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Troubadours

CHRETIEN DE TROYES:

Academics will freely admit that this man was a troubadour. But what is a Troubadour? They were important to the genesis of the Cathar mystique for a certainty and the Princeton people I will shortly quote will say that Chrétien was one of the first Troubadours in this region. Surely they do not think it would be one of the first involved in these arts. In point of fact they are very very ancient arts in the training of a Druid, who would become a minstrel and jester before taking up the involved study to be a Bard or Baird. Druids, Bairds and Ovates are the best known appellations for those who completed these long and arduous studies which were already suffering and shortening by the time of Pythagoras who was part of the last known Dean of Studies in the Mediterranean region. Abaris (Rabbi) the Druid was that Dean and his name gives us a clue as to one of the branches or systems which took over some of their training.

The Cathars were very Gnostic and open to the Pharisaic Rabbinical message. In Caesar’s Journals we are told the period of study was 20 years but it was 25 a millennium earlier and there were still other specialties one could study throughout their lives. One of those might lead to being called a Peryllat or ‘alchemist’. Many members of the family of Jesus were alchemists and it is quite likely that Yeshua bar Joseph studied with Comarius who also tutored Cleopatra. Apollonius of Tyana is part of the Jesus amalgam and the Cathars kept most of the Gaedhil/Gnostic learning alive. One of the charges that the Inquisition leveled against the Cathars had to do with Dianistic or Tantric sexual practices and I believe the sexual or Bhakti ‘union’ (Yoga) was part of their training and system which highly valued women including giving them high priestly functions and leadership roles including Esclarmonde de Foix who is reminiscent of Hypatia of Alexandria, who both should be studied as a great heroine for all time.

The Bairdic Educational system had included a seven year specialty in developing languages for their far flung colonies in the second millennium BCE and they developed such codes and Gematria as you see in Hebrew and the Aymar of Peru. I have delved into these Oghamic studies in many other books including one with the title From OM to Ogham. Plato observed that knowledge was declining due to the written word after the Phoenicians gave them their refined alphabet. Some scholars think a few of the poems attributed to Orpheus (a lesser Bard or Troubadour) are in fact the writing of Pythagoras. The Grail myths are rich repositories of the pre-Christian traditions.

“Little concerning the person we call “Chrétien de Troyes” (fl. ca. 1160-1191) can be affirmed with certainty. What we know must largely be inferred from the writings attributed to him. These include five romance narratives written in rhyming octosyllabic couplets during the final third of the 12th century (rec et nide [ca. 1165], Cligés [ca. 1176], Le Chevalier de la Charrette (Lancelot), Le Chevalier au Lion (Yvain) [ca. 1177? 1179-80?], and Le Conte du Graal (Perceval) [ca. 1190]); a sixth narrative, Guillaume d’Angleterre, has been attributed to him by some, although many scholars find this doubtful. At least two surviving lyric songs are said to have been composed by him (if so, he is the oldest known trouvre with work closely related to that of the Old Provenal troubadours). {The region is also known as Langue d’Oc or Languedoc. Occamy is ‘alchemy’ in one translation so we can see the importance of the Troubadour to Bairdic or Peryllat spiritual quest is the tongue or language and codes of alchemy.}

Certain works said by him to belong to his oeuvre–they are listed in the opening verses to Cligés–have not survived; these include, especially, a romance entitled Du roi Marc et d’Iseut la Blonde. One of the Ovidian poems given in the Cligés list appears as part of an early 14th-century compilation called the Ovide moralisé.

Of the above-mentioned titles two were left incomplete by Chrétien: the Charrette was brought to a close by Godefroi de Leigni, under Chrétien’s supervision (according to Godefroi); the Graal was (almost certainly) interrupted by the poet’s death.

Not only did each of our poet’s works undergo copying throughout the 13th century (all eight manuscripts of the Charrette were produced in that century), they were each subject to myriad reworkings, in verse and, especially, in prose. Perceval underwent a number of “continuations” and inspired many textual “spin-offs” before the Grail story it told came to be incorporated into the vast Prose Lancelot (along with the Charrette, which constitutes the midpoint text of this great compilation). Post-World War II scholarship has demonstrated that Chrétien’s oeuvre was fully integrated into the system of textual references and allusions underlying many important 13th-century texts–a series of “epigonal romances” (e.g., Fergus, Le Bel Inconnu) and a work like the Roman de la Rose (Guillaume de Lorris’s Narcissus episode, as M.A. Freeman has shown, “re-reads/re-writes” Ovid through a process of refraction involving Chrétien’s Blood Drops on the Snow scene in Perceval [Freeman 1976-77]). A romance composed as late as Froissart’s 14th-century Méliador “revives” Chrétien de Troyes’s Arthurian manner and matter, as P.F. Dembowski has demonstrated (1983).

