7. The Vulgate

Continuing the ethical side of learning, the Vulgate Bible provides greater depth of thinking and more pronounced ethical guidelines. The Vulgate is the first Latin Bible, produced in the 4th century AD primarily by St. Jerome. As spiritual learning is, in many ways, even more important than secular learning, this early compilation of many books of scripture rendered in Latin provides a spiritual foundation for a relationship with God. It contains both the Old and New Testaments, as well as some books from the Apocrypha. Furthermore, as these are all fairly early transcriptions, they likely do not contain many of the errors or distortions of the text that exist in our modern Bible. The Vulgate primarily provides a description of the life and purpose of Christ, arguably the most important ethical figure in history. While it does contain teachings and commandments that are direct and easily applied to one’s own life, the greatest depth of learning from the Vulgate, or any Bible, comes from the study and personal application of the stories it contains. Though more complex than Aesop’s fables, the parables it contains provide valuable insight into morality and religious hope that can be found through close analysis.

8. Archimedes System of Levers and Pulleys

Born in 287 BC in Syracuse, Sicily, Archimedes grew to become one of the founding fathers of modern physics. One of his particular areas of interest was in mechanics, especially involving levers and pulleys. While rudimentary levers and pulleys had been used as tools for centuries, Archimedes was the first to attempt to quantify and define them. Famously quoted as saying, “Give me a lever long enough and a place to stand, and I can move the Earth,” Archimedes research culminated in many basic relationships that are still used in physics classes (Strong and Davis 220). These small mechanisms allowed for enormous loads to be transported with relative ease; more importantly, however, they also form an excellent model of synthesis. In the instance of the lever, the actual lever itself can do very little on its own, but requires a fulcrum to be able to function at full capacity. Nor can a single pulley provide a great difference in mechanics, but a system of pulleys can allow a single individual to move an enormous load. Similarly, a single idea, no matter how interesting it may be, can do very little on its own. It is only when placed in conjunction with other, complementary ideas that a truly functional system can be created.

9. The Sainte-Chapelle

Built toward the second half of the 13th century by Louis IX, the Sainte-Chapelle in Paris is a beautiful example of Gothic architecture. Originally part of the royal palace itself, it served as a personal church as well as housing some very valuable relics of the Catholic faith. Now, it continues to be a tourist destination because of its awe inspiring stained glass windows. The development of the pointed arch allowed this incredible wall of light to stand without risk of structural instability, while tiny colored pieces of glass form the picture mosaics within the windows themselves. This is yet another example of multiple distinct elements combining to form something both beautiful and functional: a perfect combination of both engineering precision and artistic grace. Showing that even dissimilar fields can be combined to form a unified whole, each aspect emphasizes and enhances the others, despite widely divergent backgrounds and seemingly opposite categories of thinking. Once a strong framework of ideas is laid, much like the pointed arches in the cathedral’s architecture, many other details come together like fragments of a stained glass window to magnify the light of learning.

10. The Parthenon

After all the focus spent on analysis and and deconstruction, the one remaining element of true learning is creative synthesis. Nothing represents this idea better than the Parthenon. Completed in 432 BC, the giant marble structure was built by the greatest Greek artists and architects of the Athenian empire. Built under the direction of Pericles, the construction towered over Athens, representing the empire's power, supreme devotion to the gods, and the evolution of Greek learning during the Golden Age. It truly displayed a synthesis of Greek ideas from the overall appearance, to the very blocks themselves. The building was constructed according to a mathematical equation of beauty possibly developed by Pythagoras, the Golden Ratio, creating a sense of visual balance. It included many forms of sculpture, from the giant statue of Athena it housed, to the friezes and pediment sculptures that adorned it. Interestingly, it was also designed so that, when viewed from a distance, it would appear perfectly straight and symmetrical, a feat that forced the engineers to create a series of optical illusions: “The peristyle columns are over ten meters tall, and incline slightly towards the center of the building at the top (about 7 cm), while the platform upon which they rest bows on a gentle arc which brings the corners about 12 cm closer to the ground that the middle” (“The Parthenon”). Similarly, the columns themselves are slightly wider toward the edges of the building, to compensate for the background light that would have caused them to appear narrower. This forced each marble block to be shaped and carved individually. The amount of engineering, care, and artistry that accompanied the production of a single stone was a monumental feat in and of itself. Then each piece was then carefully molded and joined to its neighbors without the use of mortar, creating a seamless structure, beautifully complete and timelessly whole. In the same manner, our learning must cease to be compartmentalized, each aspect joining together to create a single system of understanding that defines us as an apprentice of creativity. It is not enough to carefully craft a single idea or a single philosophy. It is only by learning to apply that piece to the entirety of our being, interweaving science, artistry, logic, craftsmanship, religion, and conviction, that we are truly able to learn and create.

Conclusion

As a professional student, learning is literally part of my job description. This gives me an incredible opportunity to focus almost entirely on the process of learning. Through the dissection of philosophies to their basic concepts and the synthesis of these components into personal understanding, I am able to not only gain knowledge, but progress individually towards my own intellectual identity. More importantly, this process allows me to relate every learning experience to a single growing perspective on life. Unfortunately, with the overwhelming information available to us at all times, the skills of analysis and in-depth exploration of this information are dwindling in favor of instant gratification and acceptance. Knowledge is being reduced to facts and comprehension to mere memorization. If more people would return to the true process of learning, less polarity and conflict would result. Facts and opinions would again be seen as beneficial and creative rather than threatening and destructive. Learning would be the goal, not merely a means to an end.

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