關於 academic meaning ，我們在網路上蒐集到這些相關的討論、資訊與評價

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I blame Jacques Derrida.

I blame Derrida for President Trump and QAnon.

Let me explain myself. Derrida is one of the leading thinkers whose writings helped develop postmodernism. He is often considered the founder of deconstruction.

To simplify, deconstruction (and post-modernism) denies that there is an absolute signifier that allows for a connection between a sign and its referent. To put it in other terms, there is no truth out there to be found and language is insufficient to describe it.

But rather than despairing about this state of things (like the existentialists of the 60’s did-remember Sartre’s book Nausea), postmodern thinkers like Derrida, Foucault, and others relished the idea because meaning could not be imposed on them by others, but rather meaning could be constructed by themselves.
Now it is interesting that those in the lines of Derrida and Foucault often constructed meaning in a progressive direction, resisting forces that sought to impose authority structures on them. But critics of deconstruction warned that it would be equally possible to construct meaning in a different direction, say a misogynist or racist direction.

Some of my academic friends might remember that probably twenty years ago, a leading deconstructionist, Paul de Man (who was at Yale when I was doing my doctoral work), was outed as a Fascist in his youth, thus in the minds of many confirming the problem with this post-modern mindset.

So what does this have to do with our President or QAnon? Well, I think most reasonable people recognize that he constructs the facts in whatever direction pleases him. I think it was KellyAnn Conway who spoke of “alternative facts.” These alternative facts often have absolutely no evidence and even have abundant evidence against it, but that does not deter people from believing him. I suspect because they want to believe him.

As for QAnon, the same is abundantly true. Biden is a pedophile? Please. There is no evidence for this (and remember PizzaGate). And don’t post memes of Biden giving grandfatherly kisses to his friends’ children.

Well, then, why is it so many Christians support our first post-modern president and give QAnon the time of day? It’s actually mind-blowing because we Christians do think there is an absolute signifier out there (God). Yes, getting at the truth is difficult and everyone has their ideological lenses, but even so that does not mean we get to construct our reality in the way we want to against the evidence. We don’t have to lock ourselves into our ideological biases but we need to expose ourselves to other interpretations and then consider which is the true understanding. If you listen to CNN turn to Fox once in a while and vice versa. When it comes to evaluating our president, listen to what he says in his speeches and on twitter.

I worry that many evangelical Christians have been conditioned against evidence and the truth when it seems to butt up against how they prefer to view reality. We can see this for instance in say those who affirm that the cosmos is only a few thousand years old. The evidence is overwhelming against this conclusion. But many people wrongly think that the Bible teaches otherwise, so they need to ignore or make up explanations of the evidence that are preposterous or, and here we are back to the mindset that accepts Trump’s misconstruals of the evidence or the conspiracy theories of QAnon.

I am not saying that everyone who supports Trump over against Biden are guilty of this kind of post-modern thinking, but I worry that many are (particularly based on some of the responses I receive on Facebook). I can think of no good reason though why anyone who is a Christian would turn to a source like QAnon to support their views.

[English Club HEC] HỌC DỞ VĂN THÌ SẼ HỌC DỞ IELTS WRITING?

Hôm nay chị mới đọc bài này của thầy Tâm Nguyễn về sự khác nhau giữa việc học Văn ở trường và việc viết IELTS Writing. Cả nhà cùng đọc và thảo luận, nêu ra ý kiến của mình nhé. Chúc Schofans học tốt! Đừng quên join English Club HEC để học hỏi thêm về Tiếng Anh ha, nhiều điều bổ ích lắm đó.

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Khi học IELTS với mình, nhiều bạn thường hay nói thời cấp 3 các bạn ấy học văn rất dở, vì vậy sợ học writing. Đây là quan niệm hoàn toàn sai lầm. Vì vốn dĩ 2 thể loại viết lách này không hề liên quan đến nhau. Hôm nay mình sẽ phân tích sự khác nhau giữa viết lách học thuật (academic writing) và viết lách văn học (literature).

Văn viết học thuật (academic writing) là thể loại văn dùng trong trường đại học và môi trường nghiên cứu. Thể loại văn này dùng cho việc viết nghiên cứu khoa học hoặc viết bài luận tranh cãi về một vấn đề nào đó. Bản chất của thể loại văn này là hướng đến kiến thức. Vì vậy văn viết học thuật lấy sự chính xác làm trọng. Điều này khiến cho ngôn ngữ trong văn học thuật phải tuân theo một số quy tắc nhất định.

