Man Shot in Fight Over Immanuel Kant’s Philosophy in Russia

Immanuel_Kant_(painted_portrait)

In the Russ­ian port city of Ros­tov-on-Don two men were hav­ing a beer this week­end and talk­ing about the phi­los­o­phy of Immanuel Kant (of course), when some­thing went ter­ri­bly wrong. An argu­ment broke out, crit­i­cal rea­son went out the win­dow, and one man end­ed get­ting shot with rub­ber bul­lets. He’s in the hos­pi­tal with non life-threat­en­ing injuries. The shoot­er now faces up to 10 years in jail, where he’ll have lots of time to pon­der Kan­t’s the­o­ries.

If you would like to con­tem­plate Kant in a more serene man­ner, we would invite you to check out his texts list­ed in our Free eBook col­lec­tion:

And see cours­es deal­ing with Kant in our col­lec­tion of 750 Free Online Cours­es:

  • Kant — Web Site — Leo Strauss, U Chica­go
  • Kant: Polit­i­cal Phi­los­o­phy – Web Site — Leo Strauss, U Chica­go
  • Kant’s Cri­tique of Judg­ment – Web Site – JM Bern­stein, New School
  • Kant’s Cri­tique of Pure Rea­son – iTunes Video – iTunes AudioVideo/Audio on Web – Dan Robin­son, Oxford
  • Kant’s Cri­tique of Pure Rea­son – Web Site – Richard Dien Win­field, Uni­ver­si­ty of Geor­gia
  • Kant’s Cri­tique of Pure Rea­son – Web Site – JM Bern­stein, New School
  • Kant’s Epis­te­mol­o­gy – iTunes – Dr Susan Stu­arts, Uni­ver­si­ty of Glas­gow

via The Inde­pen­dent

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Enter E.O. Wilson’s Encyclopedia of Life: Free Access to All The World’s Knowledge About Life

One of the trea­sures of our time, biol­o­gist E.O. Wil­son, the folksy and bril­liant author of two Pulitzer Prize-win­ning books and the world’s lead­ing author­i­ty on ants, is 84 years old and retired from his pro­fes­sor­ship at Har­vard. But even in retire­ment he came up with one of the most inno­v­a­tive new sci­en­tif­ic resources avail­able today: the Ency­clo­pe­dia of Life, a net­worked ency­clo­pe­dia of all the world’s knowl­edge about life.

Six years ago Wil­son announced his vision for such a project while accept­ing the 2007 TED Prize. He expressed a wish for a col­lab­o­ra­tive tool to cre­ate an infi­nite­ly expand­able page for each species—all 1.9 mil­lion known so far—where sci­en­tists around the world can con­tribute text and images.

Wilson’s dream came true, not long after he announced it, and the EOL was so pop­u­lar right away that it had to go off-line for a spell to expand its capac­i­ty to han­dle the traf­fic. The site was redesigned to be more acces­si­ble and to encour­age con­tri­bu­tions from users. It’s vision: to con­tin­ue to dynam­i­cal­ly cat­a­log every liv­ing species, as research is com­plet­ed, and to include the rough­ly 20,000 new species dis­cov­ered every year.

Wilson’s vision is man­i­fest in a fun and well-designed site use­ful for edu­ca­tors, aca­d­e­mics, and any curi­ous per­son with access to the Inter­net.

Search for a species or just browse. Each EOL tax­on­o­my page fea­tures a detailed overview of the species, research, arti­cles and media. Media can be fil­tered by images, video, and sound. There are 66 dif­fer­ent pieces of media about Tas­man­ian Dev­ils, for exam­ple. A group of Tassies, as they’re known, get pret­ty dev­il­ish over their din­ner in this video, con­tributed by an Aus­tralian Ph.D. stu­dent.

As E.O. Wil­son so elo­quent­ly puts it, the EOL has the poten­tial to inspire oth­ers to search for life, to under­stand it, and, most impor­tant­ly, to pre­serve it.

Relat­ed Con­tent:

E.O. Wilson’s Olive Branch: The Cre­ation

Cen­tral Intel­li­gence: From Ants to the Web

Free Biol­o­gy Cours­es

Kate Rix writes about dig­i­tal media and edu­ca­tion. Fol­low her on Twit­ter.

