“It is the cultures of the great world religions which have shaped the course of civilization, and these possess a kind of supercultural position. (...) The three great religions of the East - Confucianism, Brahmanism and Buddhism - and the three world religions in the West - Judaism, Christianity and Islam - have been the great unifying factors in the civilization of the world. They are, as it were, the spiritual highways, which have led mankind through history from remote antiquity down to modern times. (...) In the past all these world religions with the exception of Judaism have been what I have termed supercultures - common forms of faith and moral order which embraced and united large numbers of previously existing cultures with their own languages and histories.”
― The Formation of Christendom
― The Formation of Christendom
“It is well to start by distinguishing the few really great - the major novelists who count in the same way as the major poets, in the sense that they not only change the possibilities of the art for practitioners and readers, but that they are significant in terms of the human awareness they promote; awareness of the possibilities of life.”
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“Poetry can communicate the actual quality of experience with a subtlety and precision unapproachable by any other means.”
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“In some respects, the Scottish Enlightenment, in the eighteenth century, had been an anticipation of later developments in Vienna: the same desire to systematise, to overthrow outworn structures, to rationalize. The secularisation of the Calvinist mind, and the secularisation of the Jews, gave early twentieth-century intellectual life its characteristic stamp.”
― Europe Transformed, 1878-1919
― Europe Transformed, 1878-1919
“Voegelin displayed all of these qualities because he understood teaching as an existential quest with students that ascends from ideological disorder to wisdom (sophia) and practical judgment (phronesis). Teachers and learners form an existential community because together they turn, and have their souls turned, from becoming to being. For Voegelin, the “art of the periagoge” consists of inculcating the habits necessary for these existential virtues, and the methods used to inculcate them are various because they require the teacher to dig more deeply than reason into the souls of the students. As Voegelin indicates, his lifelong work is the result of the need to show students why the life of reason is indeed the pursuit of truth. His scholarship and teaching has as its core the moral aspiration for existential life in truth.”
― Teaching in an Age of Ideology
― Teaching in an Age of Ideology
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Lynne’s 2025 Year in Books
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