/edu/ - Education

>>10651
he wasn't an atheist
that's what i mean

>>10648
I mean the guy asked for non-reddit tier atheism so I just gave him the closest thing, Spinoza's concept of God is so far removed from typical monotheism that he might as well have been an atheist. Ethics is just too good of a read to pass

>>10654
what do you think is the typical monotheistic idea of god

>>10672
usually it is the kind of personal god that is discussed when talking about things like the problem of evil etc

https://en.wikipedia.org/wiki/Personal_god

>A personal god, or personal goddess, is a deity who can be related to as a person,[1] instead of as an impersonal force, such as the Absolute, "the All", or the "Ground of Being".

>In the scriptures of the Abrahamic religions, God is described as being a personal creator, speaking in the first person and showing emotion such as anger and pride, and sometimes appearing in anthropomorphic shape.[2] In the Pentateuch, for example, God talks with and instructs his prophets and is conceived as possessing volition, emotions (such as anger, grief and happiness), intention, and other attributes characteristic of a human person. Personal relationships with God may be described in the same ways as human relationships, such as a Father, as in Christianity, or a Friend as in Sufism.[3]

>A 2019 survey by the Pew Research Center reported that, of U.S. adults, 70% view that "God is a person with whom people can have a relationship," while 15% believe that "God is an impersonal force."[4]

>>10570
Now that i think about it intellegent materialism is a great response to the question

>>11434
Hey sir, can you post the intended curriculum here for laughs? Many of us don't truly understand the American Experience™ and this could help shed some light on it.
(Don't share anything that would be too specific to your location/school: I'm assuming it's a state-wide curriculum like we have here)

>>11447
I had one who was never explicit in his beliefs but was evidently 'left'-leaning. There was an optional activity after his lectures (night time) where he would put on films, some were comedies or culturally significant to our field of science, but many were thought-provocative like the Enron documentary (Smartest Men in the Room), 12 Angry Men, etc. and would occasionally hint at ideas of collaboration and social constructiveness in his talks. In an analytical field, it was clear he was someone who could see problems in the systems we have and why they fuck everything up for us professionally (think of the whistleblowers in the Challenger disaster that were ignored, resulting in loss of life). There was even a tutorial dedicated to rhetoric, because 'being correct or right doesn't mean anything if you can't get your boss to listen to you', and discussion dedicated to the risks and potential strategies of whisteblowing. Not comparable to what you said but a potential eye-opener, and not one that could get you fired either.
As he would say, he wasn't an educator, he was a teacher.

Teach them Victims of Communism but explicitly list Nazi soldiers as the dead

>>11442
>I think you want to emphasize the origin of the bourgeois republic in the absolutist state apparatus. Germany's civil service had a near seamless transition.
That sound sinteresting, give OP some books he could cite
>You could teach some classical economics as a gateway to the LTV.
Based
>What if you simulated an economic cycle but most students were workers and some stakeholders? You could tie both into each other, as the coordination of funds is the most important aspect of the stock market.
That will be too on the nose and risky

>>11520
Well it's important not to objectify or dehumanize the victims by merely treating them as numbers, as educators tend to do. I recommend OP also explore who these victims were and what they did.

>>11521
>give OP some books he could cite
PDF related is where I read about the German civil service. At least in European history the change from constitutional monarchy or absolutism to bourgeois democracy was less of a rupture as it is often made out to be. The point is to sidestep the "muh freedom" line of argument and accurately portray a transformation of the state apparatus. For US history this could mean focusing on the economic causes for the civil war.
>That will be too on the nose and risky
Then what is the bourgeois position on the stock market. That it's all fun and games?

https://web.archive.org/web/20220429121406/https://leftypol.org/leftypol/res/915690.html
https://leftypol.org/dead/res/2734.html
Personally I think it was ok, people think it refuted Marx or something but it doesn't. I don't see why people fight over whether cavemen only traded stuff with each other based on their immediate personal needs or not, even kids trade toys just for the sake of trading those gained with someone else.

I liked it but I'm an anarchist. It's an academic book so it can get a little overwhelming at parts with the endless cultures and their little rituals and ways of life. It's not propaganda but they do argue that there are alternatives to what we have now. From what I read it was meant to "make space" for subsequent books but I guess that's out of the window now…

Mein Kampf

Giovanni Gentile

>>11315
Just to nitpick a bit. The two commodities need to be of equivalent value within the context of that society and relations in that society. For example some societies had easy access to oranges and there was very little work needed to get those oranges. So the equivalent value of a crate of oranges might only be a jar.

