The Christian East
August 4, 2009
The Pope recently took a tour of the Middle East. He might have stopped at Jerusalem and some other holy cities as well. He made a number of speeches about Christians and Muslims and Jews getting along, and then got on his way.
This was all dutifully covered by the news organizations.
Forgotten by all but scholars and bookworms, is the fact that for the most part, Christians in the Middle East and Near East are anything but Catholics. The Assyrian Church or Church of the Near East, which up through the 15th Century used to command millions of followers, continues to have followers in Iran and Iraq; the Coptic Orthodox Church is the dominant Christian Church in Egypt, and its followers are the original Eqyptians, the ones who built the pyramids (the muslim Egyptians are Arabs and Mamluks; Coptic is a version of spoken hieratic ancient Egyptian); the Lebanese are pretty evenly split between the Orthodox (eastern church) and the Maronites (western church); the Armenian Orthodox continue to exist in small but significant numbers in Iran as well as the newly formed Armenian Republic; and in the rest of the near East, notwithstanding the wholesale expulsions of Armenian and Greek Orthodox by the Ottomans in 1923, Orthodox Christians far outnumber Catholics everywhere in the Middle East and Near East.
This is why when scholars and bookworms speak of the East, they speak of the “Christian East.”
Secondly, the catholic presence in the Middle East was first introduced by the several Crusades, beginning in 1096 and thereafter, and after their expiration with the last failed crusade at Varna in 1396 and the fall of Constantinople in 1453, the Jesuits continued missionary activities throughout the Middle East, largely on behalf of the French, mainly to convert Orthodox subjects of the Sublime Porte to Catholicism, since it was forbidden to convert Muslims to Orthodoxy.
During the Crusades and thereafter, the Catholic Church set up a series of parallel bishoprics and patriarchates which essentially duplicate the hiearachical structure of the Eastern Orthodox prelates and Eastern Orthodox Byzantine Empire’s Church as it then stood in 1096 A.D.; if there was a greek patriarch in Antioch, they replaced him with a latin patriarch, if there was a greek patriarch in Jerusalem, they replaced him with a latin patriarch, if there was a greek patriarch in Edessa, they replaced him with a latin patriarch, and so forth ad nauseam.
Consequently, even though the Crusades are long gone (and the Eastern Roman/Byzantine Empire as well) the dual Eastern Church/Catholic titles (and dual office holders) in the middle east still co-exist, confusingly so. There are still catholic and greek bishops and patriarchs of many middle eastern cities, and they often have fights and squabbles for control of sacred places and relics, most notably over the Church of the Holy Sepulchre in Jerusalem, which was commended to the care of the Eastern Orthodox Church by St. Constantine and his mother St. Helena in the 4th Century A.D., which is built over the tomb of our Lord and Savior Jesus Christ.
That these petty fights and squabbles are often mediated by the Arabs (or Jews) who actually own the land in question demonstrates the practical reality that in the Middle East, everyone must really get along; it’s not a hollow truism merely echoed by the Pope as one more speech, but an actual, living fact of living as an oppressed Christian minority in a Muslim land.
To really appreciate the value of being Christian, or simply the value of freedom of religion which we enjoy here in America, one should live as an oppressed Christian minority for a year in a land which is overwhelmingly muslim or otherwise non-christian for a year or two.
It will shed great light on our great freedom of worship here.
art k philly/south jersey
home of the world champion phillies
REPLY TO BLOG BY PROF. KARLAN ON BRIAN LEITER’S BLOG
April 10, 2009
I read with interest the following post by Prof. Pamela Karlan to Brian Leiter’s Law School Reports Blog at
http://leiterlawschool.typepad.com/leiter/2006/04/high_gpas_at_to.html:
April 19, 2006
High Undergraduate GPAs at Top Law Schools: What Do They Mean and What Are Their Consequences for Legal Education?
Pamela Karlan, a distinguished expert on voting rights and civil procedure at Stanford Law School, writes:
I read, with both interest and a fair amount of distress, the 75th percentile LSAT rankings. The distress came from seeing the staggering 75th percentile GPAs.
These could reflect at least three states of the world, two of them unfortunate. First, and most optimistically, the 40 schools on your list could all be admitting kids with amazing undergraduate academic achievements. (A 3.96 means, for example a student with 34A’s and 2 B+’s as an undergraduate; a 3.85 could mean half A’s and half A-’s.)
