:


---------------------------------------------------------------
 Valery A.Kourinsky home
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index


:   .


 .. .


Email: vkour@moscowmail.com , Moscow, Russia.


PostPsyLab (PPL)of Valery Kourinsky - http://park.kiev.ua/ppl/index.htm


      .. : http://www.ceptualinstitute.com


 


  (Instead of Preface)


 1.    (The Essence of Integrative Method)


 2.     (The method of self-analysis and self-studying in autodidactics)


 3.  (Associating [mnemonics])


 4.    [      ] (Algorithms of selfstudying [in the basis of studying three languages simultaneously])


 5.    [].          -  (Algorithm of selfstudying [to be continued]. The speech apparatus as a go-between organ for producing the morphological organ - foreign languages)


 6.      (The native language and a foreign one)


 7.    (Comparativism and selfstudying)


 8.   .   (Repetition, iteration and summing-up)


 9.     (Plan-making and plan-fulfilling)


 10.     (The methods of acceleration in selfstudying)


 11.     (Some aspects of translation technique)


 12.    (Social group and leader in selfstudying)


 13.     (Stress of waiting in self-studyin)g


 14.   "" (The "bifurcation" of Self)


 15.     (Construction of the personality in selfstudying)


 16. " "  ("Internal progress" in selfstudying)


 17.     (Personality as extending universe)


 18.   (The Limits of Knowledge)


 19.   (Densation of time)


 20.  (Participation - social and private)


 21.    (You + Me ... [Dialogue and selfstudying])


 22.    . (The flood of consciousness and the language)


 23.   (The amount of reading)


 24.  ... (To be continued...)


 25.      (Studying of Chinese characters in autodidactics)


 


    :  


 :  


Email: naasipa2000@glasnet.ru, Igor, Moscow, Russia.


tez00









 






 






Instead of Preface






















  ,          ,     ,   ,   .   ,       ,     ,    . ,      ,         ,        .








 









It seems almost a miracle that the contemporary methods of teaching have not completely stifled the sacred curiosity, for this small tender plant first and foremost requires encouragement as well as freedom. It would be a great mistake to suppouse that sense of duty and duress enables the joy of research and learning. A healthy, predatory beast would refuse food, if he were forced by a whip to continuously eat meat, especially when it was not he who had made that coercive choice.








Albert Einstein








      ,         (  ,    ).







A man who applying in his work over twenty foreign languages (among them such as Hungarian and Chinese) would like to share his thoughts with you.










     , ,     ,       .







The ideas provided in this book deal with various aspects of self-education, mnemotechnique, speed of studying the subjects chosen, gerontological need for lifelong learning.










 ,    ,    :







The systematic approach suggested consists of three parts:










I.      (    ).







I. Meditations on the mechanical part of autodidactics (acquisition of skills in independent assuming of knowledge).










II.      -       (  ,     ..).







II. Meditations on peripherization of selfstudying as such and focusing in the spiritual (acquisition of heuristic skills, development of creativity, etc.)










III.    ,     ,   -   ( ,     ,   ,     ..).







III. Meditations on constructing a personality, on connections between past and present, on the intensification of spiritual and intellectual life of an individual (acquisition of knowledge, necessary for correcting plans of life, making right choices, re-evaluating moral priorities, etc.)










        , .. ,      , ,   ,     . ,   ,          , ,   ,   .







Biopsychic essence of the systematic approach to an autodidactics lies in an integrative method, i.e. a method integrating data of various sciences not connected with pedagogy at the first sight. But, as practice proves, in this case it is possible to promptly develop the interest actualization technique on which in its turn the integrative method is entirely based.










,   ,   ,    ,        .







To an uninitiated eye, many of paradoxical methods of selfstudying, which will be offered to you, are prompted by the wish to apply the latest achievements in the sciences on brain.










        ""      ,  , ,        1-2 ,       2-3 .







With the aim of intensive accumulation of diversified knowledge the author of "Autodidactics" worked out the technique of applying known associative methods using which it is possible to assimilate frequent vocabulary of Hungarian within 1-2 months or all basic historic dates within 2-3 weeks.










       ()       . : "  ,    ".







In all his attempts to promote autodidactics (selfstudying) the author is guided by the thought of the great Russian writer L. Tolstoy: "Life is a talent given us for growing."









 








  







Basic aims of autodidactics

















-        (  . ).







- Development of selfstudying skills in any field of knowledge (within the system by V. Kurinsky).










-  .







- Harmonization of thinking.










-   .







- Liquidation of studied helplessness.










-    ( ,   ).







- Mastering of movement culture (both muscular and gestalt).










-     -   (        ,    ).







- Algorithmization of studying simultaneously a culturological group of subjects (on the basis of practical preparation for simultaneous selfstudying of English, German and French).










tez01






* * *





    -


   


  ,


   .


  ,   ,


    


 ,    


,   .


   ,


     ,


       !


  , ,


  - , -


 , ,  !






* * *





Not lived at all but spent a bit of life


as if the summer days on yellow beach


on tiny standstill of the inner speech,


on birdy island near a ducky dive


on warming ground of needy new survive


in every quarrel's minute, time of which


is dead from illness - giant's rainy reach


that we in middle of us have and I've


so often thought is a gloomy helper


for young weak wills, when I was like a Kepler,


discovering the harmony of world


in every simple cluster of a dust


of invisible, thin and painy crust


that once upon a time the Love was called.



















 1.









Theme 1












  









The Essence of Integrative Method


















I.   -     .







I. Traditional methods are irrelevant to the contemporary level of sciences.










II.    ,   (2-  )







II. World outlook and intellectual development, feedback (the second psychological heart).










III. "   " (. ).







III. "Movement as a morphological organ" (B. Spinoza).











1.    .









1. Comprehension of a movement as an organ.












2.   .









2. Movement and image.












3.    .









3. Motorics and remembering. 











IV. ,      ( ).







IV. Remembering, memory as the function of the whole organism (memory has no its own organ).










V. ,      .







V. Guidelines, methods of evaluating and analysing the guidelines suggested.










VI.   ,    .    : .







VI. Rationality and reflectiveness, abstractedness and concrete associating. Left and right brain setting.










VII.   ? (     .)







VII. What is autodidactics? (There is no theory of autodidactics at present).











1.    (    ).









1. Education as a continuum (education may be only endless).












2.    .









2. Curiosity is immanent to all living beings.












3.    ( -  - ).









3. Ethics and intellect (intelligence - mind - wisdom).












4.       - ( ).









4. Resistance to conformism and vigour for self-realisation (interpre-tation of definitions).












5.        .









5. Disuse of honesty as disuse of power sources.












6.   .









6. Vanity and ambitiousness.











VIII.    -     .







VIII. The actualized interest made instrumental is the footing for the integrative method in autodidactics.











1.      -.









1. The definition of interest as a self-appearing stream of associations.












2.   .









2. Objectively interesting is not existent.












3.   "" ().









3. Being interesting and necessary.












4.  ""   .









4. Making necessary as a culturological process.












5.   "".









5. Remembering and "need".











IX.  .







IX. The rules of autodidactics.











1.    " ".









1. Don't memorize head-on.












2.   ,  .









2. Do what you are really interested in.












3.     .









3. Try to do physical work instead of mental one.












4. " ,      1000   ".









4. That one does well, who looks up in the dictionary 1000 times a day.












5.   ,      - .









5. Don't learn but try to take in to your heart's content.












6.        .









6. Don't practise instantly complete full assimilation and perfect knowledge.












7.   .









7. Attempt introspection.












8.      , - .









8. Non-assimilation of the previous for passing over to the following; sufficiency of understanding.











X.    .







X. The law of instant implementation of knowledge gained.










XI.    .







XI. Reference books: direct and indirect sources.










XII.     (   ,   ).







XII. Effective arrangement of continual studies (making breaks when the interest is peak; mantra method of falling asleep).










XIII.     .







XIII. Some linguistic problems in autodidactics.











1.     .









1. Instrumental knowledge and embroadening of outlook.












2.       .









2. Practising the speech apparatus movements when learning languages.












3.     .









3. The initial stage of speech production.











XIV.    .







XIV. The autodidact's strategy and tactics.











1.      -.









1. Strategic super-goals shall be set very high; tactical goals shall be put very low.












2.      () -   ,  .









2. Attitudes to handbooks and dictionaries (circles): perception and further clarification.












3.     ,  - .









3. Tactics of dealing with various handbooks; cultivation of the actualized interest.












4.    .









4. Fatigue and associative thinking.












5.      (, -).









5. Guided interest and amount of information (books; people).











XV.     .







XV. Philosophic approach to autodidactics.










XVI. .   .







XVI. Epicure. "The last day status."











1.   .









1. The peak human joys.












2.   , .









2. Realization of natural inclinations and ideas.












3.  ""   .









3. Realization of Self and the sin of underdevelopment.









 



 








tez02






* * *





,   


 ,  ,   -


    ,


    .


! - "    ", ,


     


  ,


 ,   -


   , 


    ,


   ;


  - ,  


    ,


  -    .






* * *





Like painted are the shadows there in Hard


they move to us the evening. I am silent.


I am today as if my soul is island


in very middle of the sadness. Guard


against the gloomy curtain, my weak start,


and be afraid to think that you now is and


because of that will be tomorrow. Imprisoned


with nature's lie you are a hoax, smart


when we see you with an untrained eye


and that is necessary that don't dye


ourselves with night up to the dying


midst of the brightest beams of whole


our world, that always has a poll


a neutral one, where earthing's mixed with skying.


















 2.









Theme 2












   









The method of self-analysis and self-studying in autodidactics


















I.  .







I. The personality's introspection.











1.    ()   (, ).









1. Dialectics of the unity between the whole (common) and the particular (different; unique).












2.         ().









2. Introspection as the result of other people's judgements about the personality (imprinting).












3.          ,  (Itat Svevo).









3. Reduction by the personality of introspective inadequacies and aberrations with the help of self-analysis and self-studying (Italo Svevo).












4.     ( ).









4. Release of self-studying from philistine judgements (thinking is not condemnatory).












5.   .









5. Thinking and self-analysis.












6.   ,   .









6. Interest and introspection (desire for explanation).












7.    .









7. Rational observation of inner movements.












8.      ( ).









8. Development of introspection and concentration of attention (the circle of concentration).











II.     .







II. Alienation of the personality from one's inner self











1.     .









1. Unawareness of the actual sense of the "moment of spirituality."












2.      .









2. Exercising in mechanical movements and routine operations.












3.   .









3. Low level of self-awareness.












4.  .









4. Dictate of the social group.












5.   .









5. The role of the inner censor.












6.  .









6. Incomplete development.












7.     .









7. Lack of self-analysis and nomination of phenomena.












8.    : , , " ".









8. Corrupted and erroneous guidelines: fashion, education, psychic injuries.












9.  .









9. Lack of creativity.












10. , ,  - ..   .









10. Complexes, phobias, manias - i.e. psychopathologies on the average.












11.  :









11. Philistine self-attitudes:












)       ;









a) satisfaction with the well-being gained and self alienation;












)       ;









b) inertia of complacency and lethargy as an illusion of well-being;












)    ;









c) lack of spirituality resulting in the system withdrawn into itself;












)   ,    -     :         ;









d) a world within the world, a state within the state - a philistine as a thing in itself: awareness of one's inferiority and attempts to justify oneself appealing to the majority;












) "   -  " (. );









e) "the greatest philistine is the furer" (G. Broch);












)  : "   " (. ).









f) preventive measures: "Don't let your soul be idle" (N. Zabolotsky).











III.  .







III. Self-studying technique.











1.     " ".









1. Self-inquiry or appeal to the inner Self.












- "    " (. );


- " -  " (. );


-  ;


-  ;


-     .









- "There is a Human Being in every human being" (V. Hugo);


- "Man is an abyss" (F. Holderlin);


- the integrity of opposites;


- sense of proportion;


- regaining of balance with the perception of the outer world.












2.     ()  ,   .









2. Accumulation of data about the incomprehensible (irrational) part of a personality; extension of the area to become aware of.












3.    ( ).      .   -    ,    ,       ,    .









3. Defining the proportions of anxiety. The attempts to become aware of it are always useful for one's psyche. Anxiety in certain proportion is always present; it is impossible to outlive it, but it is possible to make it local or drive it out to the periphery.












4.    :









4. The estimation of the strangers' attitudes to us:












)   ;









a) account for the stranger's personality;












)   ;









b) account for inertia of thinking;












)       (  ).









c) account for narrowness of routine thinking and judgement (illogic of routine thinking).












5.   . ,       .









5. Self-studying and self-accusation. Comprehension, the fact of being aware is sufficient for self-analysis.












6.   "". :  ""    ,  ,    ,     ,  .









6. The search for the true Self. The rule: the true Self is half beyond the personality, it is in the society, in the relations between people, that is why one has to look for it both inside and outside.












7.  "  ",    ;   (    ).









7. Observation from outside, alienation from one's own self; rational activities (the left brain observes the right one).












8.    -        .









8. "The last day status" as a method for identifying true qualities and values.












9.      .









9. Discovery of the starting point on the scale of values.












10.       ().









10. Cultivation of ambitions as a method for getting rid of sentimentality.












11.   .









11. On the soul's movements.











IV. -, .   ("" . , . , ..   ..).







IV. The imperative moment, the calling. The role of solitude ("Wolden" by H. Thoreau, M. Montaigne, V. I. Lenin and others).











tez03






* * *





     -


 ,    , -


   ,


     .


     


    :


     ,


    .


    


,    ,


     ,


     ,


  ,   ,


   .






* * *





The dusty cleanness took a grove away


and added me a trouble it to fancy.


The books are standing still, but I am dancy


and individable with greeny play


of trees, of miracles that are called a spray


beam that is now like a pencil,


now like a knife. O royal smell of pansy,


of ease inside in hearty tender day!


The bug on the threshold, the sun above


the apple-trees in flowers and answered love,


and some forgotten pain you learn by heart


by whole body, soul, and every cell


I memorise the life, as if a verse to tell.


And so become it longer like an art.



















 3.









Theme 3





















Associating (mnemonics)


















I.  "",  .







I. The concept of associating; related concepts.










II.   ,  .







II. Associating and culture, transmission of culture.










III.   ,     .







III. Associating and the metaphor, inequivalence of a thought occurred to the thought expressed.











 -- ,  :


-  - ;


-  ( -  -  - );


-  - ,  - ;


-   -   ;


- ,   ..;


-      -  ( );


- -   - .









Seme-signs producing feelings:


- paint - colour;


- sound (sound - colour - synesthesie - co-sensation);


- image - outline, sensation - emotion;


- speech stream - complicated sign perceptive experiences;


- gestures, mimics, etc.;


- chemism of a feeling as a secondary sign -- seme (an inner feeling);


- dialectics of emotion - sensation and thought-feeling.











IV.    .







IV. Thought expression and associating.











1.   .









1. Adequate perception of concepts.












2. :  .









2. Thesaurus: mechanism of accumulation.












3. "" ,   .









3. Bringing together syllogistic concepts.












4.    "" .









4. Thinking as a process of joining concepts.












5.     .









5. Studying a language in a process of thinking.












6.    :









6. Associating as a mnemonic method:












)   ;









a) only kept apart images;












)  ;









b) only in contact;












)  .









c) via peak paradox.











V.    .







V. Associating and slow reading.











1.    .









1. Vertical and horizontal associating.












2.   - .









2. Obvious and profoundly exhaustive associating.












3.     :









3. The hedonistic function of reading and associating:












) :      ();









a) comfortability: reduction of thinking to self-appearing associations (interest);












)     (   );









b) removal of barriers in associating (transfer into the flood of imagination);












)   - ,    ..









c) playing in earnest - hedonism, insight into being, etc.












4.    .









4. Slow reading and comprehension.











VI.    .







VI. Fatigue and associating.











1.   : -  - .









1. Two kinds of fatigue: common vegetative - physiological and specific psychointellectual.












2.  ,    ,  (   ,  ,   ).  









2. A short or a point tiredness and a long extended exhaustion due to one's occupation, work, everyday routine. Psychic and intellectual weariness.












3.  , ,      .  .









3. Embroadening of outlook; associating, thesaurus of feelings and experiences; alleviation of psychic and intellectual weariness. Abundance of experiences and feelings.












4.        .









4. Languages and outlook while associating and alleviating fatigue.












5.     (" -   ").









5. Languages as associative systems ("the language is a vast verse").












6.  :









6. Thinking is paradoxical:












)     ( ), ,  ;









a) thinking as a source of learning (joy of discovery); heuristic ability; invention of metaphors;












)     (), (  -   ...) - .









b) thinking as a play component (divertissement arranging); (the nature of entertainment lies in alleviation of tension) and distraction.











VII.   .







VII. Doubt and associating:











- : "     ";


- :









- the definition: "Doubt is a lack of concrete comfortable association."


- technique:












)    () -    ();









a) the invention of a momentary association (a mould): any starting idea (an opinion);












) ;









b) clarification;












-    .









- apprehension of doubt as a natural impulse.











VIII.     .







VIII. Associating and a few aspects of fast reading.











1.      . "       ".









1. The previous act of understanding as a system of association. "The associated whole with a certain number of doubts and gaps."












2.           ( ).









2. Fast reading as a method of clarifying concepts in demand and bridging gaps (alleviation of doubts).












3.  :     ,    .









3. Reading for acquaintance: not for feelings or experiences, just for information.












4.            :









4. Some aspects of fast reading technique connected with associating as the natural process of thinking:












)         ();









a) putting into action of the left brain after making attempts to grasp the whole meaning (an image);












)       ;









b) catching of associative flashes and continuous thinking ahead;












)     .









c) associating after having looked through or fast reading.










 


tez04


 






* * *





  .    - ,


  - ,   


  ,    ,


     -


   - 


  ,     


     -


,  ,     -


  ,   ,


  -    -


   ,


 , 


   ,  ,


    .






* * *





Like train the thought repeats the line of way,


solemnity and joy are mixed with sadness


as good intention with the evil madness,


as bright and sunny with the dim and grey.


The volumes geometrically play


the inner sense of April as if send us to happy


world of rightness and correctness


where like the living creatures stay.


And so the one, the two, the four, the ten


speak in the melodies and little <<then>>


like funny bug researches the legato.


It philosophically stops and contemplate


before it choices the better fate


like Aristoteles or Elder Kato.



















 4.









Theme 4












  


(      )









Algorithms of selfstudying


(in the basis of studying three languages simultaneously)


















I.   .







I. Logistics base for selfstudying.











1.  ,      -  . ,    .









