Scholastic Year Quotes

From it genesis twelve hundred years ago to today, Islamic philosophy (al-hikmah; al-falsafah) has been one of the major intellectual traditions within the Islamic world, and it has influenced and been influenced by many other intellectual perspectives, including Scholastic theology (kalam) and doctrinal Sufism (al-ma'rifah or al-tasawwuf al-'ilmi) and theoretical gnosis ('irfan-i nazari).

He was twenty years old, and he had fallen in love with Rosa Saks, in the wild scholastic manner of twenty-year-old men, seeing, in the tiniest minutiae, evidence of the systematic perfection of the whole and proof of a benign creation.... The two dozen commonplace childhood photographs -- snowsuit, pony, tennis racket, looming fender of a Dodge -- were an inexhaustible source of wonder for him, at her having existed before he met her, and of sadness for his possessing nothing of the ten million minutes of that black-and-white scallop-edged existence save these few proofs.

The soup-kitchen was behind the cathedral; it remained only to determine which, of the many and beautiful churches of Cracow, was the cathedral. Whom could one ask, and how? A priest walked by; I would ask the priest. Now the priest, young and of benign appearance, understood neither French nor German; as a result, for the first and only time in my post-scholastic career, I reaped the fruits of years of classical studies, carrying on the most extravagant and chaotic of conversations in Latin. After the initial request for information (Pater optime, ubi est menas pauperorum?), we began to speak confusedly of everything, of my being a Jew, of the Lager (castra? better: Lager, only too likely to be understood by everybody), of Italy, of the danger of speaking German in public (which I was to understand soon after, by direct experience), and of innumerable other things, to which the unusual dress of the language gave a curious air of the remotest past.

CONSENSUS PROPOSED CRITERIA FOR DEVELOPMENTAL TRAUMA DISORDER A. Exposure. The child or adolescent has experienced or witnessed multiple or prolonged adverse events over a period of at least one year beginning in childhood or early adolescence, including: A. 1. Direct experience or witnessing of repeated and severe episodes of interpersonal violence; and A. 2. Significant disruptions of protective caregiving as the result of repeated changes in primary caregiver; repeated separation from the primary caregiver; or exposure to severe and persistent emotional abuse B. Affective and Physiological Dysregulation. The child exhibits impaired normative developmental competencies related to arousal regulation, including at least two of the following: B. 1. Inability to modulate, tolerate, or recover from extreme affect states (e.g., fear, anger, shame), including prolonged and extreme tantrums, or immobilization B. 2. Disturbances in regulation in bodily functions (e.g. persistent disturbances in sleeping, eating, and elimination; over-reactivity or under-reactivity to touch and sounds; disorganization during routine transitions) B. 3. Diminished awareness/dissociation of sensations, emotions and bodily states B. 4. Impaired capacity to describe emotions or bodily states C. Attentional and Behavioral Dysregulation: The child exhibits impaired normative developmental competencies related to sustained attention, learning, or coping with stress, including at least three of the following: C. 1. Preoccupation with threat, or impaired capacity to perceive threat, including misreading of safety and danger cues C. 2. Impaired capacity for self-protection, including extreme risk-taking or thrill-seeking C. 3. Maladaptive attempts at self-soothing (e.g., rocking and other rhythmical movements, compulsive masturbation) C. 4. Habitual (intentional or automatic) or reactive self-harm C. 5. Inability to initiate or sustain goal-directed behavior D. Self and Relational Dysregulation. The child exhibits impaired normative developmental competencies in their sense of personal identity and involvement in relationships, including at least three of the following: D. 1. Intense preoccupation with safety of the caregiver or other loved ones (including precocious caregiving) or difficulty tolerating reunion with them after separation D. 2. Persistent negative sense of self, including self-loathing, helplessness, worthlessness, ineffectiveness, or defectiveness D. 3. Extreme and persistent distrust, defiance or lack of reciprocal behavior in close relationships with adults or peers D. 4. Reactive physical or verbal aggression toward peers, caregivers, or other adults D. 5. Inappropriate (excessive or promiscuous) attempts to get intimate contact (including but not limited to sexual or physical intimacy) or excessive reliance on peers or adults for safety and reassurance D. 6. Impaired capacity to regulate empathic arousal as evidenced by lack of empathy for, or intolerance of, expressions of distress of others, or excessive responsiveness to the distress of others E. Posttraumatic Spectrum Symptoms. The child exhibits at least one symptom in at least two of the three PTSD symptom clusters B, C, & D. F. Duration of disturbance (symptoms in DTD Criteria B, C, D, and E) at least 6 months. G. Functional Impairment. The disturbance causes clinically significant distress or impairment in at least two of the following areas of functioning: Scholastic Familial Peer Group Legal Health Vocational (for youth involved in, seeking or referred for employment, volunteer work or job training)