Second, the GPA’s could reflect rampant grade inflation at undergraduate institutions. Leave aside the abstract debate over whether the current generation of students is so much abler than its predecessors that good students should never see a grade below A- or B+. Most law schools have mandatory means or curves, and I’m aware of none where that mean is over around 3.4. (Even at the schools that don’t have official means, I would guess the actual mean is no higher than that.) Thus, virtually all law students will have lower, substantially lower, GPA’s in law school than they had in college. (E.g., at my own institution, 25% of the students had GPAs equivalent to what the number 1 student in the normal graduating class is likely to have.) This drop has a number of unfortunate consequences. Many of us are familiar with a huge demoralization effect the day first-semester grades come out and people who’ve been told all their lives that they are “A’s” at everything that’s measured hear for the first time that they’re “B’s.” They give up, and simply float through the remaining five semesters. Many have a self-protective defensive reaction: if the law doesn’t love them, then they distance themselves from it. In addition, at law schools where there are course-selection strategies that allow students to manipulate their GPA’s, students are then drawn not to taking what’s good or useful for them, but rather what’s most likely to boost their GPAs back toward the range they’ve internalized as normal. The high UGPAs mean that many of our students have never really learned to bounce back from academic disappointment (the “C” I got my first semester of college is one of the best things that ever happened to me) and like learning to ride a bicycle, it’s harder to learn that the older you get.
Third, to get those astronomical UGPA’s, students necessarily had to be either (a) extraordinary across the board for their entire undergraduate career (the student who bombs the first year of college because she wasn’t yet ready for the work or who was planning to be a physicist before he realized he didn’t have the mathematical ability can’t get one of these sky-high GPAs) or (b) strategic and risk-averse, taking only the kinds of courses in which they’d get A’s, from the time they were 17 or 18 years old. I’d bet it’s more the latter than the former. One of the things I always though the U.S. had over many other advanced countries was that we didn’t expect students to specialize in only what they were good at when they were still teenagers. But in order to get a 3.9 UGPA, students really can’t take things well outside their comparative advantages. Many of us see the consequences of this in what our students do: they’re passive and non-entrepreneurial in their job choices, going to large firms not because that practice particularly attracts them, but because it seems less “risky” right out of law school than going to smaller firms or government jobs. Many of them haven’t exercised their intellectual imaginations in years. Many are in fact not particularly well educated, since the science majors took few writing courses, the humanities people took perhaps one semester of economics and flee any quantitative subject, and the social and hard scientists know no American (let alone world) history at all.
Now, of course, we’re talking here only about the 75th percentile. Perhaps we could find the students who are comfortable with risk, entrepreneurial, academically and intellectually adventurous, and resilient among the other three-quarters of the class. But even the 25th percentile at top 20 schools have staggering UGPAs. And that sets the tone for the student body.
I’m not sure, as long as US News drives so much of the world, that there’s anything to be done. But it’s frustrating if what we’re trying to do is to train imaginative, entrepreneurial, courageous, resilient lawyers with broad perspectives that one of the central criteria for admitting students undermines our chances of doing that.
(end of Prof. Karlan’s comments).
Now I actually knew Pam growing up–she was one of a circle of debaters I knew who grew up debating in connecticut (she went to Hopkins Grammar School and then to Yale) and she’s enjoyed a great deal of success as a law school academic, although she’s way too liberal for my tastes (what law school academic isn’t liberal?).
On the plus side, I don’t think she’s a communist, but if she is, i’m not down with that at all.
My father fought those jerks in the greek civil war, and they were rat bastards, the communists. I can’t believe the democrats are actually meeting with castro in cuba right now.
Anyway, here were my comments in reply to her post:
An addendum to the comment above on grade inflation and test scores.
1) it is well-known that the ETS re-normed the SATS, LSATs, GREs and MCATs at least one standard deviation approximately sixteen years ago. Consequently, our generation of the 1970s and 1980s had a mean on the SAT and other standardized tests that was one standardized deviation higher than the current generation of students–our IQ in short, averaged around 100, while theirs literally averages 85. If you pin the bell curve tail on the donkey, that makes the top 1/2 % of the current generation dumber than the top five % of the previous generation.
So the students aren’t getting smarter, they’re getting dumber. That’s what renorming the test means.
