Monthly Archives: September 2018

Hamlet’s Blackberry

About ten years ago, when I still listened to National Public Radio regularly. I heard William Powers interviewed. He was discussing a research endeavor at the Shorenstein Center on Media, Politics and Public Policy that resulted in report he titled Hamlet’s Blackberry. Over the years, I meant to read it. Then, in 2010, he expanded the original essay and published it as a book.

But the original essay, at 75 pages with the works cited page, is still available at no cost under the link, if you search “Hamlet’s Blackberry PDF,  The Death of Paper.

I have a particular interest in the history of books and book lore, including changes in printing technologies, I had an interest per se in this piece of writing. For educators, I think this is a good read because it says some things we need to know about the reading and reception of texts.

And Mr. Powers is a fine stylist, so this is a quick and breezy read about a subject that is, by any measure I appreciate, quite profound.

Book of Answers: The Angry Young Men

“Who were the Angry Young Men? A group of British playwrights and novelists in the 1950s, including John Osborne, Kingsley Amis, and Alan Sillitoe. Their politics were left-wing; their favorite theme was alienation.”

Excerpted from: Corey, Melinda, and George Ochoa. Literature: The New York Public Library Book of Answers. New York: Simon and Schuster, 1993.

Brainstorming the College Application Essay

Here are a couple of things I whipped up this morning for use in class tomorrow: the first is a worksheet on brainstorming the college application essay; the second is this learning support that attends it.

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

7 Destructive Sins of Islam

“Worship other gods along with Allah * Practice Sorcery * Kill the life Allah has forbidden except for a just cause * Eat up with usury * Eat up an orphan’s wealth * Treason and flight from the battlefield * False accusation against a chaste woman

This sort of list is part of collective Islamic tradition. often created as a negative notice-board in response to the Five Pillars of Islam and the Seven Deadly Sins so beloved by Christian medieval scholarship. There are many variants but all include usury (riba), murder, and the sin of shirk (associating others with Allah).”

Excerpted from: Rogerson, Barnaby. Rogerson’s Book of Numbers: The Culture of Numbers–from 1,001 Nights to the Seven Wonders of the World. New York: Picador, 2013.

Cultural Literacy: Altruism

This morning I’m working on some materials that attempt to inculcate understanding ot the idea of virtue and its manifestations in the world. So here is a Cultural Literacy worksheet on altruism, a synonym for one of the cardinal virtues, charity.

If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

7 Deadly Sins of Christendom

“Gluttony * Pride * Greed * Lust * Envy * Anger * Sloth

The Seven Deadly Sins could collectively be represented by the biblical Leviathan, whose origin looks back to the Canaanite terror of the deep–the seven-headed serpent Lotan destroyed by the great god Baal. In medieval imagery, Lust was represented by an ape, though this animal could also express idolatry and, when given an apple, the expulsion from paradise. An ass playing a lyre was used by Romanesque sculptors to represent Pride. A bear could be used to represent either Gluttony, Lust, or Anger, while by reverse logic a bee could represent Sloth. The boar could also symbolize Lust.

List-making is an ancient art and scholars have traced the seven deadly sins as moral manifestations of the seven evil spirits, first codified by King Solomon in his proverbs, then reworked by Saint Paul in his rather stern letter to the Galatians. A hermit monk, one Evagrius Ponticus, turned them into eight spiritual temptations that might beset an ascetic (a bit like the demonst that tormented Saint Anthony). But it was Pope Gregory the Great in the sixth century who must be credited with the edition that survives today, as well as the seven positive virtues–Faith, Hope, Charity, Fortitude, Justice, Prudence, Temperance–and the seven defenses:

Abstinence against Gluttony * Humility against Pride * Liberality against Greed * Chastity against Lust * Kindness against Envy * Patience against Anger * Diligence against Sloth”

Excerpted from: Rogerson, Barnaby. Rogerson’s Book of Numbers: The Culture of Numbers–from 1,001 Nights to the Seven Wonders of the World. New York: Picador, 2013.

Lao Tzu

Here is a reading on Lao Tzu and a vocabulary-building and comprehension worksheet that deepens understanding of the reading itself.

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Rebel Without a Cause

A film (1955) adapted by Stewart Stern and Irving Shulman from the story ‘Blind Run’ by Robert M. Lindner. The rebel of the title is a rebellious teenager whose unruly behavior culminates in a death-defying challenge in which he and a rival drive their cars full speed towards the edge of a cliff. Starring James Dean, Natalie Wood and Sal Mineo, the film acquired iconic status among the restless youth of the 1950s, Dean in particular often being referred to as the ‘rebel without a cause.'”

Excerpted from: Crofton, Ian, ed. Brewer’s Curious Titles. London: Cassell, 2002.

A Lesson Plan on the Greek Word Root Anthrop/o

It’s a very productive root in English, and at the root of a lot of words used in scholarly and academic discourse, so I expect this lesson on the Greek word root anthrop/o, which means man and human, should be useful to teachers in several disciplines. I start this lesson with this context clues worksheet for the noun humanity to provide a basis for the heuristic work this scaffolded worksheet with an independent practice assignment requires of students. The context clues worksheets can serve as the prior knowledge students will need to help them understand the meaning of this Greek word root.

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Term of Art: Virtue

“A virtue is a trait of character that is to be admired: one rendering its possessor better, either morally, or intellectually, or in the conduct of specific affairs. Both Plato and Aristotle devote much time to the unity of the virtues, or the way in which possession of one in the right way requires possession of the others; another central concern is the way in which possession of virtue, which might seem to stand in the way of self-interest, in fact makes possible the achievement of self-interest properly understood, or eudaimonia. But different conceptions of moral virtue and its relation to other virtue characterize Platonic, Aristotelian, Stoic, Christian, Enlightenment, Romantic, and 20th-century ethical writing. These divisions reflect central preoccupations of their time and needs of the cultures in which they gain predominance: the humility, charity, patience, and chastity of Christianity would have been unintelligible as ethical virtues to classical Greeks, whereas the ‘magnanimity‘ of the great-souled man of Aristotle is hard for us to read as an unqualified good, Syntheses of Christian and Greek conceptions are attempted by many, including Aquinas, but a resolute return to an Aristotelian conception has been impossible since the emergence of generalized benevolence as a leading virtue. For Hume a virtue is a trait of character with the power of producing love or esteem of others, or pride in oneself, by being ‘useful or agreeable’ to its possessors and those affected by them. In Kant, virtue is purely a trait that can act as a handmaiden to the doing of duty, having no independent, ethical value, and in utilitarianism, virtues are traits of character that further pursuit of the general happiness.”

Excerpted from: Blackburn, Simon. The Oxford Dictionary of Philosophy. New York: Oxford University Press, 2008.