Philosophy does not profess to be a particularized science, with a place alongside other such sciences and a restricted domain of its own for investigation; it comes after the particular sciences and ranks above them, dealing in an ultimate fashion with their respective objects, inquiring into their connections and the relations of these connections, until finally it arrives at notions so simple that they defy analysis and so general that there is no limit to their application. So understood, philosophy will exist as long as there are men endowed with the ability and energy to push the inquiry of reason to its furthest limit. So understood, it is a living fact, and it has a history of more than two thousand years.

I remember the very day, sometime during the first two weeks of my five-year amorous sojourn in Brutland, when I was made privy to one of the most arcane of their utterings. The time was ripe for that major epiphany, my initiation into the sacred knowledge—or should I say gnosis?—of that all-important, quintessentially Brutish slang term, the word that endless hours of scholastic education by renowned mentors, plus years of scrupulous scrutiny into scrofulous texts, had disappointingly failed to impart to me, leaving me with that deep sense of emptiness begotten by hemimathy; the time was finally ripe for me to be transported by the velvety feel of the unvoiced palato-alveolar fricative, the élan of the unpronounceable and masochistically hedonistic front open-rounded vowel, and, last but not least, the (admittedly short) ejaculatory quality of the voiced velar stop: all three of them combined together to form that miraculous lexical item, the word shag.

A Spinoza in poetry becomes a Machiavelli in philosophy. Mysticism is the scholastic of the heart, the dialectic of the feelings. So long as our scholastic education takes us back to antiquity and furthers the study of the Greek and Latin languages, we may congratulate ourselves that these studies, so necessary for the higher culture, will never disappear. If we set our gaze on antiquity and earnestly study it, in the desire to form ourselves thereon, we get the feeling as if it were only then that we really became men. The pedagogue, in trying to write and speak Latin, has a higher and grander idea of himself than would be permissible in ordinary life. If one has not read the newspapers for some months and then reads them all together, one sees, as one never saw before, how much time is wasted with this kind of literature. The classical is health; and the romantic, disease. When Nature begins to reveal her open secret to a man, he feels an irresistible longing for her worthiest interpreter, Art. For all other Arts we must make some allowance; but to Greek Art alone we are always debtors. The dignity of Art appears perhaps most conspicuously in Music; for in Music there is no material to be deducted. It is wholly form and intrinsic value, and it raises and ennobles all that it expresses. Art rests upon a kind of religious sense: it is deeply and ineradicably in earnest. Thus it is that Art so willingly goes hand in hand with Religion. Art is essentially noble; therefore the artist has nothing to fear from a low or common subject. Nay, by taking it up, he ennobles it; and so it is that we see the greatest artists boldly exercising their sovereign rights. Ignorant people raise questions which were answered by the wise thousands of years ago. To praise a man is to put oneself on his level. In science it is a service of the highest merit to seek out those fragmentary truths attained by the ancients, and to develop them further.

I was shown a questionnaire drawn up by the Ministry of the Interior, which it was proposed to put to people whom it was deemed desirable to sterilise. At least three-quarters of the questions asked would have defeated my own good mother. One I recall was: "Why does a ship made of steel float in the water?" If this system had been introduced before my birth, I am pretty sure I should never have been born at all! Let us, for God's sake, throw open the windows and let the fresh air blow away nonsense of this nature ! Put the young men into the Army, whence they will return refreshed and cleansed of eight years of scholastic slime ! In the olden days we were an energetic people; but gradually we developed into a people of poets and thinkers. Poets do not matter, for no one takes them seriously ; but the world is greatly overburdened with "thinkers". I keep a bust of Scharnhorst on my table ; it is he who started our people back on the road to sanity. The world at large welcomed this Germany of poetsand thinkers, because it knew how they sapped our virility.

