Logos Education Quotes

Education, travel, culture—this is what any pennies pinched should be used for, never flashy cars, loud logos, or personal maintenance.

Stoicism was the outlook of most educated people in the Hellenic and Roman world. Their principle of reason (the logos) as the ordering principle of the world is a principle of rational structure, of rightness and fittingness in the natural order, to which ethical endeavour – so they argued – should conform itself. The Stoics did not worship or petition the logos, and did not think of it as a person or as conscious or purposive.

In the two years after No Logo came out, I went to dozens of teach-ins and conferences, some of them attended by thousands of people (tens of thousands in the case of the World Social Forum), that were exclusively devoted to popular education about the inner workings of global finance and trade. No topic was too arcane: the science of genetically modified foods, trade-related intellectual property rights, the fine print of bilateral trade deals, the patenting of seeds, the truth about certain carbon sinks. I sensed in these rooms a hunger for knowledge that I have never witnessed in any university class. It was as if people understood, all at once, that gathering this knowledge was crucial to the survival not just of democracy but of the planet. Yes, this was complicated, but we embraced that complexity because we were finally looking at systems, not just symbols.

Mathematics is the language of science-- but it is also the hidden structure behind art… and its basis is the invisible Logos of God.

The logo represents the vision of Superior University to provide quality education to the youth of Pakistan. The outer circle represents a controlled environment that provides protection, security and opens 360° solution to their educational needs. The central circle represents a sun or sun rays that trickles through the faculty and is passed on to the students. Digitalization and Innovation is reflected through connecting the dots

If I know the classical psychological theories well enough to pass my comps and can reformulate them in ways that can impress peer reviewers from the most prestigious journals, but have not the practical wisdom of love, I am only an intrusive muzak soothing the ego while missing the heart. And if I can read tea leaves, throw the bones and manipulate spirits so as to understand the mysteries of the universe and forecast the future with scientific precision, and if I have achieved a renaissance education in both the exoteric and esoteric sciences that would rival Faust and know the equation to convert the mass of mountains into psychic energy and back again, but have not love, I do not even exist. If I gain freedom from all my attachments and maintain constant alpha waves in my consciousness, showing perfect equanimity in all situations, ignoring every personal need and compulsively martyring myself for the glory of God, but this is not done freely from love, I have accomplished nothing. Love is great-hearted and unselfish; love is not emotionally reactive, it does not seek to draw attention to itself. Love does not accuse or compare. It does not seek to serve itself at the expense of others. Love does not take pleasure in other peeople's sufferings, but rejoices when the truth is revealed and meaningful life restored. Love always bears reality as it is, extending mercy to all people in every situation. Love is faithful in all things, is constantly hopeful and meets whatever comes with immovable forbearance and steadfastness. Love never quits. By contrast, prophecies give way before the infinite possibilities of eternity, and inspiration is as fleeting as a breath. To the writing and reading of many books and learning more and more, there is no end, and yet whatever is known is never sufficient to live the Truth who is revealed to the world only in loving relationship. When I was a beginning therapist, I thought a lot and anxiously tried to fix people in order to lower my own anxiety. As I matured, my mind quieted and I stopped being so concerned with labels and techniques and began to realize that, in the mystery of attentive presence to others, the guest becomes the host in the presence of God. In the hospitality of genuine encounter with the other, we come face to face with the mystery of God who is between us as both the One offered One who offers. When all the theorizing and methodological squabbles have been addressed, there will still only be three things that are essential to pastoral counseling: faith, hope, and love. When we abide in these, we each remain as well, without comprehending how, for the source and raison d'etre of all is Love.