Về sự khách quan trong ngôn ngữ, để bảo đảm bài viết được khách quan, ngôn ngữ của văn học thuật cần phải nghiêm túc. Việc sử dụng câu từ thể hiện cảm xúc (chẳng hạn yêu hay ghét) là không phù hợp. Về từ vựng, không có khái niệm ‘từ khó’ hay ‘từ dễ’. Chỉ có khái niệm về từ ngữ chính xác (precise language). Precise language có nghĩa là dùng đúng từ trong đúng ngữ cảnh và thể hiện đúng ý mà người viết muốn truyền tải. Người viết văn học thuật tốt là người có thể truyền tải chính xác những gì họ muốn truyền tải (communicate the exact meaning).

Quan trọng hơn hết, thứ mà văn học thuật đòi hỏi từ người viết là tư duy phản biện và tư duy logic. Tư duy phản biện giúp cho người viết có thể đánh giá một ý kiến, một hiện tượng là tốt hay xấu, đúng hay sai, và tại sao đúng tại sao sai. Tư duy logic giúp người viết có thể xâu chuỗi những hiểu biết của mình lại, tạo ra mối liên hệ giữa các vấn đề, để từ đó có thể tranh luận thuyết phục.

Văn học (literature) lại trái ngược hoàn toàn. Đọc tiếp tại: http://bit.ly/2RybHjW

<3 Like page, tag và share cho bạn bè cả nhà nhé <3

#HannahEd #duhoc #hocbong #sanhocbong #scholarshipforVietnamesestudents

2018法鼓山大事記「平安無事」英文版
In September 2018, the Succession Ceremony for DDM’s sixth abbot president took place at the Dharma Drum Mountain complex. In 2006, late Master Sheng Yen handed the position of abbot president to Ven. Guo Dong. This year’s succession ceremony also held a significant meaning for the further development of Chinese Buddhism.

In carrying various Dharma affairs, including paying visits to victims of the big earthquake in Hualian and the Puyuma Express train disaster, holding international academic exchanges and Buddhist seminars, as well as organizing the Protecting the Spiritual Environment and Family Day event, DDM’s monastic and lay practitioners all continued the late Master Sheng Yen’s compassionate aspiration to build a pure land on earth. The year 2019 marks the 10th anniversary of the Master’s passing and DDM’s 30th anniversary, we expect ourselves to keep making good wishes and putting our wishes into action, for the benefit of the world.

電子書 (手稿e-book) (共261頁) (HK$199)
https://play.google.com/store/books/details?id=Fw_6DwAAQBAJ

Calculus 微積分系列︰ https://www.youtube.com/playlist?list=PLzDe9mOi1K8o2lveHTSM04WAhaGEZE7xB
適合 DSE 無讀 M1, M2，
但上左 U 之後要讀 Calculus 的同學收睇
由最 basic (中三的 level) 教到 pure maths 的 level，
現大致已有以下內容︰
(1) Concept of Differentiation 微分概念
(2) First Principle 基本原理
(3) Rule development 法則證明
(4) Trigonometric skills 三角學技術
(5) Limit 極限
(6) Sandwiches Theorem 迫近定理
(7) Leibniz Theorem 萊布尼茲定理
(8) Logarithmic differentiation 對數求導法
(9) Implicit differentiation 隱函數微分
(10) Differentiation of more than 2 variables 超過2個變數之微分
(11) Differentiation by Calculator 微分計數機功能
(12) Application of Differentiation - curve sketching 微分應用之曲線描繪
(13) Meaning of Integration 積分意義
(14) Rule of Integration 積分法則
(15) Trigonometric rule of Integration 三角積分法則
(16) Exponential, Logarithmic rule of integration 指數、對數積分法則
(17) Integration by Substitution 代換積分法
(18) Integration by Part 分部積分法
(19) Integration Skill : Partial Fraction 積分技術︰部分分式
(20) Integration by Trigonometric Substitution 三角代換積分法
(21) t-formula
(22) Reduction formula 歸約公式
(23) Limit + Summation = Integration 極限 + 連加 = 積分
(24) Application of Integration – Area 積分應用之求面積
(25) Application of Integration – Volume 積分應用之求體積
(26) Application of Integration – Length of curve 積分應用之求曲線長度
(27) Application of Integration – Surface area 積分應用之求表面積
(28) L’ Hospital rule 洛必達定理
(29) Fundamental Theorem of Integral Calculus 微積分基礎原理
(30) Calculus on Physics 微積分於物理上的應用
(31) Calculus on Economics 微積分於經濟上的應用
(32) Calculus on Archeology 微積分於考古學上的應用
之後不斷 updated，大家密切留意
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