Saturday, April 28, 2018

In what ways do leftists make a mockery out of honorable progressive and liberal ideals?

My Answer on Quora

There are several ways. Usually involve gravitating to the following positions or actions.
1. A need for a scapegoat or bogeyman – at one stage this was European Imperialism and Colonialism – now it is the US – a country that can do NO right.
2. A hatred of Judeo-Christian philosophy – Opposition to the Jews as the groundbreakers of the philosophy – in its contemporary form this has manifested itself in the hatred seen on the left toward Israel.
3. A tendency to de-emphasize history – History often negates leftist reasoning.
4.A love of conspiracy theory - A commonality shared with the Far-Right as well.
5. An overuse of Silver-bullet reasoning (fix healthcare = socialized medicine only. Improve education = add more money, etc).
6.A belief that the specific intellectual elites are inherently more able than the general population in knowing what is best for the people.
7. An opposition to most tradition – hence the support for Post-Modernist Analysis in Academia.
8.Embracing Moral Relativism as a means but not an end. The End is of course (in True Hegelian Fashion) - the Philosophy of the Leftist Utopia.
9. Supporting a Culture of Victim hood – A tool for conversion to Leftist Thinking.
10.Championing Identity Politics – Builds resentment toward the traditional system.
11. Destroying an Objective Scale of Judgment – grievances in the West that are expressed by an ‘oppressed’ group are often equated to far worse Third World 

World War Three - Have we ever been closer?

My answer on Quora.

Yes on several occasions. Here are a few.
  1. The Berlin Airlift saga (1949)
  2. The Building of the Berlin Wall (1961)
  3. The Cuban Missile Crisis (1962 closest)
  4. Invasion of South Korea by North Korea (several incidents in this theater since then)
  5. Suez Canal Crisis (1956)
  6. Norad Computer Glitch (1979)
  7. B-52 Crash near Thule (1968)
  8. 1995 Norwegian Rearch Rocket Incident.
  9. Soviet Early Warning Error (1983) - Petrov saves the day
  10. Able Archer Incident (1983)
  11. Middle East False Alarm (1973)
  12. Soviet Invasion of Afghanistan (1979)
  13. Faulty Computer Chip (1980)…zeroes displayed as 2s
  14. Duluth False Alarm (1962?)
  15. Moorestown False Alarm (1962)
  16. U2 Spy Plane incident after Cuban Missile Crisis (Plane went off course)…situation was resolved.
  17. B59 Incident (also in 1962)…Soviets almost launched.

