O’Neil Brooke, a City of Ottawa Council seat candidate (Ward 11) has this most excellent video on his website:
It also comes en Francais:
O’Neil Brooke, a City of Ottawa Council seat candidate (Ward 11) has this most excellent video on his website:
It also comes en Francais:
BlazingCatfur has the scoop!
Debbie, Shirley and Ruth are at it again!
(Though, if the media show up with their cameras, they do so 19-15 minutes early… and report the number of protesters based on that!)
In Debbie Jodoin’s words:
Let’s send him a very strong message that we are tired of being taxed to death.
That just about sums it up…
So, if you are not happy with the McGuiny gang and how they are wrecking Ontario, come out and be heard!
On the premise that late is better than never (I’ve been off-line for a while – my apologies), here is some interesting information for anyone who is sick and tired of the McGuinty regime and their abuse of power, here is information I received from Debbie Jodoin regarding a protest in Toronto. She’s organizing bus transpo from Ottawa to the rally.
Without further ado, here are Debbie Jodoin’s words:
Are you tired of the high taxes and constant boondoogles by the Mcguinty government!
If you are then please join Debbie, Shirley and Ruth on a most exciting adventure to Toronto on Oct 16th
! We will all meet at 12 30 pm at Nathan Phillip Square at the Winston Churchill statue!
The Rally will begin at 1 pm sharpBusses will leave from Ottawa contact Debbie Jodoin gran737@gmail.com if you need to go down via bus from Ottawa or be picked up along the way to Toronto!
Please feel free to forward this message far and wide!
Sorry about having dropped off like that for a bit – I’ve been having a bit of technical difficulties…
Today, I got an interesting and thought-provoking comment from JR (as a response to my reaction to a comment where I declined to participate in celebrating ‘Agnostic Month’ on the grounds that I found ‘agnosticism’ illogical and arrogant).
JR managed to ‘hit’ one of my really, really ‘big buttons’. So, I thought I’d best answer him in a full-fledged post of its own…..because I suspect that philosophically, we are close. It’s those danged ‘labels’ that are all over the place.
Which, of course, is the above-mentioned ‘button’ of mine….
JR’s comment was:
Have to disagree, Xanthippa. Of all the philosophical positions one can hold on religion agnosticism is the most rational. Based on what an agnostic rationally ‘knows’ about the world s/he forms an opinion that the objective evidence available to date does not conclusively prove the existence of a supreme being who consciously and deliberately created the universe as we know it and now, in some fashion or other, watches over and/or guides its existence. That last part would be my definition of “God” which I think covers most others’ definition also (if you can propose a more satisfactory one, please do).
Those who worship God, or just “believe” in God’s existence, do so based on their own objective knowledge of the world plus subjective internal “feelings” which are not directly accessible to anyone else. Their subjectively formed convictions are, by definition, unconvincing to non-“believers” who, clearly, have no similar “feelings”. A weak agnostic is one who is not convinced yet, but who thinks it possible that some time in the future, through new knowledge or, who knows?, even a religious experience or revelation, God’s existence will be satisfactorily proven (to him/her). A strong agnostic, on the other hand, believes that knowledge of the existence of God is forever beyond the human mind to grasp – it can never be objectively “proven”. Neither form of agnosticism constitutes atheism which I understand to require an absolute conviction or “belief “ in the non-existence of God – no “maybe” about it. The atheist requires an extremely strong faith – because there can never be any objective proof of a negative.
Your notion of a “militant agnostic” is interesting. I’ve never encountered one of those. It sounds oxymoronic. Is there an on-line example?
The problem, of course, is the disconnect between the popular use of these terms and their actual meaning.
THAT is my ‘big button’ that JR managed to really ‘push’!
Luckily, most of the terms to describe forms of belief or non-belief in all kinds of ‘thingies’ regarding God(s) have been artificially created, so we have their actual (i.e. correct) definitions and need not rely on the inaccuracies of their vulgar use…
Aside: ‘vulgar’, of course, means ‘common’ or ‘as popularly used by ‘common’ people’.
Another aside: Wikipedia used to actually have the correct definitions of these terms. However, a few years ago, they changed them to reflect the vulgar usage of them rather than their accurate meanings. Disappointing!
Refocusing:
The terms ‘agnostic’ and ‘atheist’ do not refer to the same aspect of belief: one addresses ‘BELIEF’ while the other addresses ‘KNOWLEDGE’. Perhaps I should go back to the beginning….
First, there was the term ‘ATHEIST’. It was specifically designed to express NON-BELIEF or NEGATIVE BELIEF regarding the existence of God(s). Literally, ‘ATHEIST’ = ‘apart from the belief in the existence of God(s).
By definition, an ‘atheist’ does not hold the positive belief that God(s) exist.