I worked teaching all of the standardized tests for more than twenty years and wrote the pilot materials for the LSAT for Princeton Review in the early 1990s.
2) Grade inflation ain’t so except in the courses where professors are giving easy grades. At colleges that are conservative like Drexel, William and Mary, Hamilton, and so forth, grades are given out fairly and with rigor. It’s at some of the humanities departments that standards have fallen, and as certain classics and history professors have noted, along with scholarship–you can hardly find an actual greek, latin or byzantine professor today in a major ivy league university. When I visited Harvard, Prof. Finley was lecturing on Ancient Athens. Today, you’re more likely to hear some humanities teacher deconstructing gender based issues in some unknown text from last week, or worse still, deconstructing something from the internet.
3) TV, the internet, cellphones and laptops have definitively made current law students stupider. They don’t know how to write, they don’t know how to read books, and their research skills are shallow and poor. Most important, they lack the skill of memorization. I used to know where every single book was in certain law libraries, just as I knew where they were in huge undergrad libraries for years. That was a lot more useful skill than Boolean searches, which are not a thorough method of seeking out facts unless you already know the subject matter at hand.
4) Westlaw and Lexis led us to the horror that is Google.
5) Google is driving the book and newspaper out of existence, leading us to a famous Asimov short story of science fiction in which (in the near future) everyone forgets how to read and do math because computers do it for us–until a nuclear war destroys the machines and we become helpless, until one day a boy re-discovers how to do math by hand, and is proclaimed a genius.
This is the orwellian place we are all headed.
In addition to the foregoing comments, I would have also pointed out that Prof. Karlan’s basic point is wrong.
She assumes that students get high grades in college, and then come to Stanford Law and get lower grades because the competition is tougher.
This is actually ass backwards. I know Pam from when she was 18 and kicking back beers at college debate tournaments, so I know she likes to pontificate without factual basis from time to time, so here are some facts;
1) except for the top ten law schools, most law school applicants don’t have a 3.90 GPA or a very high LSAT. The vast majority of law students and lawyers are trained at 2d, 3d and 4th quartile schools as rated by US News and World Report rankings, or at local state law schools. Those students make up the vast majority of the bar.
2) students who go to Stanford, Yale, Harvard law schools only rarely practice law in the “real”world. They usually become law professors, judges, politicians etc. or work for rarified law firms. It’s unusual to see these folks work with actual clients or appear in actual courtrooms. Pam is a perfect example of this. She’s spent her life in the classroom, not in the real world.
3) Pam admits to getting a C or two at Yale, and I admit to that with Harvard. Because those schools were hard, back in the day. They were not easy, there was no grade inflation and the competition was brutal in most of the classes. Plus I was a premed on the side. So my GPA in college was nothing pretty, although it was definitely higher than a B average and i was recommended for honors, had a cum laude on my thesis and a summa on my general exam.
4) When I went to law school, after working a while, I thought it was MUCH EASIER than college. To be honest, I barely cracked a book open, worked forty hours a week at law firms collecting cold hard cash, and found the work at law school to be trivial. It was in law school that i got racks of As and only a couple of Bs. It was funny how many As I got. I won Am Jur Awards and Best Paper Awards (best grade in my class) every single semester I was in law school. It became like a joke how smart I was in law school, and yet, I really wasn’t working 1/8th as hard as I did in college.
Consequently, I don’t really know what Pam is talking about, not at all. My grades were disappointing to me in college but I worked my ass off to get them; but my grades in law school were terrific, and I hardly broke a sweat.
Next, as far as training law students to be imaginative, entrepreneurial or creative, I think that’s a deeply flawed and dangerous thing to do.
The last thing I as a businessman want my lawyer to be is creative, imaginative or entrepreneurial. I want my lawyer to be a lawyer, that is, an unimaginative little nebbish who grinds out papers and hands them to my enemy at 5pm on friday afternoon, or gets deals done by smiling and being at peace and harmony with everyone in the bar.
Creativity, imagination and entrepreneurship, I’m afraid, is reserved for the Schumpeterians of the world, that is to say, the guys at Business School, and that’s why Wharton has a Center for Entrepreneurship, and why I and my colleagues at various Business Schools teach Entrepreneurship, Innovation and Creativity at Business Schools around the North east directly, rather than teaching the stultifying subject of law. Law by its nature cannot be innovative, because it is precedential and must be followed to the letter of the law; whereas an inventor or entrepreneur is not bound by precedent and can be innovative.
