Instructor: Nowwewillbeginourlectureonepistemologybyexplainingsomeaspectsof
cartesianscepticisminthelightoffoucaultsconceptofarchaeologybys
tatingthatsincerationalexperimyntofmostisatransitorydevelopment
ofustriggercomplexificationandinthefaunevarsearesilfregulatingb
ottherebusomnuusthepirtofistthemythinwhechauniverseframmuchramo
dellengesinseparabletilifeanyexistswithbeingfallyandloveanswunt
undorsetasfyactionswhateverargunusmfromdovelopevolutionary. . .
Student 1: Teacher, may I go to the bathroom?
Instructor: Yes do so - andwisdomflowsfromthispropositionforDescartesthough
tescapescepticismweshoulhaagendastheexistenceofistinceperceptio
nstoreliablysureourclaimstoknowledgefarfromsecureyetcertainques
tionsarenotconcernedwiththewaysthingsultimatelyarebutratherourk
nowledgeofthemandthatisbecausetheuneverseofsoftopossibleinderst
abandonlongingacitemporineauswullshallbotheawefremwhachwaviewre
lugionwhichosuppesudtoexistenceandshowstheuncrassrsetoeverathen
gtotalbeteachlifeisseparotudfrimthuenderstanding . . .
Student 2: Teacher, I think I need to go to the bathroom, too.
Instructor: Hmm - if there is anexistentialimperativethatimperialistroaders
whofailtoseethewisodomofmaoexistthrutrealpolitikandclasstruggle
sandwallsofsexualitewasamadhouseisolatedtoreasoninwhichintentio
nbecomeslikeapanopticoninwhichhumanurgesstranglestrangerthingsa
sthebrainmutatesintonewchemistriesforthinkingisanindicationofne
possiblieniversedevelopungwhuchprocessifitexistsinasensuofchosu
ppesudtoexistenceandshowstheuncrassrsetoeverathengtotalbeteachl
ifeisseparotudfrimthuenderstandingtwhotexestsspringfremthutreal
atyandfarmaccerdswall . . .
Student 3: Err, could you explain next week's homework?
Klangggggggggggggggggu! [The class bell]
Instructor: Ahh, Pavlov's Bell! Class dismissed. Next week we willconsidert
herelationbetweenWittengensteinundmetaphyisicsinlightofcognitiv
elinguisticsandpostmorderntheoriesoftextprocessing. Are you cle
ear on this?
