Monthly Archives: May 2022

Matsuo Basho III

“Clouds now and again

Give a soul some respite from

Moon-gazing—behold.”

Matsuo Basho, Poem (translation by Bernard Lionel Einbond)

Excerpted from: Schapiro, Fred, ed. The Yale Book of Quotations. New Haven: Yale University Press, 2006.

Cultural Literacy: Haiku

Here is a Cultural Literacy worksheet on the haiku as a poetic form. This is a half-page worksheet with a two-sentence reading and two comprehension questions. It is, in other words, a perfectly spare but complete introduction to the form itself. This joins a number of other documents and quotes posts on Mark’s Text Terminal. The search bar to your right will help you locate these materials.

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.

Takamura Kotaro

“Takamura Kotaro: (1883-1956): Japanese poet and sculptor. Son of the noted traditionalist sculptor Takamura Koun (1852-1934), Takamura was a pioneering modernist in both art and literature, having spent years studying in Europe and the U.S. His sculpture reflected a passion for the work of Rodin, but his is best known as a poet. His 1914 collection Dotei (Journey) ranks as Japan’s first anthology of free verse in the colloquial language, anticipating the work of Hagiwara Sakutaro. Takamura’s most celebrated work is Chieko-sho (1941; tr Chieko’s Sky, 1978), a stunning verse record of the slow descent into madness of his wife, the painter Naganuma Chieko (1886-1838). Takamura’s reputation was tarnished by his unabashedly patriotic wartime poetry.”

Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.

The Weekly Text, 6 May 2021, Asian Pacific American Heritage Month Week I: A Reading and Comprehension Worksheet on Confucianism

May is Asian American and Pacific Islander Heritage Month (which I have shortened, for typographical purposes, as above, to Asian Pacific American Heritage Month; I hope I offend no one with this stylistic liberty). As usual Mark’s Text Terminal will observe the month with a series of document posts and quotes relating to the history of Asian and Pacific Islander Americans as well as Asia and the Pacific Islands themselves.

So, let’s kick off the month with this reading on Confucianism along with its attendant vocabulary-building and comprehension worksheet.

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: Study Skills

“study skills: Learning strategies that help and individual organize time, materials, and information. Special educators long ago recognized the importance of teaching study skills to students with learning disabilities; such skills have recently become a part of many school curricula starting in the elementary grades.

While some students seem to succeed in school with only basic study skills, many learning-disabled students benefit greatly from being taught ideas such as how to maintain a notebook and how to organize materials in each class. Time management is another essential study skill needed to complete long and short assignments on time as well as to schedule time for appointments, friends, and work. Note-taking and active reading strategies are also important study skills for all students, including those with learning disabilities.”

Excerpted from: Turkington, Carol, and Joseph R. Harris, PhD. The Encyclopedia of Learning Disabilities. New York: Facts on File, 2006.

Albert Einstein

Finally this morning, here is a reading on Albert Einstein with its accompanying vocabulary-building and comprehension worksheet. Enough said.

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.

Protagonist

“Protagonist: (Greek ‘first combatant’) The first actor in a play; thence the principal actor or character. In Greek tragedy the playwright was limited to the protagonist (first actor), deuteragonist (second actor) and tritagonist (third actor). It is probable that in the first place Greek drama consisted of a Chorus and the leader of the Chorus. Thespis (6th century BC) is believed to have added the first actor to give greater variety to the dialogue and action. The second and third were added by Aeschylus and Sophocles respectively. The protagonist has come to be the equivalent of the hero.”

Excerpted from: Cuddon, J.A. The Penguin Dictionary of Literary Terms and Literary Theory. New York: Penguin, 1992.

Word Root Exercise: Sol

Here is a worksheet on the Latin word root sol. It means, of course, sun. This productive root in English (and all the Romance languages as well) bearing solar, but also solarium, circumsolar, and lunisolar.

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.

The Doubter’s Companion: Anti-Intellectualism

Anti-Intellectualism: A self-validation ritual created by and for intellectuals.

There is no reason to believe that large parts of any population wish to reject learning or those who are learned. People want the best for their society and themselves. The extent to which a populace falls back on superstition or violence can be traced to the ignorance in which their elites have managed to keep them, the ill-treatment they have suffered, and the despair into which a combination of ignorance and suffering have driven them.

Given the opportunity, those who know and have less want themselves or their children to know and have more. They understand perfectly that learning is central to general well-being. The disappearance of the old working-class in Germany, France, and northern Italy between 1945 and 1980 is a remarkable example of this understanding.

Yet political movements continue to capitalize on the sark side of populism. Throughout the 1980s and early 1990s a number of groups gathered national support—Jean-Marie Le Pen and his Front National in France, Ross Perot in the United States, the new German Right, the Reform Party and the Bloc Quebecois in Canada, the Northern League, Silvio Berlusconi’s Forza Italia and the neo-Fascist movement in Italy. These movements share the same message, each in their local way. It combines a simplistic as opposed to straightforward approach to public affairs with the ability to tap the public’s disgust over the established elites.

The conclusion drawn by the Platonists—who account for most of our elites—us that the population constitutes a deep and dangerous well of ignorance and irrationality; if our civilization is in crisis the fault must lie with the populace which is not rising to the inescapable challenges. And yet civilizations do not collapse because the citizenry are corrupt or lazy or anti-intellectual. These people do not have the power or influence to either lead or destroy. Civilizations collapse when those who have power fail to do their job. Ross Perot was created by Harvard, not by illiterate farmers.

Our elites are concerned by what they see as intellectual Luddism all around them—television, films and music prospering at the lowest common denominator; spreading functional illiteracy; a lack of public appreciation for the expertise which the elites see as guiding all aspects of human life. It appears to them as if the populace is stubbornly refusing to fill an appropriate role in a corporatist society.

Perhaps this is because the anti-intellectualism over which the elites make such a fuss is in fact the reply of the citizenry to both the elites’ own pretension of leadership and their failure to lead successfully. This profoundly pyramidal model of leadership takes the form of obscure language, controlled information and the reduction of individual participation at almost all levels to one of pure function.

The elites have masked their failures by insisting that the population is lazy, reads junk, watches television and is badly educated. The population has responded by treating the elites with a contempt reminiscent of the attitudes of the pre-modern underclasses.

If economics are rendered incomprehensible except to experts and in addition are unable to deal with our economic problems, why should anyone respect economists? If the corporate managerial elites cannot explain in a non-dogmatic, reasonable manner what they are doing and why, is there any good reason to believe that their decisions will serve the general good? If those who create the tools of public communication—such as fiction—write novels that do not communicate, why should the public consider these works relevant or important?

It’s not that everyone must understand everything; but those who are not experts must see that they are part of the process of an integrated civilization. They will understand and participate to the best of their ability. If excluded they will treat the elites with an equal contempt.

Excerpted from: Saul, John Ralston. The Doubter’s Companion. New York: The Free Press, 1994. 

Cultural Literacy: Academic Freedom

As state legislatures around the United States (and I am most definitely looking at you, Florida) pass “right-to-remain-ignorant” laws and impose them on educational institutions, now seems like the perfect moment to post this Cultural Literacy worksheet on academic freedom. This is a half-page worksheet with a once-sentence–a longish compound, nota bene–reading and two comprehension questions.

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.