I actually find Pam’s notion of what a good lawyer is to be incomprehensible. A good lawyer should be boring, ethical and should be able to repeat a statute from front to back thirty times in a row. Not creative, not innovative, not entrepreneurial, but efficient like a swiss army knife or a swiss watch. Efficiency and practice make for good lawyering. Also long hours spent learning how to write briefs exactly like everyone else writes them. The last thing you want to do in a brief is to introduce anything new, creative or innovative. Judges hate that. They just want you to follow the 8,000 appellate rules they’ve set forth for how to write the brief.
Good lawyers, then, are basically automatons. Clever and hard working automatons, but robots, essentially. In another century, they will in fact be replaced by AI possessing machines for many of their tasks, I predict. They’re already being outsourced to India for much of their robotic work such as document discovery, which was once thought to require intelligence and training. See my point?
Whereas good businessmen are creative, innovative and entrepreneurial.
5) A logic, rhetoric, oratory, philosophy background gets you through law school very easily; math and science make it trivial. All law problems are basically logic puzzles, and all law essays are basically debate/oratory speeches made in a philsophy manner of analyzing each question from both sides. This was perfectly normal to me. Undergrad teachers kept trying to make a marxist out of me, so they didn’t like my impartiality. Law professors loved it.
6) Law exams are graded without your name on the paper. No favoritism can creep into the grading. Undergrad is rife with favoritism and bias towards certain undergrads that the professors play favorites towards.
7) My friend NS who went to school with Pam at Yale thought Stanford Law was a joke after Yale undergrad; he thought it was a vacation. We used to get together frequently in Cali and hang out. He never seemed to work too hard.
8) My friend DB who went to harvard with me and then to Stanford Med thought Stanford Law was a joke after harvard undergrad and stanford med. He worked 40 hours at a top patent firm and saved all his money. Again, he had plenty of free time, he hardly worked at law school.
9) Law Schools should require all incoming students to study the following;
semester of logic, semster of intro to western philosophy
semester of oratory/rhetoric/speech
do two semesters of competitive speech/rhetoric/debate/parli
do two semesters of mock trial
spend a summer working at a law firm
spend a summer working at legal aid
spend a summer working for a judge
spend two years minimum working in business or somewhere between college and law school. The armed forces would be the best of all.
give preferential admission to army veterans, ROTC and reservists and end their anti-military culture.
sharply curtail the number of attorneys taking the bar nationally. End all state bars and apply one national bar, and only pass around 5,000 persons into it annually, and make them travel to one of three reginal centers nationally to take the exam, such as SF, CA, Chicago and New York, and only give the exam once a year.
Require proficiency in Spanish for ALL attorneys, since Spanish is required to speak to most clients on both coasts.
10) Science and business grad school were much more challenging and interesting than law school or undergrad. I would NEVER recommend to my own children to attend law school, maybe take a law class in business school, but not attend law school. The best combination out there today is the MD-MBA combined program, which I think is ideal in today’s economy.
These are some of the practical changes I would make to the legal eduction process.
I would probably close all but a handful of the existing law schools in the united states. Or, perhaps, people could obtain law degrees for reasons other than being a lawyer–for academic or scholarly purposes, as in europe, but not to be a lawyer or to make money. I’d convert a lot of the programs to MBA programs, actually.
we have way too many lawyers in this country and we need to reform the legal profession, reform tort law, and sharply regulate the profession before it drives all of the doctors, drug makers and other competent businessmen out of this country for good.
One final note, and this is about Pam’s constitutional law book, which she authored with Cass Sunstein, Mark & Rebecca Tushnet, Louis Seidman & Geoffrey Stone. This casebook has been ranked one out of five stars by nearly everyone who ranked it on Amazon dot com. I happen to be a fan of Pam, of Cass Sunstein (except for his dumping Martha Nussbaum, who I’m a bigger fan of, for that stupid Irish younger woman professor at Harvard who’s the big Obama fan) and I really am a big fan of Mark and Rebecca Tushnet–Rebecca was one of Harvard’s best debaters ever in the 1990s–and Mark is a very smart guy–but apparently brains doesn’t mean you can write a casebook as good as Larry Tribe’s.
