4 Matching Annotations
  1. Mar 2024
    1. The compression of history, the winnowing of history, may seem naturaland neutral, but it is decidedly not. It is the means by which grade schoolhistory becomes our standard adult history.

      Broad ideas which are scaffolded in youth should be more closely examined as children grow and develop. Being left with only basic "myths" is a disservice not only to the students, but to the societies in which they live and the early education would be better left off if it isn't followed up on in stages at later times. Or if it's the case, then stronger versions of the basics should be included for better long term outcomes.

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  2. Jun 2023
  3. Oct 2022
  4. May 2022
    1. One of the masters of the school, Hugh (d. 1140 or 1141), wrote a text, the Didascalicon, on whatshould be learned and why. The emphasis differs significantly from that of William of Conches. It isdependent on the classical trivium and quadrivium and pedagogical traditions dating back to St.Augustine and Imperial Rome.

      Hugh of St. Victor wrote Didascalicon, a text about what topics should be learned and why. In it, he outlined seven mechanical arts (or technologies) in analogy with the seven liberal arts (trivium and quadrivium) as ways to repair the weaknesses inherit in humanity.

      These seven mechanical arts he defines are: - fabric making - armament - commerce - agriculture - hunting - medicine - theatrics


      Hugh of St. Victor's description of the mechanical art of commerce here is fascinating. He says "reconciles nations, calms wars, strengthens peace, and turns the private good of individuals into a benefit for all" (doublcheck the original quotation, context, and source). This sounds eerily familiar to the common statement in the United States about trade and commerce.

      Link this to the quote from Albie Duncan in The West Wing (season 5?) about trade.

      Other places where this sentiment occurs?

      Is Hugh of St. Victor the first in history to state this sentiment?