https://en.wikipedia.org/wiki/More_Cowbell

for - Joseph Campbell - outdated mythology - adjacency - Joseph campbell - myth - paradigm shift - gestalt switch - symbolosphere

adjacency - between - Joseph Campbell - myths - symbolosphere - gestalt switch - paradigm shift - adjacency statement - The grand myths that invisibly guide our collective, - and therefore individual - behavior remains invisible as long as there is no crisis sufficiently powerful to portend a paradigm shift - At that point, the existential crisis forces us to recognize the invisible narratives that have led to our demise - and forces us into take emergency measures to stabilize the situation - This transition period also makes us aware that we spend the majority of our lives inhabiting the space of the symbolosphere

Interview of Joseph Campbell at Skywalker Ranch of George Lucas

Did he believe the suspect was breaking into cars because he WAS breaking into cars?

https://www.amazon.com/dp/B0896Q51QM?binding=kindle_edition&searchxofy=true&ref_=dbs_s_bs_series_rwt_tkin&qid=1697421707&sr=1-3

01:00 being present within & without, “in both worlds”

See idea on “master of both worlds” (Campbell) & extending oneself to the heavens & earth (Miyamoto Musashi)

See invisible hand as a force that aids us in our life journey as a metaphor of Adam Smith his metaphor of the invisible hand

• Joseph Campbell also coined this term somewhere, in his explanation of the hero’s journey

https://www.youtube.com/watch?v=czfHE6CN41c

• https://micro.blog/bitdepth
• https://letterboxd.com/bitdepth

😏

Giving a student their own cyberinfrastructures, a set of digital tools, is not too dissimilar from encouraging them to bring tools like notebooks, paper, index cards, pens, and paper in the early 20th century or slate and chalk generations earlier.

Having the best tools for the job and showing them how to use them is paramount in education. Too often we take our tools for thought for granted in the education space. Students aren't actively taught to use their pens and paper, their voices, their memories, or their digital technologies in the ways that they had been in the past. In the past decade we've focused more on digital technologies, in part, because the teachers were learning to use them in tandem with their students, but this isn't the case with note taking methods like commonplacing, card indexes (or zettelkasten). Some of these methods have been taken for granted to such an extent that some of them are no longer commonplace within education.

I'll quickly note that they don't seem to have a reference to Campbell in their list. (oops!) Presumably they're referencing Gardner Campbell, though his concept here seems to date to 2009 and was mentioned heavily in the ds106 community.

https://www.nytimes.com/2022/01/19/style/andre-leon-talley-dead.html

Mr. Hall, Mr. Ayer, Mrs. Hall, and Mrs. Campbell (interpreter) traveled to La Pointe on Lake Superior

Part of the enormous diet discourse, this one taking on Dr. Esselstyn's work, with mention of Campbell's book

Part of an enormous discourse on diets; this one attempting to discredit Campbell's book The China Study

Seems as though she believes the most successful novels stem from true experience, I wonder where we have heard that before.

Once again, Nietzsche's preoccupation with the subjectivity of language echoes that of Campbell.

"Doubtless, if things themselves be understood, it does not seem material what names are assigned to them." (Campbell 905)

Nietzsche and Campbell seem to be equally concerned with the subjectivity of language, a concept that @em_bley and I discussed on the Campbell piece from a few weeks back. @em_bley raised some valid concerns that this view does not fully weight the importance of etymology.

Newsweek Article: Playing Telephone with the Word of God

I think this article nicely complicates the concept of "the truthfulness of testimony about the life and teachings of Jesus" in that it suggests that no *true" witness assertions about Jesus that could constitute a historical record actually exist: "No television preacher has ever read the Bible. Neither has any evangelical politician. Neither has the pope. Neither have I. And neither have you. At best, we’ve all read a bad translation—a translation of translations of translations of hand-copied copies of copies of copies of copies, and on and on, hundreds of times."

Campbell testimony

"The imagination is addressed by exhibiting to it a lively and beautiful representation of a suitable object." - Campbell

Campbell argues pretty heavily for testimony as a solid form of evidence (pages 919-20).

Campbell: "The like may be said of what is melted, or hardened, or otherwise altered by it. If then, for the first time, I try the influence of fire on any fossil, or other substance, whatever be the effect, I readily conclude that fire will always produce a similar effect on similar bodies. This conclusion is not founded on this single instance, but on this instance compared with a general experience of the regularity of this clement in all its operation" (918).

Campbell's discussion of moral reasoning presented as a "bundle" rather than a "causal chain" is relevant here; it seems that the author of this piece is suggesting that conspiracy theorists present their "facts" in a form that is different from the "causal chain" that Campbell disapproves of. Theorists are able to replace their debunked facts with other facts because they are not connected to one another in a chain-like fashion.

"The superiority of Scientific Evidence Reexamined":

"Allow me now to ask, Will he be so perfectly satisfied on the first trial as not to think it of importance to make a second, perhaps u third, and a fourth? Whence arises this diffidence'! Purely from the consciousness of the fallibility of his own faculties. But to what purpose, it may be said, the reiterations of the at-tempt, since it is impossible for him, by any efforts, to shake off his dependence on the accuracy of his attention and fidelity of his memory? Or, what can he have more than reiterated testimonies of his memory, in support of the truth of its for-mer testimony? I acknowledge, that after a hundred attempts he can have no more. But even this is a great deal. We learn from experience, that the mistakes or oversights committed by the mind in one operation. arc sometime!-., on a review, corrected on the second, or perhaps on a third. Besides, the repetition, when no error is discovered, enlivens the remembrance, and so strengthens the conviction. But, for this conviction. it is plain that we are in a great measure indebted to memory. and in some measure even to experience." (Campbell 922)

Campbell: "The second difference I shall remark is, that moral evidence admits degrees, demonstration doth not" (913).

See Campbell's breakdown of appealing to the passions. I think these strikingly similar hierarchies might be important for the conviction/persuasion distinction made on page 970 (as pointed out by Nathaniel).

It is not, however, every kind of pathos, which will give the orator so great an ascendancy over the minds of his hearers. All passions are not alike capable of producing this effect. Some are naturally inert and torpid; they deject the mind, and indispose it for enterprise . Of this kind are sorrow, fear, shame, humility. Others, on the contrary, elevate the soul, and stimulate to action. Such are hope, patriotism, ambition, emulation, anger. These, with the greatest facility, are made to concur in direction with arguments exciting to resolution and activity : and are, consequently , the fittest for producing what, for want of a better term in our language, I shall henceforth denominate the vehement. There is, besides, an intermediate kind of passions, which do not so congenially and directly either restrain us from acting, or incite us to act; but, by the art of the speaker, can, in an oblique manner, be made conducive to either. Such are joy, love, esteem, compassion. Nevertheless, all these kinds may find a place in suasory discourses, or such as are intended to operate on the will. The first is properest for, dissuading; the second, as hath been already hinted, for persuad- ing; the third is equally accommodated to both. (904)

Perhaps we can link this to Campbell's idea of experience molding us and our ideas?

A speaker's goal is to eliminate idiocy or carelessness, and how he goals about solving either one determines how he dispels the lies. Ignorant people need to be shown observable and repeatable evidence, careless people need their conviction to the lie to be broken. To Campbell, knowing the difference is crucial to the power of one's rhetoric.

Yes, yes, yes. Networked learning IS experiential. I am always on the lookout for opportunities to facilitate those experiences - for my students and myself, and consider every embrace of glorious messiness a significant victory.

What a beautiful and evocative series of sentences!