Here’s a sample comment from Amazon dot com;
3 of 3 people found the following review helpful:
1.0 out of 5 stars Terrible Casebook, December 13, 2008
By kiki (Baltimore, MD) – See all my reviews
It’s a casebook, so it’s not supposed to be great reading, but this one is by far the worst casebook I’ve ever had. The only thing a casebook needs to do to achieve mediocrity is contain cases. This doesn’t, not really. It gives you the cliff’s notes of important cases. One sentence blurbs about others. And pages and pages of rambling, aimless, academic debate. It may be a good book for Con Law professors and others who have already read all of the cases discussed. For someone trying to learn con law, it is useless. It is also organized very poorly. Any class organized around this book is doomed from the start. If your professor uses this book, take another class. If you can’t take another class, buy the Chemerinsky treatise and rely on that instead. Professors: DO NOT USE THIS BOOK.
the website address is above, if you want to check out the remarks and the book yourself. Perhaps there will be a revised edition. I realize that Pam writes and talks a lot. As I said, part of her strength, and her weakness, is that she talks and writes too much, and perhaps she spreads herself a little thin.
When I was a litigator, I litigated civil rights matters in the trenches, and won them. It’s not as hard as it seems. You need to have a firm grasp of the history of the United States from 1776 through about 1900 to understand the reconstruction and civil war era, in order to make some sense of what the 13th, 14th and 15th amendments mean.
I actually think Justice Scalia had some pertinent remarks on US v. Cruikshank in the recent gun rights case. He noted that the US Supreme Court in that 1874 case took the right of bearing arms away from african american militia men under the second amendment, because of white supremacist views which were going on at the time. the dispute was that armed militias of african americans and republicans were fighting ku klux klansmen in Mississippi and elsewhere in the south, and the african american plaintiffs claimed a second amendment right to bear arms as a militia.
The US Supreme Court said no, that’s only a federal right against the federal government, not against the states, ignoring incorporation under the 14th amendment.
Scalia basically says now that Cruikshank was wrong, and that african americans had the right to arm themselves as a militia in 1874 and defend themselves against the Klan in the 1870s.
I think that’s an interesting point of view. Of course, an armchair liberal like Karlan would never consider that Scalia would have anything interesting to say.
But here at the Sophist, we think there are two sides to every question.
–art kyriazis
philly/nj home of the world champion phillies
–art kyriazis
DOES DEREK LOWE THROW THE SPITTER? OR IS HE JUICING?
April 7, 2009
In the Phil’s home opener, the boobirds waited all of half an hour to get on Brett Myer’s case just because he gave up a couple (ok, three) home runs early to Atlanta. In this case, those runs held up as Derek Lowe, formerly of the Boston Red Sox and the LA Dodgers, and acquired by the Braves as an off-season free agent, did his thing and limited the Phils to just one run.
However, I am extremely curious as to why it is that Derek Lowe is suddenly such an effective pitcher at 36 years of age, an age when most pitchers are usually either washed up or on the way down. He’s known for throwing a hard sinker, and right away, looking at him pitch and throwing that sinker, it really looks like a doctored pitch, either a spitter, a scuffball, an emery ball, or something put on the ball to make it dive.
The question then is, since there are two sides to every question, is there any evidence that Derek Lowe suddenly got better in the middle of his career when it looked like he wasn’t going anywhere fast? One hint is given in Rob Neyer’s Neyer/James Guide to Pitchers (Simon & Schuster, NY, 2004), where it states about Derek Lowe that he is six foot six, weighs 214 pounds, and throws “1. Hard Sinker 2. Curve 3. Change 4. Cut Fastball Note: The Cut Fastball was added or refined in 2002, when Lowe went from relieving to starting.” Id. at p. 285. Well, so Lowe added a “cut fastball.” Really.
In 2001, out of the bullpen, Lowe allowed 103 hits in 91 and 2/3 innings, gave up 7 homers, 39 runs and 36 earned runs, and walked 29 batters, while striking out 82, with an ERA of 3.53 and a park adjusted ERC of 4.31, according to the Bill James Handbook for 2009, id. at p. 172. He won five games, and lost ten, and had 24 saves in 30 opportunities.
The next year, 2002, when he started and “learned the cut fastball,” his numbers were dramatically better. Lowe won 21 and lost just 8, with an ERA of 2.58, an adjusted ERC of 2.13, pitching 219 2/3 innings, giving up only 166 hits, only 65 runs and 63 earned runs, allowing 17 homers, walking only 72 and striking out 127 batters.