1. A number of handbooks; their quality and complexity gradation. Languages they are published in.












2.    .









2. Handbooks for fresh start studying.












3.    .









3. Handbooks for advanced studying.












4.     .









4. Defining dictionaries (thesauruses and bilingual ones).












5.  , .









5. Multilanguage dictionaries; phrase-books.












6.    .









6. Grammar books in foreign languages.












7.  ,   -.









7. Linguistic literature, linguistic terminological dictionaries.












8.   "".









8. Larousse-type dictionaries.












9.   ().









9. Pocket dictionaries.












10.         (-   ,  ,  ).









10. Getting handbooks and dictionaries ready to have about oneself (making cardboard cases; paper or plastic covers, etc.)












11. ,       .









11. Handbooks, reference books and books for reading at home.












12.   :    ,    ,       ,       ,   ,    (  !), .









12. Writing accessories: the role of a pencil while reading; a notebook for retrospective notes;a few pens and cut paper put in certain places; signed files; clips and layings (for every book!),a magnifying glass.












13.  -.









13. A short-wave radio-set.












14.  ().









14. A tape recorder.












15.  .









15. A musical instrument.












16.   ,    -     (   -,   ),  ,   ..









16. The collection of reproduced paintings, sets of photos, etc., depicting various countries (especially those ones whose languages are being studied), everyday items, handicraft goods, etc.












17.      ,   -.









17. Literature in the original about the countries whose languages are being studied.












18.  .









18. Linguistic and cultural guide-books.












19.  :









19. Periodicals:












)  (   );


)  (    );


)  .









a) newspapers (all available);


b) magazines (all within reach);


c) others.












20.  .









20. Song books.












21.  :









21) Fiction:












)   (  legenda libri   -);









a) principles of choice (dependent on legenda libri and scope of knowledge;












)      ( -  ),   .









b) a book of one's own and a book from the library (preferences are given to one's own books); enlargement of the personal library.












22. .









22. Records.











II.   .







II. Algorithm of the fresh start stage.











1.       ( 15 -  ,    5 ).









1. Changing handbooks in different languages (from 5 to 15 minute work with every book).












2.       (    ).









2. Changing books in one and the same language (until the actualized interest occurs).












3.    ,     ( ).









3. All exercises for oral practice shall be done orally (oral technique)












4.        (  -,            )..









4. Try to cover as much material as possible (with no account for memorising, but with close attention to wholesale perception and understanding of the studied text)












5.    .         .









5. Usage of the rules for speech production. Reading aloud with durable pronouncing the last sound in the previous word.












6.   ()      ,        3-4 .









6. Daily making up (reading) of one "laying" in one of the languages studied; practising it the next day for at least 3-4 times.












7.      (   ).









7. Changing of "layings" through different languages (one "laying" for each language).












8.       ,     ,       .









8. Pick out words for "layings" at first from handbooks, then from pocket dictionaries; when selecting, focus in the basic meanings.












9.   ,     (-)       - ,   .









9. Don't digest "layings", but practise common (motoring and muscular) acquaintance with the vocabulary and accumulation of phonetic and semantic cluster, gravitating new words.












10.      .









10. Compose sentences aloud by filling in building blocks.












11.         ( !)    ,    .









11. After the forth "laying" in each language start reading fiction aloud (without dictionaries!), preferably novels.












12.      (-  ,  ,         ).









12. Replace the handbooks you've got used to with different ones (put them aside; hide faraway until you become eager again to get them back).












13.        (  ,       ).









13. In any circumstances boldly use the knowledge gained (when reading, communicating or writing).












14.   ,   -        .









14. Use the rules of self-analysis, autodidactics and perfect the skill of doing physical work instead of mental one when - and wherever possible.












15.                10000000 ,      .









15. Try to look up for the new words in thesauruses of every target language for 1.000.000 times a day using "the chain method" for clarifying the meanings.












16.       - ,      .









16. Remove all psychical barriers by the technique of movement comprehension, involving associations and minimizing rational thinking.












17.  .









17. Linguistic reading.











III.  .







III. Rhythmic reading.











1.  .









1. Looking for syntagma.












2.   .









2. Main phrasal stress (emphasis).












3.  ()   .









3. Pauses (caesuras) and division of material.












4.     .









4. Reciting verses in foreign languages.












5.  ""  " "  -.









5. Comprehension of "literary criticism" and "initial analysis" while reading.












6.    ( ).









6. Voicing of tunes and tones (hypercontrast reading).












7.   ( ).









7. Sing-song reading (searching for intervals).











IV.  .







IV. Home-grown etymology.











1.  "".









1. The definition of etymology.












2.     .









2. The development of analytical skills while practising "word-motion".












3.  " - "  " -  -  ".









3. The concept of "a consonant as an obstacle"; "a consonant as the main instrument in verbal semantics".












4.   .









4. The accentuated perception of consonants.












5.     .









5. The comparison of consonants in different languages.












6.   .









6. The laws of consonant conveyance.












7.         .









7. Consonants as the footing for identifying the meaning of an unfamiliar word.












8.  .









8. Reverse building up.












9.   .









9. Pseudo-etymologizing as a method of mnemonics.











V.    .







V. General ideas and techniques.











1. ,    .









1. Examples to prove that formalization is useful.












2.  ,     :









2. Two ways of converting the general idea into technique:












)  , - ;









a) searching for images; building up of concept-and-image chain;












)  ,    -  .









b) searching for the easiest technique to formalize the motion of images.











VI.   "  ".







VI. Interest "as the morphological organ of a human being".











1. "   ".









1. "The snob is a counterfeiter of interest."












2.     .









2. Amount of interest and quality of perception.












3.       .









3. Optimum amount of interest and the number of points for its implementation.












4.        ;      - ( -   -   ).









4. Claim-level in understanding the material required; misunderstanding occurs due to the lack of information (not due to one's stupidity - otherwise it might result in the paralysis of interest).











VII.     .







VII. Group affects and individual thinking.











1.     .









1. Eagerness to build a group of adherents.












2.       .









2. Developing interest for the spiritual and the effects of a group.












3. " ".









3. The "inner carrier."











VIII.   .







VIII. Passionate and subpassionate individuals.











1.        .









1. Passionateness as a way of steadfast interest for the spiritual.












2.   .









2. Priorities and passionateness.












3.    (There is a will, there is a way!).









3. Passionateness and abilities (There is a will, there is a way!).












4.    (, ).









4. Human peak joys (katastenia, Epicure)










 


tez05








* * *





  !


  


, ,   


 ,  - ...

   :   -


    ,


    


 -   -


 ,   , 


  ,


    ,


  ,


    ,


  !






* * *





The tree of Life - and we are here not stilted -


has me, its twig, or better, a small leaf.


And the Great World, that never can be deaf,


is hearing tiny brook by men entitled


somebody's life. And it was really - spilt it


a noise of the non-human movement, safe,


though touched by everything we leave


the holy stem and native branch, but bridled


is even most free fall. That barren is,


because there is eternal harness


for every man and it makes us unable


to get the fruits in happy chain of harvests


in fashionable turn that firmly starves


worse parts and better ones keeps stable.










 









 5.









Theme 5












  


()









Algorithm of selfstudying


(to be continued)












         - 









The speech apparatus as a go-between organ for producing the morphological organ - foreign languages


















I.       .







I. The speech apparatus and its employment when working with a handbook.











1.      ,    -    (     ).









1. All exercises and texts shall be read aloud with a maximum discharge of phonetic, somatic and psychic barriers (using the method of comprehending movements and their phases).












2.    .









2. Growth of fluency with repetitions.












3.      .









3. Every repetition is made with an accentuated delight.












4.     .









4. Pursuit of the phrasal rhyme and intoning.












5.    .









5. Being aware of the simultaneous understanding of a phrase.












6.           .









6. Attempts shall be made to pronounce all exercises easily, naturally and quite fluently.












7.   ,    -  (   ).









7. Focusing in the barriers, which shall be erased by continual repeating (using the method of movement comprehension).












8.     ,  -.









8. Reading the text from the next unit with due focus in the gaps.












9.    .









9. Finding out the meanings of the words forgotten.












10.    ..    .









10. Practising exercises, etc. Moving ahead the next circuit.












-         .









- Before studying the essential handbooks it is most advisable to cover phonetic courses.












-           .









- Mastering of zonal pronunciation and practising the "layings" from all handbooks available.











II.       .







II. The speech apparatus and its employment without a handbook.











1.       -   .









1. Practise speech patterns with energetic pronouncing and simultaneous implementation of the speech production rule.












2.   -  ,  - ,  ,  "   " (         )  ..









2. Fancy aloud - try to produce metaphors; explain word combi-nations made at random; develop observation; practise an exercise: "The outlet from a deadlock" (try to make up a word combination at random and then invent an explanation to justify it).












3.       .









3. Read a newspaper trying to understand its contents.












4.       -  ..









4. Linguistic reading of fiction with the attempts made to guess from the context












5.  ,    .









5. When pronouncing a word listen to how does it sound.












6.    ,     -   .









6. When reading or pronouncing a word, pay primary attention to the consonants.












7.       (-  -, ).









7. Comparative reading of dictionaries in different languages (English-German or French-English ones, for examples).












8.     ,      ,       .









8. Repeated pronouncing of certain difficult sound combinations helps to erase barriers, gain ease and develop the essential muscles of speech apparatus.












9.   ,   -  .









9. Fancy a supposed gesture, pantomime or mimics of a native speaker.












10.        - .









10. Analyse rhythmics and articulation both in the native and foreign languages.












11.    -  .









11. Try to train someone of your friends in correct pronouncing.












12.       .









12. Learn a short verse in every language.












13.       .









13. Learn three folk songs in three languages.












14.    ,        (,    ).









14. Read proverbs and sayings, try to memorize those you like most with your muscles.












15.      .









15. Address yourself with a small monologue.












16.       .









16. Try to speak to your friend in a foreign language.












17.  "  ", , ,    .









17. Re-read "War and Peace", trying to read it in the original at last.












18.      ( -   ).









18. Think with the employment of the speech apparatus ("inner speaking" in foreign languages).











III.   .







III. Daily work principles.











1.    :  -                 .









1. Use the rule of continual work: try to make it possible in any circumstances to move your speech apparatus with the aim of developing it for mastering the languages chosen.












2.        (1-2    ).









2. Try to cover as much material as possible (1-2 units every day).












3.         .









3. Focus in maximum studying at maximum through movements as by-the-way work.












4.      .









4. Give preferences to solitude with the material being studied.












5. ,       ,  ,   - .









5. Remember that only the optimum number of divings into work, discovered individually, may give positive results.












6.      .









6. Drown any occurring irritation in studies.












7.     -   - .









7. Don't watch TV straight - only with your eye's corner.












8.       ,     .









8. Speed up looking through newspaper both in the native and foreign languages.












9.  ,         1 .


 









9. Always bear in mind that a second saved for studying makes your life a minute longer.











tez06







 


 


 


* * *





  !      -


   


    ,


      


 ,    - ,


    ,  ,


    ,


    ,


 , ,


   


 ,  ,   ,


 -    


   .






* * *





It is time to be old


R.W.Emerson


The suns of all my sunny days, unrivaled,


swim in the pond, already almost full.


The waves, that only dreams contain, are cool


so paradoxically. There's an island


of consciousness, and it congeals arrived


hot stars. And such a fury is a rule.


It orders everything and our time's pool


becomes a dirty puddle where you had lived


so happy, thinking by mistake: my lake


or even a sea, an ocean, never blake


because of all internal lustrous suns.


But it is so for outside gloomy view,


where there is not eternity in you,


and upper thoughts in either never runs.










 









 6.









Theme 6












    









The native language and a foreign one


















I.       .







I. The native language and attitudes to a foreign one.











1.          :









1. Mastering the native speech when studying a foreign language:












)      () , ,  (-);









a) the native language as a sum-total of adapted (routine) movements, ideas, notions (denotations - connotations);












)   (  ) -   ,    ,   :









b) a foreign language (at the fresh start stage) is not routine; every one reads in a foreign language more attentively than in the native one:












-       ,  ,  ,    ;









- reading in the native language involves missing mistakes, superficial understanding, shallow perception, easy shifting to mechanical reading;












- ,         (  -     );









- reading in a foreign language involves excessive grammar analysis; while reading in the native one vice versa lacks it;












-     (  -   );









- the criterion of the skill as the mechanical mastering of speech patterns is taken for actual speaking;












-  ,  ,  .









- the context of customs and traditions, of the national character, of the cultural environment and background.












2.       :









2. Drawing closer together the instrumentalities of both languages:












)        (   );









a) taking into aware and unaware account of various linguistic and cultural phenomena and the ones indirectly connected with the language;












)    ( ,  ,  ).   ,      .









b) the gravitational field of the language (moral ways and habits, ethic customs, local characters). The language employs not only itself but also the semantic systems from the subconscious.












3.         .









3. Practical usage of extralinguistic knowledge when getting acquainted with a foreign language.











II.            .







II. Intralanguage processes and their perception by a native speaker both in the native and foreign languages.










     ,   ,      ,  .







Enlargement of semantic blocks in the native language on the one hand, and reduction of a semantic sign to a signal, on the other.











-     .









- Premonition of a certain word or phrase.












-             .









- Pleonasms and repetitions as both expressive means in a language and surrogates of new semantic expressions.












-        .









- Usage of interjections and particles as the footholds in speech.











III.    .







III. Purism and a conceived mistake.










         .







Overpurified speech as a symptom of restrained speaking in a foreign language:











1.  ,   .









1. Standards of impurity admissible in a language.












2.         (-).   -   "".









2. Words introduced as violators and colourings of time (parasite words). The positive and necessary role they play.












3.    - .









3. Language cliches and colourful metaphoric speech.











IV.   .







IV. Rhythm and language.











1.    .









1. Link between an image and rhythm.












2.    ()      .









2. Rhythm and semantic (foothold) accents in the native and foreign languages.












3.     .









3. Speech intonation and perception of music.











V.  .







V. Sphere of intonation.











1.        .









1. Language as a system of intonations with conceived phonetic barriers.












2.     .









2. Undetailed speaking in the native language.












3.         .









3. Comprehension of the principles of careless literary colloquial speaking in a foreign language.










 


tez07








* * *





. !.. ,  ,


    


   


    ,


  , ,


   .


 -  ,  


  .


 .    


   .


     ,


    


    


     ,


 ,    ,


   .


 ,    


  ,


,   -  ,


     ,


   , 


   ,


   ,


   .






* * *


 


 


 





Like every earthling I adore the heaven


or firmament or on simple sky


where we do live when on the planet fly,


and that consist, if trust a tale, of seven.


And I'm obedient to the order: << Cleave in


two parts - celestial and terrestreal. Spy


on evident yourself, on monarchy,


on inner land, on Stratford and on Avon!>>


May be the only joke that here is purposed


is that here everything is ever earnest.


We are in cage of seriousness, of which


nobody can get rid and, though we laugh


at every trifle, the act is sad enough,


because we may existence to impeach.










 









 7.









Theme 7












  









Comparativism and selfstudying


















I.     .       ().







I. Knowledge of linguistics and language studying. Comparative reading and morphological perception of languages (the algorithm).











1.  .









1. Identification of structures.












2.   .









2. Looking for structural patterns.












3.   .









3. Nuances and meanings.












4.   .









4. Reproduction and meaning.












5.   .









5. Rhythm and intoning.












6. :  , ,   .









6. Practise repeated reproduction, attentive listening, analysis of muscular sensations.












7.     - :









7. Focusing in the instruments of aesthetic appeal of morphological structures:












)  (  );


) -;


) .









a) semantic (reading along the vertical line);


b) intonational and rhythmical;


c) phonetic.












8.    .









8. Account for actual spiritual state.












9.  :









9. Comparison of perceptions:












)   - " "  " -"     ; .  -  . ;









a) contrast the perceptions: "the day before yesterday's Bach" and "today's Bach" for the society and for the individual; P. Brook: translations from A. Chekhov;












)  :









b) necessity for re-reading;












-    ;


-    ;


-    (  -     ).









- re-reading as a discovery of the new;


- re-reading and development of taste;


- re-reading and adaptation (perception becomes dull: the masterpiece stops being regarded as a masterpiece).












10.        -:









10. Comparative reading of books by various writers and from various sources:












)    ,   ;


)     ;









a) reading of books by various writers, choice by interrelations;


b) simultaneous work with various books;












)      ();









c) slow reading as a foothold for learning (perusal);












)    ;









d) analitism and complete perception;












)  :    ;


)    ;


)     ;


)    ;


) -     (       ).









e) fast reading: method of supposed motion of thought;


f) actualization of feelings and experiences when reading;


g) left and right brain setting;


h) comparative reading as a continuum;


i) a fragment-sampling and perception of the style (the doom to read a fragment or the doom to fragmentary reading).












11.     :









11. Comparative reading and comparison of opinions:












)  : , - ;


)     ;


)      (     ,      ..);


)      (  -   ).









a) the choice of an expert: the intuitive, socio-ethic act;


b) foothold estimations and sense of taste;


c) authority of someone else's opinion and perception (the epidemic of reading this or that book; the epidemic of laughing or crying, etc.);


d) eternal and temporary guidelines (the choice of a company - the anecdote about a gypsy man).












12.  ,    : .   . , . .









12. Comparison of styles, genres and epochs: J. Donne; T Eliot; W. Yeats.












13.   :









13. Divertissements in selfstudying:












)   (  ) -   ,   ;


) ,   :









a) comparison of entertainments (times and nations) - rudeness and refinement; depth and superficiality;


b) interest, comprehension and entertainment:












  









The law of the irreversible development of taste.












14.    -   :









14. Dialectics of the rational and imaginary - associative in comparative reading:












)   ,     ,  ;


)     :









a) fixation of floating images; their influence on the rational activities and feelings;


b) behaviour during comparative reading:












-  ;


-      .









- heuristic experience;


- step-by-step accumulation of elements for wholistic perception.












15.    .        .









15. Selfstudying and comparative reading. Usage of the greatest possible variants of comparative reading.










 



tez08


 






* * *





    


    


 -    ! -  


 ,  .


  ,  -   ,  ,


     


 ,   


       


    ,


  -    ,


   


    ,


      ,  


    .






* * *





This quiet place is in some sense a torment,


the still of air hold hidden a whirl - wind.


I touch the piano like a bottom and my mind


again can push itself and it's existence from it.