Sitting with some of the other members of the Scholastic Decathlon team, quiet, studious Martha Cox heard snatches of the lunchtime poetry. Her ears instantly pricked up. "What's going on?" she asked, her eyes bright. Betty Hong closed her book and leaned close. "Taylor McKessie told me all about it," she whispered. Betty told Martha about next week's poetry-reading assembly and how Taylor was trying to help half the starting basketball team locate their muse. "That's totally fresh!" Martha cried. "Too bad I'm not in Ms Barrington's English class." Betty made a face. "You like poetry stuff? I thought you were into maths and science." "I like it all," Martha replied. "I love astronomy and hip-hop-" Betty rolled her eyes. "Not hip-hop again." "Word, girl," Martha replied. "You know I've been bustin' out kickin' rhymes for years. It helps me remember lessons, like last night's astronomy lecture." "No," Betty said. "You didn't make up a rap to that." "Just watch," Martha cried. Leaping out of her chair, she began to chant, freestyle: "At the centre of our system is the molten sun, A star that burns hot, Fahrenheit two billion and one. But the sun, he ain't alone in the heavenly sphere, He's got nine homeys in orbit, some far, some near. Old Mercury's crowding in 'bout as close as he can, Yo, Merc's a tiny planet who loves a tan.... Some kids around Martha heard her rap. They really got into it, jumping up from their tables to clap and dance. The beat was contagious. Martha started bustin' some moves herself. She kept the rap flowing, and more kids joined the party.... "Venus is next. She's a real hot planet, Shrouded by clouds, hot enough to melt granite. Earth is the third planet from the sun, Just enough light and heat to make living fun. Then comes Mars, a planet funky and red. Covered with sand, the place is pretty dead. Jupiter's huge! The largest planet of all! Saturn's big, too, but Uranus is small. So far away, the place is almost forgotten, Neptune's view of Earth is pretty rotten. And last but not least, Pluto's in a fog, Far away and named after Mickey's home dog. Yo, that's all the planets orbiting our sun, But the Milky Way galaxy is far from done!" When Martha finished her freestyle, hip-hop flow, the entire cafeteria burst into wild applause. Troy, Chad, Zeke, and Jason had been clapping and dancing, too. Now they joined in the whooping and hollering. "Whoa," said Chad. "Martha's awesome.

And now I come to the first positively important point which I wish to make. Never were as many men of a decidedly empiricist proclivity in existence as there are at the present day. Our children, one may say, are almost born scientific. But our esteem for facts has not neutralized in us all religiousness. It is itself almost religious. Our scientific temper is devout. Now take a man of this type, and let him be also a philosophic amateur, unwilling to mix a hodge-podge system after the fashion of a common layman, and what does he find his situation to be, in this blessed year of our Lord 1906? He wants facts; he wants science; but he also wants a religion. And being an amateur and not an independent originator in philosophy he naturally looks for guidance to the experts and professionals whom he finds already in the field. A very large number of you here present, possibly a majority of you, are amateurs of just this sort. Now what kinds of philosophy do you find actually offered to meet your need? You find an empirical philosophy that is not religious enough, and a religious philosophy that is not empirical enough. If you look to the quarter where facts are most considered you find the whole tough-minded program in operation, and the 'conflict between science and religion' in full blast. The romantic spontaneity and courage are gone, the vision is materialistic and depressing. Ideals appear as inert by-products of physiology; what is higher is explained by what is lower and treated forever as a case of 'nothing but'—nothing but something else of a quite inferior sort. You get, in short, a materialistic universe, in which only the tough-minded find themselves congenially at home.If now, on the other hand, you turn to the religious quarter for consolation, and take counsel of the tender-minded philosophies, what do you find? Religious philosophy in our day and generation is, among us English-reading people, of two main types. One of these is more radical and aggressive, the other has more the air of fighting a slow retreat. By the more radical wing of religious philosophy I mean the so-called transcendental idealism of the Anglo-Hegelian school, the philosophy of such men as Green, the Cairds, Bosanquet, and Royce. This philosophy has greatly influenced the more studious members of our protestant ministry. It is pantheistic, and undoubtedly it has already blunted the edge of the traditional theism in protestantism at large. That theism remains, however. It is the lineal descendant, through one stage of concession after another, of the dogmatic scholastic theism still taught rigorously in the seminaries of the catholic church. For a long time it used to be called among us the philosophy of the Scottish school. It is what I meant by the philosophy that has the air of fighting a slow retreat. Between the encroachments of the hegelians and other philosophers of the 'Absolute,' on the one hand, and those of the scientific evolutionists and agnostics, on the other, the men that give us this kind of a philosophy, James Martineau, Professor Bowne, Professor Ladd and others, must feel themselves rather tightly squeezed. Fair-minded and candid as you like, this philosophy is not radical in temper. It is eclectic, a thing of compromises, that seeks a modus vivendi above all things. It accepts the facts of darwinism, the facts of cerebral physiology, but it does nothing active or enthusiastic with them. It lacks the victorious and aggressive note. It lacks prestige in consequence; whereas absolutism has a certain prestige due to the more radical style of it.