The question becomes, how did Lowe get so much better?
The answer should be pretty obvious from the fact that the year before, in 2001, striking out 82 batters in 103 innings, Lowe wasn’t effective, while in 2002, striking out 127 batters in 220 innings, Lowe was terrific. LOWE COMMITTED TO THE SINKER, OR ELSE LEARNED HOW TO THROW THE SPITTER. Since Lowe is 6’6” tall, coming with a good fastball, curve and change, a spitter/scuff ball/doctored pitch that drops off the table in necessary situations is a great out pitch for him, especially since he was pitching in Fenway Park.
Alternatively, Lowe may just have started juicing. After all, it worked for A-Rod.
After that dramatic success, Lowe had another good year in 2003, winning 17 and losing 7, but in 2004 although he won 14 and lost only 12, his ERA ballooned up to 5.42 with a park-adjusted ERC of 5.31. Lowe was now 31 years old. Lowe led the AL in runs allowed in 2004 with 138. It was reasonable for the Red Sox to think he was beginning to embark on an age-related decline. So off to the LA Dodgers went Derek Lowe.
From 2005 through 2007, Lowe had almost identical seasons statistically, with ERAs around 3.60 and park adjusted ERCs between 3.50 and 3.70; in 2006 he led the NL in wins with 16, going 16 and 8 on the year. Every year he pitched around 210 innings, allowed around 100 runs, 90 earned runs, 15 homers, and struck out around 125 to 140 batters while only giving up 55 walks. He was like a machine.
In 2008, Lowe broke out of this pattern, and actually had a BETTER year—211 innings pitched, 194 hits, 84 runs allowed, 76 earned runs, 14 homers, 45 walks, 147 strikeouts, 14 wins and 11 losses, an ERA of 3.24 and a park adjusted ERC of 2.72. 2008 was Lowe’s best season since 2002, and this at age 35.
And now Derek Lowe comes out of the gate in the first ballgame of 2009, and twirls a masterpiece against the Phillies, a team that scored the third highest number of runs in the National League in 2008, and a lineup that is packed with lefthanded power bats.
Which brings me round to the topic sentences—is Derek Lowe throwing the spitball? Or is he just juicing? Because a 36 year old pitcher just can’t be this good. He’s BETTER now than he was two years ago, and pitching BETTER now than he did at any time in his career, except for his breakout year in 2002, which was a year when almost everyone in baseball was juicing.
I’m sorry for accusing a ballplayer of cheating, but we live in awful times, and I just don’t believe Derek Lowe is that good. The next question is, does Derek Lowe’s pitching profile resemble that of other spitballers? The answer is clearly, yes.
Ed Walsh of the White Sox threw a spitball, a fastball, a change and a curve. Don Drysdale of the Dodgers, also a 6 foot five inch right hander, very similar to Derek Lowe in almost every way, and who relied on the Vaseline ball, threw a fastball, a curve, a change, a slider and a spitter. Senator Jim Bunning of the Phillies and Tigers, also a spitball/Vaseline ball artist, and also a tall righthander, threw a slider, a fastball, a curve, a change and a spitter, usually a doctored Vaseline ball. Bunning threw a no-hitter and a perfect game in his hall of fame career.
Hugh Casey is another famous tall righthander who supposedly threw the spitball, although it’s claimed his out pitch was the sinker, supplemented by a slider, fastball and a curve. According to Neyer, Hugh Casey was pitching on the mound and threw a spitter to Mickey Owen in the 1941 World Series; that was the famous passed ball that led to the Dodgers losing the Series. Id. at p. 57.
Then you have Gaylord Perry, who was also a tall righthander, six foot four, 205 pounds in his prime, heavier later, a great spitballer, who also threw the slider, the fastball, the curve, the forkball/splitter and the change. Perry also claimed his spitter was a sinker, although after he retired he admitted it really was a spitball after all.
So comparing Derek Lowe to many of the famous spitballers, and their pitching repetoires, it would seem that there is a pretty good match. Derek Lowe is the same build as Don Drysdale and Gaylord Perry, and uses approximately the same pitches as they did. In sum, the circumstantial evidence against him is pretty strong that Derek Lowe probably is using a spitball, and not really throwing a sinker at all. Finally, you have the fact that pitchers like Gaylord Perry lasted long past their points of decline–Perry was winning twenty games at ages like 35 and 40–further evidence Lowe is greasing the ball.
