Saturday, March 1, 2025

THINKER'S ALMANAC - March 31

What can a 17th-century love poem teach us about how to structure an effective argument?


Subject:  Persuasion/Rhetorical Appeals - “To His Coy Mistress”

Event:  Birthday of English poet Andrew Marvell, 1621


On this day in 1621, English poet Andrew Marvell was born in Hull, England. Marvell was one of the metaphysical poets, a group of 17th-century poets whose verse is characterized by its sharp wit, passionate arguments, and intellectual elaborateness.  


Marvell’s best-known poem “To His Coy Mistress” is probably the single greatest argument ever written in verse.  The poem is a dramatic monologue in which the poet addresses a young woman who is slow to respond to his amorous advances.  


To win the mistress, the poet constructs an elaborate argument, making his case for why she should “act now” and agree to love him.  The poem’s three-part structure also is an excellent example of Aristotle’s three persuasive appeals by character (ethos), by logic (logos), and by emotion (pathos).


In the poem’s first stanza, the speaker begins with ethos, establishing his character and credibility with the mistress.  Here the speaker employs hyperbole, elaborately exaggerating the amount of time he would invest in admiring and cataloging the beauty of the mistress from afar if only time allowed:


Had we but world enough and time,

This coyness, lady, were no crime.

We would sit down, and think which way

To walk, and pass our long love’s day.

Thou by the Indian Ganges’ side

Shouldst rubies find; I by the tide

Of Humber would complain. I would

Love you ten years before the flood,

And you should, if you please, refuse

Till the conversion of the Jews.

My vegetable love should grow

Vaster than empires and more slow;

An hundred years should go to praise

Thine eyes, and on thy forehead gaze;

Two hundred to adore each breast,

But thirty thousand to the rest;

An age at least to every part,

And the last age should show your heart.

For, lady, you deserve this state,

Nor would I love at lower rate.


In the second stanza, the poet makes a sudden shift from the hypothetical to the harsh reality of the real world.  Signaling the transition with “But,” he begins to construct a case based on the logic of their mortality. Devouring time will take his mistress’s beauty, and reason dictates that no one can cheat death.

  

But at my back I always hear

Time’s wingèd chariot hurrying near;

And yonder all before us lie

Deserts of vast eternity.

Thy beauty shall no more be found;

Nor, in thy marble vault, shall sound

My echoing song; then worms shall try

That long-preserved virginity,

And your quaint honour turn to dust,

And into ashes all my lust;

The grave’s a fine and private place,

But none, I think, do there embrace.


Having established his credibility and the logic of his case, the speaker concludes with a climactic appeal to emotion. Here the speaker makes his final pitch, urging the mistress to “act now,” presenting the dramatic image of mating birds of prey in flight.  In the tradition of carpe diem – Latin for “seize the day” – the poet implores the mistress to join him; they cannot stop time, but they can make time fly by having fun.

 

Now therefore, while the youthful hue

Sits on thy skin like morning dew,

And while thy willing soul transpires

At every pore with instant fires,

Now let us sport us while we may,

And now, like amorous birds of prey,

Rather at once our time devour

Than languish in his slow-chapped power.

Let us roll all our strength and all

Our sweetness up into one ball,

And tear our pleasures with rough strife

Through the iron gates of life:

Thus, though we cannot make our sun

Stand still, yet we will make him run. (1)


Recall, Retrieve, Recite, Ruminate, Reflect, Reason:  How are each of the three appeals different (logos, pathos, and ethos), and how does the speaker in Marvell’s poem employ them to structure his argument?


Challenge - Head And Heart:  What is an essential item that people need to have in their possession every day in order to be successful?  Brainstorm some essential products that people use and need every day.  Select one of the products, and write a sales pitch, persuading your audience to purchase the product. Use the argument structure employed by Marvell in “To His Coy Mistress.” Begin by thinking about your audience and how you can establish trust with them (ethos).  Next, shift to reason, by laying out your claims and evidence about the product (logos). Finally, make the sale by appealing to the emotions of your audience and by showing them, not just telling them, why they need the product (pathos).


As author Jay Heinrichs explains in his book Thank You for Arguing, Aristotle’s appeals are the Three Musketeers of persuasion:  


Logos, ethos, and pathos appeal to the brain, gut, and heart of your audience.  While our brain tries to sort the facts, our gut tells us whether we can trust the other person, and our heart makes us want to do something about it. (2)


Use the following three essential questions to assist you in constructing your pitch:


-Ethos:  How can I get my audience to believe that I am credible, and how can I make them trust me?


