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Now, these parts of the earth [Europe, Africa, Asia] have been more extensively explored and a fourth part has been discovered by Amerigo Vespucci (a… - Daniel J. Boorstin
" "Now, these parts of the earth [Europe, Africa, Asia] have been more extensively explored and a fourth part has been discovered by Amerigo Vespucci (as will be described in what follows). Inasmuch as both Europe and Asia received their names from women, I see no reason why any one should justly object to calling this part Amerige [from Greek “ge” meaning “land of”], i.e., the land of Amerigo, or America, after Amerigo, its discoverer, a man of great ability.
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About Daniel J. Boorstin
Daniel J. Boorstin (1 October 1914 – 28 February 2004) was an American historian, professor, attorney, and author. He served as the director of the Smithsonian’s National Museum of American History in 1969-1973 and was the Librarian of Congress from 1975 to 1987. His book trilogy, The Americans: The Colonial Experience, The National Experience, and The Democratic Experience received the Bancroft Prize, the Pulitzer Prize, and the Francis Parkman Prize. In 1989, the Medal for Distinguished Contribution to American Letters was bestowed upon him.
Biography information from Wikiquote
Also Known As
Native Name:
Daniel Joseph Boorstin
Alternative Names:
Daniel Boorstin
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When photography appeared in the nineteenth century, it offered a new challenge to the mullahs’ theological acrobatics. Muslims wishing to be photographed remembered the Hadiths against pictorial representation. They were glad to be told that since photographs were made by God Himself through the agency of His Sun they were not under the ban of the paintings by presumptuous human artists. Yet in much of the Muslim world, photographs remained under the Prophet’s ban. A Muslim photographer in Delphi, who had spent many years successfully photographing people in groups, in an onrush of conscience finally destroyed all his plates.
"For Rosseau, then, education would have to be a way not of instilling the ideals of civilization but rather of liberating the young from civilization and its evils.
Much of the program he described in his didactic novel Emile is what he calls "negative education," an antidote and inoculation against the pervasive evils of civilization. It has come to be called "The Child's Charter"-a basis for modern child psychology. And it would be the prospectus and statement of principles for "progressive education" in the United States, led by John Dewey (1859-1952), who conceived it as a way of bringing democracy into the classroom (The School and Society, 1899; Democracy and Education, 1916). The movement attended tot he child's physical and emotional as well as his intellectual development, favored "learning by doing," and encouraged experimental and independent thinking. The teacher, then, aimed not at instilling a body of knowledge but at developing the pupil's own skill at learning from experience."
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