Michał Grynberg, ed., Words to Outlive Us: Eyewitness Accounts from the Warsaw Ghetto, trans. Philip Boehm (London: Granta Books, 2003), p. 46. At one point Himmler invited Werner Heisenberg to establish an institute to study icy stars because, according to the cosmology of Welteislehre, based on the observations of the Austrian Hanns Hörbiger (author of Glazial-Kosmogonie[1913]), most bodies in the solar system, our moon included, are giant icebergs. A refrigeration engineer, Hörbiger was persuaded by how shiny the moon and planets appeared at night, and also by Norse mythology, in which the solar system emerged from a gigantic collision between fire and ice, with ice winning. Hörbiger died in 1931, but his theory became popular among Nazi scientists and Hitler swore that the unusually cold winters in the 1940s proved the reality of Welteislehre. Nicholas Goodrick-Clarke's The Occult Roots of Nazism explores the influence of such magnetic lunatics as Karl Maria Wiligut, "the Private Magus of Heinrich Himmler," whose doctrines influenced SS ideology, logos, ceremonies, and the image of its members as latter-day Knights Templars and future breeding stock for the coming Aryan utopia. To this end, Himmler founded Ahnenerbe, an institute for the study of German prehistory, archaeology, and race, whose staff wore SS uniforms. Himmler also acquired Wewelsburg Castle in Westphalia to use immediately for SS education and pseudoreligious ceremonies, and remodel into a future site altogether more ambitious, "creating an SS vati-can on an enormous scale at the center of the millenarian greater Germanic Reich."   "In

But I believe that the Industrial Revolution, including developments leading to this revolution, barely capture what was unique about Western culture. While other cultures were unique in their own customs, languages, beliefs, and historical experiences, the West was uniquely exceptional in exhibiting in a continuous way the greatest degree of creativity, novelty, and expansionary dynamics. I trace the uniqueness of the West back to the aristocratic warlike culture of Indo-European speakers as early as the 4th millennium BC. Their aristocratic libertarian culture was already unique and quite innovative in initiating the most mobile way of life in prehistoric times, starting with the domestication and riding of horses and the invention of chariot warfare. So were the ancient Greeks in their discovery of logos and its link with the order of the world, dialectical reason, the invention of prose, tragedy, citizen politics, and face-to-face infantry battle. The Roman creation of a secular system of republican governance anchored on autonomous principles of judicial reasoning was in and of itself unique. The incessant wars and conquests of the Roman legions, together with their many military innovations and engineering skills, were one of the most vital illustrations of spatial expansionism in history. The fusion of Christianity and the Greco-Roman intellectual and administrative heritage, coupled with the cultivation of Catholicism (the first rational theology in history), was a unique phenomenon. The medieval invention of universities — in which a secular education could flourish and even articles of faith were open to criticism and rational analysis, in an effort to arrive at the truth — was exceptional. The list of epoch-making transformation in Europe is endless: the Renaissance, the Age of Discovery, the Scientific Revolution(s), the Military Revolution(s), the Cartographic Revolution, the Spanish Golden Age, the Printing Revolution, the Enlightenment, the Romantic Era, the German Philosophical Revolutions from Kant to Hegel to Nietzsche to Heidegger.

Curing humanity of its madness is the biggest challenge there is. The only remedy is to subject everyone from the day they are born to an educational regime of reason, logic, clear and critical thinking, i.e. Logos thinking, and to teach them to see straight through emotional Mythos and understand it for exactly what it is: emotional lies to seduce, manipulate, exploit and control the gullible masses. The sensory Mythos of scientism is as dangerous as the emotional and mystical Mythos of mainstream religion. Only Logos – rationalism and idealism – can provide Ariadne’s golden thread to lead us out of the labyrinth of the lunatics where the Minotaur of Madness devours everyone ritually offered up to it. It’s time to slay the Minotaur and make humanity sane

Computers deliver an abundance of symbols yet offer an impoverishment of experience. Do our children need to see more icons, corporate logos, and glitzy fonts... or do they need more time climbing, running, and figuring out how to get along with each other?

The Logos or Word of God taking a child on His lap will forever remain the mission of education- to share it as wealth must be shared.

In a stunning 1971 paper, Twenty Things to Do with a Computer, Seymour Papert and Logo co-creator Cynthia Solomon proposed educative computer-based projects for kids. They included composing music, controlling puppets, programming, movie making, mathematical modeling, and a host of other projects that schools should aspire to more than 40 years later. Papert and Solomon also made the case for 1:1 computing and stressed the three game changers discussed later in this book. The school computer should have a large number of output ports to allow the computer to switch lights on and off, start tape recorders, actuate slide projectors and start and stop all manner of little machines. There should also be input ports to allow signals to be sent to the computer. In our image of a school computation laboratory, an important role is played by numerous “controller ports” which allow any student to plug any device into the computer… The laboratory will have a supply of motors, solenoids, relays, sense devices of various kids, etc. Using them, the students will be able to invent and build an endless variety of cybernetic systems.

