Лингвофорум

Цитата: Hellerick от мая 14, 2018, 12:40
Это уже потом мне объяснили, «фэнтези» — это всё, что со средневеково-магическим уклоном.

Цитата: From_Odessa от мая 14, 2018, 17:40
На мой взгляд, Вы не правы

Цитата: From_Odessa от мая  9, 2018, 15:26
Как бы вы оценили "Все живое" Саймака?

Цитата: Damaskin от мая  9, 2018, 15:46
По-моему, отличная книжка. Недавно перечитал с немалым удовольствием.

Цитата: From_Odessa от мая  9, 2018, 17:17
Тогда я попробую Ибо в детстве прочел где-то 1/3 и бросил, не пошло. Посмотрим, как будет сейчас.

Цитата: From_Odessa от мая 20, 2018, 15:10
Пожалуй, это пока лучшее, что я читал у Саймака. Так-то мне из его произведений далеко не все по душе.

Цитата: From_Odessa от мая 20, 2018, 15:10
Вот только концовка оставила вопросы. Очень уж я не уверен в том, что идея Шкалика Гранта сработала в итоге. Да, Картер передал это сенатору и другим, но стали ли бы к нему прислушиваться? Мне кажется, что, скорее, сбросили бы бомбу.

Цитата: From_Odessa от мая 20, 2018, 16:23
Да и не совсем понятно, почему тех, кто боится Цветов, может устроить такой договор. Хорошо, пусть Цветы согласятся на то, что какая-то их часть будет просто цветами. Ну так они в любой момент могут передумать, как это проконтролировать? А уж тех, кто считает, что нельзя отказываться от ядерного оружия, таким планом точно ни в чем не убедишь.

Цитата: Hellerick от мая 20, 2018, 17:43
У Чехова хоть что-нибудь приличное есть?
За что не возьмусь, всё про каких-то недоделанных людей, которые не поняли, зачем пришли.

Цитата: Hellerick от мая 20, 2018, 17:43
У Чехова хоть что-нибудь приличное есть?
За что не возьмусь, всё про каких-то недоделанных людей, которые не поняли, зачем пришли.

Цитата: true от мая 26, 2018, 09:50
Слушаю "Лекции по русской истории" Платонова. Задумался, ведь я всегда считал термин "Смутное время" "неясным, плохо знакомым, неизученным", а на самом деле оно "бурливое, горестное, наполненное войной и бедствиями". Или как?

ЦитироватьЗначение слова Смутный по словарю Ушакова:
СМУТНЫЙ
смтная, смутное; смутен, смутна, смутно. 1. Неспокойный, такой, когда спокойствие нарушено волнениями, смутой, мятежный. Была та смутная пора, когда Россия молодая, в бореньях силы напрягая, мужала с гением Петра. Пушкин. Смутная полоса жизни. 2. перен. Неясный, неотчетливый, беспорядочный, сбивчивый. Смутный шум слышался в соседней комнате. Тургенев. Шевельнулось в ней нечто вроде смутного предчувствия. Некрасов. Пред ним прошедшее, как смутный сон, тревожной оживлялось думой. Рылеев. Смутные воспоминания. Иметь смутное представление о угасшее веселье мне тяжело, как смутное похмелье. Пушкин. Смутное состояние духа. Смутное настроение. || Выражающий тревогу, расстройство (устар.). Смутный взор. Смутно (нареч.) блуждает твой взор. Некрасов. Смутное время (истор.) - период конца 16 - начала 17 в. в Московской Руси, когда обострение классовых противоречий вызвало широкое крестьянское движение и внутреннюю борьбу между различными слоями посадских людей, дворянства и боярства, осложнившуюся появлением самозванцев и борьбой с польскими и шведскими интервентами, к-рые были в конце концов разгромлены объединенными усилиями всего народа.

Цитата: true от мая 26, 2018, 11:17
Неплохо оба значения легли как раз на такое время.

Цитировать
– Нет, – сказал толстяк, – ты не Коля. Или не тот Коля.
– Как точно вы заметили! – сказал Коля Садовский. – Я и сам в последнее время заду-
мываюсь, тот ли я Коля, что был сначала. Уж очень я рыжий. Вам не кажется?
– А что, раньше ты другой был? – Толстяк внимательно разглядывал Колю.
– Раньше я был блондин, – сказал Коля. – И притом девочка.

Цитировать
Пришлось игру продолжать, а когда шестиклассницы выиграли и эту партию и третью,
решающую, тот, длинный, сказал своим, но так, чтобы все слышали:
– Она переодетый парень. Я вам точно говорю. Я ее видел, она на Арбате живет.