The smoothness always lies, the false informant


we truly live when hills about themselves remind


when in a straight line different spirals wind


when an awaken thought has something dormant,


and every bottom hides another one,


thus we can take if always like a stone


another layer of the Sense, dispersed


in our living space, under the table


and in the bed, on every wall, that's able


to be a mask, in which the Cosmos forced.



















 8.









Theme 8












  .  









Repetition, iteration and summing-up


















I. .    (..   ).







I. Motion. Evolution and repetition (i.e. nature and evolution).










    ( ,         ..)







Evolution of movements through repetition (endless perfection but in an individual's existence is limited physiologically by death, etc.)











1.     .









1. Development of speech apparatus through repetition.












2.     (, -   ,       - ,  , ).









2. Repetition: fruitful and fruitless (restraint, neglect of the speech production rule; disregard for the analysis of the speech apparatus movements through the phases: preparation -resulting movement - relaxation).












3.   .   .









3. Repetition and automation. Conditions of automation.












4.   ,    .









4. Repetition and adaptation, resistance to nonanalytical perception.












:  , -  .









The rule: when repeating a movement, analyse it in a new way every next time.












5. "   ?" (  - ,  ,  ,    ).









5. "How to make the analysis in a new way?" (view different aspects of a movement; advance analytical approach and heuristic delight, hedonism of the result gained at this stage).












6.    ,  .









6. Repetition of macromovements and micromovements; compre-hension of details.












       (..  -  ).     .   -  .  .  , -,   ..









With repetitions the development moves towards synthesis (i.e. the densation of ideas). The number of spiritual macromovements indicates the level of development. A spiritual micromovement is the atom of culture. The speech apparatus. The connection social, socio-aesthetic, ethical, etc.












7.    "   -":  ,    .









7. Organization of repetition and "actualized interest movements": the sources are different, the facts are the same or similar.












8.     ,  -  (-),   .









8. Repetition and the optimum period of repetition, obedience to the imperative of a moment (the imperative second), the autodidact's field of vision.












:      ,   ,  ,  -.









The rule: Make microrepetition of a movement as frequently as possible; don't speed up a macrorepetition, wait for the imperative second.












9.      (   -       ).









9. Repetition as a precedent for associating (the repetition of similar events - both in history and in the life of an individual).












10.     .









10. Repetition and comprehension of the semantic meaning of a word.












11.     . , , -   ,    .    .









11. Repetition and aesthetic perception of speech. Rhythm, intonation, passages as dynamic stereotypes, gained in the result of analytic repetitions. Repetition and intensity of impressions.












12.     :      ,       ,    ,    (  ,      ).









12. The phenomenon of the inner voice and repetition: the inner voice as the instrument of speedy repetition; picturing of muscular movements with the inner voice involved; precise comprehension of all parameters; cultivation of inner voice (the inner voice production, the ability to listen to oneself and one's inner voice).












13.    .









13. Repetition and perfection of skills.











II.    .







II. Repetition and transmission of cultures.











1.        -.









1. Repetition as the means of transportation for travelling in time.












2.     .









2. Repetition and rhythm in daily life.












    ,    ,   ,      - (: - -  -    - ).









Rhythm as frequent shifting of activities; frequent substitution of rhythm by arrhythmia; substitution of the three-time rhythm by the two-time one; of beneficial and natural by harmful and automatically rational (the operational formula is: common sense - image - thought - transfer to image - sign).












    (-  ,    ,    -      -). --      (     ).









Repetition in daily life (repeating and reproducing for oneself, or even to oneself, fragments of high intellectual and spiritual values and building up a durable psychic framework to support oneself). Spiritual and intellectual arrhythmia as the cause of physical vulnerability (lack of well-produced retransmission of repeated blocks of cultural information).












3.         (-       ).









3. Selection of the eternal and rational for repeating in selfstudying (choice of studing material for learning foreign languages).












4.    .









4. Repetition and eidos imagination.











III.      (, ,  )   (,  ,    ).







III. Repetition of peak experiences with the help of images (literature, music, fine arts) and thoughts (concepts, their beauty, fusion of ethics and aesthetics).











1.      - (   ).









1. Cultural significance of the skill to reproduce feelings and experiences (connection with taste orientation).












2. ,       .









2. Daily significance of the autodidact's skill to produce necessary feelings and states.












3.    :









3. Life as a chain of states and feelings:












)    ;


)       : 


 -     !









a) leitmotiv of states and feelings as the backbone of a personality;


b) accidental states and their erasing with the help of the rule:


I fancy that within this minute a year has passed!











tez09


 






* * *





   ,   .


  


   


 ,    ,


   


   


    


    -


  


    ,


    ,


 ,  ,


   


    .






* * *





My room is full of savage silence and


quietness from very old still-life.


And all is like a jelly that a knife


of anxiety cuts and the message, sent


from antic deepness, where begins the end,


already's heard a noise of joy, as if


mad mariners by lost ship bless the cliff


and cruel tempest and our every <<can!>>.


But step by step the wild become domestic,


in a reality transforms the mystic.


A usuallity in the soul reigns.


But floods in your own mind are growing stronger


and you believe in nothing of an anger -


it is when you're lost and Great Nature gains.










 









 9.









Theme 9












   









Plan-making and plan-fulfilling


















I.  .







I. General cultural background.











1.      . -       - (    ).









1. The autodidact's inner culture and the realm of concepts. Clarifying ethic concepts and standards is primary for a young autodidact (correction and correlation for an elderly one).












2.       -   .       ,  ,     (. , .   ..).









2. General and detailed informativenes for goal setting goals when making plans. The rule of compulsory general acquaintance with the histories of the civilizations, ethnic groups, nations and cultures (J. Frazer, J. Propp, etc.)












3.  .









3. History of religions.












4.  (legenda libri)    - .









4. Primary legenda libri as the basis for the culturological plan.












5.   .









5. Acquaintance with music.












6.   .    ( )  .









6. Acquaintance with painting. Periods and styles (in cultures) - general ideas.












7.       -.









7. The role of languages in making plans for general cultural development.












8.  .       (   ),       ..:









8. Pathos behaviour. Assimilation of the past and drawing it closer together to the present, the sense of a tradition as a conceived reality, etc.:












)         ,        ;


)       (- );


) ""      -;


)        ;


)  ,      ( ,    , ,    ..);


)       ;


)    :   ( " - "),          .









a) pathos behaviour as the result of work with the actualized interest engaged; pathos as the steadfast psychological and socially motivated interest;


b) the role of pathos behaviour as the source of energy (interest provides nourishment);


c) when the people who died long ago start "growing cleverer" in the eyes of the autodidact, it means that he/she is getting matured;


d) from "a clue" to the critical mass of knowledge about the past;


e) planned interest; the problem of the steadfast interest and a social group (active propaganda, attempts to express view-points, opinions, visions, etc.);


f) planning as a concrete attempt to realize a dream;


g) the inner and outer carrier: priorities are given to the first one (anatomy "vanity - ambitiousness"); plans for the future and their realization as dependent on the purity of intention.











II.   .     ,     : "   ,   ".







II. Perfection of instrumental knowledge and skills. The attitude to gaps in knowledge, the rule of clearing up any unfamiliarity: "The gap appears to be filled."











1.  " ".









1. The concept of "instrumental knowledge."












2.      (-,  ).









2. Knowledge may be regarded as instrumental only relatively (temporarily instrumental; inter-instrumental).












3.      - .









3. Prevailing significance of foreign languages as the instrumental knowledge.












4.   .       ( - , - -   ..).









4. Myth about polyglots. Acquaintance with related languages (French - Roman, Italian - Spanish, etc.)












5.    ,      ( ,           ,  ).









5. Excessive hedonism and reglamentation, lack of discipline and sense of true necessity (priorities are given to the fundamentals which make accessible the sufficient amount of knowledge, as well as to the key languages).











III.  :







III. Studies in philosophy.











1. .     .









1. I. Kant on philosophy and long living.












2.     .









2. Philosophic systems and ages of human race.












3. Legenda libri  .









3. Legenda libri in philosophy.











IV.   .      .







IV. General intentions of the autodidact. Moving into the past and acquaintance with the present.










" "   .







"Burning a candle" from both ends.










   ,  , , ,   ..







Concepts of a average level, an ordinary man, mass culture, kitsch snobbism, etc.










V. .     .







V. Metascience. Motion from science to myth.










VI.    .  , ,      ..


 







VI. Plan-making and the autodidact's character. Second mind, persistence, relations with one's own self, etc.










tez10






* * *





  ,   ...


  ,  ,


    ,


     ?


  ,     -


   -    


    -,


   ?


  ,    


,   ,


       ,


   ?






* * *





I like the fever in affairs. I like


the thought-quake the trembling of the feeling


born by the wild concussion of surprising,


burnt soul of a Klon - or how? - dike.


Blessed be the strange occasion that us strike


all-seeing for a while and ever seeing


in blindness for the worse part of the dealing,


and by the heaven's good transparent pike.


O, not too big and somehow sunny troubles!


The world would be unbearable when rubless.


The dim supports existence of the bright


and vice versa, ever vice versa,


the Opposite is 


everywhere's courser,


at be too left that means to face the right.










 









 10.









Theme 10












   









The methods of acceleration in selfstudying


















I.      .







I. Stages of work and methods of gaining knowledge.










 .   .            .







The first stage. Acquaintance and recognition. Passive knowledge and planned gaps as the essential condition for speedy transfer to the second stage.










 .   .    ,  .







The second stage. Initial motoric skills. Series of movements with numerous lapses, slow tempo.










 .  .  ,  .  .







The third stage. Passage motorics. Lapses occur but seldom. Fragmentary misunderstandings.










 .    .      .







The fourth stage. Simultaneous reading and understanding. Understanding lags behind with the greater speed of reading.










 .   .   .







The fifth stage. Practical usage of the language, The requirement of complete understanding.










  :







The causes of slow-down:











-    ;


-  ;


-     ;


-  ,  ;


-   .









- lack of stage-division;


- claims are put too high;


- lack of long-lasting immersion into the material;


- necessity for making breaks to refresh relations;


- neglect for the intentional acceleration.











II.    .







II. Emotional factor and acceleration.











1.     .









1. Delight of cognition and delight of recognition.












2.       -.









2. Gaining of tactical goals intentionally put low and acceleration.












3.    : "".









3. The sense of completed dialectical circuit: "a click."












4.         . ( -    ;  -    ,    ).









4. The emotional factor and a correct unit of time and progress measurements. (Time: in actually spent hours; progress: not in the units of the assimilated, but in the units of the comprehended).












5.   ,  , -    .









5. The choice of a fancied leader, the sense of true competitive sporting atmosphere in small social groups.












6.     (: ,         ,   ).









6. Acute sense of wasted time (the definition: time not spent on extremely tense perception or creative thinking, shall be considered wasted).












7.               .









7. The sense of deep inner profound peace and concentration of attention with the actualized interest as the criterion of evaluating the time lived through in a right way.












8.        -  "".









8. Interchanging of requirements as dependent on actual opportunities - the principle of "inactivity" (non-dealing).












9.      (       ).









9. Daily routine problems and total enthusiasm (connection with the autodidact's global plan and realization of the dream).












10.      . "      " (. ).    ;     - ;          ,      ..









10. Claim-level and relations with the environment. "Turn a deaf ear to all kinds of hintings" (N. Hogol). Growing differences in assessments; axiological gap in future shall be normal; to protect oneself against anxieties and obstacles it is useful to fancy the aim already gained or imagine oneself in remote future, etc.












11.    ,    - .









11. Sense of amazement and heuristic abilities, feeling of discovery and tamed uneasiness.












12.  ,      .       .









12. Aggression of thought, winning of space by thought and wide interests. Analysis of distant associations as the method of making thiougt acute.












13.     .









13. Involvement and evolution of individual thinking.












14. "  -  !"









14. "The serious is a funny thing indeed!"












15.    ,  . ("  ,   .")









15. Polyphony of studies and interests; frequency of shiftings ("It's better too often, than not often enough.")












16.      .









16. Connection between the mood and satisfaction with the day lived through.












17.     . ("  ".)









17. Development of enthusiasm and sense of festivity ("The study room inside ourselves").












18.   ,    -      ,  ,   , -  ( !)









18. Search for one's one talent, comprehension of one's gifts and strategic plan-making for their development as the psychic foothold; the sense of one's mission and calling; the accidental and determined; astral patronage (exposition of mysticism!)












19.      -         :









19. Psychic relaxation on the background of great creative activity and peripheral acquisition of instrumental knowledge as the condition of acceleration:












) Homo Skribens;     -;


)     :  -        (   , ,  , ,  ).









a) Homo skribens; it is important to record feelings and experiences for introspection;


b) oral method and writing: multifunctional consultations before making notes (presenting one's viewpoints, observations, good definitions, impressions, etc.).












20.    .









20. Usage of common sense and acceleration.












: , -   -  !









The rule: Become aware - after that abandon reflection!












21.    .









21. Maximum amount in one sitting.












:      !









The rule: As much as possible in one gulp.












22. Nulla dies sine linea.









22. Nulla dies sine linea.












23.        -    -.









23. Increase of strategic claim-level as connected with growing abilities and informativeness.












24.        -;  : "" - "  ";   .









24. System of admissions as mistakes one is aware of and speed of studying; opposition of vectors: "honesty" - "don't remember exactly"; combination of different methods of work.










 


tez11






* * *





 .  .   -


,   - 


      ,


     .


     ,  ,


     ,


  (!) 


  :   


  ,    ,


    ,


     ,


  ,    ,


   ...


   .






* * *





We like Montaigne are guided by example


to our worse errors and to guiltness too.


We are the trampers treading on a woe


and for us living space is not so ample.


We out of the Whole love this narrow sample


and real steps out of an illusion grow.


Our memory reverses rain in snow -


on it are better seen the prints of temple,


that is an instance consacrated, holy,


without which all of us can not be wholly.


But system of the lines becomes a spot


when you don't hear the strings that bound a body


and with the outline cries and smiles so bloody,


so inspirativly and free and hot.










 









 11.









Theme 11












   









Some aspects of translation technique


















I.    .        .







I. Translation as a culturological act. Perception of the original on semantic level and signal situation.










II.     (.     ).







II. Whole and detailed understanding (F. Tsherbatskoy on understanding and interpretation).










III.   ( ,    ,    ,    ..).







III. Culturological context (historical background of the problem, its significance for the civilization, its place in culture, futurist aspect, etc.)










IV.      (- , ,   ,    ..).







IV. Technical transformation and acquaintance with notions (preparatory reading, terms, understanding and problems, dictionaries, etc.)










V.     .







V. Differences between fiction and technical translations.











1.    .









1. Growing number of semantic channels.












2.  .









2. Underlying themes.












3.     .









3. Perception of style and its equivalent.












4.   .









4. Sounding of a piece of fiction.












5.      ( , -,   ,  ,  , ,     ).









5. Metaphors and specifics of translating them (taking into account connotations, aphoristic brevity, rhythm and melody, degree of brightness, sense of taste, video-coefficient, divergence from literal exactness).












6.      ;     .









6. Feelings evocation as the major result of producing impression; search for equivalents in another language.












7.      .









7. Search for correlated literary intonations and rhythms.












8.       (   ,    -, ,    ..).









8. Rhyme problems when translating poetry (the rhyme as a precedent sounding, novelty of perception and unexpectedness, assonances, full rhymes, etc.)












9.    ( , ,    ).









9. Non-rhymed versification (inner rhymes, alliteration, female and male rhymes).












10.    .









10. Vocabulary richness of translations.











VI. -.







VI. A mould-translation.











1.      -       .









1. Sketch of the major contents after repeated re-reading and searching for word meanings and idiomatic expressions.












2.   ,  ,  ,  ,  ,    ..









2. Display of weak and irrelevant points, stylistic inaccuracies, rhythmic slips, false intonations, awkwardly expressed soundings, etc.












3.      .









3. Re-reading of the original and passing over to the refinement.











VII.  .







VII. Translation refinement.











1.       .









1. Transfer from the literal to the natural word order.












2.  .









2. Idiomatic equivalents.












3.    .









3. Variants and cutting off the excessive.












4. , , .









4. Inversions, rhythming, instrumentality. 












5.    .









5. Necessity for putting aside the ready-made translation.












6.   ( ,   -     ,   ,    ..).









6. Revision technique (acuteness of perception; possible blindness replacing the actual by one's own experiences; resistance to vanity; vocabulary, etc.)











VIII.       .







VIII. Psychological super-goal and preparing for translation.











1.  (   ,   "-",   ,      ).









1. Intention (the opinion of one's own abilities; the opinion of the "necessity," development of craft skills; release from routine opinions on writing abilities).












2.     .









2. The role of attempts and planned failures.












3.       -.









3. Special literature on translation and literary work.












4.      ( ),       ;  .









4. Dependence of perfection on the super-goal set (as secondary); the effect of spreading the super-set idea over the entire activities; total involvement.












5.    (     ).









5. Skill and talent (influence of skills on the development of one's abilities).











IX.   (    ).







IX. Oral translation (reading aloud and to oneself.)











1.   .









1. Translation for oneself.












2.   .









2. Translation with the inner voice.












3.   .









3. The main and secondary.












4.  .









4. Attention control.











X.  .







X. Oral speech.











1.   .









1. The significance of orthoepic concepts.












2.     .









2. Life context when translating oral speech.












3. :       .









3. Speed; significance of rational activity and aware reduction of exactness.












4.       .









4. The difference between translating oral speech and written translations.












5.         ,   ,  .









5. The difference between oral speech translations into the native and a foreign languages; optimum number of blocks and equivalent banalities.












6.    (  )     .









6. Significance of conceptual thinking (speaking with the inner voice) for developing oral translation skills.












7.     ,  ; ,  -  .









7. Putting tactical goals low when translating orally; preference-giving to the simplest; gestures and mimics - feedback.












8.        (    ),  .









8. Quoting when translating into a foreign language (routine speaking as a total quotation), awareness of automatism.












9.     ,   -    ,    . .    .









9. Monologues and dialogues with one's shadow; passage motorics: the rational control over the automatically pronounced, choice of a block, etc. Meditating in a foreign language.












10.    (-      ).









10. Specifics of oral grammar (degrammatizing of the language as a norm in oral speech).












11. , ,  ,   .


 









11. Rhythm, intoning, loudness of speaking, accents in syntagmas.












tez12


 






* * *





  .    


     


 , 


     -


   ,  


,   :


     ,


  ,  , - ...


