Discovering History
  • Courses
    • Archived Courses >
      • Chinese History >
        • Ancient/Early Modern: Living China's History >
          • Living China's History (fall 2017) >
            • Course Information
            • Course Project
            • In-Class
            • Assignments
          • Living China's History (fall 2018) >
            • In-Class >
              • The Death of Woman Wang
            • Assignments
        • Modern: China's Fall and Rise >
          • China's Rise and Fall (spring 2019) >
            • Course Info
            • In Class
            • Assignments + Units
          • China's Fall and Rise (spring 2018) >
            • Course Information
            • In-Class
            • Assignments
        • Contemporary: Thinking about a Changing China >
          • Thinking about a Changing China (spring 2017) >
            • Course Information
            • In Class
            • Assignments
      • Global Thinking (grade 9 seminar) >
        • HS150 Course Information
        • HS150 In-Class
        • HS150 Assignments
      • Japanese History >
        • Japan's Empire and its Legacies (fall 2016) >
          • Course Information
          • Daily Review
          • Schedule >
            • JE Unit 1
            • JE Unit 2
            • JE Unit 3
            • JE Unit 4
            • JE Unit 5
            • JE Unit 6
          • Research >
            • Issues of History
            • Research Schedule >
              • Checkpoint #2: Annotated Bibliography
              • Checkpoint #3: Outline
              • Checkpoint #4: Supplemental Pages
      • U.S. History >
        • Humanities History (2017-18) >
          • Course Information
          • In-Class
          • Assignments
        • Humanities History (2016-17) >
          • Course Information
          • In Class
          • Assignments >
            • U1: The American Revolution & the Constitution
            • U2: Defining the Nation
            • U3: 19th Century Social & Cultural Transformations >
              • Cemetery Project
            • U4: A House Divided
            • U5: Industry & Empire
            • U6: Progressive Promise & Disillusion
            • U7: Global Conflicts
            • U8: Civil Rights & Human Rights
      • More Course Descriptions
  • Skills
    • Reading >
      • Active Reading
      • Advanced Reading Strategies (Upper Mids and Seniors)
      • Outlining for Reading
      • Primary, Secondary, and Tertiary Sources
      • Analyzing Primary Sources with SOAPSTone
      • Analyzing Visual Primary Sources
      • Selecting & Evaluating Secondary Sources
    • Thinking >
      • What is History?
      • Historical Thinking Chart (PDF)
      • Breaking Down History with the SPICE Factors
    • Discussing >
      • Engaging in Class Discussion
      • Evaluating Discussion
    • Researching >
      • Identifying Research Topics & Questions
      • Note Cards
    • Writing >
      • Zero Draft
      • Thesis Statements
      • Forming Counterarguments
      • Formatting Chicago-Style Papers
      • Ford Library Guide to Chicago-style Citations (PDF)
    • Tech Tips
  • Reference
    • Chinese History Tools
    • Further Reading in Asian Studies >
      • Books
      • News
      • Podcasts
    • Current Events around the World
  • About
    • About
    • Writing

#105 The Hebrew Bible: Exodus and Deuteronomy

9/12/2019

0 Comments

 
Enlightening moments from last class:
  • “I thought that Chase’s point about discipline is really important to how Stoicism works because you have to use discipline to train yourself to think that way.”
  • “Loup said it was surprising to see that Epicurus says that you should only think of special people as replaceable objects, since I never thought of the special people as 'objects'.”
  • “Paige - Emptiness from the loss of something precious emotionally can make you lose discipline.”
  • “I found Sungbu's opinion interesting. I have watched some Korean dramas before and I found them extremely emotional. Sungbu says that Epictetus would find those characters "stupid" because of the way they react towards loved ones. It's not that you can't love someone, it's just that don't dread yourself because you lose them. The characters are being overreactive towards love and emotions.”

Remember we can contribute in meaningful ways, and we should make space for everyone to do so. 
  • Who else has something enlightening to be recognized? Let’s keep an ear out for Caleb, Celina, Nathaniel, Nithya, and Tomo.
  • How can we be sure to recognize something they’ve shared by this time next week?​
Picture
Hebrew Bible
  • Drawn from an adjacent but culturally unique part of the world: the Semetic world or what we might today call the Middle East.
  • How did you find the difficulty level? Was it easier to understand? More difficult? Why?
  • Format is different than Epicurius, Aristotle, and the Stoics. How so?
  • One way the text has been read traditionally: Hebrew chanting of Exodus 20 (YouTube).​
Two modes of engaging the texts:
  • To celebrate or affirm tradition.
  • To understand the text and what it tells us about the context it was written in.
We’ll be focusing more on the second. What might that mean for us? 

Let’s begin that conversation now: what do you think the text tells us about the people who created and valued this text?

