Value for Monday of Week 12 in the season of Sowing

Being Curious

Like buds on a plant, we begin to open ourselves through curiosity.

  • Seek knowledge for its own ends.” . . . By allowing himself to be driven by pure curiosity, he got to explore more horizons and see more connections than anyone else of his era. [Walter Isaacson, Leonardo da Vinci, (Simon & Schuster, 2017), p. 520.]
  • I have no special talents. I am just passionately curious. [Albert Einstein]
  • Curiosity is the lust of the mind. [attributed to Thomas Hobbes]

Curiosity is a basic element of our cognition . . .” “. . . satisfying curiosity, both among humans and other animals, is intrinsically rewarding, thereby serving to reinforce the investigative behaviours that led up to it.” “Both curiosity and wonder are considered important motivational factors for learning during early childhood (0–8 years).

Curiosity is the act of leaning forward, motivated by wonder. “Historically, curiosity has often been referred to as the appetite for knowledge . . . and has been examined for its moral status . . .” “. . . increasing perceptions of ‘social usefulness’ regarding a scientific topic also increases curiosity and subsequent information search.” “. . . curiosity serves as a ‘common currency’ for exploration, which must be balanced with other drives such as safety and hunger to achieve efficient action.

Curiosity is associated with a number of beneficial outcomes, such as greater life satisfaction, more work engagement and better academic performance.” “Curiosity and curiosity-driven questioning are important for developing scientific thinking and more general interest and motivation to pursue scientific questions. Curiosity has been operationalized as preference for uncertainty . . . and engaging in inquiry-an essential part of scientific reasoning-generates high levels of uncertainty . . .”

Real

True Narratives

Helen is learning adjectives and adverbs as easily as she learned nouns. The idea always precedes the word. She had signs for small and large long before I came to her. If she wanted a small object and was given a large one, she would shake her head and take up a tiny bit of the skin of one hand between the thumb and finger of the other. If she wanted to indicate something large, she spread the fingers of both hands as wide as she could, and brought them together, as if to clasp a big ball. The other day I substituted the words small and large for these signs, and she at once adopted the words and discarded the signs. I can now tell her to bring me a large book or a small plate, to go upstairs slowly, to run fast and to walk quickly. This morning she used the conjunction and for the first time. I told her to shut the door, and she added, "and lock." She came tearing upstairs a few minutes ago in a state of great excitement. I couldn't make out at first what it was all about. She kept spelling "dog–baby" and pointing to her five fingers one after another, and sucking them. My first thought was, one of the dogs has hurt Mildred; but Helen's beaming face set my fears at rest. Nothing would do but I must go somewhere with her to see something. She led the way to the pump-house, and there in the corner was one of the setters with five dear little pups! I taught her the word "puppy" and drew her hand over them all, while they sucked, and spelled "puppies." She was much interested in the feeding process, and spelled "mother-dog" and "baby" several times. Helen noticed that the puppies' eyes were closed, and she said, "Eyes–shut. Sleep–no," meaning, "The eyes are shut, but the puppies are not asleep." She screamed with glee when the little things squealed and squirmed in their efforts to get back to their mother, and spelled, "Baby–eat large." I suppose her idea was "Baby eats much." She pointed to each puppy, one after another, and to her five fingers, and I taught her the word five. Then she held up one finger and said "baby." I knew she was thinking of Mildred, and I spelled, "One baby and five puppies." After she had played with them a little while, the thought occurred to her that the puppies must have special names, like people, and she asked for the name of each pup. I told her to ask her father, and she said, "No–mother." She evidently thought mothers were more likely to know about babies of all sorts. She noticed that one of the puppies was much smaller than the others, and she spelled "small," making the sign at the same time, and I said "very small." She evidently understood that very was the name of the new thing that had come into her head; for all the way back to the house she used the word very correctly. One stone was "small," another was "very small." When she touched her little sister, she said: "Baby–small. Puppy–very small." Soon after, she began to vary her steps from large to small, and little mincing steps were "very small." She is going through the house now, applying the new words to all kinds of objects. Since I have abandoned the idea of regular lessons, I find that Helen learns much faster. I am convinced that the time spent by the teacher in digging out of the child what she has put into him, for the sake of satisfying herself that it has taken root, is so much time thrown away. It's much better, I think, to assume that the child is doing his part, and that the seed you have sown will bear fruit in due time. It's only fair to the child, anyhow, and it saves you much unnecessary trouble. [Annie Sullivan, Letters, May 8, 1887.] 

On curiosity:

The tawdry side of curiosity:

Technical and Analytical Readings

Photographs

Documentary and Educational Films

Imaginary

Fictional Narratives

You have been a child, reader, and you would, perhaps, be very happy to be one still. It is quite certain that you have not, more than once (and for my part, I have passed whole days, the best employed of my life, at it) followed from thicket to thicket, by the side of running water, on a sunny day, a beautiful green or blue dragon-fly, breaking its flight in abrupt angles, and kissing the tips of all the branches. You recollect with what amorous curiosity your thought and your gaze were riveted upon this little whirlwind, hissing and humming with wings of purple and azure, in the midst of which floated an imperceptible body, veiled by the very rapidity of its movement. [Victor Hugo, Notre-Dame de Paris, or, The Hunchback of Notre Dame (1831), Volume I, Book Second, Chapter VII, “A Bridal Night”.]