-Logos:  Is my argument reasonable, and how can I organize my points and my evidence so that it is clear and logical?


-Pathos:  How can I show, not just tell my point, and how can I get my audience fired up to feel something?


ALSO ON THIS DAY:

March 31, 1596:  Birthday of Rene Descartes

“It is not enough to have a good mind; the main thing is to use it well.”  See THINKER’S ALMANAC - February 11



Sources:

1-Marvell, Andrew. “To His Coy Mistress.”  Poets.org.

2-Heinrichs, Jay. Thank You for Arguing: What Aristotle, Lincoln, and Homer Simpson Can Teach Us About the Art of Persuasion. New York: Three Rivers Press, 2007. Print.


THINKER'S ALMANAC - March 30

Before the invention of the pencil eraser, what did people use to erase errors?


Subject:  Invention - Eraser-tipped Pencil

Event: Hyman L. Lipman patents pencil with eraser, 1858

 

The average pencil is seven inches long, with just a half-inch eraser - in case you thought optimism was dead. -Robert Breault

 

On this day in 1858, a Philadelphia stationer named Hyman L. Lipman patented the first eraser-tipped pencil.  This is one invention that has stood the test of time and is also one of the best metaphors there is to remind us that everyone makes mistakes and that no human is faultless.


One common misnomer about pencils is that they contain “lead.” In reality, pencils contain a mineral called graphite.  Legend has it that in the 16th century a shiny black substance was discovered in England’s Lake District under a fallen tree.  The substance was first used by local shepherds to mark their sheep. Because the black material resembled lead, it was called plumbago (from the Latin word for lead, plumbus — the same root that gave us the word “plumber,” someone who works with lead pipes).

 

A pencil shortage in 18th century France resulted in the invention of another well-known writing implement.  While at war with England in 1794, Revolutionary France could not access the graphite needed to make pencils.  An engineer named Nicolas-Jacques Conte improvised, combining low-quality graphite with wet clay. Conte then molded the substance into rods and baked it.  This process produced “Crayons Conte” or what we know today as chalk.

 

Before he lived at Walden Pond, the American writer Henry David Thoreau made a significant contribution to the pencil’s evolution.  After graduating from Harvard College, Thoreau went to work at his family’s pencil making business. Working with material from a New Hampshire graphite deposit, Thoreau developed his own process for making pencils.  He numbered his pencils from the softest to the hardest using a numbering system from 1 to 4. The No. 2 was the Goldilocks of pencils — not so soft that is smudged easily and not so hard that it breaks easily.

 

The origin of the most common color for pencils is another story.  Pencils were commonly painted in any number of colors, but in 1889, at the World’s Fair in Paris, a Czech manufacturer Hardtmuth debuted a yellow pencil.  Supposedly made of the finest graphite deposits, the pencil was named Koh-I-Noor, after one of the world’s largest diamonds. The distinct yellow of the Koh-I-Noor became the industry standard for quality, and soon other manufacturers began painting their pencils yellow.

 

The final key element in the evolution of the pencil came in the 1770s when British polymath Joseph Priestley discovered that a gum harvested from South American trees was effective for rubbing out pencil marks — appropriately he called this substance “rubber.”  Prior to Priestley’s discovery, the most common erasers used were lumps of old bread.


Priestley was also the author of an influential textbook called The Rudiments of English Grammar which was published in 1761 (1).


Recall, Retrieve, Recite, Ruminate, Reflect, Reason:  What individual contributions did the polymaths Henry David Thoreau and Joseph Priestly make to the pencil?

 

Challenge - Ordinary Objects, Extraordinary History: What are some examples of inventions, like the pencil, that are everyday ordinary objects?  Brainstorm a list of some ordinary objects that you encounter every day.  Select one of these objects and do some research on its origin. Write a report providing details about the object’s origin and history.  



Sources:

1-”Trace The Remarkable History Of The Humble Pencil.”  All Things Considered.  NPR.org 11 Oct. 2016.

 


THINKER'S ALMANAC - March 29

 Why is doodling an effective method of note-taking?

Subject:  Study Strategies - Dual Coding

Event:  Birthday of Allan Urho Paivio, 1925


When sorrows come, they come not single spies, but in battalions. -William Shakespeare


A large part of Shakespeare’s genius was his ability to combine ideas and images.  In the quotation above, for example, the abstract idea of “sorrow” comes alive through the imagery of an invading army.