And in some societies getting oranges might meant hard and complicated labor and labor process so the equivalent value of 4 jars might just be 1 single orange.

>>11307
You can't talk about the equivalence of use-value = exchange-value without talking about fetishism. To say that tailoring = weaving, is by all accounts insane.

>>11330
But it is (through the roundabout introduction of exchange-value) what we do as a society.

>>11307
1. value is a social relationship and labor makes the objects that are exchanged & valued in that relationship
2. sure you can describe it that way but you need to understand that the commodity *is* both an use and exchange value, not that it has them as properties
3. yes use values can be found in nature, I think marx uses the example of air. the point is that it's incidental that the commodity is useful for people
4. sure to make any commodity ready for sale it takes time but this is obvious
5. yes
6. yes but they don't do that directly
7. they don't represent crystallized labor they are it because those machines were created by laborers
8. sure this is obvious because if nobody worked then nothing would be created and there wouldn't be any exchange or value to talk about

>>11307
Looks basically correct. Nitpick:
>4: it takes a certain amount of time to find, pick, wash, and prepare a fruit. The average amount of time it takes to do this is the socially necessary labor time, which is the value of the fruit.
Caveat is that the demand is there. Producing something with technical efficiency at a too high quantity still wastes labor.

Couldn't find a manifesto, did find some stuff from Habash
https://www.indybay.org/uploads/2008/01/29/george.habash.29jan08.pdf

https://www.paljourneys.org/sites/default/files/George_Habash-The_Future_of_the_Palestinian_National_Movement_Interview.pdf

There's this 5 minute compilation of his speeches
https://m.youtube.com/watch?v=gOkgIN6QQ00

There's also a pdf archive of PFLP writings
http://pflp-documents.org/

€ 7.50 • 7,50 € sieben Euro fünfzig (Use a comma separator and always say „Euro“ before the cents.)
17 • siebzehn
70 • siebzig
the silver • das Silber
to sing • singen
to sit • sitzen
the son • der Sohn
the soldier • der Soldat / die Soldatin
to shall • sollen
the summer • der Sommer
special word following a negation to introduce what is actually true • sondern
the sun • die Sonne
the Sunday • der Sonntag
otherwise • sonst
to save money / avoid effort • sparen
Post too long. Click here to view the full text.

the type • der Typ (also used for guy)

U
the clock • die Uhr
around • um
in order to • um zu (literally “around towards”)
the university • die Universität
down (position) • unten
under/among • unter
the enterprise • das Unternehmen
below 0 • unter null
to teach • unterrichten
the difference • der Unterschied
to sign • unterschreiben (People often say in response to statements they agree with that they can sign them: „Das kann ich unterschreiben.“)
the bottom side • die Unterseite
Post too long. Click here to view the full text.

to become / will do • werden
to throw • werfen
the tool • das Werkzeug
the value • der Wert
the west • der Westen
the bet • die Wette
the weather • das Wetter
important • wichtig
how • wie
again • wieder
Vienna • Wien
the wind • der Wind
the winter • der Winter
we • wir
we are • wir sind
Post too long. Click here to view the full text.

>the plumber • der Klempner
I wanted to always include the male and female form for each job. And the female form must be die Klempnerin.

So I worked on this over several weeks, checked and checked again for mistakes and omissions, and literally the second I see the comment uploaded I spot something. Of course! Have to say that unlike with all the other jobs mentioned I have never seen or heard the female version of the word, so forgive me. I'm pretty sure this list is better than any other basic German vocab list you find anywhere else online!

the heck's this thread anyway

i have no recommendations for "schizo" stuff unfortunately OP. I mainly stick to confirmed/plausible stuff. let me know what you think of the recs.

>>11135
silicon valley has been the US government's bitch since the 90s

>>11140
try the 60s. read surveillance valley

>>11140
The tech industry has been part of the MIC since the cold war and silicon valley specifically was built thanks to DOD-CIA grants and contracts.

There are multiple TrueAnon reading lists. Check those out, they've got lots of parapolitics / deep politics type stuff.