In order to “situate” the doctrine of a Scholastic, for example, or even of a Prophet, a “psychoanalysis” is prepared — it is needless to emphasize the monstrous pride implicit in such an attitude — and with an entirely mechanical and perfectly unreal logic, the “influences” to which this doctrine has been subject are laid bare; in the course of this process there is no hesitation in attributing to saints all kinds of artificial and even fraudulent conduct, but it is obviously forgotten, with satanic inconsequentiality, to apply the same principle to oneself and to explain one’s own — supposedly “objective” — position by psychoanalytical considerations; in short, sages are treated as sick men, and one takes oneself for a god. In the same line of thinking, it is shamelessly asserted that there are no primary ideas: that they are due only to prejudices of a grammatical order — hence to the stupidity of the sages who were duped by them — and that their only effect has been to sterilize “thought” for thousands of years, and so forth; it is a case of expressing a maximum of absurdity with a maximum of subdety. For procuring a feeling of self-satisfaction, there is nothing like the conviction of having invented gunpowder or of having stood Christopher Columbus’ egg on its point!

In November, 1947, Jim wrote a letter to his parents which showed where his ambition lay: “The Lord has given me a hunger for righteousness and piety that can alone be of Himself. Such hungering He alone can satisfy, yet Satan would delude and cast up all sorts of other baubles, social life, a name renowned, a position of importance, scholastic attainment. What are these but the objects of the ‘desire of the Gentiles’ whose cravings are warped and perverted. Surely they can mean nothing to the soul who has seen the beauty of Jesus Christ. . . . No doubt you will hear of my receiving preliminary honors at school. They carry the same brand and will lie not long hence in the basement in a battered trunk beside the special gold ‘B’ pin, with the ‘ruby’ in it for which I studied four years at Benson. All is vanity below the sun and a ‘striving after wind.’ Life is not here, but hid above with Christ in God, and therein I rejoice and sing as I think on such exaltation.

Philosophy does not profess to be a particularized science, with a place alongside other such sciences and a restricted domain of its own for investigation ; it comes after the particular sciences and ranks above them, dealing in an ultimate fashion with their respective objects, inquiring into their connexions and the relations of these connexions, until finally it arrives at notions so simple that they defy analysis and so general that there is no limit to their application. So understood, philosophy will exist as long as there are men endowed with the ability and energy to push the inquiry of reason to its furthest limit. So understood, it is a living fact, and it has a history of more than two thousand years.

The standardized Scholastic Aptitude Tests (SAT) for 2013 paint an equally grim picture. Only 43 percent of the 1.66 million students who took the test scored high enough to be classified as “college ready.” What is worse, this is the fifth year in a row that fewer than half of the young people who took the test scored above 1550, the threshold for demonstrating the capability to maintain a grade point average (GPA) of B-minus or better in a four-year degree college or university.10

Lately, however, the routine had begun to pall. Coprolites and Jurassic snails no longer held the fascination they once did, and the incessant backbiting and political manoeuvring endemic in upperechelon academia—which she had always known and accepted as part of the scholastic landscape—was proving more and more of an irksome distraction. The further she travelled into darkest PhD territory, the more the fossilised remains of extinct creatures dwindled in fascination; she was rapidly specialising herself beyond caring about her subject. Whether or not the world learned what the latest new megasaurus ate for lunch sixty million years ago, what difference did it make?

I came over from the Philippines seven years ago,” said Mr. Abayan. “I’d forgotten what it’s like to be judged. I’m ripping the list up right now.