  -   -


    ,


  ,  ,


      -


     ,


      .






* * *





The running horses. Double sense and meaning


of an old symbol. Trouble and disaster,


serenity and hope. The race was faster


by revolutions, when a people, dreaming


about it's food, the wheels of future riming


though for a little while, but it's own master,


at first had ruined and constructed after.


Always with crazy inspiration leaning


over backwards, constantly a bit akin


to horse, that wishes greatest prizes win


and be unchanging better among others


in endless competition of the lives.


O our deep age, in which my thought dives!


O peoples, that are to itselves great bothers!



















 12.









Theme 12












  









Social group and leader in selfstudying


















I.       .







I. Specifics of a small group formation and existence.











1.        .









1. The role of interest for specific activities in a social group formation.












2.      .









2. Segmental involvements of an individual into different social groups.












3.    ,        :









3. The essence of hedonistic activities in a group, their cultural values and evolution of relations among its members:












) -  - (-  ,            ..):









a) a sensory social group (feelings and thinking are an obstacle, common sense is an instrument for gaining primitive sensory delights, etc.): 












-      ;









- relations in sensory groups become routine;












-        ;









- slackening of contacts and loss of interest for another personality;












-        ;









- selfishness and its progressing in a sensory group;












-       ;









- increase of quarrelability and decay of a sensory group;












-    ( ,   , ,      );









- the leader of a sensory group (priorities to the external; authority of physical abilities, strength; ordinary members of the group develop phobias;












)  - :









b) a spiritual and creative social group:












-    ;









- development of ethical hedonism;












-     ;









- the role of intellectual interest and skills;












-    ;









- collectivity and integration of individuals;












-    ;









- progressing sense of a like-minded adherent obtained;












-      ;









- the development of relations and the spiritual model in common;












-   (. )   ;









- the formation of a leader (Goethe) and sense of equality;












-      ;









- marginal social groups and sense of reliable elite;












-    ,       - ;









- strengthening of ties in a group, spiritual grounds for promoting the leader of a spiritual and creative social group;












)   :









c) a mixed group:












-    ;









- doom to superficial relations;












-   , ;









- resistance to deep analysis; secularism;












-  , ;









- secular thinking, snobism;












-    ,      ;









- sense of offence and injustice, fear of the group's dissipation and compromises;












-   ,  ;









- meekness of the group members, mutual exploitation;












-    ();









- hypocrisy in assessments (insincerity);












-  ;









- sense of being worthless;












-    ,    ;









- degeneration of friendship into good neighbourly acquaintance;












-  .









- the priorities of the external.











II.   .







II. The autodidact and social group.











1.    ,  .









1. Singling out from the former group, alienation of interests.












2.       -       .









2. Sense of unjust accusations and certainty of one's own superiority over the former level and former co-inhabitants.












3.      (-,    ..).









3. Propaganda and organizing activities of the autodidact (satisfaction, growing authority, etc.)












4.        (, ,   ,   ).









4. Quality of perception as a ground in inevitable debates (truth; originality, essence instead of hackneyed and false banalities).












5.      .









5. Awareness of the gap as the means of stress release.












6.   :









6. Difficulties of the transition:












)     :









a) psychic suspension and transition:












-      ;









- search for the foothold in the actual sense of moving ahead;












-      ;









- accusation of and resistance to the routine welfare footing;












)   ""   ;









b) clarification of the "philistine" concept and personal development:












-     ,    ;









- persistence as the ground for an effort to move on; satisfaction with the persistence manifested;












-     -   ;









- durable efforts and analytism - the points of applying persistence;












-   ( );









- embroadening of the interest (culturological interests);












-   -       ,    ;









- search for information - moving from external brightness to inner keenness, to understanding phenomena of life;












-   ;









- perfection of self-analysis technique;












-    ;









- the philistine as a closed system;












- . , , ,      .









- F. Nietzshe, the state, authorities, the suppression apparatus, dissipation of individual thinking.











III.       .







III. Goals of selfstudying and breakthrough to human dignity.











1.     .









1. Stiffness of opinion as a criterion of philistinism.












2.     .









2. It is impossible to have an opinion without being well-informed.












3.    -:









3. An obedient philistine and a philistine-leader:












)  ;









a) heterogeneity of philistinism;












)    (),       (   . ).









b) a philistine and a talent ( a gifted person), it is impossible to embrace the essence of the moment or a piece of art (the case of the composer O. Messian).











tez13






 


 


* * *





.   .


  , 


,    - 


  ,   .


  -  ,


  ,  ,


 ,    ,


    ,


  ,   , -


       ,


   ,  


   .






* * *





The trembling soul is our instrument,


we tame the cries, transform them in the tunes


and thus we save ourselves - the dews


of temporary feelings that are spent


almost all. But ... but we believe and stand


and stay and struggle for the little fews


of past already wholes. Eternal Jews


are multiplied in our dreams, that end


with us, ain't we, like deathless creatures move


our images as if the movements prove


the crazy statement: that can further dure,


that has the quality to be again


and your deep Self wait for the future gain


like for a wisdom sake - mad epicure.










 









 13.









Theme 13












   









Stress of waiting in self-studying


















I.    ( "  ,        ").







I. The definition of the stress of waiting (as "burdened with negative emotions connected with a firmly fixed date").










II.    .







II. Waiting for the result in self-studying.











1.     .









1. Close and remote results.












2.          .









2. Regard of studying as an extended stress of waiting for a remote result.












3.       .









3. Subjective assessment of achievements and accustomness to thought.












4.      .









4. Account for the assessments changed and correction of goals.












5.   :









5. Minor goals setting:












)      ;









a) tactical tasks put low and minor goals;












)         (- );









b) moving from one result to another and sensation of the skill;












)      -   ;









c) development of analytic abilities and sense of superiority over the former Self;












)         ,        ;









d) observing the rule of transition to the following material without assimilation, but after acquaintance with the previous and its motoric reproduction;












)     :


)    ,  ;









e) goal setting and result premonition;


f) the period fixed shall be brief; the rule of splitting up;












)         ;









g) lack of probability factor in goal-setting and psychic traumatizm;












)      ;









h) minor goal gaining as a hedonistic act;












)   :   , -   : "   ?"  "      !"









i) dissonance in assessments: the autodidact and surrounding, readiness for discrepancy in assessments: "When has he managed to do all this?" and "He knows quite enough of everything."












6.      :









6. Major goal setting in selfstudying:












)  ;









a) embroadening of outlook;












) "  ",  --;









b) "the way to the co-planetarian", obtaining a like-minded friend;












)         ;









c) moving to the past and the effect of drawing the past and present closer together;












)      .









d) the correction of the major goal as a creative obligation.












7.  :









7) Grammar of waiting:












)    ,      ;









a) the notion of punctuation, main and secondary parts and pauses;












)         (        -     -);









b) competent waiting as the process of step-by-step complication of the minor goals (conscious substitution of a remote and at the present unrealizable goal by a close one which could be realized quite quickly);












)    -       ,  ( ,    ..);









c) critical mass of knowledge - waiting for it and active employment of associative method, continuum (long-lasting immersion, durable efforts, etc.);












)   , , -,          .









d) the role of making selfstudying down-to-earth; parallelism, polyphony, sense of satisfaction with the time lived through and alleviation of stress occurred due to long waiting;












:    ,    .









The rule: The more energetically you study the milder is stress of waiting.












)     ;









e) awareness of abilities and technique efficiency;












)          (    );









f) consideration for the law of objective existence of a gap with no regard for the quality of knowledge (a point gap and a considerable gap);












) legenda libry  .   -       ;









g) legenda libri and waiting; the role of preliminary anthological acquaintance and certainty in nonexistence of space gaps;












) quasi - modestia;









) quasi - modesta;












)   :         (" ,    -   ");









i) quasi-immodesty and acceleration: sincere information about one's studies and indirect obligations ("I said that I could - it means that I have to do it");












)    (,    ),      ;









j) ambitions for oneself (haste, competition with oneself) speed acceleration and stress-of-waiting alleviation;












)  (  ,  ,   )  ,     ;









k) psycho-relaxation (yoga technique, autotraining, the right brain setting) and waiting, sense of fragility as tension release;












)       ;   ,   ,      ,     ;









l) fragility of one's personal being and waiting for results in studies; "the last day status", entrance into the noosphere, quasi-religious feeling of making contribution to the spiritual storage of the world knowledge, possibility of normative usage of lofty words;












)     :        ;









m) the method of removing oneself into the future; relaxed fancying oneself in the future in various periods;












)     :    ,   ;









n) displacement of training and expectation of the unexpectable: we train or study a certain thing, but actually perfect anoher;












)   , ,  , ,   ..;









o) the notion of frustration, autoaggression, re-evaluation of values, abilities, intentions, etc.












)   -  ;









p) moderate fixation of dates as the means of relaxation.












8.     :









8) Stress of waiting and subject studying:












)         ;









a) general ideas about the subject being studied and satisfaction with the essence obtained;












)      -: "    ,    - ";









b) the limits of analytic penetration and divergence of requirements: "It is possible to be ignorant of this , but as for that, I should study it";












)      .









c) psychic nourishment and the Law of connected knowledges.










 


tez14


 






 


 


* * *





   - 


,  ...


 .   ,


    .


  -  .  


   .


!    


  -


   . .


.  ,  .


   ,


    .






* * *





The most of us are <<others>>. That's a law


for common members of a usual crowd.


A name vibrates, but it is not too long,


a part of giant voice, of general <<know>>.


But this huge sum of souls is ground where grow


the individuals, those who are out


of harmony of <<much>>, of roaming about,


of cluster of the touches that is one blow.


The bulk is only fertile fickle soil


so changeable - like Proteus when we toil


up, like a mountain steep, courageous hope,


to proud highness of a solitude


that we for own songs sake make to protrude


from greedy jaw of an accord in which we crop.










 









 14.









Theme 14












  ""









The "bifurcation" of Self


















I.      .







I. Objects of inner life observation in selfstudying.











1.  () .









1. Creative (heuristic) processes.












2.  .









2. Reflexive activities.












3.  .









3. Rational activities.












4.      -  .









4. Correlation of rational and reflexive in full-fledged selfstudying.












5.     :









5. The autodidact's personality as an object of introspection;












)  "   ", "  ";









a) the technique of "catching sight of oneself", "a gimpse from aside";












)  "  ";









b) the method of "correlation to the ideal";












)  "   ";









c) the method of "mental fulfilment of a complicated task";












)  "   ";









d) the method of "comparing the former and the actual";












)  "   -    ";









e) the method of "reconnoitring the spiritual space - looking for heights and lowlands";












)  " " (  -       ..);









f) the method of "comparing feelings and experiences" (for identifying the advantages of this or that techniques of selfstudying, etc.);












)  " " (  );









g) the method of "waiting for a fish to take the bait" like a fisherman does;












)  "  " (  ()     :   - ,   ;









h) the method of "crying into the well" (the recall of concrete (controlled) events and the identification according to the rule: "If it recalls then it is tuned.";












)  " ,  ";









i) the technique of "observing oneself, walking at a distance";












)  " " (     );









j) the method of "a test experiment" (the identification of the true thought through spontaneous speaking);












)  " " (  -,      );









k) the method of "oriental spices" (demarcating perception freshness, evoking good spirits and identifying sensory priorities);












)  "   " (   );









l) the method of "jogging along a shady ally " (the sensation of being young and relaxed);












)  " " (  -  "" .-. );









m) the method of "existence test" (the comparison with the autodidact from "La Nausee" by J. P. Sartre);












)  "  " (  -  -  ( ));









n) the method of "listening to the inner tune" (identifying the actual - present - rhythm for those who compose verses);












)  " , " ( ""    - person,     "");









o) the method of "personification of thoughts, feelings, states" (one "I" refers to the thought - person, who is the friend of the other "I");












)  " " (  ).









p) the method of "the devil's bar" (realization of dialectical approach).












6. ""   "" :









6. Observing "I" and "I" observed:












)  "" :









a) specifics of observing "I":












-     ;









- identification with Self;












-  ;









- complete latency;












- ;









- resistance to compromises;












-        ,  - ;









- sense of integrity or even identity with the world spirit, with God - religiousness;












-  - ;









- omnipresence - superthinking;












-        (-);









- sense of being involved into eternity and depreciation of the body wearer (super-life);












)  "" :









b) specifics of the "I" observed:












-  ""      ;









- realization of the "I" observed in inner and outer motions;












-  "" ,    -;









- fleshliness of the "I" observed; his sensority and feeling-thinking;












-   ""  - -   "" ;









- preparatory activities of the "I" observed - consultative channels with the observing "I";












-    ""  - ("     !");









- evasiveness and protheism of the "I" observed ("It is not me yet, just wait!");












-  ""    (  );









- nonidentity of the "I" observed with the personality (for the individual);












-  ""    ( );









- identity of the "I" observed with the personality (for the onlookers);












-      ;









- the problem of mutual understanding and problems of the inner world;












-  ""   ( "");









- ability of the "I" observed to divide (dispersion of "I");












-   "",  ,    ,  -     ..;









- multiplicity of the dispersed "I", thesaurus of feelings and experiences, equation with transmitters of emotional states; instrumentality - for assimilating culture, etc.;












- ""     (" " - . )   -.









- the "I" observed as a dynamic process ("man flows" - L. Tolstoy) and eternity of the intellectual and spiritual.











II.   ()     .







II. Duet of inner (solo) voices and dialectic unity of opposites.











1.  .









1. Inner disaccord.












2.  .









2. Inner harmony (euphony).










 


 


tez15


 






* * *





   ,


  , ,


 ", !",  ", ,


, ,  !


  


   ,


   


  .


  , ,


, ,  ,


  -  ,


    :


    ,


    ,


, ,    ,


     !"






 


 


* * *





The poetry has not limits. But a poem


is constantly abridged by boundaries of sheet


it would go somewhere far beyond the sweet


white paper area. There it is pawing


with Pegasus' light hoofs, like Cupid bowing


for images that are the hearts of it,


and so the buds of love each other meet


for being soon a twigs, the future sowing'


for a new truth to bear afterwards


and to express in sounds or in words


or in uneven lines and coloured mud.


The human space is to create created


and so Great Lord mysteriously made it


that we must always over the border putt.



















 15.









Theme 15












   









Construction of the personality in selfstudying


















I.      .







I. The personality as the integrity of the inherited and acquired.











1.   (,  ).









1. Psychic parameters (temperament, accentuation of psyche).












2.      .









2. Modification of natural abilities and non-realization of the personality.












3.     :









3. Spiritual deformity and spiritual beauty:












) :    ;









a) kindness: dependence on evaluation mechanism;












)  : ,   ;









b) sense of justice: analytism, tradition and outlook;












)   :   (   );









c) love for one's neighbour: concrete vision (impossibility to love the human race at large);












)  :     ( ) ,  ()   -  , (    );     (  ;     - "  ";   -     , ;            :       );









d) meaning of life: an individual may have a spiritual (or non-spiritual) goal, life in general and as such cannot (theology is not considered here); spiritual parameters of the meaning of life (aspiration for knowledge; a path to independent thinking - "a path to the co-planeterian"; contribution to the noosphere through personal involvent into culture; possible satisfaction with own life in connection with realization of a personality and fulfilment of the goal: one can earn before-death peace only by lifetime unrest;












)  ,        ( );









e) broad interests; malti-sided development of a personality as a circumstance of his/her spiritual beauty (a shallow-minded person is ugly);












)   ()      ( );









f) coefficient of attractiveness and a personality's striving for perfection (the inner carrier);












)  : ,  -.









g) heritage of a personality: spirituality transmitted by descendants.












4.     :









4. Acquired spiritual qualities and selfstudying:












)  (  );









a) persistence (transformed from stubbornness);












)   (    ,   );









b) keenness of analysis (transformed from inclination to intellectual speculations, so called reverie);












)     (  );









c) perfect accuracy in work (transformed from the qualities of anancast);












)    -  ( ,    );









d) arrangement of a tree-like social group of intellectual and spiritual orientation (transformed love for power, inherited inclination for leadership);












)     , (-  );









e) developed ability to accumulate feelings and states (transformed from inborn sentimentality);












)            ( - "  ");









f) easy mastering of motoric stereotypes and as a consequence - broad instrumental knowledge (transformed from "coolness of prudent mind");












)        (  );









g) ability of immediate shifting to another activity (developed multi-channel studying);












)    (   ( )).









h) deep research activity (transformed from inherited suspiciousness (and hypochondria).












5.       :









5. Acquired quality as a marginal success in selfstudying:












)     ;









a) sense of independence from a bad habit;












)   ,    ;









b) psychic stability of a learner, the so called power of character;












)        (,         ,     ,   ,  " ,    , ").









c) intimate power is one of possible gains (liquidation of natural selfishness and sense of property in intimate life, priorities of delights and evaluations of attractiveness; greater flexibility of psyche, sensation of a "philosophic individual being connected with the eternal and immortal."











II.  ,    .







II. Architectonics of a personality, correction of ideals and selfstudying.











1.   (,  ,   . " -   ").









1. Dialectics of a personality (boundaries shaped genetically shaped and striving for extension. "Man is an extending universe").












2.      ( ,     (  ),    ).









2. Base of knowledge and foundation of a personality (assertiveness of a knowledgeable person, possibility to make a choice of trends in one's development (vision of road signs), desire to construct one's own personality).












3.      (  ,        - );      .









3. Floors of a personality and a person's age (the connection between one's life experience,

the acquired ability to abstract from one's own person and spiritual - intellectual acts); the number of spiritual acts is equal to the number of floors.












4. -       ( .  "    ").









4. The spiritual and intellectual act as the main instrument of constructing a personality ( the phenomenon of A. Thoreau's "withdrawal to get ready for entrance").












5.          -   - .









5. Greater exactness to oneself connected with the ideal's correction of the ideal is the source of power for an intellectual and spiritual act.











III.    .







III. A personality in extreme states.











1.  .









1. Outplaying of situations.












2.  .









2. Patterning of behaviour.












3.  .









3. The autodidact's workload.












4.    -   - (.  " ").









4. Life as a continuum of nervous and psychic loads and selfstudying (I. Annensky's "horror of life").











IV.      .







IV. Openness of subjective world as an autodidact's aim.











1. "   ,    - , -   " ( ).









1. "If you don't want anybody to learn about it then don't do it" (a Chinese proverb).












2. "  " (. ).









2. "A genius has nothing to conceal" (A. Pushkin).












3.  "" ( ) -  - ( ).