The Islamist Big Three

Any political movement rarely evolves without recourse to an intellectual foundation and Political Islam is certainly no exception. Hassan al-Banna, Sayyid Qutb and Syed Abul A'la Maududi are three thinkers that are often viewed as the essence of Sunni Islamism and by extension the Doctrine of the Armed Jihad.
Hassan al-Banna (1906-1949) was an Egyptian school teacher and an Imam who came of Age in an Egypt that had underwent a national revolution in 1919. He was also heavily affected by the abolition of the Ottoman Caliphate in 1924 an event that he described as a calamity and ‘a declaration of war against all shapes of Islam’. Not happy with the secularism of the Wafd (Egypt’s National Liberal Party) al-Banna helped establish the Muslim Brotherhood in 1928 (initially by organizing workers in protest at the way the Suez Canal was being managed). Within ten years the Brotherhood would grow to include half a million members.
It was al-Banna who popularized the notion of the Armed Jihad as a struggle against the colonial usurper. In fact he declared the ‘Jihad of the Sword to be greater than that of the Heart’ - a not insignificant assertion that has no doubt motivated many a Jihadist since then.
Al-Banna’s greatest strength though was his ability to grow his base network, make use of mass communication and increase the presence of the Brotherhood across the religious, educational and family framework in Egypt. Like later Islamists he would have no qualms about using anti-Semitism as a way of furthering his ends and was vocal in adding much rhetorical fuel to the 1936-1939 Arab Revolt in Palestine.
Unfortunately for al-Banna though he ran afoul of the Egyptian establishment and was assassinated in 1949 on what is believed to be the action of King Farouk’s Iron Guard.
However his legacy lives on in the strength of the Freedom and Justice Party (headed for sometime by Mohamed Morsi) who following the turbulence of the recent Arab Spring emerged briefly as the power in Egyptian politics.
Sayyid Qutb (1906-1966) was more of an enigmatic figure. Somewhat of a loner he lacked al-Banna’s charisma. However as a thinker he articulated very well the alienation that many Arabs felt in the post-colonization era. Qutb studied for a while in the US (1948-50) and came to resent the nation as a degenerate entity. He loathed its liberalism, its embrace of Jewry and its lack of Islamic type values. These tropes are often expressed in his writings (including his poems) which were well received in the Arab world. In fact much of his work features prominently in educational curricular in the Ummah despite the hate filled nature of many of his screeds.
Initially aligned with Gamel Nasser’s pan-Arabism Qutb broke with the General over Nasser’s support for a secular revolution. Qutb had earlier joined the Brotherhood and saw Nasserism as being an affront to an Islamic Revolution. Eventually his criticism of Nasser would result in his imprisonment and later his execution guaranteeing him the martyrdom that has become legend among Islamists.
Qutibism extended al-Banna’s notion of the Jihad by stressing its offensive over its defensive nature. He also believed that power should reside with a virtuous few and was disdainful of democracy. Qutb saw Islam as a philosophy that extends beyond religion to transform every aspect of society.
Qutb’s link to Al-Qaeda and by extension Daesh flows through Ayman al-Zawahari, arguably the mastermind behind much Jihadist activity since 911 and the current leader of Al-Qaeda). Zawahari was a student of Qutb and he in turn would influence Osama Bin Laden. In fact it would not be unreasonable to describe Qutb as the intellectual godfather of Al-Qaeda .
Syed Abul A'la Maududi (1903-1979) is the final piece in the Troika and the only one of three figures not to die a violent death. He also had a non-Arabic origin coming to Islam from its center of influence in the Indian sub-continent. Maududi was a journalist, jurist, philosopher and imam who made Islamic revivalism his ideology. Like Qutb his writing is motivated by what he perceives as the ‘decadence of secular society’ but his focus initially was more centered on India. He was particularly distraught at the weakening of Purdah (the religious and social practice of secluding women from society).
Maududi founded the Jamaat-I-Islami as an alternative to both the Indian National Congress and the Muslim League in the fight for Independence from Britain. At the forefront he stressed Sharia Law including its advocacy of interest free banking system, hadd penalties (amputation, flogging etc) and its full inclusion in almost every aspect of a person’s life. Like other Islamists he saw no distinction between the personal and the private as he stated below
‘The sharia is a complete scheme of life and an all-embracing social order where nothing is superfluous and nothing lacking.’
It was Maududi who coined the phrase Islamic Revolution in the 1940s even though he personally felt that the revolution should be implemented more gradually with great patience to ensure that it would become entrenched for some time. On this facet he differed from Ayatollah Ruhollah Khomeni in Iran and General Muhammad Zia-ul-Haq in Pakistan. He also favoured a top down approach and like other Islamic elitists was scornful of grassroots Islamism.
In Maududi’s world an Islamic state would be guided by Three Principles – tawhid (oneness of Allah), risala (prophethood) and khalifa (caliphate).
All three of these notions have been co-opted by the various Jihadist groups in the contemporary. Maududi argued for an Islamic constitution where non-Muslims in the state would be given limited rights and be subject to the jizya (per capita yearly tax levied by Islamic rulers on non-Muslims) in exchange for protection from externalities.
Just as al-Banna and Qutb referenced back to the Jihad so did Maududi who saw its use as a necessity pathway to eliminate ‘un-Islamic systems’. The details of Jihad and its role in resurrecting the Islamic State are outlined in the Al Jihad fil-Islam ("Jihad in Islam") – a tract that was serialized in the newspapers for mass consumption as early as 1927.
Maududi’s personal life is shrouded in a mystique and he seems to appear even more so than Qutb as a larger than life figure. Oddly enough as his health failed he sought treatment elsewhere eventually dying from a kidney ailment in of all places Buffalo, New York.

Western History 84: What were the Italian Wars?


The Italian Wars are name given to a series of conflicts that primarily saw the Habsburg dominated Holy Roman/Spanish Empires fight the French Valois monarchy for dominion over the Italian peninsula. The war is also known as the Great Wars of Italy or the Renaissance Wars. 