CIQ
0 Comments



Leave a Reply.

    HS150 Global Thinking
    In-Class
    cOURSE INFO
    IN-CLASS
    ASSIGNMENTS

    Categories

    All
    Anarchism
    Anticonfucianism
    Arendt
    Aristotle
    Axial Age Timeline
    Bentham
    Buddhism
    Colonialism
    Confucianism
    Daoism
    Descartes
    Development
    Do Machines Think?
    Election 2020
    Epicurus
    Faith
    Goldman
    Hebrew Bible
    Hobbes
    Human Rights
    Lee Kuan Yew
    Le Guin
    Locke
    Logic
    Marx
    Marxism
    Mengzi
    Mozi
    Mysticism
    Plato
    Qur'an
    Rawls
    Reflection
    Stoics
    Thinking
    Translation
    Utilitarianism Vs. Justice
    Writing & Peer Review
    Xunzi

    Archives

    March 2020
    February 2020
    January 2020
    November 2019
    October 2019
    September 2019

    Categories

    All
    Anarchism
    Anticonfucianism
    Arendt
    Aristotle
    Axial Age Timeline
    Bentham
    Buddhism
    Colonialism
    Confucianism
    Daoism
    Descartes
    Development
    Do Machines Think?
    Election 2020
    Epicurus
    Faith
    Goldman
    Hebrew Bible
    Hobbes
    Human Rights
    Lee Kuan Yew
    Le Guin
    Locke
    Logic
    Marx
    Marxism
    Mengzi
    Mozi
    Mysticism
    Plato
    Qur'an
    Rawls
    Reflection
    Stoics
    Thinking
    Translation
    Utilitarianism Vs. Justice
    Writing & Peer Review
    Xunzi

    RSS Feed

Powered by Create your own unique website with customizable templates.
  • Courses
    • Archived Courses >
      • Chinese History >
        • Ancient/Early Modern: Living China's History >
          • Living China's History (fall 2017) >
            • Course Information
            • Course Project
            • In-Class
            • Assignments
          • Living China's History (fall 2018) >
            • In-Class >
              • The Death of Woman Wang
            • Assignments
        • Modern: China's Fall and Rise >
          • China's Rise and Fall (spring 2019) >
            • Course Info
            • In Class
            • Assignments + Units
          • China's Fall and Rise (spring 2018) >
            • Course Information
            • In-Class
            • Assignments
        • Contemporary: Thinking about a Changing China >
          • Thinking about a Changing China (spring 2017) >
            • Course Information
            • In Class
            • Assignments
      • Global Thinking (grade 9 seminar) >
        • HS150 Course Information
        • HS150 In-Class
        • HS150 Assignments
      • Japanese History >
        • Japan's Empire and its Legacies (fall 2016) >
          • Course Information
          • Daily Review
          • Schedule >
            • JE Unit 1
            • JE Unit 2
            • JE Unit 3
            • JE Unit 4
            • JE Unit 5
            • JE Unit 6
          • Research >
            • Issues of History
            • Research Schedule >
              • Checkpoint #2: Annotated Bibliography
              • Checkpoint #3: Outline
              • Checkpoint #4: Supplemental Pages
      • U.S. History >
        • Humanities History (2017-18) >
          • Course Information
          • In-Class
          • Assignments
        • Humanities History (2016-17) >
          • Course Information
          • In Class
          • Assignments >
            • U1: The American Revolution & the Constitution
            • U2: Defining the Nation
            • U3: 19th Century Social & Cultural Transformations >
              • Cemetery Project
            • U4: A House Divided
            • U5: Industry & Empire
            • U6: Progressive Promise & Disillusion
            • U7: Global Conflicts
            • U8: Civil Rights & Human Rights
      • More Course Descriptions
  • Skills
    • Reading >
      • Active Reading
      • Advanced Reading Strategies (Upper Mids and Seniors)
      • Outlining for Reading
      • Primary, Secondary, and Tertiary Sources
      • Analyzing Primary Sources with SOAPSTone
      • Analyzing Visual Primary Sources
      • Selecting & Evaluating Secondary Sources
    • Thinking >
      • What is History?
      • Historical Thinking Chart (PDF)
      • Breaking Down History with the SPICE Factors
    • Discussing >
      • Engaging in Class Discussion
      • Evaluating Discussion
    • Researching >
      • Identifying Research Topics & Questions
      • Note Cards
    • Writing >
      • Zero Draft
      • Thesis Statements
      • Forming Counterarguments
      • Formatting Chicago-Style Papers
      • Ford Library Guide to Chicago-style Citations (PDF)
    • Tech Tips
  • Reference
    • Chinese History Tools
    • Further Reading in Asian Studies >
      • Books
      • News
      • Podcasts
    • Current Events around the World
  • About
    • About
    • Writing