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Re: What accounts for the fact that some students are super-devoted and therefore wholesome and some are not?

Posted: Thu Dec 03, 2015 9:54 pm
by Jaded Sage
Hardly a single post has addressed the original question. Yes, because I find it to be a waste of time, or because the relenvence has not been proven to me, I believe it is without question the right thing to do.

Had they been prefaced with: "I cannot help with the original question, but..."I might have been more inclided to answer.

Another shout-out to Walker who had maybe the most incredible post I've ever seen on this site.

Re: What accounts for the fact that some students are super-devoted and therefore wholesome and some are not?

Posted: Thu Dec 03, 2015 10:56 pm
by marjoram_blues
Jaded Sage wrote:Hardly a single post has addressed the original question. Yes, because I find it to be a waste of time, or because the relenvence has not been proven to me, I believe it is without question the right thing to do.

Had they been prefaced with: "I cannot help with the original question, but..."I might have been more inclided to answer.

Another shout-out to Walker who had maybe the most incredible post I've ever seen on this site.
JS, yet again, you show faulty judgement in your approach/attitude to others and their constructive participation. That you find such a waste of time, is unfortunate.
That you treat such as irrelevant, is problematic to further learning... for all concerned.
So much for 'super devotion' and being 'wholesome'.

Re: What accounts for the fact that some students are super-devoted and therefore wholesome and some are not?

Posted: Thu Dec 03, 2015 11:02 pm
by marjoram_blues
Risto wrote:
marjoram_blues wrote: So, you avoid answering questions that are attempting to follow/critique your thinking process.
And you think that is the right thing to do ?
I'm following this thread and I appreciate your questions because self-reflection is not often enough. Philosophy is often done better through dialogue with others as they can question our own thinking in ways we cannot notice ourselves.
It's an interesting thread, is it not. Thanks for the positive feedback; that too is not often enough. I enjoy this kind of dialogue, up to a point. Hope to share more thoughts with you another time.

Re: What accounts for the fact that some students are super-devoted and therefore wholesome and some are not?

Posted: Fri Dec 04, 2015 9:41 am
by Jaded Sage
marjoram_blues wrote: JS, yet again, you show faulty judgement in your approach/attitude to others and their constructive participation. That you find such a waste of time, is unfortunate.
That you treat such as irrelevant, is problematic to further learning... for all concerned.
So much for 'super devotion' and being 'wholesome'.
This is the only post in which I will address this.

My devotion seems to have been questioned. The proper devotion here would be to the original question, and as is appropriate, mine will remain so until it has been adequately answered.

The question of what I meant by 'wholesome' was in order, as I used the word half-innovatively-half-mistakenly, and then redefined/ammended it to mean 'both virtuous and conducive to virtue.' However, the question of what I meant by 'virtue' seemed drastically off-topic (unless I missed an explanation as to how the Nature of Virtue is related to the Cause of Virtue); I have already addressed the fact that we all have a very basic sense of what is meant by 'good' and 'bad' and I assumed it was obvious that this very basic sense would easily be more than sufficient for the main discussion. Although, being such a basic sense, indeed, presumably the most basic sense of all, any subsequent discussion concerning the Nature of Virtue (which should take place after the main discussion concerning the Cause of Virtue) would certainly require further development—for instance, it might be fun to discuss: the specific virtues, the types or modes of these virtues (if there are types or modes), the value of the virtues caused by super-devotion, and how the virtues caused by super-devotion compare to the virtues acquired by the more traditional or conventional means. So if I misunderstood, then I mean to follow an order of operations.