3. Antinomy: "the philistine" (a closed system) - the creative personality (an open system).










 



tez16


 






 


 


* * *





,  , 


 ,    ,


 ,  -  


 - ,   .


    -  ,


    


  ,   


   .


    


  ,    .


  ,    ,


    .






* * *





Inflated with pride and vain littleness


the youth was sick, additionally sick -


first illness is the shortening, a trick


of making nothing of the inner stillness,


a too great waste of time, of stream of days,


nights where same melodies so sweety sound


and freedom of intention is a ground


for feelings with the voice of Barbara Streisand.


We always are abridged compared with plans


with that young force that strings so lucky strain,


with one born in ourselves, but really upper.


And we again surprise and wish to fly


but body stays below full of why


and only like inflated bird of rubber.










 









 16.









Theme 16












" " 









"Internal progress" in selfstudying


















I.   :







I. Specifics of social hierarchy:











1.  , , ,   .









1. The hierarchy of posts, professions, specialities, social statuses.












2.    .









2. The hierarchy of skills and mastering.












3.   (    -).









3. The hierarchy of authorities (the official authority and true authority).












4.   ;   .









4. Education and society; the criterion of social health.












5.   ;     ;   :









5. Education and tradition; Oriental education and Western education; mixed type of education:












)     ( );









a) education and material wealth (Phales of Mileth);












)     :   .









b) education and social status: desired and actual.











II.    .







II. Pragmatism and romantic ideals.











1. ,    .









1) Stoics, attitude to the world of objects.












2.    .









2) Su Yu and Yao.












3.    ()  -        .









3) Pragmatism and physical (manual) work - estimation of work as such by daily routine consciousness.












4.      -:









4) Productive thinking as practically useful activity:












)  ;









a) fundamental research;












)   ;









b) operative action of the intellect;












)  -   ;









c) thinking-playing as relaxation;












)       ;









d) thinking as common property and the instrument of aim gaining;












)    -  .









e) thinking as ataraxia - practical essence.












5.   ,     "",  ,    ()   (),  :          .









5. The ideal of a practical person, the danger of alienation from one's self, rationality "in advance", diminution of theoretical initiation (reflection), with a paradoxical result: the decreasing practicality alongside the absolution of orientations on achieving the ideal of a practical person.












6.  :    , -   ,        :    , -, ;  : ,   ,     .









6. The ideal of a romantic person; alienation from common sense, preference to voluntary spontaneous decisions, aberration of perception actual events and relations between people; absurdities of inner life - mysticism, pseudo refinement, speculativeness; with a paradoxical results: deromantization, disappointment in ideals, ruin of hopes and even death.












7.    (    ):









7. The ideal of a mixed type (romantic realism or actual romanticism):












)      -  ("  - ", ,   ..);









a) developed philosophic thinking and possibilities to romanticise reality ("genuine thinking is romantic," impulse, Elan , etc.);












)  ;









b) reality of the unrealizable;












)     ;









c) romantic move in the autodidact's strategy;












)      ("       ");









d) practical approach to cultivation of the romantic ("it is advantageous to be a romantic from practical viewpoint")












)  ,  ,  -   -    -    , ,   );









e) deromantization of philistinism, weariness of life, absence of a high ideal and as a result - narrowing possibilities for a personality's development, under-realization, chronic spiritual malnutrition;












)  " " (  - ,  "",  "  ", "    ");









f) the technique of the "development of an impulse" (constructing the system of growing aims, methods of anticipation, the method of "waiting for the next station," of "travelling along the route of one's development");












)    (   ,  ,    );









g) romanticism and mysticism (mysticism as passive romanticism, as romanticism turned inside out, as the surrogate for active romanticism);












)      ("    ",  " ",  ,     - "   ");









h) activeness combined with romantically authentic thinking ("living of the spirit in the objective reality", the method of "estimated probabilities, substantiated proposals, encouragement of striving for the beautiful - "perfection has no limits");












)    (  ;    common sense,        );   ,  .









i) idealists and romantics (on daily level; the first don't use common sense, the second don't feel it is really possible to get greater perfection); resistance to hypocrisy, and prosaic existence.











III.    (  -   " ")







III. Criteria of a personality's realization (they are also the indicators of the "inner carrier" made).











1.   -  - ( ).









1. Possession of the contemporary level of natural and scientific world outlook (thesaurus of notions).












2.       -   ().









2. Possession of the thesaurus of feelings and experiences relevant to the civilisation (civilisations) one belongs to.












3.   (  -        :      ).









3. Philosophic thinking (search for the unity of opposites in every phenomenon of life regardless of its quantity: the small may be a wearer of the great).












4. ,         (, , , , , , ).









4. Clarifying and defining ethical and aesthetic categories at the intimate level (stupidity, beauty, kindness, shallowness, dullness, creativity, gratitude).












5.  , .









5. Spiritual undertaking, initiative.












6.      - ,     .









6. Ability for independent decision-making in practical daily matters, problems of personal development and problem of interrelations.












7.     ( ,   -  ).









7. Possession of the thesaurus of foothold precedents (personal experiences, information from books - examples from history).












8)     (  :     ,   ).









8) Ability to overcome crucial points (in private life: to drive negative emotions out into creative activity, sublimation of psychic tensions).












9.         - .









9. Development of natural abilities and availability of specific skills in a particular field.












10.   (    ).









10. Correction of self-realization ( correlation with the conceived and gained).












11.        -   .









11. Aware need for growth and development at mature age as an indication of a self-realized personality.












12.     ,       .









12. Withdrawal from intentional outer entertainments; ability for interesting and tense inner life.












13. "" " ", " () -" (. ).









13. "Protection of a living soul" and "flexible perception" (R. Stivenson).










 



tez17


 






 


* * *





  ,   


,    ,


  , 


,     ?


   ,


    ,


   ,


  (,  , ).


  ,  ,


   ?


 ,   -  


    - ,


    -


     ?






* * *





O, dear Mr Empson, I beg you allow to tell


that our houses constantly are on a cliff


that we are suspended by nerves and by feeling's?? as if


the fly is the firmness, and badly is well.


And here to diminish means adversely to swell,


as to exist as a ship is to be a light skiff


I contemplate a spring and see a falling leaf


where freshly blossoms play the notes of magic smell.


All living now is swimming when it's sinking,


and in deep muteness when is something singing


in most perfect joy when he or she is sad.


I hope really in moment of lost pations.


And happens everything where there are no occasions.


I may be had the world because I nothing had.










 









 17.









Theme 17












   









Personality as extending universe


















I.  -.







I. Concept of the personality-universe.











1.       .









1. The personality as a system of optimum self-awareness.












2.      -    .









2. Parameters of a personality and spiritual acts as the unity of rational and irrational.












3.  -,    .









3. Conquest of personally irrational, deepening of knowledge about oneself.












4.  ,   -.









4. Clusters of stars, nebulae in the personally irrational.












5.   -  ""  .









5. The ideal and personally irrational as "densed" spiritual material.












6.     -. (" ,    , ,    " -      ).









6. Extending move of the initial spiritual material ("Everything is recognizable, everything appears to have existed 

in ourselves being encoded" - self-decoding is 

a spiritual motion in culture).












7.   : ,  () , ,  - ()  - ( , ),  ,     -  ,     -  (   ).









7. Ethics of a personality's extension: mutual penetration, merging (equation) of fragments, loss of name, dissolution of self-personal (conceit) in personally universal (collective eidos, God), euphoria of name losing, recognizing one's dear in the universe - inner in the outer, perfection of patterning inner life - revelation (as self-interpreting from aside).












8.  "":    ""    "" -    ("     ").









8. Dialectics of "extension": alienation of "separate" self and becoming related to the Self who is a part of the universal spirituality ("moving to the real Self").











II.   .







II. Fantasy and creativity











1.     ("  ,   ")     -   (  );  ;   ,    :     (     ).









1. Dreaming as turning ideals into intentions ("By will of the pike, do as I like", i.e. as if by magic, by itself) and modelling in the inner space-time of a personality (conquest of another life); parallel existence; bringing into existence of the potential life characteristic of everybody: gerontological enrichment of psycho-somatic of a human being (actors and priests live long as a rule).












2.     .









2. Dreaming as a breakthrough to the irrational.












3.    .









3. Common sense and fantasy.












4.     (   );  , ;  -   ; ,      ;             ,  );   -    ( !).









4. Mozartism as fantasy under control (essence of creative work technique in arts); thematical dreaming, invariableness; practically inexhaustible number of possible situational readings; seeing oneself as an extending personality while reading; encoding feeling and experiences with the help of sign systems of this civilisation and changes in the contemporary art, internationalization of codes); hedonism of creative work - awareness of oneself (chemism of the spiritual!)











III.  .







III. Invention technique.











1.   (   ,   ).









1. Personification of material (animation of the driving forces of the imagined, studying of the forces' behaviour).












2.  .









2. Research of paradoxical.












3.     ( ,     ).









3. Search for analogies in nature (in flora, fauna or phenomena).












4.       -.









4. Search for analogies on non-related fields of human activity; "subconscious inventions" (sleeping, D. Mendeleev's system, Etruscan tomb by Z. Freud, etc.)












5.  ()   ( - " ");     .









5. Modelling (imagined) of a philosophic concept (using "total dialectics"); analysis of all contradictory as possible.












6.   (, , -  );  .









6. Re-comprehension of metaphors (staging, reckoning, technical processing of the idea); adventure play.












7.       (    ,  ).









7. Heuristical tension and effect of unusual discovery (especially while working in unpredictable remote material).












8.  .









8. Scanning of the past.












9.         .









9.Proscopie as the result of full ethical involvement into creative work.











IV.      .







IV. Flashes of biochemical energy and extending of a personality.











1.    (:     ).









1. Parallel to ethnogenesis (differentiation: a personality may always remain a personality).












2.    (    -,   ..).









2. Instincts and passionateness (performing a feat for the sake of science, art, etc.)












3.      - , "    " ().









3. Interpretation of eidoses as ataraxization (tranquillization) of a personality - delight, "body's health and soul's peace." (Epicure).












4.     -      .









4. The supreme usefulness of spiritual extension - correlation of the act of spiritual extending to the human nature.












5.     .









5. Work for the sake of mutual understanding.












6.  :   - ;  ,  .









6. Feedback: the collective eidos - a personality; sense of belonging; fulcrum of spirit.












7. "    " ( -  ,  -  ); :  -  (    ).









7. "Joining the eidos from the past" (hypothesis - the eidos is eternal, proof - the thesaurus of feelings); parallel: eidos - feeling (feeling as the result of perceiving the eidos).












8.     (     );       ,    (  ).


 









8. Good and evil eidoses (parallel to the black and white magic); evolution proves continual prevailing of construction over destruction, good over evil (very often human).












tez18









* * *


   


    ,


    ,


      .


,  -   ,  ,


   -  .


      -


   ...


      ,


  -     -


     .


    -   ,


      


    .









* * *


Eternity has brown and grey eyes


and goes here on Ukranian hills.


It knows all news of us and fairly deals


them between trees and dust and beast and tries


be simple as event. It at night cries


and cuddles my world and all our wills


and me as a man's body and what steals


from it a few crumbs for the acute why's,


because a man is equal with an asker,


our thoughts are only vegetative cluster


of questions and an endless painful doubt.


But in the end it cruelly crushes us


and trifles our lives and cuts like grass


all that what seems to us so stout.



















 18.









Theme 18












 









The Limits of Knowledge


















I.    .







I. Awareness and intuitive knowledge.











1.     ( -   ).









1. Dialectics of the aware and intuitive (impossibility to exist without one another).












2.  . " " (- ).









2. Absolutization of the aware. "Sin of superabstraction" (insanity of I. Kant).












3.  . " " (- ).









3. Absolutization of the intuitive. "Sin of superfantasy" (insanity of Mahomet).












4.    (  -     ; ;    ; , ).









4. The advantages of aware knowledge (high coefficient of detailing with minimum waste of vital energy; systematization; rational activity as an instrument; abstractedness; philosophic inclination).












5.    (   ;   -;  ;       ).









5. The advantage of intuitive knowledge (reception of pre-signals and antisignals; vision in space-time; appearance of images; connection with the collective eidos and low psychism).












6.        .









6. Necessity for applying flexibly the technique of aware and intuitive knowledge.












7.       (  ,  ,    ) - . , . ,      .     . ",  ,   ".









7. Aware and intuitive in daily routine consciousness (concept of Judgement Day, apocalyptic moods, decoding of superstitions and fairy-tales) - G. Frazer, J. Propp, attitude to paleocontacts and extra-terrestials. Probability approach to all miraculous. "The miracle occurring is not a miracle."












8.                       ;      ;    ,  ,      ,     (. , .   .);   -    (,  ),    .









8. Scientific knowledge and belief as aware knowledge with the aim of gaining the collective eidos of the whole human culture and as an intuitive act of communication with the collective eidos of adepts; the object of collective worship is not an illusion, since this is a collective eidos, consequently God will exist till people exist (L. Feuerbach, B. Iskhakov and others); the unity of opposites - belief and doubt (probability, scientific thinking), the thesaurus of feelings and religion.












9.       .   ,  ,  -.









9. Interiorization of feelings and knowledge as their cause. Criterion: till satiation; repeatedness occurring, effect of crystallization.












10.       -  ;     " " (. ).









10. Criterion of identifying oneself as belonging to a certain cultural circle; harmonization of satisfaction with the sense of "natural narcissism" (Z. Freud).












11.      -; (  ).









11. Human curiosity and the criterion of practical interest; (will power as a desire).












12.   - .









12. The criterion of accumulation of intellectual and spiritual skills.











II.    ( . "   ";


"    ,       :    ,   ,    ?    ,     .


 ,     ,           ,   ,    ,    ...   - ,   ").







II. Memory and knowledge (L. Gumilyov "Ethnogenesis and biosphere of the Earth";


"A philistine without professional background thinks that his personal memory is the base of knowledge: the more he/she has memorized, the better educated he/she is. Is it really like that? Nobody could remember everything he has seen in his life.


It is impossible, unnecessary and even harmful, as an observer's field of vision embraces both major and minor objects, pleasant and annoying, perceived in a right or a distorted way, kept at large or in fragments... It is not enough to remember, it is even more necessary to think").











1.       :









1. Denial of stubborn delusions and determination of knowledge limits:












)   ,   ,       (  ,   ,     ..);









a) attitude to the West, the Western culture, clarification of truth in general (Germans and Albanians, Frenchmen and Americans, Australians and Spaniards, etc.);












)    (, , ,  ();  (. ), ,    ();









b) attitude to the East (China, Tibet, India, Japan (Kirkwood); Africa (L. Frobenius), Dogons, the Mediterranean Bronze age race (Tuaregs);












)    ,    ( -  ,  "  ");









c) concept of the world cultures, ethnology and supposition (criterion: repeated occurrence of the similar, the thought: "I have already come across it somewhere.");












)      ( - );









d) ancient mysteries, and common sense (involvent of probability thinking)












)       ;     ;









d) motivation for focusing in ethnology; the instrument of straight ahead studying of the human race evolution;












) ,     (  -      ,          );









e) delusions connected with other sciences (harmonious knowledge as the criterion for determining limits of acquaintance with sciences, clarification of essence and further lifetime keeping in touch);












)        .









f) europocentrism and its elimination as an obligation for the autodidact.












2.      . "  "  "  ":









2. Changing of a personality and limits of psychological knowledge. "Pride of the culture accumulated" and "ethnos in old age."












)     ;      ;









a) a personality's moving towards psychic steadiness; steadiness as the criterion of high level of self-knowledge;












)      (-    ,   );









b) a philistine and organizm-restricted level of self-perception (withdrawal into one's own organism, progressive with ageing);












)        (: "   -   -   ,  ");    ,  ;  ,    (  ,   );









c) moment of restructuring a personality's elements and limits of knowledge (dialectics: "To be oneself means to obtain being in one's better self"); knowledge of other sides of the known, of the life's renewal; changing of phases, birth of one's new Self 

(biosphere of personal cosmos, change of the combinations of elements);












)      ;









d) facts and perfection of means for verifying them;












)        ;









e) resistance to fictitious conceptions and focusing towards truth;












)      ; -  ,          ;   ;









f) sensation of changes and results of personal development; foundation for self-reliant constructions; specialisation of interest and steady equilibrium in harmoniously developed knowledge of an individual; section of personal history;












)   ():    ,          -; " ,    , , " (. );  ;









g) high dilettantism (criterion): possibility (if there is a will) at any moment to deepen one's knowledge and go over to professionalism; "Maybe, dilettantism is also useful or rather fruitful" (L. Gumilyov); non-militant dilettantism;












)    ;









h) psychological peripherisation of instrumental knowledge;












)           .









i) professionalism as detailing combined with global systematization of causes and effects.










 


:   . .. .


 






* * *





   


    ,


    


   , -


,  ,


  ,


   - ,


   ,   ...


   


   -    :


  


  ,


      


  .






* * *





Please, give me dear sense in every


translated into spaces of the spring.


And that my old believes, a future mastering,


in losing partly altogether win it,


please, give me, time, that is of mine and


of all in area of this narrow ring,


where love is centre like a point-king,


and where its beams unceasingly all clean out.


Content of life is dimple in the kinn,


the usual kiss - the most important win,


and our whispers - origin of music.


But always there is a tiny need,


like hidden poison soul swallows it


and slowly dies so painfully amusing.



















 19.









Theme 19












 









Densation of time


















I.   -.







I. Thinking and space-time.











1.    , "" (. )   ;  - -    .









1. General motion of evolutionary thought, "duration" (H. Bergson) and unfolding of space; imitation of space-time in the extending universe by a developed personality.












2.     ;     ,  ; "     -      " (, "" ,   ;  -   ).









2. Sensation of time and its genuity; genuine time as a continuum of feelings, annihilating it; "If I have forgotten about time - it means that I have lived through its genuine fragment" (blanks, "caverns" in the usual, routine time continuum; interest is an annihilator of a philistine's anti-time). 












    - DUREE.









Thought as a house of time - DUREE.












3.     (  DU-REE       -   );  ,   .   (  ).









3. Creative state and time (sensation of non-correlation of DUREE to measuring in hours and actually lived through time - the fact of time densation); capacity of a moment; a unit of a moment's capacity. Quant of self-appearing stream of associations.












4.     ,  -.       : (-).









4. Density of time and density of thinking, possible identity. Evolution fills in time and is equal to world thought: (thought-feeling - thinking).












5.   ()   ;    ();    ;  .