–art kyriazis, philly/south jersey
home of the world champion Philadelphia Phillies
Most of you probably know this already, but one of the main theorists of semiotics and deconstruction, the French theorist Baudrillard, and his famous 1985 (published in the 1990s in english) work SIMULACRA AND SIMULATION is a key reference point for both the movie and the shooting script of both the film THE MATRIX, and many of the underlying ideas of THE MATRIX.
I’ll just reprint what the wikipedia has to say, but just note that many of Baudrillard’s ideas are not too different from Susan Sontag’s ideas–Sontag thinks that the proliferation of images and signs in modern culture obscure reality, while Baudrillard feels that they obliterate it. THE MATRIX of course presents a science fiction allegory in which reality is a computer generated fiction present only in our minds, which is somewhat different than what Baudrillard is saying, leading to paths of noumenalism and idealism and radical Rorty-ism, but it is worth noting that in the very first scene of the MATRIX, when Neo is holding a book that is hollowed out, and pulling out some disks to give to the folks knocking on his door in the middle of the night, that book is in fact, a copy of Baudrillard’s SIMULACRA AND SIMULATION. One small step for neo, one giant step for semiotics.
I note here specifically that I am anti-marxist and anti-communist, and pro-capitalist, and dissassociate myself from those aspects of the deconstructionist critique which are plainly recycled and rehashed marxism. The failures of that system and that philosophy are too numerous to mention here, except to say that the Gulag Archipelago documented hundreds of millions of deaths in the Soviet system, including 500,000 priests who died in 1937-39 for the crime of being priests. Nonetheless, this is an interesting way of looking at the world, so here goes.
so here’s the wiki entry;
Simulacra and Simulation
Cover of English translation
Author Jean Baudrillard
Original title Simulacres et Simulation
Translator Sheila Glaser
Country France
Language French
Subject(s) Philosophy
Genre(s) Non-fiction
Publisher
Galilée (Editions) (French) & University of Michigan Press (English)
Publication date 2 April 1985
Published in
English February, 1996
Media type print (paperback)
Pages 164 pp
ISBN
ISBN 2718602104 (French) & ISBN 0472065211 (English)
Simulacra and Simulation (Simulacres et Simulation in French) is a philosophical treatise by Jean Baudrillard that discusses the interaction between reality, symbols and society.
Contents
• 1 Overview
• 2 Criticism
• 3 The Matrix
• 4 Footnotes
[edit] Overview
“ The simulacrum is never that which conceals the truth–it is the truth which conceals that there is none. The simulacrum is true.[1]
”
Simulacra and Simulation is most known for its discussion of images, signs, and how they relate to the present day. Baudrillard claims that modern society has replaced all reality and meaning with symbols and signs, and that the human experience is of a simulation of reality rather than reality itself. The simulacra that Baudrillard refers to are signs of culture and media that create the perceived reality; Baudrillard believed that society has become so reliant on simulacra that it has lost contact with the real world on which the simulacra are based.
Simulacra and Simulation identifies three types of simulacra and identifies each with a historical period:
1. First order, associated with the pre-modern period, where the image is clearly an artificial placemarker for the real item.
2. Second order, associated with the industrial Revolution, where distinctions between image and reality breaks down due to the proliferation of mass-produced copies. The items’ ability to imitate reality threaten to replace the original version.
3. Third order, associated with the postmodern age, where the simulacrum precedes the original and the distinction between reality and representation break down. There is only the simulacrum.[2]
Baudrillard theorizes the lack of distinctions between reality and simulacra originates in several phenomenon:
1. Contemporary media including television, film, print and the Internet, which are responsible for blurring the line between goods that are needed and goods for which a need is created by commercial images.
2. Exchange value, in which the value of goods is based on money rather than usefulness.
3. Multinational capitalism, which separates produced goods from the plants, minerals and other original materials and the process used to create them.
4. Urbanization, which separates humans from the natural world.
5. Language and ideology, in which language is used to obscure rather than reveal reality when used by dominant, politically powerful groups.
