SCHILLER INSTITUTE
Partial List of
Pedagogical Articles
on www.schillerinstitute.org
Below you will find a partial listing of some pedagocial exercises, designed to help break through the handicap of “sense-certainty”, the unfortunate perspective from which most people view the world these days. If you would like more information on the classes and discussions in your area about this, please call, or email us at the address below.
You will find related material if you read the original translations of the works of great thinkers. Please check the full listing of FIDELIO articles, for articles on many other topics not listed below.
Click or scroll down to Schiller Institute translations of the poems, Archimedes and the Student. and Human Knowledge by Friedrich Schiller. Below that you will find a short excerpt from Lyndon LaRouche on the relationship between Music and Science.
Articles:
Motivführung in Beethoven (5 videos with Norbert Brainin) (a.k.a. Violinist Norbert Brainin Demonstrates the Principle Of Motivic Thorough Composition, Slovakia, Summer 1995)
Voyage to a Culture of Discovery (Discussion of Goethe's poems, "Meerestille" and "Gluckliche Fahrt", and their musical settings by Schubert and Beethoven.) March 2016
The Secrets of the Florentine Dome by Karel Vereycken, 2013 (originally published in French in 2007)
From the larouche basement team: The Extended Sensorium: Overview February 2011
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Synesthesia: Beyond the Five Senses—Oyang Teng
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Helen Keller: Mind over Instrumentation—Meghan Rouillard
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Following the Beat of a Different Drummer—Peter Martinson
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Polarization Sensitivity: a Strong and Weak Sense—Meghan Rouillard
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What is Circularly Polarized Light?—Jason Ross
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Insects and Infrared—Oyang Teng
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Magnetoreception—Benjamin Deniston
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The Sounds of a Cosmic Chorus—Aaron Halevy
Danish Schiller Institute Celebrates Schumann and Schiller: Video Recital, Classes, Pedagogy December 2010
LaRouche PAC Team Announces Release of Interactive Animated Map of NAWAPA August 2010
Schumann Week Music Classes June 2010
How to Reanimate our Economy; Why Video Games Can't
Kepler's Discovery or the Hoof Print of Incompetence?
LYM's Kepler Project now on NASA'S Website
LYM Basement Work Flagrantly Plagiarized by Fake Kepler Site
The Fallacy of the Equant reprinted with permission of Executive Intelligence Review
Press Release and Link to LaRouche Youth Movement Animation of Kepler’s “Harmony of the World”
Knowing the True Geometry, A dialogue in Two Parts
An Introduction to Pythagorean Spherics--Skit (Fidelio)
An Introduction to Pythagorean Spherics (Fidelio)
Pythagorean Spherics: The Missing Link Between Egypt and Greece (21st Century Science & Technology, 2004, PDF)
How Gauss Determined the Orbit of Ceres
Spaceless-Timeless Boundaries in Leibniz, by Lyndon H. LaRouche, Jr.
Bernhard Riemann’s “Dirichlet’s Principle”
Archytas’s Musical Construction
The Epinomis and the Complex Domain
A2 + B2 = C2,The Pythagorean Theorum-But Can You Prove It?
Astronomy and “Swing Low, Sweet Chariot”
Plato’s Dynamis Versus Aristotle’s Energeia
Excerpt from Plato’s Theaetetus
Hyperbolic Functions: A Fugue Across 25 Centuries (with links to diagrams)
Two Papers by G.W. Leibniz on the Catenary
with his Diagram of the Catenary
Justice for the Catenary” (with Diagrams )
LaRouche Email Correspondence on Gauss’s Pedagogy
Gauss’s Fundamental Theorem of Algebra
------Diagrams for Part I
Gauss’s Fundamental Theorem of Algebra Part II
-------Diagrams for Part II
Lyndon LaRouche on the Importance of This Pedagogy
Keplerian Economics- (2 parts)-
More Discussion of the Brachistochrome
The Foundations of Scientific Musical Tuning
FIDELIO Magazine Table of Contents 2002
FIDELIO Magazine Table of Contents 1997-2001
FIDELIO Magazine Table of Contents 1991-1996
The Transfinite Principle of Light: The Saga of the “Poisson Spot”
Education, Science and Poetry Page
On Eratosthenes, Maui’s Voyage of Discovery, and Reviving The Principle of Discovery Today
Dialogues with Lyndon LaRouche in 2002
The LaRouche Youth Movement’s Classes and Pedagogical Pages
The Secret of Ludwig van Beethoven by Lyndon H. LaRouche, Jr. April 1977
Related Poetry
by Friedrich Schiller
This poem, “Archimedes and the Student”, was quoted by Carl Gauss in his book on Astromony, in which Gauss was commenting on the degraded condition of science education and its reflection in political thinking, in his time.