The universal Church touched every corner of western Europe and practically all aspects of life from politics to market behavior, but it was not a monolithic institution. Very much the opposite: Because it channeled and encompassed practically all spiritual life, the Church, by necessity, had to be a big tent. It contained multitudes: poor, illiterate priests in isolated rural parishes with secret wives and broods of children, who rarely saw their uninterested parishioners; charismatic Dominican preachers capable of attracting crowds of thousands in towns and cities; places like the brand-new castle church of Wittenberg, built in Renaissance style and packed with holy relics in expensive gilded cases; towering Gothic cathedrals, already centuries old, dominating the skylines of the continent’s prosperous urban centers and serving as headquarters for rich, powerful bishops who pulled political strings from London to Leipzig; leaky-roofed monasteries, housed by a few elderly monks in threadbare robes begging for donations to fix a tumbledown refectory; university theologians steeped in the brutally dense works of Thomas Aquinas and William of Ockham who spent their time teaching students and arguing about scholastic philosophy; devout laywomen, reading books of hours in the privacy of their prosperous homes; sword-swinging Hospitaller Knights, soldier-monks in armor and black habits, beheading Muslim sailors on the decks of galleys under a blue Mediterranean sky. The Church was all of these things: corrupt and saintly, worldly and mystical, impossibly wealthy and desperately impoverished.

These speculations about infinity are a completely new chapter in the history of mathematics of recent years, but it is necessary to recognize that this chapter does not escape paradoxes. Thus, one can define certain numbers that belong, and at the same time do not belong, to specific sets. All problems of this type are caused by a lack of agreement on what existence means. Some believers in set theory are scholastics who would have loved to discuss the proofs of the existence of God with Saint Anselme and his opponent Gaunilon, the monk of Noirmoutiers.

The crowd was there, thought Peter Keating, to see him graduate, and he tried to estimate the capacity of the hall. They knew of his scholastic record and no one would beat his record today. Oh, well, there was Shlinker. Shlinker had given him stiff competition, but he had beaten Shlinker this last year. He had worked like a dog, because he had wanted to beat Shlinker. He had no rivals today.... Then he felt suddenly as if something had fallen down, inside his throat, to his stomach, something cold and empty, a blank hole rolling down and leaving that feeling on its way: not a thought, just the hint of a question asking him whether he was really as great as this day would proclaim him to be. He looked for Shlinker in the crowd; he saw his yellow face and gold-rimmed glasses. He stared at Shlinker warmly, in relief, in reassurance, in gratitude. It was obvious that Shlinker could never hope to equal his own appearance or ability; he had nothing to doubt; he would always beat Shlinker and all the Shlinkers of the world; he would let no one achieve what he could not achieve. Let them all watch him. He would give them good reason to stare. He felt the hot breaths about him and the expectation, like a tonic. It was wonderful, thought Peter Keating, to be alive.

He held his head in the manner of one who takes his beauty for granted, but knows that others do not. He was Peter Keating, star student of Stanton, president of the student body, captain of the track team, member of the most important fraternity, voted the most popular man on the campus. The crowd was there, thought Peter Keating, to see him graduate, and he tried to estimate the capacity of the hall. They knew of his scholastic record and no one would beat his record today. Oh, well, there was Shlinker. Shlinker had given him stiff competition, but he had beaten Shlinker this last year. He had worked like a dog, because he had wanted to beat Shlinker. He had no rivals today.... Then he felt suddenly as if something had fallen down, inside his throat, to his stomach, something cold and empty, a blank hole rolling down and leaving that feeling on its way: not a thought, just the hint of a question asking him whether he was really as great as this day would proclaim him to be. He looked for Shlinker in the crowd; he saw his yellow face and gold-rimmed glasses. He stared at Shlinker warmly, in relief, in reassurance, in gratitude. It was obvious that Shlinker could never hope to equal his own appearance or ability; he had nothing to doubt; he would always beat Shlinker and all the Shlinkers of the world; he would let no one achieve what he could not achieve. Let them all watch him. He would give them good reason to stare. He felt the hot breaths about him and the expectation, like a tonic. It was wonderful, thought Peter Keating, to be alive.

