Replying to LO27583 --
Dear Organlearners,
Andrew Campbell < ACampnona@aol.com > writes:
>>... Moral in English does not have this second meaning.
>>
>> Which meaning had Beethoven in mind -- rightful
>> conduct or innate forming? I personally think he
>> had the second one in mind. Thus I would have
>> translated the sentence as "...all genuine musical
>> invention is progress in innate forming"
>
>Thank you At for this 'fine' ;-) distinction. It reminds
>me of the Confucian emphasis on suggesting
>connections between inner and outer qualities. I will
>try and find some examples from Confucianism. It's a
>long time since we used to write about confusionism ;-).
Yes, we can all do with more Confucian wisdom.
>You know, I walked down a lane that was like
>a tunnel earlier this morning, on the floor were
>scattered all manner of leaves, all were tones
>of yellow and orange, I tried to find chaos in the
>arrangements, in the haphazardnesses of it all but
>I couldn't. It was like a Persian carpet, but for free;-)
>I was 'flying' by the end of the tunnel;-) There is a
>very great design under appearances isn't there At?
Yes, dear Andrew, there is. But it is this very innate forming which
enables us to perceive the great designs under the appearances. You will
remember the dialogues which we had on Albert Einstein (greatest theorist
in phsyics) and Michael Faraday (greatest experimentalist in phsyics). What
made them so great is among other things their incredible power of
imagination. To imagine is to create with the mind -- to shift from earth
where angels are asleep to heaven where the angels are awake.
Whether imagination emerges forth from innate forming or whether they are
the same thing, I cannot say for sure. But should you study the private
correspondences of both, this innate forming in both has also been most
striking to me.
Once, many centuries ago and before the era of the Hansa League, this
"innate forming" was the major educational goal in the Lowlands countries
of Northern Europe. The emergence of the Hansa Era was a direct consequence
of this goal. This lead the Dutch and English into becoming major powers
based on sea faring. But gradually the sensitivity to this goal diminished.
How much this "innerliche Bildung" is still an educational goal is an
interesting question. As for imagination ("Einbildung"), does education
still have any place for it?
Einstein was quite sure, already long before WWII, that education world
wide has suffered a massive loss in imagination by the very techniques it
designed and used to train learners. I think that the sudden awareness to
creativity after WWII is a direct consequence of it. But unfortunately.
much of the training offered in creativity is of little value because the
same techniques which killed imagination are used once again. Perhaps Leo
who made a thorough study of creativity may want to comment on this PO (a
DeBono term).
With care and best wishes
--At de Lange <amdelange@gold.up.ac.za> Snailmail: A M de Lange Gold Fields Computer Centre Faculty of Science - University of Pretoria Pretoria 0001 - Rep of South Africa
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