Archimedes and the Student
To Archimedes came a youth desirous of knowledge.
“Tutor me,” spoke he to him, “in the most godly of arts,
Which such glorious fruit to the land of our father hath yielded
And the walls of the town from the Sambuca preserved!”
“Godly nams’t thou the art? She is’t,” responded the wise one;
“But she was that, my dear son, e’re she the state served.
Woulds’t thou but the fruits from her, these too can the mortal engender;
Who doth woo the Goddess, seek not the woman in her.”
translated by William F. Wertz
To see Johannes Vermeer’s 1688 painting “The Astronomer”, which was featured on the cover of a 1997 Fidelio Magazine, click here. (The person who is painted is believed to be Antony Leeuwenhock, the inventor of the microscope.)
Human Knowledge
While thou readest in her, what theyself thou in her hast written,
While thou in groups for the eye dost her phenomena range,
Thine own cords hast extended upon her unending expanses ,
Thinkest thou, thy spirit doth grasp knowingly Nature’s extent.
The astonomer doth so describe the heaven with figures,
That in the eternal expanse lighter the view is discerne’d.
Knits remote solar bodies, through Sirius-distances parted,
To anoher in the swan and in the horns of the bull.
But understands he therefore the mystic dances of the orbits,
While him the vault of the stars showeth its global design?
translated by William F. Wertz
Excerpt from Lyndon H. LaRouche, Jr. on Music and Science:
“...You have the same thing in great music, generally. You have the case of a great conductor, Wilhelm Furtwangler. Wilhelm Furtwangler was the one who really taught me the inner principles of music—just by hearing his recorded performance, of all things, a Tchaikovsky symphony, sitting overseas in India in January of 1946, after the end of the war—and I heard something coming out of that recording, which was amazing. And then, I understood it. It was what he referred to, as “performing between the notes.”
“And that’s the secret, here. Already. The secret of the Bach motet, is, “performing between the notes.” And, John had, I think, some great fun in helping people see more clearly, what it means, “singing between the notes,” in order to get the connection of the whole composition to each part within it, and how the parts relate to this whole idea.
“This is the social process. This is what society really should be like: Is, to look at ourselves, in this way; to look at ourselves, as an immortal kind of creature, which is born in the flesh, and dies in the flesh, but participates in immortality, between those bookends and beyond. To reach out to generations like those of slaves and others, before us, and to hear their voices singing to us; when we sense that they are immortal, because they left us something, which lives in us, today. And that we do not fully understand these gifts, when they are first presented to us. And part of our development, is to relive those gifts. And, as these young people did with the chorus, is to work deeper and deeper, into an understanding, of nuances, which are not something that we added to it, precisely. In the case of this work, Bach already intended it. When people are learning to perform the thing better and better, today, they are realizing what Bach already intended. When Furtwangler made great conducting of Beethoven exceptional quality, he was doing what Beethoven intended.
“So, this relationship of development in the individual, development in the composer, development in the audience, development in those who come after us, is an expression of that immortality.
The same thing is true in physical science: We discover things which we can not see with the senses, but which are the most powerful forces in the universe. No one has ever tasted gravity; or chewed it. I’ve never seen it—but it’s a very powerful principle. We can describe it. We can master its functions. We can apply it. But, you can’t see it with the senses. True ideas can not be seen with the senses: They lie between the cracks. They lie in those discoveries of principle which no animal can make. They lie in the transmission of the experience of discovering principles, from one generation to another. And that is precisely what this society lacks.”