Chrétien himself utilized a similar network of textual allusion in his own romances. Scholars interested in sources have for generations pointed to such “first-generation” romances as the romans antiques (néas, Troie, and Thbes) and Wace’s Brut and Rou, not to mention the Tristan corpus (especially Thomas), as constituting a kind of quarry from which Chrétien extracted materials which he utilized in his own constructions. Chrétien’s bookish learning–he was clearly a clerc fully trained in the arts curriculum of his day–is evident in his love of such figures of ornamentation as adnominatio, rich rhyme, and chiasmus, and, as well, in the particularly fertile manner in which he refracted the Arthurian materials he borrowed from Geoffrey of Monmouth and Wace through the lens of such works of late Antiquity as Martianus Capella’s De Nuptiis Mercurii et Philologiae (in rec et nide) or the writings of Macrobius. As he states in the Prologue to rec et nide, he–and he proudly names himself–and his work must be distinguished from the fragmented and vulgar tales hawked before kings and counts by uneducated minstrels.” (6)

Author of Diverse Druids

Columnist for The ES Press Magazine

Guest ‘expert’ at World-Mysteries.com

May 13 2008 01:19 pm | Education Portal | Comments Off

GED Study Tip: For Real Knowledge, Reinforce Learning

Once GED students discover how to activate the learning process,
it’s equally important to reinforce learning since real learning
happens when you use knowledge, especially if its fresh. And
since learning is really a lifelong process, lessons on how
people learn — and continue to learn — are good ones to
understand.

Learning is a Self-Controlled Process

People learn faster and better when they control the speed of
learning. In most classrooms, it’s the teacher who controls the
material. So it’s important for GED students to determine their
own learning speed, and to devise methods or a study plan that
accommodates that speed.

Self-guided study is a good way to control the speed and pace of
learning. But when self-directing a study program, it’s
important to make study a habit, whether short periods for
studying are set aside for each day, or longer periods two to
three times a week.

In classroom situations it’s more difficult to control the speed
of learning since instructors follow lesson plans. So talking to
the instructor may help. Some students may learn better by
moving more quickly through material, while others need extra
time.

Regardless, once a student understands that they need to control
their own learning — and the speed in which it takes place –
learning is easier. They can then identify the most comfortable
speed, and consequently, learn faster and learn more.

Learning Requires Rapid Feedback

Feedback is a critical part of the learning process, one that’s
often overlooked. The more immediate and meaningful the feedback
is, the quicker people learn.

Consider how many classroom situations work: Information is
presented over days or weeks — or sometimes over months. Then
students are tested. Until they see test results, students may
not know whether their learning is effective.

The best learning situation gives the learner immediate feedback
on their progress. A good GED study program should include
continuous opportunities and methods for students to connect
their learning efforts with their outcomes. This way, students
can quickly identify whether they’ve learned material, need to
learn it better and reinforce the learning process by using
information quickly and frequently.

Real Learning Means Real Knowledge — Use Knowledge!

Once you learn material and gain new knowledge, use it. Use it
every chance you get. Using new knowledge ensures ownership, and
enhances critical-thinking skills, the most important skills
measured by the GED, or General Education development test.

Here is a good example of how one successful PassGED student
gained real knowledge through the application of it:

Maria, studying for the GED Language Arts reading test,
encountered an unfamiliar word in a literary passage, the word
’superfluous.’ Initially, the word just seemed confusing. She
wanted to check the word in a dictionary, but remembered that
she wouldn’t be able to access a dictionary at GED test time.
And she had learned in her online GED class how to look for
context clues to find word meanings, especially if the word
seemed key to the passage. She found three words that seemed to
point back to ’superfluous.’ One word was ‘extra,’ another
‘over-abundant’ and the other ‘excessive.’ Maria also saw that
superfluous had a root of ’super.’ So she was sure that she as
right. Her dictionary confirmed it.

Through the next few weeks, Maria began using new words she was
learning during conversations. After a short time, these words
came to her more naturally — she developed complete ownership
of her new knowledge. Not only was her vocabulary expanding, she
discovered that it became easier to move through Language Arts
study passages. Her feedback scores were climbing. Also, the
essay portion of the exam seemed much less challenging.

Maria was delighted. She wasn’t just pleased at her new ability;
her studies now seemed more of a hobby instead of a chore. And
she wasn’t the only one impressed.

In Summary

Maria’s story is an excellent example of all three principles
that speak to the reinforcement of the learning process, which
makes learning real knowledge.

When Maria first encountered a difficulty, she controlled the
speed of her learning. She used a test-taking technique she had
learned to provide immediate feedback. And it wasn’t a test that
initially provided the feedback; it was similar words that gave
the feedback and a dictionary that confirmed it.

Then, Maria used her new knowledge. By using it in everyday
situations and conversations, she quickly became the rightful
owner of the knowledge. This new knowledge further helped her in
her GED study program — reflected in her test scores, improved
critical-thinking skills and in a more willing attitude.

More Resources: For additional GED study tips, test
information and resources for adult GED students and
instructors, visit http://www.passGED.com/. The website features
a short movie, with answers to the most common questions about
the GED.

Apr 25 2008 10:28 pm | Education Portal | Comments Off