Modern culture has disenchanted the world by disenchanting numbers. For us, numbers are about quantity and control, not quality and contemplation. After Bacon, knowledge of numbers is a key to manipulation, not meditation. Numbers are only meaningful (like all raw materials that comprise the natural world) when we can do something with them. When we read of twelve tribes and twelve apostles and twelve gates and twelve angels, we typically perceive something spreadsheet-able. By contrast, in one of Caldecott’s most radical claims, he insists, “It is not simply that numbers can be used as symbols. Numbers have meaning—they are symbols. The symbolism is not always merely projected onto them by us; much of it is inherent in their nature” (p. 75). Numbers convey to well-ordered imaginations something of (in Joseph Cardinal Ratzinger’s metaphor) the inner design of the fabric of creation. The fact that the words “God said” appear ten times in the account of creation and that there are ten “words” in the Decalogue is not a random coincidence. The beautiful meaningfulness of a numberly world is most evident in the perception of harmony, whether in music, architecture, or physics. Called into being by a three-personed God, creation’s essential relationality is often evident in complex patterns that can be described mathematically. Sadly, as Caldecott laments, “our present education tends to eliminate the contemplative or qualitative dimension of mathematics altogether” (p. 55). The sense of transcendence that many (including mathematicians and musicians) experience when encountering beauty is often explained away by materialists as an illusion. Caldecott offers an explanation rooted in Christology. Since the Logos is love, and since all things are created through him and for him and are held together in him, we should expect the logic, the rationality, the intelligibility of the world to usher in the delight that beauty bestows. One

Antisthenes was a Homeric exegete, commenting on both the Iliad and the Odyssey. Comparing him to Socrates, Epictetus recorded in his Discourses that Antisthenes thought that the basis of education was the study of names. A logician who reflected on the relationship among beauty, truth and language, Antisthenes posited that contradicting was a logical impossibility,12 arguing that nothing can be said except with the proper logos and that there is but a single logos for each thing;

capital expenditures required in Clean Technology are so incredibly high,” says Pritzker, “that I didn’t feel that I could do anything to make an impact, so I became interested in digital media, and established General Assembly in January 2010, along with Jake Schwartz, Brad Hargreaves and Matthew Brimer.” In less than two years GA had to double its space. In June 2012, they opened a second office in a nearby building. Since then, GA’s courses been attended by 15,000 students, the school has 70 full-time employees in New York, and it has begun to export its formula abroad—first to London and Berlin—with the ambitious goal of creating a global network of campuses “for technology, business and design.” In each location, Pritzker and his associates seek cooperation from the municipal administration, “because the projects need to be understood and supported also by the local authorities in a public-private partnership.” In fact, the New York launch was awarded a $200,000 grant from Mayor Bloomberg. “The humanistic education that we get in our universities teaches people to think critically and creatively, but it does not provide the skills to thrive in the work force in the 21st century,” continues Pritzker. “It’s also true that the college experience is valuable. The majority of your learning does not happen in the classroom. It happens in your dorm room or at dinner with friends. Even geniuses such as Mark Zuckerberg or Bill Gates, who both left Harvard to start their companies, came up with their ideas and met their co-founders in college.” Just as a college campus, GA has classrooms, whiteboard walls, a library, open spaces for casual meetings and discussions, bicycle parking, and lockers for personal belongings. But the emphasis is on “learning by doing” and gaining knowledge from those who are already working. Lectures can run the gamut from a single evening to a 16-week course, on subjects covering every conceivable matter relevant to technology startups— from how to create a web site to how to draw a logo, from seeking funding to hiring employees. But adjacent to the lecture halls, there is an area that hosts about 30 active startups in their infancy. “This is the core of our community,” says Pritzker, showing the open space that houses the startups. “Statistically, not all of these companies are going to do well. I do believe, though, that all these people will. The cost of building technology is dropping so low that people can actually afford to take the risk to learn by doing something that, in our minds, is a much more effective way to learn than anything else. It’s entrepreneurs who are in the field, learning by doing, putting journey before destination.” “Studying and working side by side is important, because from the interaction among people and the exchange of ideas, even informal, you learn, and other ideas are born,” Pritzker emphasizes: “The Internet has not rendered in-person meetings obsolete and useless. We chose these offices just to be easily accessible by all—close to Union Square where almost every subway line stops—in particular those coming from Brooklyn, where many of our students live.