The War was initiated by Charles VIII of France’s invasion of Italy in 1494. Historians typically divide the war into several phases – Italian War (1494-1498), Italian War (1499-1504), War of the League of Cambrai (1508-1516), Italian War (1521-1526), War of the League of Cognac (1526-1530), and the Three Italian Wars from 1535 to 1559. The end result of the fights was a win for the Habsburgs.

 Philip II of Spain became King of Naples and Sicily, much of Italy fell into foreign hands (Spain) with only a few formerly independent Italian Republics surviving. Venice would begin its slow decline and Florence would also fall under the Spanish orbit. The French failed to have their ambitions met in Italy but they did succeed in capturing Calais from the English.  The war on one level set the stage for the Thirty Years War were which would dominate Central European politics for the first half of the 17th century.

Friday, April 20, 2018

On the Climate Change Debate

12 Aspects that annoy me about the climate change debate

1. Misinformation - both sides are guilty of it.
2. People who believe that the science is 100% settled when science is never a 100% settled - that is not how science works.
3. Selective interpretation of data.
4. Extrapolations of convenience.
5. The host of so-called blinkered experts (many with a very limited scientific background).
6. Politics dictating science.
7. Fear mongering as a form of reasoning.
8. Decisions being made on emotion only.
9. The muzzling of the debate
10. Name calling - Warmists, climate change deniers etc.
11. The overplay of the 'think of the children' argument.
12. Irrational arguments...tons of it

Famous Chess Players Quiz

1. Which country has produced the greatest number of Chess Champions?
2. Who is regarded as Chess' first undisputed World Champion?
3. Which player held the title World Champion for the longest period of time?
4. Who is the only American ever to be Chess World Champion?
5. In which city did Boris Spassky lose the World Chess title in 1972?
6. Who was Chess World Champion during World War II?
7. Who defeated Anatoly Karpov to become World Chess Champion in 1985?
8. What is the name of the Rating system used in Chess?
9. What was/is the nationality of the following players
a. Max Euwe b. Jose Capablanca c. Viswanathan Anand d. Mikhael Tal
10. He was World Champion on three occasions, an electrical engineer and a pioneer in early Chess computing. Who was he?

Answers

1. Soviet Union (mainly Russia)
2.Wilhem Steinitz
3. Emanuel Lasker - he was World Champion for 27 years straight (1894-1921)
4. Bobby Fischer
5. Reykjavik, Iceland - he lost his title to Bobby Fischer
6. Alexander Alekhine
7. Garry Kasparov - probably the greatest player ever
8. Elo System
9a. Dutch b. Cuban c. Indian d. Russian
10. Mikhael Botvinnik

Flashback to the First Decade of the 21st century

I wrote this about eight years ago or so.

1. Terrorists attack the US on 911. An event that may have been avoided if the Clintonistas had not dropped the ball with respect to Al-Qaeda during their term in office (remember the Somalia, Kenya, Tanzania attacks). George Bush  is given the task of cleaning up the meanwhile airline flights will never be the same again.

2. The collapse of GM, Chrysler, AIG, Lehman Brothers and the US housing mortgage industry (Fannie Mae and Freddie Mac). Both political parties are to blame but so are greed, entitlements, lax banking and affirmative action driven economics.

3. The continued growth of China into an economic superpower - certainly from a manufacturing standpoint - Is there anything still made in the West?

4. Globalization saunters on driven by the power of the Internet - never in the history of our species have so many bad ideas spread so quickly.

5. Considerable time, money, resources and newsprint is spent on the global warming meme despite the fact that no average global temperature increase has been recorded since 1998. Expect more (much more on this topic) over the next decade as wealth distribution agreements such as that of Kyoto, with little chance of influencing climate change, are thrust down the throats of a naive public.

6. The US becomes an even more significant debtor nation as the false doctrine of spending more to stimulate the economy is followed. Not to mention the equally fallacious doctrine of bailing out failed institutions.

7. His holiness Barack Obama is elected president. Most of the muppets who follow BO would place him at #1. His health policies are noteworthy but on the foreign policy front he still seems like a lightweight.

8. The Iraq War and the overthrow of Saddam Hussein. I was lukewarm about the invasion myself as I felt that it detracted from the real war on terror and it wouldn't surprise me if Iraq has another strong man ruling the roost by decade's end.