The term was ‘coined’ with specifically THAT meaning: it expressly did not address the PRESENCE of ANY specific belief – only the absence of belief in the existence of God. Of course, the term became misused almost as soon as it was engineered…
The second term to have been ‘coined’ was the term ‘THEIST’ = someone who holds the POSITIVE BELIEF that God(s) DO exist. It was designed specifically to be the opposite of the term ‘ATHEIST’.
‘Theist’ describes someone with the presence of belief in the existence of God(s), ‘atheist’ describes someone with the absence of belief in the existence of God(s).
The term which properly describes a person who holds the positive belief in the non-existence of God(s) is ‘ANTITHEIST’: though, naturally, this term, too, became misused shortly after it was invented. Currently, the most popular usage of the term ‘antitheist’ is to describe a person who is opposed to all forms of organized religion.
It appears to me that JR has mistakenly used the term ‘atheist’ to label the positive belief system of the ‘antitheist’. Common, if frustrating, mistake.
To recap: we have visited the core definitions of three terms, two of which describe holding ‘positive beliefs’ and one which describes the absence of a particular positive belief:
Thus, the ‘theist’ and ‘antitheist’ both hold positive beliefs as to the existence of God(s) – just opposite positive beliefs.
In this way, ‘theist‘ and ‘atheist’ are opposite: one is the presence of a positive belief in the existence of God(s), the other is the absence of such a belief. However, the term ‘atheist’ does not address the presence or absence of any other belief regarding the existence of God(s). Thus, antitheists are one of the many sub-groups of atheists.
All these terms are focused on the belief in the EXISTENCE of deities – exclusively.
It would be ‘an error of omission’ it it were not mentioned at this point that ‘monotheism’ is actually a special case of ‘antitheism/theism’, as it is a positive belief that ALL BUT ONE Gods and Goddesses do NOT exist. As such, it is a positive belief in the non-existence of so many deities, the belief in the existence of one last remaining one of them is so illogical as to defy comprehension. That is why so many professionals in the field think that ‘monotheism’ can only be achieved through serious brainwashing during early childhood or through mental illness. I am not a professional in the field, so I merely report this, without commenting on the validity of such an opinion. (Note: Christianity, Islam and Judaism are all forms of monolatry, not monotheism, and thus do not fall into this category if practiced according to their scriptures.)
In contrast, the term ‘agnostic’ addresses something quite different.
‘A‘ means ‘apart from’.
‘Gnosis’ means ‘knowledge’.
Aside: It is important to stress that the Greek term ‘gnosis’ means ‘personal knowledge’ and has, throughout the millenia, been used to also denote ‘mystical knowledge’ when it has been used in the context of religion or religious experiences. ‘Gnostic Christians’, for example, were a sect of Christianity which rejected imposition of the structure of The Church in favour of ‘personal knowledge’ or ‘gnosis’ of the divine. Until the ‘Conversion of Constantine’, ‘Gnostic Christianity’ was the ‘norm’. Several Crusades were authorized by various Catholic Popes to suppress Gnostic Christianity: ‘the Albigensian Heresy’ (Cathars), ‘Bogomils’ and Hussites, to name just a few. (Reformations introduced by Martin Luther were a watered-down bastardization of the teachings of the Hussites, a century or so after the Hussite teachings went ‘underground’. But, that is a different ‘button’…)
The term ‘AGNOSTIC’ refers to a person who holds the positive belief that it is impossible for us, puny humans, to ever achieve KNOWLEDGE whether or not God(s) exist. It thus corresponds to what JR identified as ‘strong agnosticism’: there is, by definition, no such thing as ‘weak agnosticism’ (according to JR’s description thereof).
In other words, an ‘agnostic’ believes it is UNKNOWABLE whether God(s) exist.
This positive belief does not address the actual existence of deities: just our ability to ever KNOW – for sure, one way or the other.
As such, a person who believes s/he can never know if God(s) exist can still hold positive beliefs as to their existence itself! After all, these are beliefs regarding completely different aspects: one is ‘belief’, the other is ‘knowledge’.
Thus, an agnostic can be a theist or an atheist (of the antitheist type or otherwise)!
As for the ‘militant agnostics’ I have encountered – I am sorry, but it was in ‘real life’, not online. However, the vast majority (though not all) of them fit into the logical fallacy of ‘Pascal’s Wager’: “we cannot KNOW if GOD exists, but I am safer/can’t loose if I believe in God, so I do!”
When I would point out to these people that this does not constitute actual ‘belief’ and is both a moral and logical hypocrisy (if I chose to use kind terms), these militant agnostics got downright crotchety!
.
…
So much for the separation of Mosque and State!
Meanwhile, here is an idea how to celebrate Islamic History Month:
UPDATE: Binks, the Webelf, has more on the Canadian Islamic Month.
Lately, I have neglected posting on the topic of Aspergers. Still, judging by the relative traffic among my posts, there is a need for more information there: both Aspies and educators are still looking for help.