F. Scott Fitzgerald’s Handwritten Manuscripts for The Great Gatsby, This Side of Paradise & More

GatsbyMS

We rarely think about where F. Scott Fitzger­ald’s hard-liv­ing, often trag­ic gen­er­a­tion of Amer­i­can writ­ers went to school. This year, how­ev­er, Fitzger­ald’s own almost-alma mater mer­its a note: the nov­el­ist began his stud­ies at Prince­ton exact­ly one hun­dred years ago this fall, begin­ning class­es on his birth­day, Sep­tem­ber 24, 1913. To mark the occa­sion, that Ivy League insti­tu­tion has dig­i­tized their The Great Gats­by-writ­ing alum­nus’ man­u­scripts. Ear­li­er this year, in fact, they com­plet­ed the process on Fitzger­ald’s man­u­script, or man­u­scripts, of Gats­by itself. “We can see Fitzger­ald at work on his third nov­el over a four-year peri­od,” says  the announce­ment from Prince­ton Uni­ver­si­ty Library’s Depart­ment of Rare Books and Spe­cial Col­lec­tions (RBSC), which offers “Ur-Gats­by (2‑page frag­ment), the author’s aban­doned effort, con­ceived in 1922 and writ­ten in 1923; The Great Gats­by auto­graph man­u­script (302 pages), which he large­ly wrote in France and com­plet­ed by Sep­tem­ber 1924;” and “cor­rect­ed gal­leys of ‘Tri­mal­chio,’ the novel’s work­ing title when it was type­set by Charles Scribner’s Sons in 1924, only to be much reworked by the author ear­ly in 1925.”

You can find these online in the Prince­ton Uni­ver­si­ty Dig­i­tal Library. There you can also, nat­u­ral­ly, find papers asso­ci­at­ed with This Side of Par­adise, the nov­el Fitzger­ald began, under the work­ing title The Roman­tic Ego­ist, while still at Prince­ton. The book, says the RBSC, “still stands as the most famous lit­er­ary work about Prince­ton Uni­ver­si­ty. While Fitzger­ald was not a good stu­dent and nev­er grad­u­at­ed, drop­ping out in 1917 to join the U.S. Army dur­ing World War I, he began learn­ing the craft of writ­ing as an under­grad­u­ate and befriend­ed oth­er stu­dents who were aspir­ing authors, Edmund Wil­son, Class of 1916, and John Peale Bish­op, Class of 1917. Fitzger­ald came to form a deep affec­tion for Prince­ton that last­ed until his untime­ly death in Hol­ly­wood.” They’ve dig­i­tized the cor­rect­ed 1918 type­script of The Roman­tic Ego­ist, and the man­u­script of This Side of Par­adise. You can peruse all of these online in the PUDL’s Fitzger­ald col­lec­tion. Some regard Gats­by as a per­fect nov­el; Edmund Wil­son called Par­adise “one of the most illit­er­ate books of any mer­it every pub­lished.” (“Hasti­ly writ­ten” and “some­what dis­joint­ed,” says the RBSC itself.) But see­ing how either became the Fitzger­ald books we know today will prove instruc­tive to read­ers and writ­ers, aca­d­e­mics and (like Fitzger­ald, evi­dent­ly) non-aca­d­e­mics alike.

You can find Gats­by and This Side of Par­adise in our col­lec­tion of 500 Free eBooks.

via Paris Review

Relat­ed Con­tent:

Read F. Scott Fitzgerald’s Sto­ry “May Day,” and Near­ly All of His Oth­er Work, Free Online

Sev­en Tips From F. Scott Fitzger­ald on How to Write Fic­tion

The Evo­lu­tion of F. Scott Fitzgerald’s Sig­na­ture: From 5 Years Old to 21

Gertrude Stein Sends a “Review” of The Great Gats­by to F. Scott Fitzger­ald (1925)

F. Scott Fitzger­ald Cre­ates a List of 22 Essen­tial Books, 1936

Ernest Hem­ing­way to F. Scott Fitzger­ald: “Kiss My Ass”

Col­in Mar­shall hosts and pro­duces Note­book on Cities and Cul­ture and writes essays on lit­er­a­ture, film, cities, Asia, and aes­thet­ics. He’s at work on a book about Los Ange­lesA Los Ange­les PrimerFol­low him on Twit­ter at @colinmarshall.