As for the shift to the theological expression, it seems to me we would get too caught up in traditional theological conceptions. I fear that the question of what it might be that causes super-devotion to the art of living and independent studies to lead to wholesomeness would get lost in our consideration of whether loving God leads to the same: for instance, the obvious objection that plenty of people who claim to love God are quite unwholesome, the analog I mentioned at the beginning as essential to the question: why some students become wholesome and others do not (why some theists became wholesome and others did not). The intent is to avoid all the cumbersome baggage that always comes with theological discussion. The average person has already made up their mind and therefore refuses to rethink. Someone's ineptitude, likely my own, led to bringing up the well-known group of the many people who are wholesome despite being non-studiers or non-believers. This group is irrelevant to the discussion, unless, of course, a seriously indepth and devoted (*used intentionally*) discussion revealed to us that we ought to rethink the nature both of learning itself and of God Itself (as is prompted by Walker's comparison being as apt as it appears to be), which might make us wonder if non-students can have a love of learning, or if atheists can somehow love God—these questions are subtle, deep, and thought-provoking, but, as of yet, they are pre-mature.

In your question about God, I detected the hint of an unsavory tone (although, more than most people, I know that over the internet, tone can be difficult to convey, and easily misinterpreted). The study of philosophy is the enterprise of gentlemen. If the mistake was mine, I apologize. I do, however, maintain what I said above. In general, it is my experience, and only my personal opinion, that the most common response often consists of either correcting largely insignificant mistakes (such as grammer and citation errors), trailing off onto irrelevant tangents having little or nothing to do with the main point of the original post which therefore ought to be moved to a different thread, or childish shouting contests that result in insult and name-calling. When I perceive something to be of that ungentlemenly and haphazard nature, I consider acknowledgement beneath me, and participation unworthy of my time.

Note: I want to distinguish average devotion and above-average devotion from super-devotion, so that average devotion and above-average devotion do not necessarily lead to wholesomeness, but super-devotion does necessarily lead to wholesomeness.

Also: the question concerning God should have been directly at Walker first, if only to make sure I had not misrepresented him—after all, he appears to have made the claim via comparison, which I'm happy to discuss if it does become appropriate.

Re: What accounts for the fact that some students are super-devoted and therefore wholesome and some are not?

Posted: Fri Dec 04, 2015 9:42 am
by Risto
Jaded Sage wrote:Hardly a single post has addressed the original question. Yes, because I find it to be a waste of time, or because the relenvence has not been proven to me, I believe it is without question the right thing to do.

Had they been prefaced with: "I cannot help with the original question, but..."I might have been more inclided to answer.

Another shout-out to Walker who had maybe the most incredible post I've ever seen on this site.
I would like to follow up on this. Why do you think relevance of these posts/questions has not been good? People have asked for clarification on definitions. "What do you mean?" is one of the best questions a philosopher could ask to produce more clear thinking.

Also, why do you think Walker made an incredible post? My question seems to be very relevant to the topic, because it tries to underlie what criteria are important for determining the cause and solution of a problem.

Re: What accounts for the fact that some students are super-devoted and therefore wholesome and some are not?

Posted: Fri Dec 04, 2015 11:07 am
by marjoram_blues
Jaded Sage wrote:
marjoram_blues wrote: JS, yet again, you show faulty judgement in your approach/attitude to others and their constructive participation. That you find such a waste of time, is unfortunate.
That you treat such as irrelevant, is problematic to further learning... for all concerned.
So much for 'super devotion' and being 'wholesome'.
This is the only post in which I will address this.

My devotion seems to have been questioned. The proper devotion here would be to the original question, and as is appropriate, mine will remain so until it has been adequately answered.

The question of what I meant by 'wholesome' was in order, as I used the word half-innovatively-half-mistakenly, and then redefined/ammended it to mean 'both virtuous and conducive to virtue.' However, the question of what I meant by 'virtue' seemed drastically off-topic (unless I missed an explanation as to how the Nature of Virtue is related to the Cause of Virtue); I have already addressed the fact that we all have a very basic sense of what is meant by 'good' and 'bad' and I assumed it was obvious that this very basic sense would easily be more than sufficient for the main discussion. Although, being such a basic sense, indeed, presumably the most basic sense of all, any subsequent discussion concerning the Nature of Virtue (which should take place after the main discussion concerning the Cause of Virtue) would certainly require further development—for instance, it might be fun to discuss: the specific virtues, the types or modes of these virtues (if there are types or modes), the value of the virtues caused by super-devotion, and how the virtues caused by super-devotion compare to the virtues acquired by the more traditional or convention means. So if I misunderstood, then I mean to follow an order of operations.