9. Invasion of Afghanistan and the ongoing fight against the Taliban. This seems like one of those never ending sagas to me. The US erred in not fighting this war with a proper commitment from the beginning - my feeling is that the Taliban needs to be hit firmly with one solid strike - after that NATO should pull out and let regional players such as Pakistan handle what is clearly a situation in their own backyard.

10. The Bolivarian Movement in South America is galvanized by Hugo Chavez and Evo Morales. Each fully intent on padding their egos by the same absolute margins that they deflate their economies.

11. AIDS continues to be a deadly disease in Africa while many Western sufferers enjoy the benefits of life prolonging cocktail of medicines. In little mentioned news George W. Bush ups aid to Africa, but how much of this will reach the most needy is any one's bet.

12. Substantial economic growth in tech obsessed India is ever more the reality despite the fact that a population of over 1.1 billion souls continues to strain resources.

13. The New Left gorgon manifests itself strongly within the growing Environmentalist cult. Just when you thought Communism was dead you have the sequel......

14. Decline in standards of Educkashun (sic) across Europe. Tick one for leftist dominated institutions rolling back the progress of the Age of Reason.

15. More Attacks on Freedom of Speech as Political Correctness (Hate Laws and Speech Codes) gain ground across the West. Meanwhile the ACLU pimps itself out as the champion of those who would truly deny free speech and human rights to all.

16. Pakistan is plagued by corruption, poor leadership, civil war and internal strife - this wouldn't be much of a problem if they didn't have nukes as well.

17. Iran's Islamic regime becomes all the more belligerent as it follows a policy of nuclear weapons acquisition and development - while at the same time being controlled by a cabal of apocalyptic fanatics.

18. North Korea (who most certainly have nuclear technology - no thanks to Jimmy Carter and Bill Clinton's appeasement) persist as a regional/global menace...if for nothing else than to p*ss off the West and make some money on the side.

19. Vladmir Putin dominates Russian politics and continues to throw his country's weight around internationally as a foil against the US. He bullies poor Georgia but somehow, in this world of relativisms, gets away with it.

20. Israel hands back the Gaza Strip to the Palestinians and is rewarded for its efforts by a battery of rocket attacks. Both Bush and Obama push for a two state solution while Israel's regional enemies refuse to recognize the legitimacy of the Jewish state.

21. South African's elect former thug (and probable rapist) Jacob Zuma as president - soon to be the African Chavez.

22. The Iranian democratic movement fights bravely for human rights for the Persian populace only to be let down by Obama and co. who takes a play from the father of the Iranian Revolution, Jimmy Carter instead of Ronald Reagan.

Europe - A History of Control

European Nations which have been controlled in historical times by other Powers.


Country ---- Controller Nation/s

Norway ---- Denmark/Sweden
Scotland ---- England
Ireland ---- England
Poland ---- Russia/France/Austria/Germany
Hungary ---- Austria
Portugal ---- Spain
Netherlands ---- Spain
Finland ---- Russia
Greece ---- Turkey
Serbia ---- Turkey
Northern Italy ---- Austria
Switzerland ---- Austria
Southern Italy ---- Spain
Belgium ---- Netherlands
Bulgaria ---- Turkey
Croatia ---- Austria
Armenia ---- Turkey
Czech Republic ---- Austria
Malta ---- England
Cyprus ---- England
Lithuania ---- Poland
Romania ---- Turkey
Slovenia ---- Austria
Slovakia ---- Austria
Montenegro ---- Serbia

Saturday, April 14, 2018

Personal Reflection XV - My Teaching Philosophy

I believe that total education can be divided into three realms: the parental/family, societal and the school-based pedagogy. The parental/family falls outside the jurisdiction of the teacher, but does impact the individual significantly. It is the first source of education that the student receives. It can carry the wisdom of survival skills and cultural continuance but may also be biased with prejudices and misconceptions of previous generations.

The same is true of the societal/community whose impact on the student is defined in Blos’s second individuation[i]. Peer groups and the media/internet influence the student here as do the external factors of community (secular and/or religious) and extended family. Again the teacher’s role in this realm is minimal.

So in a sense it must be understood that the teacher’s sphere of influence in total education is not all-encompassing but largely limited to school-based pedagogy. Too often I believe, teachers forget about the dynamics and importance of non-classroom education leading to myopic expectations. This is certainly not to downplay the role of a teacher. School-based pedagogy is vital in stimulating self-initiative thinking and can in many cases make up for shortfalls in other avenues of the total education process. However a realistic sense of expectations and boundary is essential.