5. Informational noise (IN) and densation of thought-feeling; concept of concentration of attention (CA); CA and resistance to IN; density of thinking.












6.      ;    ; (   ), ""  ;    "" - ,   -  (,  ()   ..);   .









6. Definition of excessive as necessary; background noise and silence; (there is no silence in vacuum), "crash" in a human being; in order to get rid of the "crash" of intellectual and moral solipsism, it is necessary to use socio-psychological noises (clashes, marginal (not obligatory) studying, etc.); didactic usage of noises.











II.     .







II. Perception of new and densation of time.











1.     ;  ,  ,     .









1. Primarily new and secondarily new; informational deposit, giving rest to the material, putting the material aside for refreshment.












2.    ; (    ).









2. Freshness of perception and densation; (primary freshness and the depth of perception).












3.     .      (  !)  -     .









3. Initial covering of the material and densation. Possible increase of densation with repeated (for the umpteenth time!) covering - the increase depends on the optimum length of a break made.












4.    .









4. Increase of analytism and densation.












5.    ;  :  .









5. A new and creative state; generation of ideas: brain fields.












6.       (  - ;  -   ;     ).









6. Liquidation of obstacles in organizing creative states (exterior way is isolation; inner way is aware creation of IN; the growing resistance of conditional psychic material.












7.    .









7. Enthusiasm as a controlling factor.












8.   (SIC!)     - .









8. Life style (sic!) as the exterior arrangement of the manifestation of creative states.












9.      (" ;    ,     ");           ..









9. Interrelations with people and assumptions ("they are kind; I think so because I don't know them"); organization of creative states and assumption of people's kindness, etc.












10.     .









10. Beastial pragmatism and creative practicality.












11.       (, )     ;   .









11. Shifting the directive accent from the outer result (knowledge, information) to the experience of collaboration with the nature; peripherization of integrative knowledge.












12.     ("  - ,      , ,  , ..       ";           )     .









12. Premonition of discoveries and densation ("a discovery can never be made by chance, since it is necessary to gain an optimum level of special comprehension which means that one has a premonition about a possible discovery though not having been formulated yet, i.e. it is conceivable as an image or pre-image"; an attempt to pass over to an aware act of thinking connected with the coming discovery); discovery is equivalent to getting additional time.












13.     .









13. Frequency of discoveries and time densation.












14.     (  -  ).









14. Scanning of material and self-assessment (turning from an apprentice into the master).












15.   (   , ,  , ""   "" ;  , , ;        "";   .









15. Role playing (fancying oneself in future, feedback, imaginary Self and today's Self; putting on a certain kind of a role; affectation, self-deception; there is not a single individual existing out of an imaginary role; organization of creative states.












16.      ( -;  ,      ); (  .  Homo ludens?).       (. , . , " ").  -  .









16. Heuristic games and barriers of the playful (overcoming is compulsory; it is necessary to know that everything is playful); ( was A. Einstein a Homo ludens?) Everything at measure playful condenses time (J. Huizinga, G. Hesse, "lofty game"). Densation is an apologia of game.











III.  .







III. Versatility of life.











1.    .









1. Informational channels of a developing personality.












2.    .









2. Multichannel astronomic day seems to last like many days.












3.   -    - (1.4  R, ..   ).









3. Direction of thought-feelings is a material winning of evolutionary space-time (1,4 is equal to R, i.e. time is equal to thought).












4. "  ",   (       ).









4. "Strati of time", time lepton (leptonic gas of time is equal to lepton gas of evolutionary thought).












5.  :









5. Practising multichannels:












)       (  ,  );









a) world outlook scope and actual length of life (with account of thesaurus of states, depth of comprehension);












)  ,   ;









b) longevity of actors and priests and multichannelness;












) "Festina lente!"      -;









c) "Festina lente!" but be always in heuristic tension;












)  :    - .    : , , ,   ;









d) multistrata continuum: outer discretion and inner continuity. Memory of states and time; piling up, division, movement, creation of lepton twins;












)       -   ;









e) the collective eidos as the eternity and multichannel connection with it in time;












)          ;









f) sense of life satisfaction as a consequence of participating in co-creation of evolutionary time;












)    ,  ,  ,  .









g) sensation of inner person's generations, transmission of knowledge, progressive movement, age of Methuselah.











"   -       ".







"The perfection of linguistic knowledge is primarily the perfection of languages employment."











tez20








 


 


* * *





 ,   ,


 ,   , - ,


 ,  ,   


     .


 !    


   .


 ! -   


      .


 ,   , 


    ,


    -  ,


   ,  .






* * *





Life isn't smooth. It is a turn of


that pains disperse in us all of a sudden,


though we are always ready meet the mud in


this cleanliness and Cleons instead of Pericles.


We wait for medow and, for ancient Greeks


for quiet and peripathetic garden,


but often see the muddled, is regard on


terrestial surface that the letters picks


for martyrdom, for suffering, for Rome


where christians were at first the first and some


of them were may be last and everlasting


with deeds in ages and poetry in prose


that for us hidden till the cleaner grows


us for the good souls sake all our thoughts

dusting.










 









 20.









Theme 20





















Participation - social and private


















I.    :







I. Perfection of acts and participation:











1. "  " ( ).



.    ,    ,   - .   ,   ,            ..








1. "Baiyujin" (the first quan).



A parable. A fool called a rich man his brother, but denied their brotherhood when the rich man had made debts. In the same way behaves that one who announces himself to have entered the path of truth for the sake of benefit, but not for the sake of perfection, etc.










"    ,       ,    ,     ,     ".







"Having heard Buddha's words about good, he took them and passed off as his own, but when the people around wanted him to improve his acts, he refused to perfect them."











2.       :









2. Self-assertion and participation in bringing a lofty idea into life:











"             ,     ,      " ("  ").







"I took Buddha's words about setting right all beings in existence on the expectation of benefits, not for the sake of real acts. What for shall I refine my deeds?" ("Baiyujin")











3.        . "    -     " ( ).









3. Participation in a lofty idea as the best way of self-assertion. "If people find you useful that means you are useful to yourself" (Manchu ethics).












4.     . ",      (  ),  ,  " ( ).









4. A lofty idea as the segment of a circle, "What a men whispers to himself, sounds like a thunder to the heaven" (Manchu ethics).












5.    ("  ,      ")    : "      ,   ,   " ( ).









5. Participation in hapiness ("We shall be unhappy, if we constantly complain of hardships") and in a lofty idea: "If you do nothing for others, your prayers to Buddha are vain." (Manchu ethics).












6.   . "  ,       -     -,       " ( ).









6.Participation and talant. "If you are talanted, even the uninvited will come to have a look on you - no matter how faraway a sweet-smelling flower grows there is always a buzzing swarm of bees over it." (Tibetian ethics).












7.     . "    ,     ,      ,       " ( ).









7. Participation and peak human joys. "The ocean is never full of water, the emperor's treasury is never full of money, enjoyment with the desirable is endless, a wise man is ever thirsty for splendid talk." (Tibetian ethics).












8.   . "  ,   -  ,   - ,    ,     ( )" ( ).









8. Participation and non-demand. "The best richness is alms, the best happiness is the peace of the soul, the unexcelled decoration is enlightenment, and an incomparable friend is that one who demands nothing (from others)". (Tibetian wisdom).












9.    . "    ,     ,     ,   ,   ,     -   " ( ).









9. Participation and independence of thinking. "Not to distinguish between good and evil, to forget about good done for you, not to get surprised at hearing surprise worthy talk, to ask about visible and clear things, to lag behind others - these are indications of a fool." (Tibetian ethics).












10.    "  -  ,      -   ,   ,  " ( ).









10. Participation and a social group. "When a pious man unites with a sinner, his ways will be distorted as the Ganga's waters become salty when approaching the sea." (Tibetian ethics).












11.   . "      ,       ?   ,       " ( ).









11. Participation and selfdevelopment. "Since you decided to kill all your enemies, how are you going to put an end to murdering? Kill your passions and you will kill all your enemies at once." (Tibetian ethics).












",     ,   -     " ( ).









"The man who does not study the instructions of saints, abandons the path of a human being and turns into a beast" (Japanese ethics)."












"  () ,     ,      ,      :     ,      " ( ).









"If a man wants to be happy in everything, he should not be lazy from the very beginning, especially in studying: that one who worked hard being young will enjoy great happiness being an old man." (Japanese ethics).












"  -       ,        ,   ,       " ( ).









"When someone is continually diligent day after day, ten years later he will enjoy great success and see that he has passed half the way in his knowledge." (Japanese ethics).












"       ,     (  ),    ,  ,             ,          ".









"Even if you read a lot of books, but do not apply them to your life, such studying is useless moreover when someone knows a lot of things as he has grasped their exact meaning, he should once again connect them with each other."












     ( ).









Five commandments for those who begin studying. (Japanese ethics).












1.  ,   ,  -,    .









1. Multiply knowledge by reading masterpieces, listening to others, studying the past and present.












2.      ,   ,  .









2. Carefully ask friends and learned people about things you doubt.












3.  , ..       ,   ,        ().









3. Think profoundly, i.e. calmly peer into and seriously mediate about what have been studied and try your best to comprehend and absorb it (interiorization).












4.       ,  -  .









4. Distinguish exact boundaries between good and evil, between truth and lie.












5.      ,  ,   ,  ,      ;      ,    .









5. Zealously and diligently take up studying and try to use what you have learned keeping an eye on your words and deeds; if a man makes a good beginning he will rarely make mistakes.












" -    ,   ".









"Studying is the means of rectifying bad."











II.       -.







II. Participation in the lofty idea and social engagement.











1.      -;      .









1. Participation in the idea and practical flexibility of the person engaged; devotion to the lofty idea as a psychic foothold.












2.        .









2. Lofty ideas and choice of means for their realization.












3.      ( ,   ),     ""  .. (. , . ;  ).









3. Influence exercised by engagement on the autodidactical process (activization of knowledge, guidelines for basic development), supplementary energy gained from outer "necessity", etc. (M. Bakunin, L. Tolstoy; Japanese epos).












4.      .









4. Sense of a skill's employment as the result of participation.












5.  . ("   ,    ,   ,   ");   ,     ;   ;     (      ).









5. Complete participation. ("The society needs our scope, everybody needs our depth, our pure intentions, our way of development"); the injustice lies in the following: being is not determined by consciousness; in the infringement of dialectics: it would be correct and with a mistake (being is determined by consciousness and being determines consciousness).











III.     .







III. Participation in the collective eidos of culture.











1.  : " " - "" ("").









1. Feedback: "The world culture" - "I" (ego).












2.  " "  " ":









2. "Horizontal" and "vertical" participation:












) " " (  );









a) "flying" feelings and emotional states (analogous to common intonations);












)      ;









b) participation in the creation of the contemporary eidos of culture;












)    ;









c) acuteness of non-participation at young age;












)         .









d) limits of a personality's possible development and the level of reflexiveness typical of the time.












3.      . "        -        , ,    ,         ,      , ..    ".









3. Sense of elitism and participation in the greatest. "A personality's maturity and thoroughgoing participation in culture prove themselves in the ability to see in everybody a potential miracle, a genius, a possible celebrity of the human race, but at the same time they are manifested in immeasurable yearning for self-realization of people and the latter is an instrument of selection, i.e. enrolment into the elite group."












4. :   ;   (300 ) -  (:  );   (,  );      ;     ;     ..;  ,  ;   .









4. Participation: ethnos and personality; the first phase (300 years) - ascending ( the final: passionate overheating); the acmeic phase (individualization; civil wars); the end of creativity in interrelation with the enviroment; the level of passionateness decreases into a break-down; a philistine turns into a subpassionate person, etc.; the phase of obscurantism, the memorial phase; parallel to motion.












"          ()         .      ,     .       ..."( )









"When studying one should first of all be firmly determined to learn the way (method of becoming wise and never be faint-hearted or panic. If a man lacks such determination, he will never gain perfection. To posses such determination means to have passed halfway... (Japanese ethics).










 


tez21


 






* * *





..., ,  


  .


. 


  ...


. 


     -


  


   


   ,


     


   -


   .


  :


    ,


     , -


     ,


  -   ,


   -  ,


  -    .






 


 


 


 


* * *





Most would be happier in staying home,


but them moves something stronger than the will


in inside power of the men. A hill,


the endless slopes. May be begins a Rome.


May be All-mighty it is building Dome,


when body travels purposing a skill


that is not selfish and at last not ill.


May be the better doing is - to come,


and thus to be among the other soul


that always are next door and wait for ours


in everlasting journey of the outer


and tender substance that is lead to us


like must-be-crushed and must-be-throw-away glass


like all those facts and all their sense and matter.



















 21.









Theme 21












  









You + Me ... (Dialogue and selfstudying)


















I.     .







I. Dialogue as the form of living communication.











1.    .









1. Circumstances for a sign situation.












2.    .









2. Dialogue in every day conversation.












3.  .









3. Philosophical dialogue.












4.   -   :









4. Philosophic dialogue as a genre of philosophic prose:












) ;









a) Socrates;












) ,      ;









b) definitions, their role in the emergence of sign situation;












)   .









c) dialectics and dialogue.












5.     .









5. Skill of argumentation and skill of discussing.












6.  ,   -.    .









6. Observation of generations, skill of formulating a question. Observation and systematic aproach.












7.   ;     -.









7. Dialogue and monologue; genuine dialogue and inner dialogue.












8.   ;     -  "";    ;   ;     ;   .









8. Thinking and dialogue; understanding as awareness of a sign situation within "self"; conviction and psychic demobilization; analitizm and self- comprehension; verification of interiorized prohibitions on expediency; reception of inner diaforcasting.












9.    :









9. Dialogue as a social event:












)      --;   ; -; - ;









a) horizontal dialogue within a social group of like-minded peoples; frequency of sign situation; dialogue - relaxation; dialogue - saturation;












)     ;









b) natural need for communication and dialogue;












)     ; -;    ;   () - ;    (-); , ,  ;      ( , );









c) horizontal dialogue beyond a group of like-minded peoples; dialogue - clarification; age categories of the participants in a dialogue; form of address (linguistica and area studies) - examples; dialogue with a specialist(-s); terminology; preparing; special reference books; orientation of thought and organization of dialogue (choice of a role; putting on a role);












)   ;      ;  ;   ; ,     ;









d) pseudo-dialogue and conformity; actual interest as the criterion of a genuine dialogue; densation of communication; concept of an essential dialogue; evasion from or reduction of a non-essential dialogue;












)     ;    ;  ;









e) usage of a key word in a dialogue; relative understanding of a partner to full extent; psychological stability;












)   ("    :      " (. ));









f) optimum dialogue ("there are two things in the world: to write a poem and to speak about that" (A. Akhmatova);












)   ;      ;     ;









g) dialogue of social strata; enumeration of feelings and experiences practised by various social strata; establishment of contacts on reflex level;












)   ;      ;       (. , . );









h) adaptation to a partner; excessive understanding as a cause of the impossibility of a dialogue; development of personalities as a guarantee of refreshment of relations (A. Hertsen and A. Ogaryov);












)   ,  ;









i) semi-expressiveness and underlying theme, dialogue of feelings;












)    summa summarum    -.









j) social being as summa summarum of oral dialogues and dialogues-feelings.











II.   .







II. Vertical dialogue of generations.











1.     .









1. Transformation of concepts and possibilities for mutual understanding.












2.      ().









2. Conventional throughtime or transtemporal dialogue (TD).












3.     .









3. Representation of cultures and patriotism of the present day.












4.      ;    (, XVII-    ).









4. Development of a personality and affection for TD; development of analogization of periods (Kirkwood, the 17-th century in Europe and Japan).












5.      (       ).









5. Extending potentialities of TD and selfstudying (languages learning in literal and figurative meanings).












6.    ,  ,  .









6. TD and cultivation of taste, development of assessments; selection of the eternal.












7.        - .









7. Reception of an imaginary talk and formation of attitudes to a certain epoch.












8.    .









8. Rhetorical communication with the past.












9.   -   :









9. Verbal polyphony is the music of the collective eidos:












)      (, , , , , ,  ..);









a) verbal polyphony of a living human community (a family, a crowd, halls, shops, streets, squares, etc.);












)       ( ) - ; (   -  );  ;









b) conventional verbal polyphony in transtemporal section (hearing of epochs) - examples; (technique of knowledge generalization - combination of images); hearing of history;












)   ()    ;      .









c) complex of a chorister (supernumerary) when perceiving the eidos of culture; sensation of individual uniqueness alongside self-realization.











III.   .







III. Perception and pluralism.











1.     ; -    ;   ,  .









1. Opinion and dialectical unity of opposites; correlation of opinion and context of events; imperfection of any opinion applied in general.












2.  ;       (.   .  -       ).









2. Pluralism of tastes; non-dialectic perception as a consequence of a social mistake (I. Franko and A. Krimsky were friends despite they assessed the works by other authors differently).












3.   :









3. Culture of philosophic dialogue:












)  ;









a) clarification of definitions;












)      (  );









b) definition formulating and questions formulating (as two aspects of one and the same);












)    " " -, ,  (   , , ) -    ;









c) aspiration to replace one's own "mute" superiority with words, syllogisms, images including drawings, schemes, shows) - effect of genuine communication of people;












)       (     -  ,   ..);   . .


 









d) parity of a dialogue and respect for the partner (non-deception as the supreme form of pietism or wisdom, etc.); a story about A. Mesmere.












tez22






* * *





  ,  -


    


 -   -  ,


  ,   .


-  


  ,  


      


 ,  ,   ,  ,


   


    -


   ...  ,


    


    !..






* * *





A cold grey day. And all my winters are


here at the window in the sombre room,


in too long thought that's working like a broom,


in nety while that catched a fishy star,


in white dots on the pavement, in the car,


that lost an age ago a long line of a boom,


in this short age that is a minute doom


of rocky second born by the nightmare.


The time had failed to be itself this time,


and had produced a Black Hole of the crime


that is to be unable to be always


and steady to believe, to hope, to trust,


and bravely to distruct an absurd crust,


and not to take the bodies for the souls.










 









 22.









Theme 22












   .









The flood of consciousness and the language


















I.      ()   ().







I. Development of the world culture and fixation (awareness) of the flood of consciousness (FC).











1.    .  ()     ,     ,  .









1. Actual vision and imagination. Vision (seeing) within two first weeks of life, dependence of vision on human imagination, distortion by imagination.












2.     ,             .  .









2. The idea of a person about himself, amount of knowledge about oneself as a species and resultative psychological actions. Perfection of analytism.