Rules for Teachers in 1872 & 1915: No Drinking, Smoking, or Trips to Barber Shops and Ice Cream Parlors

1872-Rules-for-Teachers

No one would call this the gold­en era of teach­ing, not with school bud­gets get­ting slashed, state gov­er­nors rou­tine­ly scor­ing polit­i­cal points at teach­ers’ expense, and the fed­er­al gov­ern­ment forc­ing schools to teach to the test. But if today’s teach­ers are feel­ing belea­guered, they can always look back to a set of his­tor­i­cal “doc­u­ments” for a lit­tle com­fort. For decades, muse­ums and pub­lish­ers have show­cased two lists — one from 1872 (above) and anoth­er from 1915 (below) — that high­light the rig­or­ous rules and aus­tere moral codes under which teach­ers once taught. You could­n’t drink or smoke. In wom­en’s cas­es, you could­n’t date, mar­ry, or fre­quent ice cream par­lors. And, for men, get­ting a shave in a bar­ber shop was strict­ly ver­boten.

But are these doc­u­ments real?

On its web site, the New Hamp­shire His­tor­i­cal Soci­ety writes that “the sources for these ‘rules’ are unknown; thus we can­not attest to their authenticity—only to their verisimil­i­tude and charm­ing quaint­ness.” “The rules from 1872 have been var­i­ous­ly attrib­uted to an 1872 post­ing in Mon­roe Coun­ty, Iowa; to a one-room school in a small town in Maine; and to an unspec­i­fied Ari­zona school­house. The 1915 rules are attrib­uted to a Sacra­men­to teach­ers’ con­tract and else­where to an unspec­i­fied 1915 mag­a­zine.” Accord­ing to Snopes, the fact-check­ing web site, the 1872 list has been “dis­played in numer­ous muse­ums through­out North Amer­i­ca,” over the past 50 years, “with each exhibitor claim­ing that it orig­i­nat­ed with their coun­ty or school dis­trict.” Heck, the lists even appeared in the ven­er­at­ed Wash­ing­ton Post not so long ago. Here are the rules:

Rules for Teach­ers — 1872

1. Teach­ers will fill the lamps and clean the chim­ney each day.
2. Each teacher will bring a buck­et of water and a scut­tle of coal for the day’s ses­sions.
3. Make your pens care­ful­ly. You may whit­tle nibs to the indi­vid­ual tastes of the pupils.
4. Men teach­ers may take one evening each week for court­ing pur­pos­es, or two evenings a week if they go to church reg­u­lar­ly.
5. After ten hours in school, the teach­ers may spend the remain­ing time read­ing the Bible or oth­er good books.
6. Women teach­ers who mar­ry or engage in improp­er con­duct will be dis­missed.
7. Every teacher should lay aside from each day’s pay a good­ly sum of his earn­ings. He should use his sav­ings dur­ing his retire­ment years so that he will not become a bur­den on soci­ety.
8. Any teacher who smokes, uses liquor in any form, vis­its pool halls or pub­lic halls, or gets shaved in a bar­ber shop, will give good rea­sons for peo­ple to sus­pect his worth, inten­tions, and hon­esty.
9. The teacher who per­forms his labor faith­ful­ly and with­out fault for five years will be giv­en an increase of twen­ty-five cents per week in his pay.

1915-Rules-for-Teachers

 Rules for Teach­ers — 1915

1. You will not mar­ry dur­ing the term of your con­tract.
2. You are not to keep com­pa­ny with men.
3. You must be home between the hours of 8 PM and 6 AM unless attend­ing a school func­tion.
4. You may not loi­ter down­town in ice cream stores.
5. You may not trav­el beyond the city lim­its unless you have the per­mis­sion of the chair­man of the board.
6. You may not ride in a car­riage or auto­mo­bile with any man except your father or broth­er.
7. You may not smoke cig­a­rettes.
8. You may not dress in bright col­ors.
9. You may under no cir­cum­stances dye your hair.
10. You must wear at least two pet­ti­coats.
11. Your dress­es may not be any short­er than two inch­es above the ankles.
12. To keep the class­room neat and clean you must sweep the floor at least once a day, scrub the floor at least once a week with hot, soapy water, clean the black­boards at least once a day, and start the fire at 7 AM to have the school warm by 8 AM.

via Peter Kauf­man, mas­ter­mind of the Intel­li­gent Chan­nel on YouTube.