In my philosophy I see teachers as builders – constructors of frameworks upon which the student can develop skills for knowledge acquisition. A teacher is both an assessor and an evaluator but most important a linkage facilitator supplying the student with the tools to close the gaps between the known and the unknown. In such a regard my philosophy has been influenced by the Russian thinker Lev Vygotsky who referred to these gaps as ‘Zones of Proximal Development’[ii]. Like Vygotsky I see the force of culture as aiding this bridging interplay, but without the input of a competent teacher, the process would be compromised in the classroom.

I have seen this first hand in my own learning experience where sub-standard teaching failed to close the gaps of understanding at the time leaving me with a sense of under-accomplishment and an overall lowering of self confidence. It is therefore a factor that I am always conscious of in my praxis. At both my private school teaching, as well as my practicum I have made it a strong priority that my students are not left with any erroneous understanding of concepts (in the complexity of my teachable, physics, these pitfalls are all too abundant).

Teaching in another sense is about the development of skills as well as the opening up of the student’s mind to various social and cultural perspectives. It is about finding the real essence in what there is to know and understanding the strengths and weaknesses of our assumptions. It is about learning to think and analyze not merely for purely sophist reasons but to add to human understanding and improvement – both on a personal and then perhaps a universal level.

So in a way I am a pragmatic idealist (I don’t see these philosophies as mutually exclusive) but if one does not enter with a full heart then one’s role as a teacher is easily reduced to that of a mechanical processor – a system shunter – which is not in my opinion what the profession is supposed to be. I don’t believe in languishing in the mundane for it is in the extraordinary that our species moves forward and overcomes its difficulties. Too often students don’t see this as they trod disparate pathways, but what they need to know, is that the extraordinary is not only a product of self but often arises through co-operation with others and the breaking of stereotypes. Therefore I am a strong believer in project based team learning opportunities as a format for ideas generation, synthesizing of academic synergies and enrichment through cultural meme exchange.

I am a fervent proponent of the cultivation of the holistic learner and of cross-disciplinary teaching. I feel that it is important to go beyond the subject divisions (that have their basis in Aristotelian philosophy[iii]) to make the connections between academic fields and so nourish the meshwork that provides for both novel thought and informed action.

Understanding the activities of the understated Han, Mayan and Songhai[iv] civilizations is directly linked with the mathematics behind their calendars and agricultural systems, a comparative theme that I have consciously reinforced in both the history and science courses that I have taught. If one looks further with the foresight to bridge it will become evident that such examples are ubiquitous and that divorced from a blinkered outlook provide for a clearer picture to the student of the total knowledge panorama.

In a sense the product created extends far beyond its parts and begs for the inclusion of differing perspectives for further enhancement. Learning then enlivens fueled by a dynamic inclusion of the broader human picture. For this is what school-based pedagogy is. Not just a series of eureka moments, but a strengthened matrix of knowledge that complements and prepares the student for their complete education so that they can live fuller with a richness of life and an enhanced understanding of others.

EndNotes
[i] Muuss, R.E. (1980). Peter Blos’ Modern Psychoanalytic Interpretation of Adolescence. J. of Adolescence, 1980, 3, 229-252.

[ii] Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, Massachusetts: Harvard University Press.

[iii] The Complete Works of Aristotle: The Revised Oxford Translation (2 Volume Set; Bollingen Series, Vol. LXXI, No. 2), edited by Jonathan Barnes ISBN 0-691-09950-2

[iv] For more on the Songhai Empire read Duiker W. and Spielvogel J. (2004) World History 4th Edition Thomson Wadsworth pg 400-405.

Western History Event 83 - The Brilliance of Renaissance Art


Schools of Art during the Renaissance were themselves driven by a rebirth of classical ideas, enhanced patronage and innovation. While Florence is often viewed as the center of Renaissance Art this is somewhat misleading as there were renowned schools in Naples, Venice and Rome. In addition France, Germany, Britain and the Low Countries were significant contributors to the art of this period.

The Following table breaks down the Four Periods of Renaissance art and highlights the various artists associated with each.  Key style techniques that developed during the Renaissance include a better understanding of proportion, foreshortening (creates the illusion of depth), stumato (blurring) and chiaroscuro (Contrast light and dark).