3.      - .









3. FC is determined by the conditions of existence in refracted state.












4.     .









4. Suspension of a moment as a natural need.












5.   ( )   (, -  ):  ,   .









5. The Altamira cave (running buffaloes) and Delaunay (a lady, walking downstairs); a symbol of FC, incomplete discrete image.











II.  .







II. Qualities of FC











1.    -  (""), ("  " ->  ),     .









1. Background thought-state ("a split"; "pauses in shashlik" -> discretion of thought), dependence on images of the background thought.












2.      -   (   -> ,     ). , .









2. Reflection of inner and outer events as an act of orientation (power vectors of life -> worlds, flying up along magnetic power vectors). Convictions, principles.












3.   ,   -    .









3. Lifelong happening of FC, unpredictability of FC as the source of interest to life.












4.   -   .









4. Modelling of future as the aim of the current FC.












5.    (),  (-);  ( ), .









5. Ability of FC to get denser, to dilute, to branch, to diverge.












6.    (, , --, , -, -),    -  , .









6. Receptory layer of FC (musical, image-guided, graphic, tactile, vegetative and physiological, verbal and colourful) , clusters of unidentified states as a layer of the soul, a psychoreceptor.












7.     (TEDIUM VITAE,   ).









7. FC as a psychic burden (TEDIUM VITAE, sublimation tensions).












8.    ( ,  ,   ,     ).









8. FC and culture of sublimation (power of thought, FC guidance, deepening of a personality's "river bed," guidance of emotions and sensations).












9.    ( ).









9. FC and assessments (axiological lability).












10.  -    ("    ,     ").









10. FC as the process of cancelling feelings and states ("continuation of life is the denial of the previous, which has been better").












11.    ( "",  ,  : ",   ";   -    ("    ""  "):









11. FC and emotions (coefficient of "sobriety", quality of awareness, waterfall of consciousness: "beautiful but too foamy"; possibility of sobering up - the left brain involvement "not to be too sorry about a "cavern" in life"):












)    :   ,    ,  ,   (   );









a) positive emotions and FC: high speed of thinking, surpassing effect of thought motion, increased heuristic ability, but actually apparent (the effect of "jumping through" of the first type);












)    :    ("    "),     - "   - "; "    "   ,   ;   ,   (), -   - ;        ,    ();   " " (" -!");









b) negative emotions and FC: decreasing speed of thinking ("a melancholic pond with big fish"), the effect of "jumping through" of the second type - "jamming of the background thought-state"; "getting snagged on" prevents from recognizing a discovery; overcoming of deceptive situation, continuation of work (fixation) with the result of making a discovery; decreasing coefficient of "sobriety" at the expense of aware acceleration of thinking, frequent changes of deliberate microactivities; paradoxical joy of "turbid water" ("I'll find something!");












)   ; ,      ("   ,   ");









c) emotions and feelings; the emotion born by the assessment of one's own feeling ("recollection in the morning that you are in love");












) " "    ,     -  ,    ..









d) "electronic tree" of imagination and FC guidance, imaginary being outdoors - in the forest, in the field, etc.











III.     .







III. FC and linguistic aspects of thinking.











1.  ,   ; ;    ;  (. , . , ..).









1. Verbal thinking, awareness of one's own thinking; psycholinguistics, studying of the resources of verbal thinking; schools (K. Jackobson, A. Reformatsky, etc.)












2.    (      ).









2. Rational involvement of language (chaining of definitions as the means of foreign language involvement).












3.     ()  .









3. Non-equivalence of FC to the stream of verbal (logical) presentation of thought.












4.  ;   -  ("    "); "CLUB TOAST MASTERS INTERNATIONAL".    (   ),   ;    ,  ; ,        (   ).









4. Verbal complexes; incapability of words to exist solely ("not to block complex formations"); "CLUB TOAST MASTERS INTERNATIONAL". Speaking to the audiences (including numerous ones), studying rhetoric; codex of professional civilised communication; emotional communication; vivid, convincing presentation of one's thoughts in the native language (as the starting point for speaking in a foreign language).












5.    : "  " -, quasi-- ( ,   -  ).









5. FC and artistic image: "Qualitative flood of consciousness" - artistic and philosophical, or quasi-artistic and philosophical (enrichment of cliches, experimental embroadening - automatic search).












6.   ; .  "", .  (. );









6. FC and philology; J. Joyce "Ulysses"; L. Tolstoy (L. Stern);












      -  ;









the poetical in literature as a condensate of an artistic and philosophic personality's FC;












,    (   ->     );









poetical, ethical and FC (poetry in daily life - sense of beauty in silence figures);












   .









intuitive perception of another person's FC.












7.  .









7. Foothold languages.










 




tez23






* * *





    .


. 


   


    .


   


    ,  .


  ,   ,


    ,


  ,   ,


     ,


   ,  


  ,  


   


  , ,  ,


  


    .






 


 


* * *





I dream about the ancient and new books


about bold statements with the past connected.


My wish is clear and even may be acted


in drama where the actors are the spooks


of this reality that's like imagined looks,


and steady every days' and nights' play last


a process of a prolongated lust,


of a converting good men into crooks.


But clearness ends abruptly in a dim


wet from the tears, my sleep transforming stream


of memory, that is like time existence


on things; events' and feelings' broad space.


And everything then is reversed and plays


a mystic part in Theatre of Distance.



















 23.









Theme 23












 









The amount of reading


















I.   .







I. Books and the autodidact.











1.  ,  .









1. Chance to come back and re-read.












2.   (  ,  , ,   ..).









2. System of outwritings (with compulsory reference to the source, year of publishing, the author, the number of the page, etc.)












3.   " ".









3. Books and "that world."












4.      .









4. Guidance of reading and actual goals of the personality.












5.  ;  ,   .









5. Reading of feelings; informative reading, mixed type reading.












6.   legenda libri,   ().









6. System and legenda libri, the principle of making up (going on).












7.     .









7. Re-reading and life experience.












8.     :









8. Image of a book and thinking with states:












)  ;









a) imagination training;












)     ;









b) enrichment of a personality and a book's image;












)    - ;









c) thinking with states as a relaxing and hedonistic instrument;












)     ;









d) a book image as the storage of the essential;












) ,       (  -);









e) definition, clarification of a book image and spiritual growth (increase of intellectual and spiritual level);












)      ;









f) connection of book images and thesaurus of states;












)     ;









g) a book image as a transmitter of a state;












)      ;









h) a book image before and after reading;












)   ;









i) footholding book images;












)     ;









j) quantity of reading and book image;












)    ( , , , , ""  ..).









k) parameters of a book image (type of a book, level, style, genre, "necessity", etc.);












9.     :









9. Collected works and the autodidact;












)   .-. ;









a) unlikening to the autodidact by I.-P. Sartre;












) ;









b) thinking and conjecturing;












) ",  ,    -".









c) "an extract often re-read is more valuable then seldom full reading."












10.   .









10. Interest and persistence.












11.  .









11. Densation of states.












12.      - :









12. The law of compulsory narrating of feelings as soon as possible after reading:












)  ;









a) the role of a social group;












)      ;









b) narration of feelings as an instrument of spiritual communication;












)      ,   , , ,   ..;









c) growing skills of narration and level of culture; ability to define nuances, compare, sum up, apply, etc.;












)   ("   ",  );









d) written narration ("a letter to oneself grown old," etc.)












)    ( ) - -  ;









e) narration and thinking (under impression) - using technique of tuning;












)      (-    9   );









f) narration of the feeling and fixation of the read (no longer than 9 hour after reading);












)     (--    ).









g) value of findings in narration (writing-erasing with the help of the associative list).












13.  - ,  .









13. Shakespeare as a reader, the repertoire of reading.












14.  - .









14. Petrarca as a reader.











II.  .    .







II. Types of readers. Dialectics of quality and quantity.











1.   (      ).









1. Shakespearian type (depth of comprehension with relatively moderate amount of reading).












2.   ( ,     ).









2. Petrarcian type (quantative insaturation combined with depth of comprehension).












3.    ( ). "   -   !!!   ,   ..  ,   ".









3. Preference to Petrarcian type (or a mixed type). "Risk of non-understanding - Shakespeare was a genius!! He understood Montaigne, Petrarca, etc. without any preparation necessary for an ordinary person."












4.   :









4. Well-readness and snobbism:












)   ;









a) development of the sense of a book;












)   ;









b) resistance to the diktat of mass culture;












)  ;









c) independence of choice;












)     .









d) information about not read yet.












5.       -.









5. Systematic re-reading of masterpieces and quality of reading.












6.  .









6. Adequate understanding.












7.  ( ):









7. Languages (being in shape):












) ;









a) securing;












)   ;









b) making breaks and coming back;












)   ("!").









c) refreshment of knowledge ("precedent!").










 



tez24






***





 ""   ,


 "-"   


    -


     !


      ,


   -   !


    -  


 ,    !


    , , 


 ,  


    ,


   , ,


 -   ,


    ...






* * *





It will be last headache and joy and point


in long-long way, that finally abridged


by steps with journey to the death enriched.


it will be real past that future'd joined.


And both times - old and new - invisible joint


will suddenly be visible like switched


in being like fulfilled and reached


and out of worthless dust to gold overcoined.


Pain travels with us. May be - moving us


towards in evolutionary fuzz,


and particles of the troubles are everlasting.


Our world endure because we tolerate


and thus existence has its own rate


proportioned by the fact that seeds are casting.










 


 









 24.









Theme 24












 ...









To be continued...










 








I.     .







I. Spiritual and harmonious development of a human being.











1.    .









1. Harmony as an aesthetic term.












2.    .









2. Harmony as an antinomy to one-sidedness.












3.    .









3. Spiritual beauty and harmony.












4.      .









4. Need for perfection as an aspiration for harmony.












5.      --  ("  ,       ").









5. Total development of a personality and accentuation on spiritual and intellectual studies ("there is nothing useless for my occupation").












6.    :  (-),      , .









6. Harmony as a dynamic process; disharmony (anthropy), temporary one-sidedness as a source of developing creativity, power.












7.     :   









7. Re-valuation of harmonization and level of understanding: correlation of concepts. 












8.       : ""  " " ( ).









8. Spirituality as interrelation of individual and collective eidoses: "inner" and "exterior inner" (souls akin).












9.    :









9. Spirituality and development of thinking:












)   ();









a) embroadening of outlook (concepts);












)    - ;









b) thinking with feeling and spiritual-intellectual layers;












)    ;









c) growing up to high ideas;












)  ""   "" -   (  ).









d) effect of "losing one's name" and omnipresence of "ego" - a harmonious personality (in the unity of opposites).











II.   -  .







II. Creative experiment as an instrument of development.











1.  -  (: . , ...).









1. Experiment is life (philosophers: F. Nietzshe, Socrates...)












2.  -   ( -  -   - -).









2. Experiment as a fragment of life (attempt - failure - phobia of experiments - experiment - proscopia).












3.  - :  -  -;      (    )   .









3. Experiment-reception: connection between macro- and micro-experimentality; coefficient of heuristic abilities and personal parameters (ability to make experiments on oneself) are in proportion to the coefficient of experimentality.












4. "           ".









4. "Ratio of activeness in making experiments to the material is equal to the ratio of felling of comfort to the life of an individual."












5.    .









5. Living out as a consequence of refusing experimentality.












6.   :









6. Principal model of an experiment:












)       ;









a) hypothesis as the starting point for thinking;












)  ;









b) selection of material;












)       - ;









c) determination of the type of process movement or its supposed duration;












)   ;









d) account for moral aspects;












)  ;









e) choice of means;












)  .









f) production of results.











III.    .







III. Thought direction and a personality.











1.   ( );   "" . .









1. Selection of thoughts (inner control); appliance of the "ethics" principle by B. Spinoza.











         .


Sub specie aeternitalis, sub specie rei publicae.







It is inherent to the nature of mind to comprehend things under the dome of eternity.


Sub specie aeternitalis, sub specie rei publicae.











2.   (  ):









2. Accommodation of thoughts (close and remote):












- .  - - - ;









- B. Franklin - up and down - bifocal glasses:












-  ;









- accommodation training;












- " - ";









- "bifocality of moral and intellectual vision";












-  -  .









- outlook - bifocal glasses.












3.     .









3. Spiritual gravitation and orientation of thoughts.












4. ""  ("   ,   ...")      - .









4. "Prominence" of thoughts and their global equality under subjectively momentary importance.












5. "  " (.      )   - :









5. "The focal thought is feeling." (F. Dostoevsky about the major thought of a writer) and life is a work of literature:












)   " ";









a) uniqueness of the opus "My Life";












)   (  ),  ;









b) life composing (or partial composing), composing of fate;












)     (   );









c) theme and idea of life (occupation and moral aspect);












)   (,  ,  -  );









d) architectonics of life (introduction, main part, conclusion as conventional divisions);












)    .









e) creative work and hyperintimate states.











IV. ,  ,  .







IV. Intention, richness of intentions, intentional excitement.











1.    - ,   .









1. Intentions as samples of spiritual and intellectual acts, microintentions and macrointentions.












2.          .









2. Intentions and their realization as the beginning and the end of the creative process.












3.    ( -).









3. Obligation to intention (intentional responsibility).












4.    ,  - .









4. Cancelling an intention under correction, decaying of unrealized intentions.












5.         .









5. The law of fulfilling microintentions without any delays as the means for accelerating the realization of macrointentions.












6.     (     ).









6. The law of continual intentional excitement (flexibility of intentions in inner development of a personality).












7.    (    " ").









7. Aggressiveness of spiritual intentions (as their only correct "psychic tembre.")












8.      .









8. Terms of conformist play and its deliberate denial.











V. "Nell mezzo dell' camin".







V. "Nell mezzo dell' camin."











1.  2-  :   -,  ,    ,    .









1. Hardships of the second transition period: re-evaluation and disappointment, growing phobias, detachment from habitual environment, fits of hypochondria and loneliness.












2.   - Nell mezzo...









2. Sense of continuation - Nell mezzo...












3. " ,   ":     .









3. "You are what you eat": spiritual nourishment and a human personality.












4.   . "       -    ".









4. Brecht's dialogue of doubt. "Only once in lifetime one should be categorical - when denouncing forever any categorization."










  



tez25


 






***





...   - 


     ,


    ,


    .


     ,


  ,  


  -,  


    .


   -


    -


     


  ,  ,


   ,  ,


   .






***





And something follows, and the same is strange.


What does the nature hanker here to do


of mystic steps not making much ado


to unreversible and constant change,


to inner and untouchable my grange,


where thoughts instead of air, where coming true


your every wish and every dreaming too,


the only place where you ran world arrange


and smiles of luck provided with the label


of sort that the returns does not enable -


repeating is prohibited forever


here among us, here between the tiny lives,


and silly thought that every evening dives


in night to make it different is clever.



















 25.









Theme 25












    









Studying of Chinese characters in autodidactics
















I



I






    



Common information on the integrative method






 



 








    - ,       , ..      ,         .          "" (),  .       ,      ,          ,            ,        (      ,           ).







The essence of any genuine studying is autodidactics or mastering the methods of selfstudying in an integrative form, i.e. on the level of diachronic and synchronic connection as well as of the correlation between sciences and other cultural phenomena. We obtain a subtle and sensitive instrument to arrange deep inner "necessity" (obligation), compulsion for acquiring knowledge. The latter creates psycho-physiological basis of memory, which is not the function of one concrete organ, but by its spread nature is a free integrator, bringing to life concentric and systematic approach to assimilate the culture transmitted. The focus of this approach lies in instrumental knowledge (it is enough to recall the famous threevium and quadrivium to see that the idea of giving priorities to this kind of knowledge is not new).










         ,     ,  ,     -    ,       (,    ,   ,   ,  ,  ).







The major focus is made in foreign languages, united in our systematic approach, like many other subjects, not according to structural patterns, but from the viewpoint of culturological correlation (which in the final analysis makes it possible to purposefully arrange or induce the actualized interest).










  ,  "    " (. ),     :     "".   ,      (   -    ,     )  ,     : -,             ()   (,   ..)    - ,     ; -,        .







Taking into account, that "movement is a morphologic organ of a human being" (B. Spinosa), it is not inconceivable to admit that all types of memory are "motoric." In any case, being oriented toward a psychological pose, correlated with a certain movement (correct or incorrect is not important here due to the reasons mentioned below, we gain a great didactic winning: at first, the entire complexity and boredom of traditional remembering is reduced at maximum to quite easily analysed tangible (physical) and non-tangible (images, feelings, thoughts, etc.) movements; nervous and psychic tension is alleviated; speed and quality of assimilation are obtained; at second, thanks to growing analytism it is possible to promote selfstudying abilities.










      -  ;        ,      ,   (, ) .    ,        ,            , .  ,      ,   (, ,   -    )   .   ,         , ,     ,      (    ) .







However, it is necessary to profoundly explain the focal notion - the actualized interest; here we mean the actualized emotion of interest, its acute duration or a point manifestation, synchronically corresponding to (of course, correlated with) an action. One should by keep in mind that this instant instrument cannot function without universal interest, which must to undergo certain psychological manipulations to turn into the focused and actualized one we want to obtain. It is the latter, which being an optimum of concentrated attention and perception, produces biochemical and, maybe all the rest (not absolutely clear yet) conditions for memorizing. Nevertheless, the dialectics of this phenomenon makes it most pressing to enclose into memorizing information noise and interferences, producing sufficient resistance of psychological material that is present in inner Self as a continuum of emotional experiences (in our case adequately guided).










   ,      (" ,  ,  ,   " - . ),  ,  ,   -,   -.







Respectively takes places quasiperipherisation of studying, imaginary shift of the major into sidelines ("cross out what is in the middle, leave what is on the margins' - O. Mandelshtam), decentralization of the manifested, which is consequently too material and technical to remain major and spiritual. 











        ,    ,       . . - ,  ,     ( , . ).    (        )  ,   ,   . , ,  (        !)        ,      (   ).        ,                 - .







The dialectical basis of the systematic approach to selfstudying lies in the oral method, developing the technique originated by Berlitz' and A. Palmer's schools. Mnemonic techniques modify on the whole the existing associative methods (by the Jone F. Loser in particular). Compulsion should be also noted (as one of major actions in re-evaluation of traditional pedagogy) to transfer the primary requirements, in common sense of this word, into secondary ones. Thus, for example, assimilation (that can be regarded mythological even beyond rhetorical frames) yields to the requirement of compulsory perception with the actualized interest, correlated, with optimum concentration of attention (rather determined by the interest). From this follows the rule of non-assimilation of the previous material but concentrated perception with actualized interest as the circumstance to pass over to the following structural unit of any subject.