"I don't know if you have ever thought what a rare thing flame must be in the absence of man and in a temperate climate. The sun's heat is rarely strong enough to burn, even when it is focused by dewdrops, as is sometimes the case in more tropical districts. Lightning may blast and blacken, but it rarely gives rise to widespread fire. . . The red tongues that went licking up my heap of wood were an altogether new and strange thing to Weena.  She wanted to run to it and play with it. I believe she would have cast herself into it had I not restrained her. . .” [H.G. Wells, “The Time Machine” (1895).]

Novels:

Great mystery novels:

Novels, from the dark side:

Poetry

Music: Composers, artists, and major works

Colin Davis was a conductor with “an intellectual curiosity stretching way beyond the bounds of the musical world”, and a matching penchant for musical exploration. “Determination and sheer labour allied to continuing musical curiosity came together in a man whose legacy is immeasurable. Whether in persuading audiences to return to the remoter corners of Berlioz or to Nielsen symphonies, or to revisit old friends like the Mozart operas with new ears, he succeeded in getting us not only to listen but to really engage.” He was the main subject of a 2012 documentary film. His musical curiosity is apparent from his wide-ranging playlists. 

Imed Alibi is “a Tunisian percussionist with a curious mind”. To his native Tunisian sounds, his albums add jazz, Brazilian and Indian rhythms, bagpipes and synthesizer blasts.

  • Frigya” (2021) (2021) (32’)
  • Salhi” (2018) (42’)
  • Safar” (2014) (41’) 

Though he was an excellent Baroque-era composer, with a remarkably unique compositional point of view, Jan Dismas Zelenka (1679-1745) composed simple music that suggests a rudimentary stage of development. A hint of excitement, coupled with an obvious native intelligence, characterizes his works, including these 6 trio sonatas, ZWV 181 (1720-1722) (approx. 94-110’) (list of recorded performances). “These pieces are like concerti grossi in miniature form, each its own massive universe compacted into a rather demanding form of chamber music. . . Not since Bach had a composer taken the raw material of counterpoint and fashioned it into something beyond its own means.” The six sonatas “frequently use Bohemian folk rhythms, are complex, and are often very aggressive with large dynamic leaps and technically challenging–to say nothing of the unusual instrument soloist combination of two oboes (oboe and violin in No. 4) and bassoon with bass accompaniment.” The full set has been recorded by Camerata Bern in 1972, Paul Dombrecht, et. al., in 1998, Ensemble Zefiro in 2016, Collegium 1704 in 2017, and Ensemble Berlin Prag in 2018. Individually, they are:

Other works:

Albums:

Music: songs and other short pieces

Visual Arts

Gerard ter Borch, Curiosity (1660)

Film and Stage

Top mystery and detective films:

This Is Our Story

A religion of values and Ethics, driven by love and compassion, informed by science and reason.

PART ONE: OUR STORY

First ingredient: Distinctions. What is the core and essence of being human? What is contentment, or kindliness, or Love? What is gentleness, or service, or enthusiasm, or courage? If you follow the links, you see at a glance what these concepts mean.

PART TWO: ANALYSIS

This site would be incomplete without an analytical framework. After you have digested a few of the examples, feel free to explore the ideas behind the model. I would be remiss if I did not give credit to my inspiration for this work: the Human Faith Project of Calvin Chatlos, M.D. His demonstration of a model for Human Faith began my exploration of this subject matter.

A RELIGION OF VALUES

A baby first begins to learn about the world by experiencing it. A room may be warm or cool. The baby learns that distinction. As a toddler, the child may strike her head with a rag doll, and see that it is soft; then strike her head with a wooden block, and see that it is hard. Love is a distinction: she loves me, or she doesn’t love me. This is true of every human value:

justice, humility, wisdom, courage . . . every single one of them.

This site is dedicated to exploring those distinctions. It is based on a model of values that you can read about on the “About” page. However, the best way to learn about what is in here is the same as the baby’s way of learning about the world: open the pages, and see what happens.

ants organic action machines

Octavio Ocampo, Forever Always

Jacek Yerka, House over the Waterfall

Norman Rockwell, Carefree Days Ahead

WHAT YOU WILL SEE HERE

When you open tiostest.wpengine.com, you will see a human value identified at the top of the page. The value changes daily. These values are designed to follow the seasons of the year.

You will also see an overview of the value, or subject for the day, and then two columns of materials.

The left-side column presents true narratives, which include biographies, memoirs, histories, documentary films and the like; and also technical and analytical writings.

The right-side columns presents the work of the human imagination: fictional novels and stories, music, visual art, poetry and fictional film.

Each entry is presented to help identify the value. Open some of the links and experience our human story, again. It belongs to us all, and each of us is a part of it.

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