Relat­ed Con­tent:

200 Free Kids Edu­ca­tion­al Resources: Video Lessons, Apps, Books, Web­sites & More

750 Free Online Cours­es from Top Uni­ver­si­ties

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What Shakespeare’s Handwriting Looked Like

Last week, we post­ed on how schol­ars have tried to recov­er the orig­i­nal pro­nun­ci­a­tions of Shakespeare’s plays and poems when per­formed on the stage. Today, we bring you the bard’s orig­i­nal hand­writ­ing. Shakespeare’s hand­writ­ing has recent­ly become the focus of a new arti­cle by Pro­fes­sor Dou­glas Bruster at UT Austin, who is using an analy­sis of the playwright’s quirky spellings and pen­man­ship to solve a very old ques­tion of author­ship. The page of hand­writ­ing you see above is a frag­ment of a lost play called Sir Thomas More and it goes by the name of “Hand D” (click the image above, and then the image that appears — for a much larg­er ver­sion).

Bruster’s short essay, pub­lished this month in the Oxford jour­nal Notes & Queries, is far too inside base­ball for any­one but hard­core tex­tu­al schol­ars to make much sense of, but this New York Times arti­cle does a good job of dis­till­ing the fin­er points. Suf­fice it to say that thanks to Bruster’s painstak­ing analy­sis of Shakespeare’s dis­tinc­tive hand­writ­ing, we can be fair­ly cer­tain that a 1602 revi­sion of Thomas Kyd’s enor­mous­ly pop­u­lar Renais­sance play The Span­ish Tragedy—in the words of Shake­speare schol­ar Eric Ras­mussen—has the bard’s “fin­ger­prints all over it.”

Relat­ed Con­tent:

What Shake­speare Sound­ed Like to Shake­speare: Recon­struct­ing the Bard’s Orig­i­nal Pro­nun­ci­a­tion

A Sur­vey of Shakespeare’s Plays (Free Course)

Pink Floyd’s David Gilmour Sings Shakespeare’s Son­net 18

Shakespeare’s Satir­i­cal Son­net 130, As Read By Stephen Fry

Josh Jones is a writer and musi­cian based in Durham, NC. Fol­low him at @jdmagness

The Famous Feynman Lectures on Physics: The New Online Edition (in HTML5)

feynman textbook1

Image by Tamiko Thiel, via Wiki­me­dia Com­mons

Cal­tech and The Feyn­man Lec­tures Web­site have joined forces to cre­ate an online edi­tion of Richard Feyn­man’s famous lec­tures on physics. First pre­sent­ed in the ear­ly 1960s as part of a two-year intro­duc­to­ry physics course giv­en at Cal­tech, the lec­tures were even­tu­al­ly turned into a book that became a clas­sic ref­er­ence work for physics stu­dents, teach­ers and researchers. You can still pur­chase the 560 page book online, or enjoy a new web edi­tion for free.

Cre­at­ed with HTML5, the new site gives read­ers access to “a high-qual­i­ty up-to-date copy” of Feyn­man’s lec­tures.” The text “has been designed for ease of read­ing on devices of any size or shape,” and you can zoom into text, fig­ures and equa­tions with­out degra­da­tion. Dive right into the lec­tures here. And if you’d pre­fer to see Feyn­man (as opposed to read Feyn­man), we would encour­age you to watch ‘The Char­ac­ter of Phys­i­cal Law,’ Feynman’s  sev­en-part lec­ture series record­ed at Cor­nell in 1964. Anoth­er 37 physics cours­es, most in video, can be found in our col­lec­tion of Free Online Cours­es.

Feyn­man’s lec­ture are now list­ed in our col­lec­tions of Free eBooks and Free Text­books.

Pho­to­graph by Tom Har­vey. Copy­right © Cal­i­for­nia Insti­tute of Tech­nol­o­gy.

via Boing Boing

Relat­ed Con­tent:

Richard Feynman’s Let­ter to His Depart­ed Wife: “You, Dead, Are So Much Bet­ter Than Any­one Else Alive” (1946)

Richard Feyn­man Presents Quan­tum Elec­tro­dy­nam­ics for the Non­Sci­en­tist

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Visualizing Slavery: The Map Abraham Lincoln Spent Hours Studying During the Civil War

Emancipation_proclamation

If you look close­ly at Fran­cis Bick­nell Car­pen­ter’s 1864 paint­ing “First Read­ing of the Eman­ci­pa­tion Procla­ma­tion by Pres­i­dent Lin­coln” (see above — click image for a larg­er ver­sion) you will notice a map in the low­er right-hand cor­ner, next to the group that includes Lin­coln and his cab­i­net.