A specific analogy that Baudrillard uses is a fable derived from On Exactitude in Science by Jorge Luis Borges. In it, a great Empire created a map that was so detailed it was as large as the Empire itself. The actual map grew and decayed as the Empire itself conquered or lost territory. When the Empire crumbled, all that was left was the map. In Baudrillard’s rendition, it is the map that people live in, the simulation of reality, and it is reality that is crumbling away from disuse.
The transition from signs which dissimulate something to signs which dissimulate that there is nothing, marks the decisive turning point. The first implies a theology of truth and secrecy (to which the notion of ideology still belongs). The second inaugurates an age of simulacra and simulation, in which there is no longer any God to recognize his own, nor any last judgement to separate truth from false, the real from its artificial resurrection, since everything is already dead and risen in advance. [3]
Thus, Baudrillard further distinguishes three orders of simulacra associated with three historical periods: first order simulacra belong to the pre-modern era in which images were clearly copies or representations of some original; second order simulacra arise with the industrial revolution, photography and mass reproduction technologies in the nineteenth century – the image obscures (dissimulates) and threatens to displace the real; third order simulacra are part of our postmodern era; the image is said to completely precede and determine the real, such that it is no longer possible to peel away layers of representation to arrive at some original.
It is important to note that when Baudrillard refers to the “precession of simulacra” in Simulacra and Simulations, he is referring to the way simulacra have come to precede the real in the sense mentioned above, rather than to any succession of historical phases of the image. Referring to “On Exactitude in Science”, a fable written by Borges, he argued that just as for contemporary society the simulated copy had superseded the original object, so, too, the map had come to precede the geographic territory (c.f. Map–territory relation), e.g. the first Gulf War (see below): the image of war preceded real war.
Henceforth, it is the map that precedes the territory – precession of simulacra – it is the map that engenders the territory and if we were to revive the fable today, it would be the territory whose shreds are slowly rotting across the map. [4]
[edit] Criticism
With such reasoning, he characterised the present age — following Ludwig Feuerbach and Guy Debord — as one of “hyperreality” where the real object has been effaced or superseded, by the signs of its existence.
Such an assertion — the one for which he is most criticised — is typical of his “fatal strategy” of attempting to push his theories of society beyond themselves. Rather than saying, that our hysteria surrounding pedophilia is such that we no longer really understand what childhood is anymore, Baudrillard argued that “the Child no longer exists”.[5]
Similarly, rather than arguing — as did Susan Sontag in her book On Photography — that the notion of reality has been complicated by the profusion of images of it, Baudrillard asserted: “the real no longer exists”. In so saying, he characterised his philosophical challenge as no longer being the Heidiggerian/Leibnizian question of: “Why is there something, rather than nothing?”, but, instead: “Why is there nothing, rather than something?”[6]
[edit] The Matrix
The Matrix makes many connections to Simulacra and Simulation. In an early scene, the original French Simulacres et Simulation is the book in which Neo hides his illicit software. In the film, the chapter ‘On Nihilism’ is in the middle, rather than the end of the book.
Morpheus also refers to the real world outside of the Matrix as the “desert of the real”, which was directly referenced in the Slavoj Žižek work, Welcome to the Desert of the Real. In the original script, Morpheus referenced Baudrillard’s book specifically.
Keanu Reeves was asked by the directors to read the book, as well as Out of Control and Evolution Psychology, before being cast as Neo.[7]
In an interview, Baudrillard claimed that The Matrix misunderstands and distorts his work.[8]
[edit] Footnotes
1. ^ Poster, Mark; Baudrillard, Jean (1988). Selected writings. Cambridge, UK: Polity. ISBN 0-7456-0586-9.
2. ^ Hegarty, Paul (2004). Jean Baudrillard: live theory. London: Continuum. ISBN 0-8264-6283-9.
3. ^ Ibid.
4. ^ Ibid.
5. ^ In the essay “The Dark Continent of Childhood” in the essay collection Screened Out, 2002.
6. ^ In The Perfect Crime.
7. ^ Oreck J (director). (2001). The Matrix Revisited [DVD]. Warner Home Video.
8. ^ “Le Nouvel Observateur with Baudrillard”. Le Nouvel Observateur. 2004-10-15.
http://www.empyree.org/divers/Matrix-Baudrillard_english.html. Retrieved on 2007-12-07.
Retrieved from “http://en.wikipedia.org/wiki/Simulacra_and_Simulation”
Categories: Postmodernism | Publications about hyperreality | Philosophy books | Metaphysics literature
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