As for the shift to the theological expression, it seems to me we would get too caught up in traditional theological conceptions. I fear that the question of what it might be that causes super-devotion to the art of living and independent studies to lead to wholesomeness would get lost in our consideration of whether loving God leads to the same: for instance, the obvious objection that plenty of people who claim to love God are quite unwholesome, the analog I mentioned at the beginning as essential to the question: why some students become wholesome and others do not (why some theists became wholesome and others did not). The intent is to avoid all the cumbersome baggage that always comes with theological discussion. The average person has already made up their mind and therefore refuses to rethink. Someone's ineptitude, likely my own, led to bringing up the well-known group of the many people who are wholesome despite being non-studiers or non-believers. This group is irrelevant to the discussion, unless, of course, a seriously indepth and devoted (*used intentionally*) discussion revealed to us that we ought to rethink the nature both of learning itself and of God Itself (as is prompted by Walker's comparison being as apt as it appears to be), which might make us wonder if non-students can have a love of learning, or if atheists can somehow love God—these questions are subtle, deep, and thought-provoking, but, as of yet, they are pre-mature.

In your question about God, I detected the hint of an unsavory tone (although, more than most people, I know that over the internet, tone can be difficult to convey, and easily misinterpreted). The study of philosophy is the enterprise of gentlemen. If the mistake was mine, I apologize. I do, however, maintain what I said above. In general, it is my experience, and only my personal opinion, that the most common response often consists of either correcting largely insignificant mistakes (such as grammer and citation errors), trailing off onto irrelevant tangents having little or nothing to do with the main point of the original post which therefore ought to be moved to a different thread, or childish shouting contests that result in insult and name-calling. When I perceive something to be of that ungentlemenly and haphazard nature, I consider acknowledgement beneath me, and participation unworthy of my time.

Note: I want to distinguish average devotion and above-average devotion from super-devotion, so that average devotion and above-average devotion do not necessarily lead to wholesomeness, but super-devotion does necessarily lead to wholesomeness.

Also: the question concerning God should have been directly at Walker first, if only to make sure I had not misrepresented him—after all, he appears to have made the claim via comparison, which I'm happy to discuss if it does become appropriate.

Thank you, JS, for this lengthy and enlightening response. I appreciate some of your concerns. However, it is not helpful, or conducive to learning, to close down serious questions due to fear of what might happen next. There are ways to manage any real irrelevancies.

My questions are sincere and relevant, as are most others. Think about why you are avoiding them and now presenting them as a lack of 'proper devotion' and therefore, in your book, 'unwholesome'. This is not a 'how high is your devotion' competition. There is a genuine seeking to understand.

You remind me of another controlling and exclusive poster...Ned. Perhaps, if you are lucky he might pop in to help you arrive at an 'appropriate and adequate' answer.
I'll leave you to it.
Best wishes.

Re: What accounts for the fact that some students are super-devoted and therefore wholesome and some are not?

Posted: Sat Dec 05, 2015 1:53 am
by Ansiktsburk
Jaded Sage wrote:What accounts for the fact that some students are super-devoted and therefore wholesome, and some are undevoted and therefore not wholesome?

Plato says this will happen: someone correctly practicing philosophy (we will call this both the art of living and studying in general) will become wholesome because of what he studies, disdain doing unwholesome things, and make social life a secondary priority. This became true of me, but my fellow students became as Plato said the majority of students become: vice-ridden. I also became significantly happier than my fellow students, as Plato suggested would happen. I assume it was because of a sincere investment of devotion. What causes the difference, and how can we fix the problem?
Ok, so lets go back to that original post. First of all, why is someone who is super-devoted wholesome? In what way wholesome?
And devotion, is that something you "invest"? Yoy said yourself that you didn't put too much effort into maths, but did anyone, including yourself, have to twist your arm into read philosophy?I don't have to invest sh*t in order to read philosophy. Philosophy is one of my drugs, instead of mending things at home. My wife would probably call me vice-ridden, reading philosophy(if she knew that english expression. She might do, I will ask her first thing when she wakes up tomorrow).