Цитировать

Spoiler ⇓⇓⇓

Somebody has asked a question: 'Osho, you say that children should listen to the birds and not look at the black-board. Then what will happen?'

Then beautiful things will happen, then great things will happen. If for one hundred years all the universities are closed, and all the colleges and all the schools, man will again become alive. Yes, I know there will not be so much money to grab, money will disappear. But there will be more life -- and that is what is needed. And you cannot purchase life with money, you cannot purchase love with money. Money you have. And the person who has asked has also asked how they will earn their living. Do you think that five thousand years ago when people were not educated they were not able to earn their bread and their butter? They were. Living was never a problem. And they had one thing more -- life. Now you have only living, but no life. You think only of a better standard of living, you don't think of a better kind of life. You have quantity but the quality has disappeared.

Nature is abundant, it is enough to fulfill us. But if our desires go neurotic then naturally nature cannot fulfill those desires. And when we are after neurotic desires -- money, power, prestige -- then naturally there is poverty, starvation, war. The wars and the starvation and the poverty exist because of your schools. Your schools teach ambition. Your schools teach people to be jealous of each other, to be competitive of each other.

What do we teach in our schools? For example, a teacher asks a question and the small boy cannot answer it. He may not have done his homework, maybe he fell asleep in the evening, maybe there was a beautiful film going on the TV, or a thousand and one things are there to distract. And beautiful things, good things. Or there were guests in the home and he enjoyed their company. He cannot answer. Mow he is standing there like a culprit, a criminal, condemned. He cannot answer a question.

And another boy is waving his hand and jumping and wants to answer it. And of course the teacher is happy, and the other boy answers it. Now, what has the other boy done? He has exploited the suffering of the first boy. He has proved himself better than the other, he has exploited the situation.

Now, this will not be so in a primitive aboriginal village, they don't exploit each other's situations. Anthropologists have come across tribes -- they cannot understand this -- who would not forgive this second boy. Because the second boy is cruel, violent. When the first was suffering, in a primitive society no boy would answer, they would all keep quiet. This would be thought ugly, violent -- that when one is suffering, somebody exploits the situation and answers and enjoys. These people are thought to be backward? They are not, they are the only hope.

And one thing more: the person has asked what will happen to people's life if they don't know arithmetic and if they don't know geography and history. How will they earn their living? And what kind of a society will it be?

Yes, there will not be much money. There may not be big palaces, there may not be rich gadgets, technology. But there will be joy. And the whole technology is not worth a single moment's joy. There will be love and dance and song and feeling. And people will again become part of nature. They will not be fighting with nature, struggling with nature, they will not be destroying nature. There will he no ecological problem.

If schools continue, nature is going to die. And with nature WE are going to die.

And one thing more: I am not saying that all the boys would like, and all the girls would like, to listen to the song of the bird on the window. No, there will be boys who would like the blackboard more, who would like arithmetic more. Then it is for them. All do not need to be educated -- that is my approach. Only those who have an intrinsic feeling for it should he educated. And there are a few people who love arithmetic more than they love nature. There are people who love literature more than they will love trees. There are people who love engineering, technology, more than they love music, dance, song. Then these are the people to be educated. All are not alike. These people should be educated -- as far as they want, they should be helped.

There should be no universal education, that is a crime. That means you are forcing people who don't want to be educated. That is undemocratic. Universal education is dictatorial.

In a real democratic world, a boy who wants to be educated will be educated. But a boy who wants to go to the carpenter's will go to the carpenter's, and the boy who wants to become a fisherman will become a fisherman. And the woman who wants to cook will cook, and the woman who wants to dance will dance. And the woman who wants to become a scientist, a Madame Curie, she is welcome.

But people should move according to their inner nature; nothing should be imposed on them. This universal education is destroying people. It is as if -- just think of another example -- a dictator comes who loves dancing and forces everybody to dance. That will be an ugly thing. There will be people who don't want to dance, and if you force them to dance what kind of dance will it be? If a dictator comes who wants everybody to become a poet, and opens schools and colleges to teach poetry and everybody has to compose poetry, what kind of world will that be? A very ugly world. Only a few people -- a Shakespeare, a Kalidas, a Milton, a Dante -- will enjoy it. But what about others? They will be simply miserable.

And that is what is happening. When you force arithmetic on all, that is what you are doing. When you force geography on all, that is what you are doing. When you force ANYTHING on all, that is what you are doing. Nothing should be forced, a child should be allowed to find his own way. And if he wants to be a cobbler, perfectly good, there is no need for him to become a president. A cobbler is beautiful if he enjoys his work, if he is happy with his work, if he has found his work.