I'm at the top of a ladder again.
Started out small, not knowing much, not comfortable with the people I was surrounded by, don't quite know what's going on and then I climb the ladder and I'm comfortable. I talk back. I know people. I like them. I'm friendly with the newbies so I tell him how it works.
It happened in elementary, middle, and high school. It happened on my mission, and in Nauvoo, it happened in wards and it happened as as undergrad but I always forget when I'm at the bottom of the ladder how much I like about being at the top. And yet, I kind of hate it too because when I'm at the top of the ladder it means I have to get off/jump off/climb off/fall off. And looking around to jump is really pretty miserable.
So even though the bottom isn't near as much fun as the top, I'm not worried about jumping off because I'm just making sure the rung I'm on is above water.... and at the top maybe the fun and comfortableness of it somehow balances out the lack of another rung to climb on?
Sunday, November 19, 2017
Sunday, November 12, 2017
Ubiquitous Art
Recently I have been doing some creative/artsy things... but I can't think of anything to really say about them as a whole... sorry. But I still wanted to show them off.... Plus, I haven't had pictures in my blog for a while so this way you get them all at once.
These are two figurines (about 2 in high) that one of my friends got with a game (based on Brandon Sanderson's . He said he wished they were painted so I volunteered. He has very high expectations and is pretty particular so I was a little worried he wouldn't approve but he liked them so that was good. Unfortunately they were a little too big for my camera to focus on the whole thing so the pictures are kind of blurry.
Medium: acrylic paint on plastic
I have also been working on some illuminated letters for the first letter in my Robin Hood book. I thought they would give it an interesting medieval artistic field, but I in no way made them as detailed (or colorful) as real illuminated works. Here is one of them.
These are two figurines (about 2 in high) that one of my friends got with a game (based on Brandon Sanderson's . He said he wished they were painted so I volunteered. He has very high expectations and is pretty particular so I was a little worried he wouldn't approve but he liked them so that was good. Unfortunately they were a little too big for my camera to focus on the whole thing so the pictures are kind of blurry.
Medium: acrylic paint on plastic
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| Kelsier |
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| Inquisitor |
Medium: Gimp 2 (Raster illustration)
Also I went on a hike a few weeks ago and ran across some mountain sheep which was pretty awesome. This isn't really artistic per se I was just lucky to see them and the shoot and snap philosophy worked pretty cool, but yeah. I think it is cool that you can see how some of them have neck trackers.
Medium: Camera, Olympus
Finally, I have been finishing up my thesis and working on my presentation for my defense and thus, have been playing around some figures for that. Here are two of my best.
Medium: Inkscape (Vector illustration)
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| Illustrating different types of data I've included in the database. An early version of this one was already been shown in my blog here. |
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| Illustrating the maps I used to create a master map for the Carnegie Quarry and how they overlap. |
Alright, so after putting all these images I realized why I had a hard time relating them at the beginning. They are done with different mediums. They were all done for different reasons (just for fun, for a hobby, because the opportunity presented itself, for school (and to communicate ideas). Which is actually really cool. I think sometimes I forget how prevalent art can be in my life.
Sunday, November 5, 2017
Small Talk: the Death of Conversation
Several weeks ago I went on a hike with some geology people. One of them is a Muslim boy from Indonesia. When we were driving back I asked him what was the most surprising/confusing thing about this new culture he was currently immersed in. His answer floored me, although I agreed whole-heartedly. He said that he hated how conversations all started with "How are you?" here because that was usually where they ended too. He talked about how impossible it felt to actually get to know people because the small talk killed all chance for connections (well that was my interpretation). He said in Indonesia people often invited each other to go places together to get to know them which was more effective.
Around the same time I moved into a new apartment and found myself at several social events (including church... not always a social event but for what I am talking about here for all intents and purposes it is). I felt like every new conversation was identical to the last. "What's your name?" "Where are you from?" "What are you studying?" "How far along are you in your degree?"
Notice how none of those questions have "Why" at the beginning (I am convinced most conversations get interesting when why is asked).
I kind of just wanted to give up, I mean why bother talking to people when the conversation is so redundant I won't even remember who they are or what we talked about 10 minutes later?
At another activity I decided to try harder and I asked a girl what the most boring thing she did that day was. It was a far more interesting conversation.
I decided I really wanted to ask questions like this more often, throw out the boring questions I mentioned already, but there are two things I didn't like about that question. 1) It is a "favorite" question, and sometimes asking a "favorite" or "most" question is annoying because it puts undue pressure on speaking accurately... I have to think too long about it and that is not really necessary. 2) It focused on a negative aspect of life... I don't want to ask for complaints.
So then I spent some time trying to think up questions that I could ask that weren't boring. Here are a few I thought of:
What was the last animal you saw?
Do you like trees or mountains better?
What inanimate object makes you smile?
What made you smile today?
I asked the trees or mountains question to someone and they said "Why?" which I guess is the epitome of the problem.... non standard questions aren't really seen as quite acceptable, and thus, I often don't have the guts to ask them.... and then I dread asking the boring questions I just don't ask anything...
