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8.11.21

Laws of Peah 2:11 See Rav Shach

 There is an extremely puzzling Rambam that I have no idea how to deal with. It is this statement "If he gives most of the peah to the poor then that part is not obligated in truma and maasar." [Truma is what is given to priests. Maasar is the tithe given to Levites]

I would like to show what is hard to see in this. Normally if one has a field he must leave 1/60 for the poor at the edge. [That is he must leave of what is standing.] But lets say he reaps the whole field. Then he gives the same amount to the poor [from the reaped sheaves even though he was supposed to give from the standing grain]. The Rambam brings this law and then adds this phrase, "If he gives most of the field as peah, that which he gives is not obligated in trumah and maasar.]"

Obviously he can give the whole field as peah except for the first stalk that he cuts. He cuts the stalk and then automatically he is required to give a "edge" peah of the field. [And that edge is not obligated in Trumah nor Maasar], So what is this "most". Why not just "all except that stalk"?


From what I can tell the things that are worthwhile are STEM [Science, Tech, Engineering, Mathematics.] Gemara and Tosphot.

 It seems to me that in my parents home I developed a desire for learning. Part of that was because of my love for my dad [not that he was learning all the time, but rather because of his work in STEM] and also I think this was i response to school where I wanted to do well. It seems to me that this has stayed with me.. I can see this might not be inside every person that might not be driven to  learn and learn well. This must be an acquired taste. Thus I think that my experience of tremendous admiration for my dad and the sorts of public schools I went to were unique. 

I can see that not everyone has a drive for learning. And certainly I did not either have any kind of drive in this direction except for the set of circumstances I was born into--great parents and great schools and teachers.

To make it clear what I am saying is just a repeat of Aristotle ""Virtue is habit." One ought to accustom himself to learn so that eventually one gets to the point that if a whole day goes by without learning, one feels empty. Almost as if the whole day was a waste.  

But furthermore I would like to suggest that there are subjects that are worthwhile learning and others that are destructive to one's mind. \But how can one know what is worthwhile spending time a effort on and on the contrary what is not just a waste of time but destructive before one has actually learned? 

I guess one must depend on "authority." Or common sense.

From what I can tell the things that are worthwhile are STEM [Science, Tech, Engineering, Mathematics.] Gemara and Tosphot. 

[Though some rishonim (mediaeval authorities)emphasize Metaphysics it is hard to know what is worthwhile to look at in that area.] The problem in philosophy is every professor disagrees with every other professor. You have nothing like that in math where most teachers agree that 2 +2 =4. Philosophy is nothing like that where if one does not downgrade everyone else, then one gets zero credit. 


And as far as public schools are concerned, there is no question that my parents would have kept me from them nowadays as highly destructive.  



7.11.21

 z35 E flat Major  z35 nwc

Music File z45

 z45 D minor midi     z45 in nwc format

The fragmented soul.

 The fragmented soul. In this generation the mind has been torn apart. According to Freud we are a Easter basket that contains  different eggs, the id and ego  and the super ego. What makes these things one thing? Nothing. Just they are all in one basket. With Kant things are not so much different with many different functions of the mind and in particular the categories. What makes them one?

It is as if there is no soul. But in fact the religious are not so much better. The  trait of the religious is the desire for your money in order to finance their fanatic life style which in terms of having a sex life is very successful. The religious have lots of children. And they get to fry secular Jews to pay for it.

The proper approach I think is balance. ["Balance" is not a word that my parents would have used but it describes to a large degree their approach of a middle point between faith and reason. It sees there is a limitation to faith --where faith can believe in too many false things which lead it to tremendous evils. But Reason also can be a obstacle to truth since it does not know its limits. So one needs a balance. To get to the place of balance, one needs a certain kind of common sense. 


6.11.21

I have to say that Philosophy is looking good. For some reason there seems to be a new generation of university professors that have become aware of the bankrupt twentieth century philosophy. Or take the few morsels here and there. This gives me great reason for optimism. The best of the moderns Kelley Ross [based on Kant, Fries, and Nelson], Michael Huemer [Foundationalists].Robert Hanna [straight back to Kant with no detours.] And more. At a lot of the insane noise of 20th century philosophy post modernism existentialism etc. they have all seen through the spider webs of verbiage. They are no longer impressed with Freud's steam engine model of the mind. [It seemed original at the time, but it was all taken literally from how a steam engine works. --like sublimation of heat energy to mechanical energy. Steam pressure etc.] Nowadays he would have decided that the computer is the latest thing and aid the mind is a computer. ut in the same way that is pseudo science. There is no relation between a computer and the mind since the computer has no mind at all.

5.11.21