The map in the paint­ing was a doc­u­ment Lin­coln con­sult­ed often dur­ing the Civ­il War. It was cre­at­ed by the Unit­ed States Coast Sur­vey using data from the 1860 Cen­sus to show the geo­graph­ic dis­tri­b­u­tion of the South’s vast slave pop­u­la­tion.

Car­pen­ter lived in the White House for six months while work­ing on his paint­ing, and accord­ing to his­to­ri­an Susan Schul­ten, author of Map­ping the Nation: His­to­ry and Car­tog­ra­phy in 19th Cen­tu­ry Amer­i­ca, the artist encoun­tered Lin­coln por­ing over the map on more than one occa­sion.

SlaveryMap

The map (click it to see a larg­er ver­sion) is an ear­ly exam­ple of sta­tis­ti­cal car­tog­ra­phy. The slave pop­u­la­tion of each coun­ty is rep­re­sent­ed numer­i­cal­ly and through a grad­ed scale of shad­ing. The high­er the num­ber of slaves, the dark­er the shade. In a 2010 piece in the New York Times “Opin­ion­a­tor” blog, Schul­ten writes:

The map reaf­firmed the belief of many in the Union that seces­sion was dri­ven not by a notion of “state rights,” but by the defense of a labor sys­tem. A table at the low­er edge of the map mea­sured each state’s slave pop­u­la­tion, and con­tem­po­raries would have imme­di­ate­ly noticed that this cor­re­spond­ed close­ly to the order of seces­sion. South Car­oli­na, which led the rebel­lion, was one of two states which enslaved a major­i­ty of its pop­u­la­tion, a fact stark­ly rep­re­sent­ed on the map.

The map helped Lin­coln visu­al­ize what he was up against. Areas along the Atlantic coast and Mis­sis­sip­pi Riv­er, for exam­ple, are dark­ly shad­ed. The white pop­u­lace in those areas was fanat­i­cal­ly resis­tant to eman­ci­pa­tion. “Con­verse­ly,” writes Schul­ten, “the map illus­trat­ed the degree to which entire regions — like east­ern Ten­nessee and west­ern Vir­ginia — were vir­tu­al­ly devoid of slav­ery, and thus poten­tial sources of resis­tance to seces­sion. Such a map might have rein­forced Pres­i­dent Abra­ham Lin­col­n’s belief that seces­sion was ani­mat­ed by a minor­i­ty and could be reversed if South­ern Union­ists were giv­en suf­fi­cient time and sup­port.”

For more on Lin­col­n’s map, vis­it Rebec­ca Onion’s post at Slate.

Relat­ed Con­tent:

“Ask a Slave” by Azie Dungey Sets the His­tor­i­cal Record Straight in a New Web Series

The Civ­il War and Recon­struc­tion: A Free Course

The Poet­ry of Abra­ham Lin­coln

The Last Sur­viv­ing Wit­ness of the Lin­coln Assas­si­na­tion

African-Amer­i­can His­to­ry: Mod­ern Free­dom Strug­gle YouTubeiTunes – Clay Car­son, Stan­ford  (in our col­lec­tion of 750 Free Online Cours­es)

Dark Side of the Rainbow: Pink Floyd Meets The Wizard of Oz in One of the Earliest Mash-Ups

Dude, I’m seri­ous; you cue up The Wiz­ard of Oz, you cue up Dark Side of the Moon, and you start ’em up at the same time. It total­ly works. Too many syn­chronic­i­ties to explain away. Blow your mind, man.

Laugh though we may at those who con­sid­er it an intense evening to enter their pre­ferred state of mind, shall we say, and feel for res­o­nances between a 1939 MGM musi­cal and Pink Floy­d’s eighth album, we can’t deny that the mash-up Dark Side of the Rain­bow, as they call it (when they don’t call it Dark Side of Oz or The Wiz­ard of Floyd), has become a seri­ous, if mod­est, cul­tur­al phe­nom­e­non.

In fact, since enthu­si­asm for play­ing Dark Side of the Moon while watch­ing The Wiz­ard of Oz goes back at least as far as Usenet dis­cus­sions in the mid-nineties, it may well count as the first inter­net mash-up ever. Word of the view­ing expe­ri­ence’s uncan­ni­ness has, since then, extend­ed far beyond the wood-pan­eled-base­ment set; even an insti­tu­tion as osten­si­bly square as the cable chan­nel Turn­er Clas­sic Movies once aired The Wiz­ard of Oz with Dark Side of the Moon as its sound­track.

