Adonis Diaries

Archive for February 7th, 2009

The Gods of beauty: Before the age of pimples (February 7, 2009)

 

Note:  I was inspired for this article by the critical introduction of Vincent-Mansour Monteil for his book “Abu Nawas”, the great Arab poet of the early Abbasseed period around the year 800.    

 

Through the ages, boys of 15 or a little less (khoumasi) were erotically more prized than girls of the same age in all civilizations.  Androgynous boys (effeminate, khanith) had grace in movement, they had pretty oval faces, fleshy, soft and smooth skins, and their muscle were firmer.  The western cultures are familiar with the tales and literatures of the antique Greek and Roman civilizations on that subject; for example, Socrates was a famous pedophile and his wife went as far as taking her husband to court.

            Abu Nuwass had Janane, an Iranian lesbian, as a front for his homosexuality and a particular penchant for the boys who were Christian Iranians serving as peons or slave pages in the courts of the affluent and powerful.  “You look like a boy but you are indeed a girl” (Abu Nawass) and “Man is a continent. Woman is a sea.  I prefer very much the firm land”.

I saw a movie done in Afghanistan during the Taliban regime; this very old sheikh purchased a pretty boy who was to be executed (she was indeed a girl who had her hair cut and dressed like a boy); when the sheikh was training the boys how to wash their testicles before prayer he was smitten by the boy/girl and repeated this verse of the Koran of those serving the predestined to Paradise “The peon (ghilman) are immortal Adonis, similar to hidden pearls”

            Rimbaud also had taken as front an indigenous woman in Harari (Ethiopia/Eritrea) so that he may reserve his total love for Djami, his companion and boy of 15.  Verlaine and Baudelaire had also the same preference.  Shakespeare wrote his sonnets, the first 126 sonnets for “My lovely boy; a very young man, barely an adolescent”; and also “A woman’s face with nature’s own hand painted, Hast thou the Master Mistress of my passion”

            Leonardo Da Vinci had the same preferences as Abu Nawass for boys of 15 of age; he bequest his inheritance to Francesco Melzi whom he had known at the “fatal age”.  Michel Angelo dedicated 50 epitaphs to Cecchino Bracci, dead at age 15 and was hopelessly in love with the indifferent Tommaso de’ Cavalieri “Who will defend me of your beautiful face?”  The best and most beautiful characters in the paintings of these giant artists are the androgynous young boys.  The difference between these two great painters is that Michel Angelo never dared satisfy “Biblically” his pedophilic urges who was mocked by the Pope Jules II as suffering of “terribilita”.

            Pederasty was common phenomenon in England in the turn of the last century, as long as gentleman did not display their loved boy publicly.  Oscar Wilde paid for his exhibitionism and outlandish temperament a long prison term.  Pedophilia is rampant everywhere now and internet and special websites are serving secret desires.  The Roman Catholic Church is still battling court cases of priests taking advantage of multitude of young boys studying in Catholic schools.

            Sodom and Gomorra might be fictitious two towns in the Bible that were burned by Jehovah but it illustrate that pederasty is an ancient and a prevalent erotic tendency in all ages and all civilizations.  Maybe sex among the same gender is a front to cover a deeper emotional predilection: maybe societies should start to accept the fact that the majority of people of both genders are unable to taking the drastic decision and making the serious effort to comprehend the other sex and prefer the community of their own gender.

Free-will Eugenic: Finally you have Choices (February 7, 2009)

 

            Eugenic is the elimination of undesired embryos, malformed babies, unwanted babies or undesired grown ups for one reason or another.

 

All that parents need to know on the condition of a fetus of six weeks is a drop of blood from the mother.  The mother blood carries cells transferred from the fetus and all the necessary information can be obtained from a single cell.  A wide array of diseases of physical and cognitive natures, whether curable or incurable, can be diagnosed at six weeks of the fetus. A sample of these diseases is: sterility, mongolism (Down syndrome), Elephantine, blindness, deafness, metabolic deficiencies, epilepsy, mental retardation, cancer (ovary, breast, colon, and prostate), neurological, Alzheimer, and anxiety to name a few. Consequently, the parents are strong with the following facts:

 

 First, would the baby be normal or not.

Second, if the baby is normal would he develop grave physical or mental illnesses in the short or long term?

Third, would the sane baby develop at his adulthood incurable illnesses such as cancer or Alzheimer?

 

Parents have now sound facts on the preconditions of the fetus and they can make bold choices for an abortion before the fetus is legally considered a human with all the legal and social complications.  One day, you might have to decide or be asked to contribute your opinion as a family member then answer the following questions by selecting a disease from the array that I have already mentioned:

 

If the fetus is surely to die immediately after birth then would you abort?

 

If the fetus would look physically sane but mentally retarded then would you keep him and shoulder the responsibility of caring for him throughout your life?

 

If the fetus would turn physically handicapped but mentally sane then what is your decision?

 

If the fetus would turn out sane physically and mentally for the first three years before a physical handicap develop then what is your decision?

 

If the fetus would turn sane physically and mentally for the first three years before a mental handicap develop then what is your decision?

 

If the fetus would turn sane physically and mentally for the first ten years before a mental or physical handicap develop then what is your decision?

 

If the fetus would turn sane physically and mentally for the first 20 years before a mental handicap develop then what is your decision?

 

If the fetus would turn sane physically and mentally for the first 40 years before a mental handicap develop then what is your decision?

 

You now have choices; failure to decide is a choice, a stupid one.

 

Note: If you give birth to an abnormal baby with full knowledge of the consequences then you still have to deal with the attitudes of the grown up baby when he is told the facts.  The adult might hate you forever or separate from the family or lead an introverted life or whatever.  The array of later psychological consequences is in the hundreds.

I hate to talk, read, and write. Oh, and I hate math: Different teaching resolutions… 

 

I got this revelation. 

Schools use different methods for comprehending languages and natural sciences.  Kids are taught the alphabet, words, syntax, grammars, spelling and then much later, they are asked to compose essays.  Why this process is not applied in learning natural sciences?

I have strong disagreement on the pedagogy of learning languages. 

First, we know that children learn to talk years before they can read. Why kids are not encourage to tell verbal stories before they can read?  Why kids’ stories are not recorded and then translated into the written words to encourage the kids into realizing that what they read is indeed another story telling medium?

Second, we know that kids have excellent capabilities to memorize verbally and visually whole short sentences before they understand the fundamentals. Why don’t we develop their cognitive abilities before we force upon them the traditional malignant methodology?  The proven outcomes are that kids are devoid of verbal intelligence, hate to read, and would not attempt to write even after they graduate from universities.

Arithmetic and math are used as the foundations for learning natural sciences. We learn to manipulate equations; then solving examples and problems by finding the proper equation that correspond to the natural problem (actually, we are trained to memorize the appropriate equations that apply to the problem given!).  Why we are not trained to compose a story that corresponds to an equation, or set of equations (model)?

If kids are asked to compose essays as the final outcome of learning languages, then why students are not trained to compose the natural phenomena from given set of equations?

Would not that be the proper meaning for comprehending the physical world or even the world connected with human behavior? 

Would not the skill of modeling a system be more meaningful and straightforward after we learn to compose a world from a model or set of equations?  Consequently, scientists and engineers, by researching natural phenomena and man-made systems that correspond to the mathematical models, would be challenged to learn about natural phenomena. Thus, their modeling abilities would be enhanced, more valid, and more instructive!

If mathematicians are trained to compose or view the appropriate natural phenomenon and human behavior from equations and mathematical models then the scientific communities in natural and human sciences would be far richer in quality and quantity.


adonis49

adonis49

adonis49

February 2009
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