Table 14 Renaissance Periods in Italy

Period
Timeline
Key Facets of the Art
Chief Artists
Proto Renaissance Italian
1280-1400
Figurative, religious themed, influenced by the classics, three-dimensional
Giotto, Nicola Pisano, Giovanni Pisano, Giorgio Vasari
Early Renaissance
1400-1475
Greater focus on naturalism. Mystical union with God.
Massacio, Paolo Ucello, Piero della Francesca
High Renaissance
1475-1525
More influence of light and perspective. Strong definition of classical; spirit – harmony, beauty and serenity. Better detailing of anatomy.
Leonardo da Vinci, Michelangelo, Raphael, Titian
Mannerism
1525 -1600
Exaggerates qualities of proportion, beauty and balance. Great degree of Intellectual sophistication.
Andrea del Sarto, Pontormo, Tintoretto


Renaissance Art was by no means limited to Italy. There were great schools of art in Germany, France, Britain and the Low Countries. Notable artists from these regions include – Albrecht Durer, Hans Holbein, Michael Pacher, Enguerrand Quarton, Jean Fouquet, Jean Hey, the Limbourg brothers, Nicholas Hilliard, Jan van Eyck, Higo van der Goes, Hieronymous Bosch, Pieter Bruegel the Elder and Rogier van der Weyden.


Saturday, April 7, 2018

Personal Reflection XIV - Logic and sense Knowledge

I think that logic can be viewed as a type of gradualism that is water tight and invaluable in moving us toward a genuine source of knowledge or truth. However it does appear that there are other mechanisms which use a more punctuated approach, that while not as stringent in its application, and indeed not as gradual, use value judgement acting on sensory information to reach a similar conclusion. Is the latter a type of reason? I too would argue yes. Can it be reduced? Possibly. But perhaps something is lost in doing so. Maybe it functions on a level that bypasses the need for mini-steps, chunking information in bigger bytes to reach its endpoint with a greater efficiency.

Some Cool Moments in Physics

James Clerk Maxwell unifies the world of the electricity and magnetism on a theoretical level and shows how the speed of light in a vacuum is a function of two key constants that govern each of the electric and magnetic fields. Maxwell’s work gives rise to the notion of electromagnetic waves two types of which will be identified by Heinrich Hertz (Radio Waves) and Wilhelm Roentgen (X Rays)

Max Planck solves the Blackbody Radiation Problem by arguing that energy is produced in discrete packets called quanta and that the Energy of each quanta is directly proportional to the frequency of oscillation of the quanta. Planck’s model answers the challenge of the UV catastrophe which classical physics had failed to adequately address. I developing his concept of the quanta Planck borrows heavily from the work of Ludwig Boltzmann, the father of statistical mechanics.Planck, himself is regarded as the Father of Quantum Mechanics (and indeed Modern Physics)

JJ Thompson determines the ratio of the mass of the electron to its charge. Robert Millikan will follow on later with a determination of the charge of the electron (through his oil droplet experiment) allowing for the eventual determination of the mass of the electron. Quantum nature of charge will play an important role in future developments in Modern Physics.

Henri Becquerel documents the realities of radioactive decay. Work will continue thanks to the research by Pierre and Marie Curie

Michelson and Morley Experiment shows that the Aether wind (thought to be the background of space) does not exist.

Western History 82: What was Renaissance Humanism?


Renaissance Humanism (RH) represents a philosophical reaction to medieval Christian scholasticism. At its core RH was driven notions of practicality, improvement within a classical framework. It sought to create a well rounded citizen who could engage in the secular disciplines – grammar, rhetoric, poetry that departed from the narrowness of scholasticism. The concept of the Renaissance Man as the master of many disciplines is an outcrop from such philosophy. The Italian cities of Florence, Naples, Rome, Venice and Genoa were the centers of such thought that offered at its core a recourse to rationalism.


Giordano Bruno source: National Catholic Register

As a way of thinking RH influenced both the Reformation and Counter-Reformation and seems to have played a key role in both the Age of Reason and the Enlightenment.
An important aspect of RH was its emphasis on the individual, classical philosophy and Platonism. Leading RH thinkers include Giordano Bruno, Cornelius Agrippa, Pico della Mirandola and the Dutchman Desiderius Erasmus.

Desiderius Erasmus. source: biography.com