Another man who understood the power of words and imagery was the Canadian psychologist Allan Paivio, who was born in Ontario on this day in 1925.  Early in his career, he developed a theory related to memory called the “conceptual peg hypothesis,” which states that concrete words are easier to remember than abstract words because concrete words create more vivid mental images.  Words combined with a concrete visual image are easier for the mind to hang onto, like a hat hangs onto a peg.



                                                                Image by Stain_Marylight from Pixabay 


Later he developed his most influential concept, a learning strategy called dual coding, which intentionally combines verbal material with visual materials.  The combination of words and pictures enhances the learner’s memory by engaging two separate mental channels (verbal and visual), giving the learner two ways of remembering the learning (1).


Unlike learning style theory, which attempts to match students to their single best mode of learning -- visual, auditory, or kinesthetic -- dual coding works under the assumption that all human brains learn best when verbal and visual materials are combined.


Teachers and students can employ dual coding with a variety of visual forms, including pictures, diagrams, graphs, tables, graphic organizers, symbols, or cartoons.  It is important to note, however, that in order for the visual representations to be effective and memorable, they must be closely related to the verbal information.  For example, a student might take notes using words on the left-hand column of a piece of paper and then review those notes by generating visual representations in the right-hand column (2).


Recall, Retrieve, Recite, Ruminate, Reflect, Reason: What is dual coding? What are examples of visual forms that might be used with dual coding?


Challenge - Study Smart With Six Strategies:  Dual coding is one of six study and learning strategies that cognitive scientists have documented as legitimately effective for students to practice and use. The other five are Spacing, Retrieval Practice, Elaboration, Interleaving, and Concrete Examples.  The website “The Learning Scientists” explains each of the six strategies and provides research on the effectiveness of each strategy.  Select one strategy, and explore what it is and how it works.  Write a paragraph explaining to a student how the strategy works.


Sources:

1-Allan Paivio In Memoriam

2-Sumeracki, Megan. “Dual Coding and Learning Styles.” The Learning Scientists.


THINKER'S ALMANAC - March 28

What is one of the oldest thought experiments, and what insights does it give us about philosophy?


Subject: Thought Experiments - Plato’s Allegory of the Cave

Event:  Birthday of American philosopher Daniel C. Dennet, 1942


There’s simply no polite way to tell people they’ve dedicated their lives to an illusion. -Daniel C. Dennet


Today is the birthday of Daniel C. Dennett, American philosopher, writer, and cognitive scientist, who was born in Boston, Massachusetts in 1942.

In 2013, Dennett published his book Intuition Pumps and Other Tools for Thinking.  Dennett begins his book by acknowledging that thinking is hard work.  But just as a shovel makes it easier and more efficient for us to dig a ditch, thinking tools make cognition easier and more efficient.  


One specific category of thinking tools used frequently by philosophers is thought experiments.  Dennett calls them intuition pumps (a term he coined in 1980), the philosophical equivalent of Aesop’s fables.  These thought experiments present vivid vignettes, and hypothetical situations that allow thinkers to explore and examine ideas.  Like parables, thought experiments are micro-narratives, making ideas more practical and easy to remember (1).


One ancient thought experiment comes from Plato’s The Republic:  


The Allegory of the Cave

Imagine three prisoners who have been chained in a cave their entire lives.  They are chained in such a way that all they can see is the wall of the cave in front of them.  Behind them, there is a fire and a raised walkway. As people walk along the walkway carrying things like books, animals, and plants, the prisoner sees nothing but the shadows of the people and the items they carry cast on the wall in front of them.  Because the prisoners see only the shadows, these shadows become their reality. When they see a shadow of a book, for example, they take the shadow as the real object, since it is all they know.


Imagine that one of the prisoners escapes his chains and leaves the cave.  Leaving the darkness of the cave, he is first blinded by the light. As his eyes slowly adjust and as he becomes more used to his new surroundings, he begins to realize that his former understanding of the world was wrong.  Returning to the cave, the enlightened prisoner tells the other prisoners what he has learned of the real world. The others, noticing that the returning prisoner is groping around in the darkness as his eyes readjust to the darkness, think he is insane. They can’t imagine any other reality but the shadows they see before them, and they threaten to murder anyone who would drag them out of the cave or annoy them with supposed insight into what a “real” book or a “real” tree actually looks like (2).



                                                                Image by adoborepublic from Pixabay 


Plato’s Cave allows us to address and discuss the abstract ideas of knowledge versus ignorance and perception versus reality.  It doesn’t just tell us that philosophy will improve our lives; instead, it shows us: most of us live our life watching the shadows in the cave; philosophy and education, however, offer us a way out of the darkness and into the light of reason.


