Saturday, August 20, 2016

mooc on

Like all other things in the world, MOOC providers are learning their trade every day. A few more MOOC courses I have taken recently are from a series called "World Religions Through Their Scriptures", provided by Harvard University via their online education center edX. Not only are they quality contents, edX has souped up the course format to feature shorter lectures, non-burdensome readings, frequent discussions (including weekly video chat rooms), better user interface, etc., that entice me to go through almost all suggested readings, leave comments at discussion forums, video chat with strangers, and even finish some homework assignments which I rarely did with my previous online courses.

Midterm: So far in our course we have encountered many types of diversity in interpreting Islam and the Quran, please write a brief essay in which you explore the significance of one or two of these sources of diversity.

I am quite impressed by the oral/recitation nature of the way Quran is "enjoyed" by its followers. It strikes me as bringing back the essence of God worshiping by ordinary people in their ordinary life, or the "lectio divina" practice of mystic Christianity, thus its power and "stickiness" to its mass followers all over the world.

I am also struck by the various exegeses the Quran scholars and theologians have developed through various lenses, not only considering the literal meaning of the text, but also from the historical, moral, allegorical, metaphorical angles. This is similar to what many Christian scholars and theologians have been doing with the Bible since the beginning of Christianity.

It's interesting on one hand Islam accepts the truth that God is indescribable yet on the other hand it spells out 99 terms/attributes to describe Him, that to me indicates the equal emphases on the mystic and the practical sides of Islam.

Exercise: Choose a group of 5-10 verses from the Bhagavad Gita reading and write your own analysis and commentary in between each verse, focusing on the message that may speak across time and space. 

I find the Gita verses most enjoyable in the course so far.

One major theme I gather from reading it is the condemnation of desire as the origin of sin, or evil, etc., yet in the following verse it says:

"Enriched by sacrifice, the gods will give you the delights you desire."

Here I think it implicitly tries to say there's a difference between "desire" and "delight". Stay away from desires (bad), and you will get delights (good).

Another verse I find interesting is:

"In the three worlds, there is nothing I must do, nothing unattained to be attained, yet I engage in action."

It's Lord Krishna citing himself as an example of action in discipline--another major theme of this teaching, I suppose. But I also find this "do it even if I don't quite need to" sentiment resonates with the "even I don't know how the world is created" verse we read in the creation hymn of Rig Veda in the beginning of the course:

"Whence this creation has arisen - perhaps it formed itself, or perhaps it did not - the One who looks down on it, in the highest heaven, only He knows or perhaps even He does not know."

Midterm: Is Judaism the religion of the Old Testament?

As I've learned through the course so far, Judaism is more than a religion, but a combination of God, Peoplehood, and Torah. Though the God part can be arguably universal (same God as Christian and Islam's), the "Peoplehood" part, unlike both Christianity and Islam, which accept believers from different ethnicities into one faith family, is taken to mean only people with Semitic lineage, be they Sephardi or Ashkenazi or Jews from any other parts of the world. Thus a person can be agnostic yet still called Jewish if he/she is of ethnic Jew ancestry, while in theory a non-Semite person can convert to Judaism, as it did/does happen, it is not actively solicited and when it happens it usually involves an ethnic Jew in an inter-racial union.

As to the Torah part, it is meant to include both the written Torah (the so-called Hebrew Bible) and the verbal Torah and rabbinical canons. Though the majority of the Hebrew Bible contains the same contents as the Old Testament of Christian Bible, they are arranged differently, and do not include books in Old Testament that are deemed "apocryphal" by Judaism standard. Even more significantly, the Hebrew Bible is meant to be the foundation of the Judaism faith, with oral Torah and many rabbinical interpretations to come, while the Old Testament is meant to be the prelude to the New Testament and the Christian faith.

In conclusion: the Peoplehood factor, the open-ended interpretations of the Hebrew Bible, and the diverse experiences Jewish people encountered through their diaspora that influence their beliefs and customs, make Judaism much more than a religion of the Old Testament.



* Out of the 5 major world religions (Christianity, Buddhism, Islam, Hinduism, and Judaism) the "World Religions Through Their Scriptures" series cover, I only take 3 of them above.

Sunday, August 14, 2016

mooc

Massive Open Online Courses are free (unless you want a certificate at completion, which costs $40-$50) online courses offered by universities and institutions around the world covering wide-ranging subjects for all who are interested. A typical MOOC course consists of video lectures, reading materials, discussion forums, some quizzes or homework assignments--which you don't have to take if you are not into getting a certificate--and usually lasts from 6 to 8 weeks for a newly launched or relaunched course when materials are given out weekly. You can always "binge-study" an old course, or self-pace through it at your leisure.

