Word: intellect
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Dates: during 1970-1979
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...Hedgehog and the Fox is one of eleven articles and lectures collected in Russian Thinkers, the first of four projected volumes of his selected writings. Although the subjects (Tolstoy, Turgenev, Bakunin, Belinsky, Herzen) were creatures of the 19th century, Berlin's acute intellect addresses one of the most difficult questions of the 20th: Are men so hungry for deterministic Utopias, for the comfort of all-encompassing systems, that they reject the insecurities of the fox's diverse world for the awful predictability of totalitarian structures...
Developing the intellect was clearly the highest priority at Radcliffe in those years, taking precedence over less academic pursuits such as community involvement, political work or social criticism. "The meeting of minds" was stressed more than the need to reform society. Here were elements of the retreat into individualism that followed the total disillusion of World War I. Still, the day-to-day events in the process of getting a college degree in those days were probably just as significant as the near-universal confusion over values in shaping the outlook of the Class...
...speak of dreams unfulfilled; they listen to their wives and daughters tell The men at the top in business- a bit self-conscious that theirs is a white, male domain- are trying to respond. Most are struggling with ways to hire, their train and capital and promote more intellect to women, revive the blacks and cities. Almost Hispanics. all are Some are attempting, trying in to use one way or another, to improve society...
Direct experience, I would argue, is the very basis of each of the above steps. This direct experience includes components gathered from the senses (and their mechanical or statistical extensions), from the intellect (the conceptual framework), and very often, in spite of frequent denial, from the emotions. Thus, the scientist's direct experience as observer, interpreter, hypothesizer and tester of the phenomenon under investigation, along with the accumulated direct experience of his scientific and personal past, are not only inseparable from his work, but absolute requirements...
...When he was alive, I was O.K., I was terrific," says Mary. "Afterward I was a mess. What I secretly knew was important was not important to anyone else." A world of intellect and glamour seemed enragingly beyond grasp. There was certainly no trace of it in parochial schools. Mary Gordon recalls the chants of chemistry class: "What does covalent bonding remind us of?" "The mystical body of Christ...