised.
Although European systems of education share common traditions whose origins can be found in the theories of man, society and knowledge formulated by Greek Roman and Jewish philosophers, education was not mentioned in the 1957 Treaty of Rome which created the European Economic Community (EEC). The necessity of free movement of workers made it necessary to pay attention to the provision of vocational training and the mutual recognition of academic qualifications to allow professional peoples to move from one country to another.
In addition to fanatical perseverance and devotion to detail and wide linguistic and cultural knowledge, the successful archaeological decipher has required a high order of intellectual power of analysis, the courage to follow his or her intuition rather than the conventional wisdom, and the luck to come along at the right moment, which generally was when sufficient examples of the script to be deciphered had become available and accessible.
Champillion and Ventris had these advantages in abundance and to a lesser degree perhaps, did Sir Henry Creswicke Rawlinson, the decipherer of Babylonian cuneiform, and Yuri Knorozov, the Russian pioneer of the Maya decipherment in the 1950’s. Rawlinson never explained his decipherment properly, and now it is plain from study of his notebooks that he borrowed without attribution from the work of a humble scholar, Irish clergyman Edward Hincks. Read more