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Synopsis: "Rise of the Guardians" tells the story of a group of well-known childhood heroes (Santa Claus, Easter Bunny, Tooth Fairy, Jack Frost and Sandman) – each with their own extraordinary abilities. When an evil spirit known as Pitch (also known as The Boogeyman) lays down the gauntlet to take over the world, the immortal Guardians must join forces for the first time to protect the hopes, beliefs and imagination of children all over the world.
Hugh Manatee Wins wrote:Synopsis: "Rise of the Guardians" tells the story of a group of well-known childhood heroes (Santa Claus, Easter Bunny, Tooth Fairy, Jack Frost and Sandman) – each with their own extraordinary abilities.
JackRiddler wrote:slomo wrote:I will say this: today I caught myself in a habit I've developed of looking for the hidden payload in the juxtaposition of two seemingly unrelated headlines appearing on the same magazine cover.
I don't know what that says about me or Hugh's influence on this board.
Weren't you doing that years before you ever discovered RI?
Hugh Manatee Wins wrote:Synopsis: "Rise of the Guardians" tells the story of a group of well-known childhood heroes (Santa Claus, Easter Bunny, Tooth Fairy, Jack Frost and Sandman) – each with their own extraordinary abilities. When an evil spirit known as Pitch (also known as The Boogeyman) lays down the gauntlet to take over the world, the immortal Guardians must join forces for the first time to protect the hopes, beliefs and imagination of children all over the world.
Gee, if military psyops targeting kidz using fiction was being exposed....how would spooks co-opt the theme?![]()
"Guardians."
Guardian ethos, the moral framing justification for militarism and the police-state, both.
"Pitch." Both public relations/marketing AND...sports as paramilitary culture. Niiiice!!
Romance is the first moment in the educational experience. All rich educational experiences begin with an immediate emotional involvement on the part of the learner. The primary acquisition of knowledge involves freshness, enthusiasm, and enjoyment of learning. The natural ferment of the living mind leads it to fix on those objects that strike it pre-reflectively as important for the fulfilling of some felt need on the part of the learner. All early learning experiences are of this kind and a curriculum ought to include appeals to the spirit of inquiry with which all children are natively endowed. The stage of precision concerns "exactness of formulation" (Whitehead 1929, p. 18), rather than the immediacy and breadth of relations involved in the romantic phase. Precision is discipline in the various languages and grammars of discrete subject matters, particularly science and technical subjects, including logic and spoken languages. It is the scholastic phase with which most students and teachers are familiar in organized schools and curricula. In isolation from the romantic impetus of education, precision can be barren, cold, and unfulfilling, and useless in the personal development of children. An educational system excessively dominated by the ideal of precision reverses the myth of Genesis: "In the Garden of Eden Adam saw the animals before he named them: in the traditional system, children named the animals before they saw them" (Whitehead 1925, p. 285). But precision is nevertheless a necessary element in a rich learning experience, and can neither substitute for romance, nor yield its place to romance. Generalization, the last rhythmic element of the learning process, is the incorporation of romance and precision into some general context of serviceable ideas and classifications. It is the moment of educational completeness and fruition, in which general ideas or, one may say, a philosophical outlook, both integrate the feelings and thoughts of the earlier moments of growth, and prepare the way for fresh experiences of excitement and romance, signaling a new beginning to the educational process.
http://education.stateuniversity.com/pa ... -1947.html
slomo wrote:Plutonia, it strikes me that Hugh and GoroAdachi have much in common. In my view, they both deal in similar types of linguistic free-association, but their interpretations could not be more dissimilar. Hugh seems focused on very narrow attribution to a single human organization, while Goro sees a giant cosmic narrative, a conspiracy of the gods.
Everyone knows I lean towards the latter interpretation, and in fact I find the free associations of both Hugh and Goro crazy sometimes. I guess the reason I find Hugh annoying (in addition to his off-putting attitude) is that even when Goro's flights of fancy border on insanity, his narrative opens doors, creates wide open spaces to explore in the mind, while I find Hugh's narrative restrictive and claustrophobic, providing no avenue for escape. I mean, if the CIA is that powerful in its ability to control time and space, is there any hope at all of escaping the iron prison?
Plutonia wrote:Sorry slomo, I'm not meaning any criticism of you at all.
I think we are talking apples and oranges. My central point was just that Hugh fails because his presentation is alienating and you are saying that Hugh fails with you because you prefer the mystery of the stars.
c'est tout.
I guess that's addressed to me, Nordic.Nordic wrote:I like how Hugh has used this thread to rain down more verbal bird droppings of his "theories" upon our heads but has yet to actually address the OP, as I predicted.
The one thing we can predict with great accuracy is hughks behavior.
Another prediction -- he is loving this thread - it's all about him, with a great many people going to great lengths to rationalize his crazy talk, desperately trying to find some value in it.
Why?
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