Clear­ly, peo­ple get some­thing out of the com­bi­na­tion no mat­ter their state of mind. At the very least, they get amuse­ment at the coin­ci­dences where the album’s sounds and lyri­cal themes meet and seem­ing­ly match the events of the pic­ture. Dark-side-of-the-rainbow.com offers a thor­ough­ly anno­tat­ed list of these inter­sec­tions, from the fad­ing-in heart­beat that opens the album align­ing with the appear­ance of the movie’s title:

In this con­cept album, we have [sym­bol­i­cal­ly] the begin­ning of human life. Many par­ents begin the process of nam­ing the child, as soon as they become aware of its exis­tence, often before they even know the sex of the child. Here, we have the name of a movie, which just hap­pens to be the name of one of the char­ac­ters in the movie, just as we are becom­ing aware of this new life.

To the lyric that accom­pa­nies Dorothy’s entry into Munchkin­land:

“Get a job with more pay and you’re OK”: Dorothy does­n’t know it yet, but she is about to be pro­mot­ed from farm girl to slay­er of wicked witch­es.

To the album-clos­ing heart­beat that plays as the Tin Man receives a heart of his own:

On the album, this heart­beat going dead rep­re­sents death. Tin Man’s new heart, which we can hear tick­ing, sym­bol­izes rebirth. Once again, this con­trast of what we see in the movie, and what we hear on the album is about pro­vid­ing bal­ance. And as this is how the sto­ry ends, this bal­ance speaks of how, in the end, the fairy­tale has indeed over­come the tragedy.

Pink Floyd them­selves have dis­avowed any com­po­si­tion­al intent in this mat­ter (Alan Par­sons, who engi­neered the record­ing, calls the very idea “a com­plete load of eye­wash”), and even Dark Side of the Rain­bow’s most ded­i­cat­ed enthu­si­asts sel­dom doubt them. Some may insist that the band, already adept at com­pos­ing film scores, did it all sub­con­scious­ly, but to me, the endur­ing pop­u­lar­i­ty of this ear­ly mash-up stands as evi­dence of some­thing far more inter­est­ing: mankind’s unend­ing ten­den­cy — com­pul­sion, even — to find pat­terns where none may exist. “When coin­ci­dences pile up in this way, one can­not help being impressed by them—for the greater the num­ber of terms in such a series, or the more unusu­al its char­ac­ter, the more improb­a­ble it becomes.” Carl Jung wrote that about the psy­cho­log­i­cal con­cept of syn­chronic­i­ty. If only he’d lived to watch this.

Relat­ed Con­tent:

BBC Radio Play Based on Pink Floyd’s Dark Side of the Moon Stream­ing Free For Lim­it­ed Time

Pink Floyd Pro­vides the Sound­track for the BBC’s Broad­cast of the 1969 Moon Land­ing

Watch Pink Floyd Plays Live in the Ruins of Pom­peii (1972)

Col­in Mar­shall hosts and pro­duces Note­book on Cities and Cul­ture and writes essays on lit­er­a­ture, film, cities, Asia, and aes­thet­ics. He’s at work on a book about Los Ange­lesA Los Ange­les PrimerFol­low him on Twit­ter at @colinmarshall.

John Cleese’s Philosophy of Creativity: Creating Oases for Childlike Play

Though he became known for the phys­i­cal com­e­dy of char­ac­ters like the irate own­er of a dead par­rot, a min­is­ter of sil­ly walks, and the always buf­foon­ish Basil Fawl­ty, John Cleese is actu­al­ly a very deep thinker. This will prob­a­bly come as no sur­prise to fans of Mon­ty Python’s intel­lec­tu­al humor, but it’s still a treat to see him, out of char­ac­ter, get­ting seri­ous about ideas, even if he can’t resist the odd joke or ten. His sub­ject? Cre­ativ­i­ty. His forum? Well, in the video above, we see Cleese at the 2009 World Cre­ativ­i­ty Forum in Ger­many. In a 2010 guest post on this talk, Maria Popo­va of Brain Pick­ings called the event “part cri­tique of modernity’s hus­tle-and-bus­tle, part hand­book for cre­at­ing the right con­di­tions for cre­ativ­i­ty.” What does John Cleese have to say about cre­at­ing those con­di­tions?