I have taken more than 40 such courses over the past 2+ years, picking those whose subject matters stoked my interest. Many of them I didn't finish or just glanced through: either their contents fell short of my expectation, or I found the presentation less than inspiring (a wooden professor blabbering out long, pedantic lecture in monotone, for example). But occasionally I do find some gems that are enjoyable and worth reviewing: (click on the course titles underlined if you want to go to their sites for more details)

The Modern and the Postmodern (Part 1 & Part 2)
From the 18th century Enlightenment to contemporary postmodern pragmatism, Western philosophers and thinkers such as Kant, Rousseau, Marx, Nietzsche, Darwin, Flaubert, Woolf, Emerson, Butler, Zizek... have tried to find the "really real," or the true foundation for human condition. Their findings range from reason to survival instinct to economic exploitation to will power to natural selection to art for art's sake, to improvisation within constraints, conformity under the guise of political correctness, etc.  Professor Michael Roth of Wesleyan University articulates these endeavors with well-assembled materials--including some famous modernist paintings and architectures--that connect the dots for me to have a good grasp of the evolution of Western minds over the past two and a half centuries.  

Few will doubt that French Revolution is one of the greatest upheavals in modern times. How did it come to be? Could it have been averted if the King had dealt more deftly with the clergy and the nobility and the peasantry he summoned to resolve his financial crisis? Perhaps at least he and the Queen would have kept their heads if they had not tried to sneak out of Paris at night thus deemed "traitors" to the people? How did a revolution that started with the ideals of "liberty, equality, fraternity" for all turn into a reign of terror? And the peasants based French militia fending off the invasion of European royal armies then conquering half of Europe under Napoleon's lead, who then became an emperor himself? Professor Peter McPhee of Melbourne University gives the backgrounds, facts, analyses, and suggestions to answers to these questions that keep me amused and amazed, pondering and wondering, from beginning to end.

A cool lady professor from University of Pennsylvania gives brief but succinct explanations on pre-Socratic Greek philosophers' cosmology theories, and Plato's dialogues on Piety, Virtue, Justice, Forms, and Goodness as an objective feature of the natural world and individual soul.

Starting with a dissection on Aristotle and Plato's ontological differences (substances vs forms, particulars vs abstracts), Professor Susan Meyer continues her ancient Greek philosophy series with Aristotle's views on the origin of nature and soul (the unmoved mover), the goal of life (the pursuit of divine intellect), and two post-Aristotelian philosophies Epicureanism and Stoicism whose ideas and beliefs might be surprisingly different from what you think you understand these terms mean today.

Offered by University of Copenhagen, this course examines the life and philosophies of the 19th century genius Christian theologian and "proto-Existentialist" Kierkegaard on his lifetime pursuit of "Socratic task" and insistence on the unbridgeable gap between subjective and objective truth that can only be crossed over with "leap of faith". I so enjoyed this course I wrote a separate blog to recap what I've learned.

You probably have read news about "Bitcoin" that some call "the digital currency of the future" and wondered what that is... Is it real money, legal? How did it all get started? What is the technology behind it? etc. The professors and PhD students at Princeton University Computer Science Department will try to answer all these questions in most straight and understandable way for you.

No fancy special effects or charismatic host such as Neil deGrasse Tyson in National Geographic's "Cosmos" documentary, but a gentle French professor from Université Paris Diderot explaining simply and meticulously with a drawing pen on a whiteboard, doing fun miniature experiments like dropping a ball or inflating a balloon, interviewing Nobel prize scientists on space projects such as capturing interstellar gravitation waves, etc., making this a pleasant and solid course for those who want to get a comprehensive view of how the universe was formed and continues to form thru the force of gravity.

The European Discovery of China
From Pompeu Fabra University in Barcelona, Professor Dolors Folch first gives an overview of Chinese history from ancient (2500 BCE) to the 13th-17th centuries, then focuses on the latter--Song to Yuan to Ming dynasties, in Chinese historic lingo, using paintings, maps, and first hand reports from European emissaries, merchants, missionaries, etc., to draw economical, political, and cultural images of China that I too as a Chinese history buff find refreshing.  

This Smithsonian Museum presentation shows and explains the stories behind well-known American icons (Star-spangled Banner, Statue of Liberty) and the lesser known (a $1 Kodak camera that captured key moments of Titanic sinking), objects of innovation (Ford's T-model, Bell's telephone), history and religious freedom (Plymouth Rock, Nauvoo Temple Sun Stone), extinction and conservation (Last Passenger Pigeon, Bald Eagle), etc. It's like watching a string of National Geographic documentaries in 8-minute short takes.