In 1429, a seventeen-year-old girl who would soon come to be renowned as Jehanne la Pucelle (“Jeanne, the maiden”) left a small town in northeast France to offer her services as a military strategist to Charles VII, the Dauphin—or heir to the throne—whose forces were losing a protracted war against English partisans threatening to displace him. At first, no one took her seriously, but Jehanne’s determination overcame initial resistance: her skill and insight helped the French develop new battle plans and her courage inspired the demoralized troops. Under Jehanne’s leadership, the French forces successfully thwarted a siege on the city of Orleans. Later she led a campaign to retake the city and cathedral of Reims, where the kings of France had been crowned ever since the Frankish tribes were united under one ruler, allowing the Dauphin to be crowned king in the ancient tradition. Jehanne’s remarkable successes seemed divinely ordained, which necessarily implied Charles’s divine right to rule France. In 1430 Jehanne was captured in battle and imprisoned. An ecclesiastical tribunal stacked with English partisans tried her for heresy. But Jehanne’s faith was beyond reproach. She showed an astonishing familiarity with the intricacies of scholastic theology, evading every effort to lure her into making a heretical statement. Unable to discredit her faith through her verbal testimony, the tribunal seized on the implicit statements made by Jehanne’s attire. In battle, she wore armor, which required linen leggings and a form-fitting tunic fastened together with straps—both traditionally masculine attire—and, like the men she fought alongside, she adopted this martial attire when off the battlefield as well. Citing the biblical proscription in Deuteronomy 22:5 (KJV) which warns, “A woman shall not wear anything that pertains to a man, nor shall a man put on a women’s garment, for all who do are an abomination to the Lord your God,” the tribunal charged Jehanne with heresy. They burned her at the stake in 1431.

In fact, there was no other kind of righteousness except through God.5 If that was true, then why had everyone else, including centuries of theologians, gotten it so wrong? How had the Church, after being founded on that rock of faith, gotten so far off track? Suddenly, Martin Luther thought he knew. Sitting on his bookshelf were the works of Aristotle and his scholastic followers: William of Ockham, Duns Scotus, and Luther’s own mentor Gabriel Biel. These were the vaunted intellectual giants of the medieval Church. He himself had taught their ideas for years, along with the works of Aristotle. Indeed, as Martin Luther would write later, “I have read [Aristotle] and studied him with more understanding than did Saint Thomas Aquinas or Duns Scotus.”6 However, by adopting Aristotle’s view of man and nature, the Church’s leading spokesmen had set that institution down the wrong path for centuries.

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Why, one may ask, should we care about erasing these gaps? And, in particular, why is it important that natural or scholastic understandings give way to disciplinary understandings? To my mind, the answer is simple: The understandings of the disciplines represent the most important cognitive achievements of human beings. It is necessary to come to know these understandings if we are to be fully human, to live in our time, to be able to understand it to the best of our abilities, and to build upon it. The five-year-old knows many things, but he cannot know what disciplinary experts have discovered over the centuries. Perhaps our daily lives might not be that different if we continue to believe that the world is flat, but such a belief makes it impossible for us to appreciate in any rounded way the nature of time, travel, weather, or seasons; the behaviors of objects; and the personal and cultural options open to us.

When both males and females were considered as a single group, the impact of having a roommate classified as a frequent or occasional precollege drinker was to reduce a student’s end-of-year GPA by more than a tenth of a point on a four-point scale. But the effect was dramatically larger for males than for females. Relative to males whose roommates were nondrinkers, those whose roommates were frequent precollege drinkers had end-of-year GPAs that were 0.28 lower; for those whose roommates were occasional drinkers, the corresponding deficit was almost as great, 0.26 lower. These effects are comparable to the effect of a student’s own high school GPA being lower by half a point, or to having scored fifty points lower on the Scholastic Aptitude Test.27 By far the most dramatic impact observed in this study was for males who were themselves frequent precollege drinkers and were randomly assigned to a roommate who was also a frequent precollege drinker. Relative to the overall sample GPA, these males had end-of-year GPAs that were almost a full point lower.28

The standard cosmological theory--an expanding universe--does not really solve the problem of God. It simply makes it more problematical. Once the creator-creation model is discarded as primitive mythology, we still have not touched the ancient conundrum, ex nihilo nihil fit: nothing comes from nothing, and the "axiom" that "Nothing is unstable' rivals in scholastic absurdity anything Aquinas may have said eight hundred years ago and can only be postulated given the reality of something, whereby it becomes a self-evident and unarguable tautology.