By com­bin­ing anoth­er talk from Cleese from 1991 (below), we are able to piece togeth­er a Cleese phi­los­o­phy of cre­ativ­i­ty. He begins in his ’91 talk by telling peo­ple what cre­ativ­i­ty is not, and why lec­tur­ing on it is “a com­plete waste of time.” The rea­son? It can­not be explained. “It is lit­er­al­ly inex­plic­a­ble.”

Draw­ing on research from his friend Bri­an Bates, a psy­chol­o­gist as Sus­sex Uni­ver­si­ty, Cleese claims that those con­sid­ered more cre­ative do not dif­fer in any sig­nif­i­cant way from their equal­ly intel­li­gent and tal­ent­ed peers, and there­fore, they do not pos­sess any spe­cial skills or abil­i­ties that would qual­i­fy as “cre­ativ­i­ty.” As a one­time stu­dent of the sci­ences at Cam­bridge, Cleese has a high regard for data and obser­va­tion, and in each of these talks, he applies a sci­en­tif­ic method to his sub­ject.

What, then, has he learned from observ­ing his own work habits and look­ing at the research? What can he pos­i­tive­ly say about cre­ativ­i­ty? For one thing, it is not a skill or an apti­tude, it is a “mood,” one Cleese describes as “child­like” in that it aids one in the abil­i­ty to play. Cleese makes a sim­i­lar point in his 2009 talk at the top, empha­siz­ing that acquir­ing this mood is dif­fi­cult but not impos­si­ble. As all artists know, gen­uine cre­ative insights occur when ratio­nal thought ceases—during dream­states or moments of absorp­tion so intense that self-con­scious­ness, anx­i­ety, and the needling cares of the day drop away. As Cleese put it at the World Cre­ativ­i­ty Forum, “if you’re rac­ing around all day, tick­ing things off a list, look­ing at your watch, mak­ing phone calls and gen­er­al­ly just keep­ing all the balls in the air, you are not going to have any cre­ative ideas.” This explains why the offices of com­pa­nies like Google are full of toys, why the work­days of the Mad Men “cre­atives” often resem­ble preschool, and why artists’ work spaces tend to be so intrigu­ing to peer into. They are, as Cleese terms them, “oases” from the pun­ish­ing pace of the worka­day world.

In Cleese’s con­sid­ered opin­ion, such oases, both phys­i­cal and men­tal, are the pre­con­di­tions for child­like won­der to over­ride adult rou­tine ways of think­ing. Of course as Cleese and his hard-work­ing co-cre­ators also show us, a great deal of grown-up dis­ci­pline is required to bring cre­ative ideas to fruition. The trick, Cleese says, is in mak­ing the space to engage in child­like play with­out rely­ing on child­ish spontaneity—he rec­om­mends sched­ul­ing time to be cre­ative, giv­ing one­self a “start­ing time and a fin­ish time” and there­by set­ting “bound­aries of space, bound­aries of time.” Of course, this kind of mind­ful struc­tur­ing is some­thing only a mature adult mind can do. See­ing this grown-up side of Cleese gives us a new appre­ci­a­tion for the con­sis­tent­ly child­like char­ac­ters he’s cre­at­ed over the years, and for the role of con­scious atten­tion in safe­guard­ing and nur­tur­ing uncon­scious insight.

Relat­ed Con­tent:

David Lynch Explains How Med­i­ta­tion Enhances Our Cre­ativ­i­ty

Mal­colm McLaren: The Quest for Authen­tic Cre­ativ­i­ty

Mihaly Czik­szent­mi­ha­lyi Explains Why the Source of Hap­pi­ness Lies in Cre­ativ­i­ty and Flow, Not Mon­ey

Josh Jones is a writer and musi­cian based in Durham, NC. Fol­low him at @jdmagness

“Ask a Slave” by Azie Dungey Sets the Historical Record Straight in a New Web Series

Any­one whose job involves inter­ac­tion with the gen­er­al pub­lic will be sub­ject­ed to a cer­tain num­ber of bone­head­ed ques­tions on any giv­en day. Those num­bers sky­rock­et when one must remain in both cos­tume and char­ac­ter, charged with bring­ing his­to­ry to life.