At the substantive level, there is a complete break between the intention of the people and the intention of Christ, but at the level of the concrete event there is continuity. Because these two levels must remain, an isolated word must remain ambiguous. In my course on salvation I have almost finished the presentation of your theory and my book. I am now beginning to engage with [la confrontation avec] the tradition. The central idea of the Church Fathers was: redemption = paideia (education) through the Logos. There is the whole problem of the Logos, as you show in your book. But there is also the whole problem of paideia. The excellent book by Werner Jaeger, Paideia,100 shows that all Greek thinking was dominated by the issue of paideia. Plato especially sought nothing other than the man of virtue, the mastery of desire and of violence through the education of man; and education is made possible, according to him, by the knowledge of the good. Jaeger shows that “the State” of Plato was nothing but a corporation engaged in the business of education (albeit a company that closely resembles a concentration camp). Jaeger also shows that the Greek idea of the “paideia” was totally centered on the “paradeigma” (model) and “mimesis.” But that idea of mimesis was very different from your idea of mimesis. The Greek idea: the one who imitates a virtuous man becomes virtuous and the man who imitates bad people becomes bad. The problem of rivalry is not in evidence.—But it is easily shown anyway. There are texts in Seneca where the idea of imitating the gods leads to the idea of surpassing the gods. I see now in the idea of education the great tendency of humanity to try to overcome rivalry and violence without getting to the truth of the scapegoat. The great ideal of the Age of Enlightenment: the education of humanity (Rousseau, Lessing, Herder, Goethe). The great ideal of Mao: the education of the new man (in a state that looks a bit like the state of Plato).

The answer to “salvation by education” and dry intellectualism is not the neglect of theological study. Laypeople must not leave doctrine up to pastors and professors. Remember that theology, coming from the Greek words theos (God) and logos (word), simply means “the knowledge (or study) of God.” If you’re a Christian, you must by definition know God.

Follow-Up Framework Opt-In: Offer a desirable bribe (also called a “hook” or “lead magnet”) in exchange for an email address (at a minimum). Hook Delivery: Deliver what was promised for the prospect opting in. Digital delivery can range from digital reports to emails to audio or video content. The benefit of digital delivery is that you can provide immediate gratification to your prospect and it’s free to send. Sellucation: Sellucation is selling through education. Each Follow-Up installment is an opportunity to address common questions, handle objections, and amplify the problem while presenting your solution. It’s education with the implicit intent of driving sales. Social Proof: Reiterating the social proof you presented in the Engage & Educate phase with testimonials, reviews, awards, partner logos, and case studies will enhance your credibility and build trust. Promotions: Offering free consultations, discounts, and other incentives can motivate your prospect to take action. Communicating an expiration associated with the promotion can create a sense of urgency that further persuades prospects to move forward.

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The ancients called the saving word the Logos, an expression of divine reason.I04 So much unreason / was in man that he 42 /43 needed reason to be saved. If one waits long enough, one sees how the Gods all change into serpents and underworld dragons in the end. This is also the fate ofthe Logos: in the end it poisons us all. In time, we were all poisoned, but unknowingly we kept the One, the Powerful One, the eternal wanderer in us away from the poison. We spread poison and paralysis around us in that we want to educate all the world around us into reason. Some have their reason in thinking, others in feeling. Both are servantsofLogos,andinsecretbecomeworshipersoftheserpent.I05 You can subjugate yourself shackle yourself in irons, whip yourself bloody every day: you have crushed yourself but not overcome yourself Precisely through this you have helped the Powerful One, strengthened your paralysis, and promoted his blindness. He would like to see it in others, and inflict it on them, and would like to force the Logos on you and others, longingly and tyrannically with blind obstinacy and vacant stubborness. Give him a taste of Logos. He is afraid, and he already trembles from afar since he suspects that he has become outdated, and that a tiny droplet ofthe poison ofLogos will paralyze him. But because he is your beautiful, much loved brother, you will act slavishly toward him and you would like to spare him as you have spared none of your fellow men. You spared no merry and no powerful means to strike your fellow men with the poisoned arrow. Paralyzed game is an unworthy prey. The powerful huntsman, who wrestles the bull to the ground and tears the lion to pieces and strikes the army of Tiamat, is your bow's worthy target.

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