A short answer to the main question might be: because the super-devoted are interested in the subject they are super-devoted in.

P.s. In what Dialogue do you find that Plato saying?

Re: What accounts for the fact that some students are super-devoted and therefore wholesome and some are not?

Posted: Sat Dec 05, 2015 12:31 pm
by Walker
JadedSage wrote:Hardly a single post has addressed the original question. Yes, because I find it to be a waste of time, or because the relenvence has not been proven to me, I believe it is without question the right thing to do.

Had they been prefaced with: "I cannot help with the original question, but..."I might have been more inclided to answer.

Another shout-out to Walker who had maybe the most incredible post I've ever seen on this site.
A sincere thank you for saying so.

In the inquiry, as logic and rationality begin to flesh out all the conceptual spaces surrounding “Aha!”, and since you are now receiving suggestions as to the proper way to proceed with “Aha,” I’ll offer another doorway.

Start with the known. Here's what is known.

The language of the two biblical verses clearly indicates that the meaning of the two-verses is co-dependent.

At some precise point in time after the KJV was written, someone made the conscious and motivated decision to truncate the message, make it Godless, and call it Golden.

Could be that someone couldn’t reconcile a perceived contradiction in the two verses so they changed the facts.

Could be the changer has an agenda.

Could have been a promotional gimmick … something was being sold so someone left God out of the Golden Rule, thinking that the omission would expand the market base to those who are offended by the word God.

Could have been a propaganda mole from another religion, or no religion, with a public voice.

Could have been any number of motives.

Before leaping to infinite comprehension, or comprehension of the infinite … consider the fact that the truncation was done, and that it has persisted.

*

So, to simplify, to clarify, and to amplify,

The topic

Some People Love Truth

So much

They will never betray it

That's the wholesome ideal

Re: What accounts for the fact that some students are super-devoted and therefore wholesome and some are not?

Posted: Sat Dec 05, 2015 5:11 pm
by Walker
Just one more thing, before the sabbatical …

From this it follows …

Since the wholesome ideal follows natural law of human nature, as does the referenced biblical statement,

physical movement necessary for study, caused by perception of reality and not delusional conditioning, flows from the state of mind in which

both the ideal, and the measure of perception (which is Life perceived by mind),

perception as defined by both the sensory perception
and mind perception processed by mind (memories and inference),
co-exist as the consciousness by which awareness perceives reality.

That’s a good thing.

Once ego attachment weakens sufficiently, the locus of identity naturally moves in the direction from which all individual consciousness derives, rather than remaining inertiatized in the delusional imaginitis … of ego.

In the human sense, this is as Buddha found when he left the known for the unknown. (As indicated by inference).

Moral of the story? First, know the known according to natural law as stated in the untruncated Golden Rule. Then the unknown becomes known, effortlessly, according to natural law and capacity for sensory reception and processing. The thing is, the body adjusts to energy requirements of the Golden Rule, in that the body becomes somewhat of a conduit. This subtlety of conduitivity :) becomes more noticeable as the body refines and actions integrate into life.

Re: What accounts for the fact that some students are super-devoted and therefore wholesome and some are not?

Posted: Thu Dec 17, 2015 10:13 pm
by Jaded Sage
Ansiktsburk wrote:
Jaded Sage wrote:What accounts for the fact that some students are super-devoted and therefore wholesome, and some are undevoted and therefore not wholesome?

Plato says this will happen: someone correctly practicing philosophy (we will call this both the art of living and studying in general) will become wholesome because of what he studies, disdain doing unwholesome things, and make social life a secondary priority. This became true of me, but my fellow students became as Plato said the majority of students become: vice-ridden. I also became significantly happier than my fellow students, as Plato suggested would happen. I assume it was because of a sincere investment of devotion. What causes the difference, and how can we fix the problem?
Ok, so lets go back to that original post. First of all, why is someone who is super-devoted wholesome? In what way wholesome?
And devotion, is that something you "invest"? Yoy said yourself that you didn't put too much effort into maths, but did anyone, including yourself, have to twist your arm into read philosophy?I don't have to invest sh*t in order to read philosophy. Philosophy is one of my drugs, instead of mending things at home. My wife would probably call me vice-ridden, reading philosophy(if she knew that english expression. She might do, I will ask her first thing when she wakes up tomorrow).