Recall, Retrieve, Recite, Ruminate, Reflect, Reason: In “The Allegory of the Cave,” how do the prisoners react when the enlightened prisoner tells them about the real world? What is the primary purpose of thought experiments?



Challenge - Pump Up Your Tired Thinking:  What are some examples of philosophical questions that might be debated about universal topics, such as the nature of reality, of knowledge, of morality, of consciousness, of free will, or of government?  Research a specific thought experiment (see the list below).  Summarize the key elements of the thought experiment in your own words; then, discuss what specific philosophical ideas the thought experiment addresses.


The Whimsical Jailer, The Nefarious Neurosurgeon, Infinite Monkey Theorem, Buridan’s Ass, The Brain in a Vat, The Trolley Problem, Schrodinger’s Cat, Ship of Theseus, The Chinese Room, The Lady or the Tiger


Sources:

1- Dennett, Daniel C.  Intuition Pumps and Other Tools for Thinking.  New York:  W.W. Norton & Company, 2013.

2-Plato’s Republic.  




THINKER'S ALMANAC - March 27

What can one of the most memorable movie lines of all time teach us about framing an argument?


Subject:  Figurative Language - Gump’s Simile

Event:  Forrest Gump wins best picture at the 1995 Academy Awards


Life is like a box of chocolates; you never know what you’re going to get. -Forrest Gump


On this day in 1995, the film Forrest Gump won best picture at the 99th Academy Awards.  The movie was based on the 1986 novel of the same name, written by Winston Groom.  


Groom grew up in Alabama, and many of his books, including Forrest Gump, draw on his experiences in Vietnam, where he served in the U.S. Army from 1966-1967.  Before Winston’s novel was adapted for the big screen, it was not a big seller; however, after the film came out in 1994, the book became a bestseller.  Winston’s 1988 novel Gone The Sun won the Pulitzer Prize (1).


Winston’s best-known character is the slow-witted southerner Forrest Gump, who faces his life with childlike innocence and optimism.  Almost as memorable as the character himself is his iconic simile — a quotation that became one of the most famous lines in movie history:  “Life is like a box of chocolates; you never know what you’re going to get.”



                                                            Image by mouad gnnoni from Pixabay 


When you use figurative language like metaphors and similes, you set the tone, frame the argument, and prime your audience. Positive imagery makes your reader feel and imagine good emotions; negative imagery makes your reader feel and imagine negative emotions.


Notice a key difference between metaphors and similes.  Similes use the words “like” or “as” to admit that they are making a comparison.  As writer Mardy Grothe says, “A simile is just a metaphor with the scaffolding still up.” Metaphors are more subtle than similes.  They sneak up on you, making comparisons without calling attention to themselves.  In this way, metaphors tend to make readers feel, while similes make readers think.   


Recall, Retrieve, Recite, Ruminate, Reflect, Reason:  According to Mardy Grothe, how does a simile differ from a metaphor? What simile did Albert Einstein use to describe life?



Challenge - Life is Like a Writing Assignment: What concrete noun presents the best figurative comparison for life?  Notice how each of the similes for life below follows the same basic formula.  Like Forrest Gump’s simile, they begin with a simple comparison, using “like” and a concrete noun.  Each writer then follows the comparison with elaboration, explaining how or why life is like the concrete noun.


Life is like a ten-speed bicycle.  Most of us have gears we never use. -Charles M. Schulz


Life is like a play; it’s not the length, but the excellence of the acting that matters. -Seneca the Younger


Life is like a dog-sled team.  If you ain’t the lead dog, the scenery never changes. -Lewis Grizzard


Life is like riding a bicycle.  To keep your balance you must keep moving.

 -Albert Einstein


Write your own simile for life by brainstorming some possible concrete nouns. Use the list below to get you started.


a sandwich, a sandbox, a symphony, a slug, a salad, a game of checkers, a battle, a bruised banana, a lunchbox, a race, a book, a fire, an alphabet, a cat, a hammer


Feel free to modify your nouns with other words that make them more specific; for example, life might be a “relay race,” “a sprinting race,” or “long-distance race.”


Use the following template to help you construct your simile:

Life is like [concrete noun] _______; [Explain how, why, or under what circumstances life is like this] ______________.


Sources:

1-Blount, Serena. “Winston Groom.”  Encyclopedia of Alabama

THINKER'S ALMANAC - March 31

What can a 17th-century love poem teach us about how to structure an effective argument? Subject:  Persuasion/Rhetorical Appeals - “To His C...