So is the compromise just asking the boring questions with "why" follow up questions (that works ok sometimes)? Or just to stop caring if people are totally confused when I ask them about odd things?
Of course I could always just stop talking to people I don't already know. I just can't get over how an outsider who had such a different culture background focused on how westerners kill the possibility of relationships before they even begin all with our small talk. Let's stop sabotaging ourselves!
Around the same time I moved into a new apartment and found myself at several social events (including church... not always a social event but for what I am talking about here for all intents and purposes it is). I felt like every new conversation was identical to the last. "What's your name?" "Where are you from?" "What are you studying?" "How far along are you in your degree?"
Notice how none of those questions have "Why" at the beginning (I am convinced most conversations get interesting when why is asked).
I kind of just wanted to give up, I mean why bother talking to people when the conversation is so redundant I won't even remember who they are or what we talked about 10 minutes later?
At another activity I decided to try harder and I asked a girl what the most boring thing she did that day was. It was a far more interesting conversation.
I decided I really wanted to ask questions like this more often, throw out the boring questions I mentioned already, but there are two things I didn't like about that question. 1) It is a "favorite" question, and sometimes asking a "favorite" or "most" question is annoying because it puts undue pressure on speaking accurately... I have to think too long about it and that is not really necessary. 2) It focused on a negative aspect of life... I don't want to ask for complaints.
So then I spent some time trying to think up questions that I could ask that weren't boring. Here are a few I thought of:
What was the last animal you saw?
Do you like trees or mountains better?
What inanimate object makes you smile?
What made you smile today?
I asked the trees or mountains question to someone and they said "Why?" which I guess is the epitome of the problem.... non standard questions aren't really seen as quite acceptable, and thus, I often don't have the guts to ask them.... and then I dread asking the boring questions I just don't ask anything...
So is the compromise just asking the boring questions with "why" follow up questions (that works ok sometimes)? Or just to stop caring if people are totally confused when I ask them about odd things?
Of course I could always just stop talking to people I don't already know. I just can't get over how an outsider who had such a different culture background focused on how westerners kill the possibility of relationships before they even begin all with our small talk. Let's stop sabotaging ourselves!
Education and Faith: A Partnership
Two posts ago I mentioned writing this, so I thought I should actually include it for those who I didn't discuss it with.
Harvard University, founded in 1636, is arguably the first university in what is now the United States. Like many other early colleges and universities, Harvard was founded to train clergymen. This was not a new phenomenon. Throughout medieval Europe, education was predominantly handled by churches with the most well-educated members of society typically being clergymen. During the same period, the middle east flourished under what is now known as the Islamic Golden age. Inspired by words of the prophet Muhammed, and scholars like Al-Zarnuji, Muslims prized education, teaching children from the Quran and sending them to schools that were associated with mosques (Berkey, 2004). During this time Muslim scholars made enormous strides in mathematics, science, philosophy and medicine.
In contrast to this expected partnership between education and religion are the studies found today with titles such as “Why Education Corrodes Religious Faith” (Zucherman, 2014) or “Does Higher Education Experience Undermine Faith -- or Enhance it?” (White, 2012). These studies are inconclusive with individuals backed by statistics coming down on both sides of the issue. As shown by history, however, education does not inherently undermine faith, previously it was an assumed partnership. However, in the modern era college campuses are rarely associated with a specific denomination and their purpose has moved beyond educating clergymen. Instead, because of the diversity among students and faculty, students are often confronted with ideas that challenge their paradigms, and experiences that broaden their knowledge of cultures and beliefs. These types of ideas and experiences bring up questions and sometimes doubts that have the potential to shake the foundations of seedling faith that is blind, dogmatic or untried. However, in my experience, when individual’s faith is based on their personal experiences with divinity and seeking for truth wherever it can be found, then questions become stepping stones for faith.
The broadening questions and the very topics explored in higher education experiences can increase faith, if approached with a mind open to revelation. Historically, one of the reasons early American colonists valued literacy was because they could read the Bible and religious tracts (Miletich), and thus learn about and become closer to their God. Higher education can be valued for the same reason. Learning about science and mathematics is learning about God’s creations and His laws. The study of human nature, God’s own children, using psychology, and anthropology is a way to better understand ourselves and learn to serve those around us. The creation of music, art, and literature celebrates God’s own creative power by practicing the same quality. These topics can impact religious faith for good, but the challenge of learning can also be beneficial.
Two years ago, I started a Master’s program in geology, after studying anthropology as an undergraduate. While taking advanced classes without the extensive geology background of my peers and working with my advisor on my thesis project my own inadequacies have become woefully apparent, making it necessary to lean on the experience and knowledge of others. Learning to ask questions and accept answers, and sometimes the lack thereof, has been crucial to my learning. Working consistently day by day on classwork and my thesis has also been essential to my progress.