A short answer to the main question might be: because the super-devoted are interested in the subject they are super-devoted in.

P.s. In what Dialogue do you find that Plato saying?
I would argue they become in every way wholesome, eventually. Also, remember how we defined philosophy. It is slightly different from one subject or a group of subjects. It is any subject. I suppose "investing" is a good way to look at it. I think your short answer is onto it. I also think interest might account for it, but I would like alternative explanations. Republic. I can't remember the book.

Re: What accounts for the fact that some students are super-devoted and therefore wholesome and some are not?

Posted: Thu Dec 17, 2015 10:27 pm
by Jaded Sage
Walker wrote:
JadedSage wrote:Hardly a single post has addressed the original question. Yes, because I find it to be a waste of time, or because the relenvence has not been proven to me, I believe it is without question the right thing to do.

Had they been prefaced with: "I cannot help with the original question, but..."I might have been more inclided to answer.

Another shout-out to Walker who had maybe the most incredible post I've ever seen on this site.
A sincere thank you for saying so.

In the inquiry, as logic and rationality begin to flesh out all the conceptual spaces surrounding “Aha!”, and since you are now receiving suggestions as to the proper way to proceed with “Aha,” I’ll offer another doorway.

Start with the known. Here's what is known.

The language of the two biblical verses clearly indicates that the meaning of the two-verses is co-dependent.

At some precise point in time after the KJV was written, someone made the conscious and motivated decision to truncate the message, make it Godless, and call it Golden.

Could be that someone couldn’t reconcile a perceived contradiction in the two verses so they changed the facts.

Could be the changer has an agenda.

Could have been a promotional gimmick … something was being sold so someone left God out of the Golden Rule, thinking that the omission would expand the market base to those who are offended by the word God.

Could have been a propaganda mole from another religion, or no religion, with a public voice.

Could have been any number of motives.

Before leaping to infinite comprehension, or comprehension of the infinite … consider the fact that the truncation was done, and that it has persisted.

*

So, to simplify, to clarify, and to amplify,

The topic

Some People Love Truth

So much

They will never betray it

That's the wholesome ideal

I like that concept as the wholesome ideal. I have heard a preacher say the same thing about it being codependent, but I myself have never seen that. Could you explain that further?

Also, keep in mind the Golden Rule is found else where in the new testement by itself.

Again, bravo.

Re: What accounts for the fact that some students are super-devoted and therefore wholesome and some are not?

Posted: Thu Dec 17, 2015 11:14 pm
by Jaded Sage
It's a little like this, I think.
image.jpg

Re: What accounts for the fact that some students are super-devoted and therefore wholesome and some are not?

Posted: Fri Dec 18, 2015 8:18 am
by Ansiktsburk
I can think of one or two lovers of their god who seem to be the definition of vice-riddenness nowadays.

Re: What accounts for the fact that some students are super-devoted and therefore wholesome and some are not?

Posted: Fri Dec 18, 2015 10:11 am
by marjoram_blues
Jaded Sage wrote:It's a little like this, I think.
image.jpg
The very picture of addiction, well found.
But that isn't the whole of it, is it?
One person plays many parts; each time a mixture of virtue and vice, depending.
For you, dear JS, it's best you keep on playing the thread. Cold turkey before Christmas; well, it's just plain vicious.
Have a merry one :)

Re: What accounts for the fact that some students are super-devoted and therefore wholesome and some are not?

Posted: Fri Dec 18, 2015 12:44 pm
by Walker
Jaded Sage wrote:I like that concept as the wholesome ideal. I have heard a preacher say the same thing about it being codependent, but I myself have never seen that. Could you explain that further?
No.

You know enough, and you may know too much.

:)