,  ,   ,      ,   ,   .        ,      ,          ,   ,      ad infinitum.







Syncretic or at best non-analytic reception of a studied text is in our opinion the main cause of non-assimilation. The culturological skill of considering any phenomenon as a magic polyhedron with ever growing number of sides, must be an autodidact's major intention in the systematic approach, enabling him in the final analysis, to actiualize his interest ad infinitum.










       , ..   ,    , .   ,    :







Very important from practical viewpoint is resistance to habituation, i.e. to getting used to the material, to regarding it as no longer fresh or adapted. As practice proves the most reliable techniques here are:










1)   (    );







1) multi-subject method (studying the entire culturogical group of subjects);










2)          (:  ,    );







2) method of shifting to analogous study text in another presentation (under the condition of having several, at lest three, textbooks;










3)      , ,  (   )         .







3) method of discrete usage of handbooks, reference books and dictionaries, one has grown accustomed to (putting them aside "to have a rest" and getting back only after awakening of newly-born interest).










  ,  ,  "        " (. ), -             . ,            (,  ).          :   ,     ( ),     ,   , -      ,        .  ,     -.







The motivation becomes clear if one remembers that "adaptation is slackening of behavioural reactions under repeated stimulus" (A. Candel) - while a tense behaviourial reaction is the aim in our studies. It goes without saying that to deny adaptation as the first stage in the process of studying (especially as far as children are concerned) would be a mistake. The secret lies in the awareness of dichotomic in studying: on the one hand we have to get a macro-habit (to master the subject) which consists of interrelated dynamic stereotypes, but on the other hand - to safeguard at maximum non- adaptation to it, because only in that case it is really possible to deeply perceive the material. In the other words it is necessary to practice dialectics of "forgetting - remembering."










     ( )     - .       .      :







The mentioned above regulative role of clearly cut guidelines (psychological poses) is compulsory for step-by-step perfection of analytical apparatus. In total they represented full-scale algorithm. We give a few examples to illustrate the initial stage:










1)   ( - ,        , ..  ,           );







1) total dialectics (a word combination is the motto, oriented to going through and everywhere search for the unity of opposites, i.e. to not forgetting about dialectics as the autodidact's working tool);










2) ,  (,     ""  "",            );







2) thought-feeling, feeling-thought (leitwords, reminding of indissoluble notions: "feeling" and "thought" to be used in daily speech and scientific language;










3)       ( ,  );







3) the definition of interest as a self-appearing stream of associations (the guideline concept wsed as a criterion);










4) "     " ( -,    ,  ,     ..);







4) "try to replace mental work with physical at maximum possible" (a half ironical guideline command to get avoid of pseudothinking, deconcentration of attention, formal thinking, etc.).










5) "     " (,      );







5) "put strategic supergoals high and tactical ones low" (the rule orienting to goal setting in studying);










6) " ,    ()  1000   " ( ,    );







6) "that one does well who looks up into the dictionary (a reference book) 1000 times a day " (a practical guideline to intensify selfstudying);










7) "    " ( ,      ).







7) "real education may be only endless" (the general leitmotiv for one's behaviour, stimulating continual embroadening and deepening of knowledge).










          .   ,   ,           .   know how,     ,     ,       ,  , ,  , ,   - ,       ,         .







The number of such guideline mottoed in our systematic approach rises up to several hundreds. As practice proves, the precise interpretation of them enables the autodidact to get over the both internal and external difficulties. Using the universal know-how, the autodidact is able to learn any subject (Chinese characters and Chinese language in general included) much quicker, better, deeper and what is the most important, without usual nervous and psychic stress often resulting in distorted concept of the subject, indifference to it or even idiosyncrasy.















II.



II






 



Preparatory Work






(   )



(propaedeutics into studying hieroglyphics)















       (    ,    ,   ,  ,         )  studiosus        .







Even at the initial stage of mastering the fundamentals of autodidactics (meditation on the essence of integrative method, the abstract of which is given above, on the technique of selfstudying and on the comparativism in autodidactics) a mindful studiosus finds a lot of useful things while approaching active mastering of hieroglyphics. 










-,    , ,  , ,     ,         ,        , ,  , , -   , -,           (   ).            ("  ,    ",    ),    ,          ""     . 







At first, he drives to the conclusion, that by putting trust into locomotorics and movement, he releases a great amount of energy, wasted before mainly on pseudothinking in a pose of a man, being drawn a prisoner of formalism, hypocrisy, self-deception and as a result, chronic non-assimilation of material; at second, he changes his orientation to autodidactic perspectives as to the liquidation of difficulties (as their number is always growing). He makes his success dependent on the guidelines for healthy ambitiousness as the opposite to vanity ("love your better Self, not your any Self," the latter is typical of vain people), trying to replace self-assertion with the assertion of the high idea to join his Self to the collective eidos of the world culture. 










      ,      ,        ,     " !"                  (      "    ").







The starting te-orientation of his personality may be considered successful of he has managed to come to the deep inner conviction that the increase of intellectual potentiality is well-proportioned to the increase of honesty and that the usage of the orienting guideline "dialectics is total!" helps to distract from notorious memorising and turn daily life into continuum of thrilling attempts to find thought everywhere (he recalls the wonderful line by romantic Eichendorff "A song is sleeping in every thing"). 










          ,       .         ,      ,      ,       .







His analytic abilities develop into ever perfect instrument of keepeng up the actualized interest without which it would be impossible to competently arrange memorising. Phenomena assume ever growing number of sides and a beginner in selfstudying has obtains a premonition of their infinity, their dialectic interconnection and semantic values, of whose psychological weight he has been ignorant before.










 ,       ,   ,     .       (. F. Loser "Gedachtnistraining"),     .







Besides, he masters the mechanical part of the system, primarily our development of F. Loser's associative list as applicable to studying vocabulary (F. Loser "Gedachtnistraining"), the essence of which lies in the following .










     - (    )  ,         ,                .         :







The traditional matrix list of 100 word-images (or the so-called zero laying) should be preliminary assimilated, then a learner masters trivial methods of associating, using daily material, and then starts getting acquainted with several vocabularies of different foreign languages or notation from another culturological group of subjects. The scheme of this work with foreign languages is as follows:










-          ,    ;







- well-assimilated matrix is associated with the words, translated into the native language and written in a separate list;










-    (     )       ;







- a few hours later (no longer then 9) the assimilation of associations is checked and optimized;










-      ,      ,   -   ,    ,      ,       ,     .







- thus the works is started over the foreign vocabulary, supplied with equivalent meanigs in the native language, though delivered by images-mediators by extralinguistic means, the other sheet of paper is used, on which under the numbers identical to those on the laying in the native language, the word translations in a foreign language are written.










         -    .     ,    . , ,          4-5  (2-3       ).       ,    ,    ( -       ).







It is not appropriate to give a detailed appliance of this system here - it is a vast theme. Let us only refer to some results gained by the adherents to this technique. Thus, for example, the vocabulary of French self-study handbook is assimilated by the absolute majority of learners within 4-5 days (2- 3 layings in dependence on the previous language learning experience). Frequency vocabulary of Hungarian language was assimilated by the learner speaking French and English within 1 month (the criterion: easy understanding of text in newspapers and magazines).










      -     in corpore,         , ,     ,        .







One of the widely spread mistakes made by traditional methodologies lies in learning hieroglyphics and vocabulary in corpore, i.e. in non-differentiated division of studied material between the stages, and consequently in absolute neglect for psychic states and experiences resulting in nervous exhaustions or even psychic break-downs.










,     ,   ,       :







Thus, the initial stage in studying hieroglyphics, in our opinion, should be arranged as preparatory work in two aspects:










-       (, , )     (5-6 );







- acquaintance with three basic European languages (German, French, English) and mastering of autodidactical methods (within 5-6 months);










-     ,  ,        (,   .    )           2-3         .







- attainment of principal skills in Chinese calligraphy, sound production, studying of a Chinese language course for beginners (for example, with textbook by I. Zadoenko and Juan Shuin) in the manner and tempo usually used by students preparing for exams within 2-3 months in the end of the 5-6 month period mentioned above.










          : 1)  (); 2) ; 3) .







Our systems suggest dividing an articulative act into three stages: 1) preparation (anticipation); 2) result; 3) relaxation.










    : , -, .          (          ).







The so-called phonematic focusing: frontal, frontal-labial and pharyngal. Of great practical essence is also the rule of speech production (prolongation of pronouncing an optimum phoneme in the previous word and non-admission of pauses between words).










        ,        (-  ),       (      ),    ,    ,   .







The proper serious studding of hieroglyphics as such starts after the above-mentioned preparatory work, when a learner has got a general idea about the subjects (secondary - instrumental and accentuated), has saturated his memory with the so-called precedents (the recognition of which hence forth will supply him with energy), clearly realizes the possibilities open to him after the course of autodidactics.










 ,           :







Moreover, in case if it is necessary to embroaden philosophic approach supplementary classes with the following themes shall be delivered:










1.   .







1. Big and small.










2.    .







2. Realm of emotions and evaluations.










3.   .







3. Choice and preference.










4.     .







4. Growth of knowledge and claim balance.










5.   .







5. Philology and autodidactics.










6.    .







6. Transmission of culture and autodidactics.










7. , , ...







7. Music, music, music...










            ,                     (,        ).







Only after that learners are explained the principles of systematic autodidactical approach to studying hieroglyphics, because by that time they become powerful enough to arrange durable and tense work with maximum rational tension of vigour (accompanied by the way by the increase of potential power while the later is being spent).









 






III.



III






   



The initial stage in studying hieroglyphics















                  .







After the preparation arranged with the help of the above mentioned algorithm the hieroglyphics learner may enter the first phase of actual mastering.










 -   -   ( , 5000 ) .







The focal guideline supergoal at first stage is to study the hypertrophic alphabet (about 5000 signs).










 -  ,  ,       ,                 .       ,       (   ! -       -     ,      ).







It goes without saying that this specific alphabet contains meaningful letters used to turning into words, but at the first stage one should keep this specifics on the background to put the tactical supergoals low. At this stage it is necessary to assimilate the Chinese alphabet, which means habituation of the speech apparatus movements, including compulsory subtle intoning! (a letter is not considered essential without that) plus accidental semantic acquisitions and combinations in a word.










             : (CIHAI, HANUV DACIDIAN, SUIXIN XIANDAI HANYU DACIDIAN, XINHUA CIDIAN),     .        :        ,      ,       ,             .        ( : " ,      1000   ").







The basic method under such psychological accentuation in studies is reading of various defining dictionaries: (CIHAI; HAMYU DACIDIAN; SUIXIN XIANDAI HAMYU DACIDIAN; XINHUA CIDIAN), we call that chain reading. Its technique is very simple and gamelike: one reads linguistic explanation of a character till he comes across the first uncommon sign, which can be found in the same dictionary; one reads the explanation of the character till he is absolutely sure of his conscious moving with the speech apparatus and exact intoning. Such procedure shall be repeated as often as possible (psychological setting; "That one does well, who looks up into dictionaries 1000 times a day").










             , , ,     " "   " ".      .     ,     ,   .







To use efficiently the dictionaries available it is necessary to learn how to look for characters according to each of the techniques in existence, though giving preference to "four corners" and "five strokes. The later one was invented by a Chinese worker Lo Sianyam. It is unique in respect of making it possible to look for characters like words in phonematic dictionaries.










  "  ",   ,      .







The "four corners" search technique, in our opinion, is mostly beneficial from the psychological viewpoint.










  ,   ,         ,            ,    ,      -         3 - 4- .           ( -      , -     .        ,    ,      ).







In any case hieroglyphics learners who had been recommended to transfer to accentuated usage of this system, some time later felt never experienced before sense of confidence in one's own abilities, great delight of work and consequently had better results - they accomplished the first stage within 3-4 months. A small intermediate exam included phonetic reading of a large text from a newspaper (it would be quite fitting to recall here that a blind English poet G. Milton was read in ancient Hebrew and Greek by his daughters who did not understand those languages but easily reproduced texts in the original). 










,       ,   , ,    -        .     ,      , ,           ,       ,           .







It goes without saying that a reader usually grasps the general idea, but we speak about emphasising locomotor and orthoepical aspects with strict following to the rule of not exceeding claims in respect of understanding. We consider any different approach to be erroneous, since it causes various psychic tensions, which taking roots in the very important from this viewpoint initial stage of studying progressively result in nervous and psychic exhaustion and idiosyncrasy towards languages and intellectual work in general.










Ad vocem         .







Ad vocem the general division of studying process into stages it is necessary to add the following.










        (),  :







There are five stages with the individual levelling of claim balance, namely:










1)    "  ";  :  ()     ;







1) the stage with the supergoal of "acquaintance and recognition"; orientation on not exceeding claims: passive (non-reproduced) knowledge and conceived vast gaps;










2)    "  ";  :    ,  ,   ;







2) the stage with the supergoal of "initial motoric skills"; orientation on not exceeding claims: movements continuity with lapses, slow tempo, first attempts of reproducing;










3)    " ";  :  ,  ;  ;







3) the stage with the supergoal of "passage motorics"; orientation on not exceeding claims: lapses are rare but still occur; fragmentary misunderstanding;










4)    "   ";  :      ;







4) the stage with supergoal of "simultaneous reading and understanding"; orientation on not exceeding claims: understanding starts lagging behind when the fluency of reading increases;










5)    "   " ( );  :   .







5) the stage with the supergoal of "practical instrumental usage of the subject (of the language, for example); orientation: claim of complete understanding.

















  ,                  ,         .         ,       (   ),    .   ,      , ,      (   )   .   ,  .







As we see, according to its supergoal the first stage in studying hieroglyphics within the frame work of our systematic approach shall be considered by learners as systematic, the level of claims at this stage shall be consciously put low. Accentuation shall be laid on acquiring initial motoric skill, i.e. synchronic reaction to a letter (a character as a phonetic sign), not to semantics. The matter is that it is more natural to primarily accumulate movements, motoric and kinetic skills and only after that (as it is much easier) to accentuate the meaning of an ideogram. In such a way children do when they learn speaking.










       ,   (,        ). ,            ,    ,  ,    (),      ,   ,      . ,  " "         :







At this stage the basic method is oral technique, various kinds of reading (aloud, with the inner voice plus maximum bright mental representation of muscular movements and sensations). Thus, when exercising writing it is necessary to follow the rule of melodizing hieroglyphics in 3/4 rhythm. The person, writing characters, counts by three (a waltz), trying to fit into this rhythm the movements necessary for writing and attempts to sign some melody. For example, the character shall be performed in the way according to this rule:










 ,  , ,


 ,  ,







one , two , three ,


one , two .










       (   ,    );               .      ,      ,   ,   ,   .







This method provokes the involvement of the right brain (i.e. switches off reflection absolutely inoperative here) with the result of easy memorising the order of strokes and the entire character as the system of realized sung movements. The choice of this rhythm is verified both by practice and theoretical developments of different authors, to whom we will not refer here owing to the lack of space.










,    (   )       .             2-3 .







Actually, with coming back to writing (and accentuation on it) the first stage of acquaintance with hieroglyphics ends up. It lasts for 2-3 months if the people enjoying the skill of selfstudying work actively.










    ,   , -  ,     ,      .







We specify here only very important, in our opinion, sporting and playful timbre of studying based on the actualized interest, which we define as a self-appearing stream of associations.















IV.



IV






 



Analytic stage















 ,             .







As it is known, the amount of studying material gone through as we see it, decreases proportionately to the increasing level of actual analytical abilities.










  ,    , ,     .







The material in syncretic unexamined form enslaves the learner subduing and conquering him with its infinite amounts.










         .              .







It becomes possible to assume the material only after having gained the optimum level in analysing it. Practically that may be a reliable criterion of our successful activity in this respect.










        ,      .      " ",       .       ,    .







In general the analytic stage in studying hieroglyphics corresponds to the second, third and forth stages in the systematic approach. The difference is evident only in the respect of "passage technique" which is physically impossible. But that does not prevent from implementing the orientations on not to exceeding claims; it is strictly recommended to follow them.










   ,    -     .







As for actual technique, it seems appropriate to consider some of our methods.










1.      ,   ,           ,     ;        (  ,    ,    ).







1. The technique of peering into and reproducing with enlargement supposes a learner to draw a sprawling character in the air following the 3/4 rhythm and producing a kinetic motif with the employment of the whole arm in this act (it is also very useful to fancy this movement in case of impossibility to perform it).










2.   ,      ;       ,   -         ,      . ,           ,      :  -  ,      ;   ,  , ,    ,         ,      .







2) The technique of concentrating attention analogical to the circle of concentration used in psychology; peering into a character in this case is a process with conscious direction of the observation from one object to another, what makes perception practically endless. We urgently recommended to use various magnifying glasses (including a one with a built-in lamp): a legged philatelist glass, a contact one and a glass to carry about. That is a prophylactic measure, but from psychological viewpoint, we consider the possibility of introducing play element and distracting from excessive centalization of material.










3.         (  ,  ,  ,        - ,         );                (-         ,           "     "). ,       ,    .   , , ,    .         ,   .







3) Alternation of dictionaries with account of extreme habituation (tiredness of the very sight, sensory fatigue, weariness of style, hyperadaptation to the material in a certain variant of presentation: we hope that the nature of these phenomena is evident from their names); analysis and comparison in this case are connected with accentuated usage of a great number of dictionaries and books (all that resulting in optimum psychological verification of the situation which resembles in its main parameters the immersion into language enviroment or even "being in the environment of the well- educated native speakers.") Naturally, in this case it is impossible to remain orally, imaginatively and kinetically silent. Everything should sound, sing, be composed and add details to the music score of knowledge. The psychological foothold in this respect could be the so-called pose of a mushroom- goer, increasing the coefficient of euricability.










                   .        - ,    100  ( );                        ( 10   )  .







The work over Chinese vocabulary in the full meaning of this word shall be arranged according to the above-described modified associative technique after mastering of relaxed phonetic reading.It is better to take material for layings from Russian-Chinese pocket dictionary, preparing daily 100 words (or phrases); the latter shall be connected with the rule not to exceed claims at every stage of the technique used - only in this case it is possible to develop alert associative abilities and a great number (up to 10 per day) of reproductions.











 


Last-modified: Mon, 18 Sep 2000 11:57:24 GMT

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