These values; humility, patience and diligence, that I have honed in a secular setting are the same values that nourish my faith as I rely on God and His timing, and in the meantime, do the little things to keep Him in my life. However, these and other values can be cultivated in many circumstances including participating in manual labor, missionary work, or being part of a family. No matter the circumstances, working with integrity to achieve something better helps me develop values that when applied to my spiritual life helps to increase my faith in God.
The questions I have explored and the doubts I have overcome, plus the amazing facts, theories, and anecdotes I have learned combined with the values that have become an integral part of my life because of education have brought me closer to God. Understanding that God is not only just, merciful and all-powerful but also all-knowing, is it any wonder that striving for knowledge—becoming like Him—brings me closer to Him as well?
References
Berkey, Jonathan. “Education.” Encyclopedia of Islam and the Muslim World, edited by Richard C Martin, MacMillan Reference USA, 2006.
Miletich, Patricia. “Religion and Literacy in Colonial New England” The Gilder Lehrman Institute of American History, www.gilderlehrman.org/history-by-era/religion-and-eighteenth-century-revivalism/resources/religion-and-literacy-colonial-n.
White, Mercedes. “Does Higher Education Experience Undermine Faith -- or Enhance it?” Deseret News, 11 March 2012: www.deseretnews.com/article/765558804/Does-higher-education-experience-undermine-faith-2-or-enhance-it.html.
Zucherman, Phil. “Why Education Corrodes Religious Faith.” Psychology Today. 3 November 2014, www.psychologytoday.com/blog/the-secular-life/201411/why-education-corrodes-religious-faith.
In contrast to this expected partnership between education and religion are the studies found today with titles such as “Why Education Corrodes Religious Faith” (Zucherman, 2014) or “Does Higher Education Experience Undermine Faith -- or Enhance it?” (White, 2012). These studies are inconclusive with individuals backed by statistics coming down on both sides of the issue. As shown by history, however, education does not inherently undermine faith, previously it was an assumed partnership. However, in the modern era college campuses are rarely associated with a specific denomination and their purpose has moved beyond educating clergymen. Instead, because of the diversity among students and faculty, students are often confronted with ideas that challenge their paradigms, and experiences that broaden their knowledge of cultures and beliefs. These types of ideas and experiences bring up questions and sometimes doubts that have the potential to shake the foundations of seedling faith that is blind, dogmatic or untried. However, in my experience, when individual’s faith is based on their personal experiences with divinity and seeking for truth wherever it can be found, then questions become stepping stones for faith.
The broadening questions and the very topics explored in higher education experiences can increase faith, if approached with a mind open to revelation. Historically, one of the reasons early American colonists valued literacy was because they could read the Bible and religious tracts (Miletich), and thus learn about and become closer to their God. Higher education can be valued for the same reason. Learning about science and mathematics is learning about God’s creations and His laws. The study of human nature, God’s own children, using psychology, and anthropology is a way to better understand ourselves and learn to serve those around us. The creation of music, art, and literature celebrates God’s own creative power by practicing the same quality. These topics can impact religious faith for good, but the challenge of learning can also be beneficial.
Two years ago, I started a Master’s program in geology, after studying anthropology as an undergraduate. While taking advanced classes without the extensive geology background of my peers and working with my advisor on my thesis project my own inadequacies have become woefully apparent, making it necessary to lean on the experience and knowledge of others. Learning to ask questions and accept answers, and sometimes the lack thereof, has been crucial to my learning. Working consistently day by day on classwork and my thesis has also been essential to my progress.
These values; humility, patience and diligence, that I have honed in a secular setting are the same values that nourish my faith as I rely on God and His timing, and in the meantime, do the little things to keep Him in my life. However, these and other values can be cultivated in many circumstances including participating in manual labor, missionary work, or being part of a family. No matter the circumstances, working with integrity to achieve something better helps me develop values that when applied to my spiritual life helps to increase my faith in God.
The questions I have explored and the doubts I have overcome, plus the amazing facts, theories, and anecdotes I have learned combined with the values that have become an integral part of my life because of education have brought me closer to God. Understanding that God is not only just, merciful and all-powerful but also all-knowing, is it any wonder that striving for knowledge—becoming like Him—brings me closer to Him as well?
References
Berkey, Jonathan. “Education.” Encyclopedia of Islam and the Muslim World, edited by Richard C Martin, MacMillan Reference USA, 2006.
Miletich, Patricia. “Religion and Literacy in Colonial New England” The Gilder Lehrman Institute of American History, www.gilderlehrman.org/history-by-era/religion-and-eighteenth-century-revivalism/resources/religion-and-literacy-colonial-n.
White, Mercedes. “Does Higher Education Experience Undermine Faith -- or Enhance it?” Deseret News, 11 March 2012: www.deseretnews.com/article/765558804/Does-higher-education-experience-undermine-faith-2-or-enhance-it.html.
Zucherman, Phil. “Why Education Corrodes Religious Faith.” Psychology Today. 3 November 2014, www.psychologytoday.com/blog/the-secular-life/201411/why-education-corrodes-religious-faith.
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