Azie Dungey, the cre­ator and star of the new web series, Ask a Slave, claims to have “played every black woman of note that ever lived” when she was employed as an his­toric inter­preter in the Wash­ing­ton DC area. These includ­ed Car­o­line Bran­ham, Martha Wash­ing­ton’s enslaved lady’s maid, a gig that com­pelled her to keep a record of ques­tions posed by vis­i­tors to Mount Ver­non.

Now, as the tea-sip­ping, fic­tion­al Lizzie Mae, Dungey is able to answer those ques­tions with greater free­dom. A mid­dle-aged, seem­ing­ly edu­cat­ed white man won­ders if a news­pa­per ad is what led to Lizzie Mae’s posi­tion in the home of “such a dis­tin­guished Found­ing Father” as George Wash­ing­ton.

“Did I read the adver­tise­ment in the news­pa­per?” Lizzie Mae echoes pleas­ant­ly.  “Why, yes. It said Want­ed: One house­maid. No pay. Prefer­ably mulat­to, saucy with breed­ing hips. Must work 18 hour a days, sev­en days a week, no hol­i­days. But you get to wear a pret­ty dress, and if you’re lucky you just might car­ry some famous white man’s bas­tard child. So, you bet­ter believe I read that and I ran right over and said, “Sign me up!””

Her default tone is one of pro­fes­sion­al­ly patient indul­gence, though occa­sion­al­ly, the mask slips, as when anoth­er vis­i­tor asserts that “slav­ery isn’t real­ly that bad.”

Stick­ing to the his­toric inter­preter’s schtick of not rec­og­niz­ing non-peri­od inven­tions like cam­eras pays div­i­dends when the sub­ject turns to intern­ships, the under­ground rail­road, and what George Wash­ing­ton thinks of Abra­ham Lin­coln free­ing all his slaves.

The best mate­r­i­al, as they say, writes itself.

Relat­ed Con­tent:

The Amer­i­can Founders and Their World

Ayun Hal­l­i­day doc­u­ments an unex­pect­ed detour to Mount Ver­non in The Big Rum­pus. Fol­low her @AyunHalliday

Read 30 Free Essays & Stories by David Foster Wallace on the 5th Anniversary of His Death

800px-David_Foster_WallaceLet me start with the first lines that appeared in The New York Times five years ago: “David Fos­ter Wal­lace, whose prodi­gious­ly obser­vant, exu­ber­ant­ly plot­ted, gram­mat­i­cal­ly and ety­mo­log­i­cal­ly chal­leng­ing, philo­soph­i­cal­ly prob­ing and cul­tur­al­ly hyper-con­tem­po­rary nov­els, sto­ries and essays made him an heir to mod­ern vir­tu­osos like Thomas Pyn­chon and Don DeLil­lo, an exper­i­men­tal con­tem­po­rary of William T. Voll­mann, Mark Leyn­er and Nichol­son Bak­er and a clear influ­ence on younger tour-de-force styl­ists like Dave Eggers and Jonathan Safran Foer, died on Fri­day at his home in Clare­mont, Calif. He was 46.” It’s not your con­ven­tion­al obit­u­ary. No, it has a lit­er­ary style befit­ting the writer we lost on Sep­tem­ber 12, 2008. And five years after DFW’s death, we might want to pause and revis­it his many sto­ries and essays still avail­able on the web. To mark this mourn­ful occa­sion, we’ve updat­ed and expand­ed our list, 30 Free Essays & Sto­ries by David Fos­ter Wal­lace on the Web, which fea­tures some time­ly and mem­o­rable pieces — “9/11: The View From the Mid­west,” “Con­sid­er the Lob­ster,” and Fed­er­er as Reli­gious Expe­ri­ence,” just to name just a few. Below we’ve also high­light­ed some of our favorite David Fos­ter Wal­lace posts pub­lished over the years. Hope you enjoy vis­it­ing or revis­it­ing this mate­r­i­al as much as I have.

David Fos­ter Wallace’s 1994 Syl­labus: How to Teach Seri­ous Lit­er­a­ture with Light­weight Books

‘This Is Water’: Com­plete Audio of David Fos­ter Wallace’s Keny­on Grad­u­a­tion Speech (2005)

David Fos­ter Wal­lace Breaks Down Five Com­mon Word Usage Mis­takes in Eng­lish

David Fos­ter Wal­lace: The Big, Uncut Inter­view (2003)

Vis­it the David Fos­ter Wal­lace Audio Archive

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