Last December, I received the following comment:
I have an Aspie student, and when asked to produce 2 sentences about a topic in class, will just sit and think the entire period producing nothing… (I do believe that he is thinking about the topic). The topic has been given to student prior to class. Is this an unreasonable task? This is an 7th grade gifted autistic student.
I understand the perfectionism issue and that they may be unsure that it is good enough to put on paper, but in an educational setting I would like some suggestions to assist the regular Language Arts teacher. This is a graded assignment to be done in class.
Thanks in advance for any ideas you may have.
Deb Herr
Special Education Teacher
While I gave a quick reply at that time, this is a very important point which deserves a lot of attention. So, I had attempted to write up a proper response.
It wasn’t right – so I edited t.
Then I fixed it up some.
Then t needed shortening down a bit. So, I cut a bunch of stuff out.
Too much of the key ‘stuff’ was gone. I started a re-write. From scratch…
…and so on, and so on.
It is now October. I have still not published the post – it is not ‘right’ yet!!!!
NO, I am NOT joking!
So, now, I will publish the draft I have, without re-reading it, with all the flaws, errors, sentence fragments and all – or I will NEVER publish this…
Here it goes:
Both my sons are in the gifted program. One has gone through grade 7 several years ago, one is going to get there in not too distant a future – so, I am familiar with the level of development of a gifted Aspie of that age group.
Just to be sure, I asked my older son if he remembered being in that situation himself. He did…and was in perfect agreement with me as to what thought-processes this student would be going through: trying to figure out what the assignment means!
Being in the gifted program means the student is smart. By the time they get to grade 7, smart Aspies understand perfectly well that when a teacher asks for ‘any two sentences on a topic’, the absolutely last thing this means is ‘any two sentences on a topic’!
Experience would have taught them that…by now. And not in a nice way.
But, it would not have taught them what it is that the teacher/assignment does mean – or how to guess it….
So, I think it most likely that the student spent the time trying to figure out what the assignment actually was! And, with so little information provided to the student, I really don’t see how anyone could figure it out!
Therefore, my answer is that yes, it is unreasonable an Aspie or an Autie gifted student, in grade 7, to complete an assignment of ‘writing 2 sentences on a given topic‘.
Reasons:
BUT!!!
There IS a solution!
Aspies – and high-functioning Auties – are very good at meeting very specific goals. I know that teachers are not used to approaching teaching this way, but, they would get WAY better results from this class of students if they were absolutely clear with them what the point of the assignment is, what the goal is, and what the evaluation criteria will be.
This worked for me – and my sons, as well as a few other kids I worked with:
First, we establish that in order to produce marks, teachers have to produce metrics: marks which measure the student’s skill-set development in several areas. This may seem like a game, but, because teachers have to work within such a large system, metrics were required. And, these metrics are used to evaluate the student.
To an Aspie/Autie student, this can be an important revelation. It is not an intuitive leap, to conclude this, because we usually believe what we are told – and from the earliest age, we are told that the point of school is to learn. But, of course, it isn’t! The point of school is to PROVE what we have learned… There is no place in school for ‘learning’ without proving (through earning marks) that/what one has learned.
Explaining that the point of doing assignments is to ‘earn points/marks’ can be liberating for an Aspie student. After all, ‘getting on the high-score board’ is possible, even if one has not yet ‘defeated the boss’!
Once this groundwork has been laid, it is important to explain both the teacher’s goals for this assignment (what the teacher will be measuring for the needed metrics) and the student’s goals (what bits of what will earn points/marks). This bit can be hard on teachers, because they have to explain both the explicit goals and the implied ones – most teachers do not go through this step explicitly themselves.
Yes – most assignments at the grade 7 level come with a ‘marking rubric’. At least, in my area they do. But these are so filled with vague notions and ‘weasel-words’ that they are worse than useless! “The student demonstrated some understanding…. The student demonstrated good understanding…” What the hell does THAT mean?
What is the difference between ‘little’ and ‘some’ and ‘good’ and ‘excellent’ in this context – and HOW is it measured?
Obviously, I can tell that ‘excellent’ will get a higher grade than ‘poor’ – but how do I know what demonstrates ‘excellent’ and what demonstrates ‘poor’ – or any of the other non-specific terms used – in this particular instance, to the satisfaction of this particular teacher?
If the teacher cannot stand there and provide a specific, accurate answer on how the grading will be done – how can the student be expected to guess what expectations to perform to?
This is so much easier for maths and sciences. When a teacher assigns a problem, the student knows not just WHAT ‘the right answer is’ – she/he knows what form the answer is to take.
This is woefully not true of ‘soft’ subjects. Not only do different teachers consider completely different ‘things’ to be ‘the right’ answer (try writing up interpretation of renaissance poetry for a ‘born-again’ teacher), the format itself is undefined…. Yet you are judged how your performance measures up to something the teacher cannot quantitatively define: expectations!
It seems criminal that ‘educators’ are blind to this…