Category Archives: Essays/Readings

This category often, but not always, designates a piece of my own writing on a topic on a variety of topics. So, if you are interested in listening to me bloviate, click on this category! The Essays/Readings category may also include extended quotes from books, particularly on pedagogy, literacy, terms of art, and philosophy.

Term of Art: Orthography

“Orthography (noun): The writing of words with proper or accepted letters or symbols; the written or printed representation of speech sounds; the study or field of spelling or characters in a language; specific mode or system of spelling; correct spelling. Adjective: orthographic, orthographical; adverb: orthographically.

‘In these records we find numerous misused words, neologisms, and phonetic spellings remarkable even in that relatively freewheeling orthographic age, spellings like kow ceeper and piticler, pharme, and elc, engiane, and injun.’ Mary Dohan, Our Own Words.”

Excerpted from: Grambs, David. The Random House Dictionary for Writers and Readers. New York: Random House, 1990.

Cultural Literacy: Hunting and Gathering Societies

OK. Here is a Cultural Literacy worksheet on hunting and gathering societies. I’m hard pressed to imagine that this doesn’t belong as a foundation stone in any social studies curriculum.

Hell, it may even arouse interest in building a cooperative society. Remember cooperation? I liked it.

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.

Impressionism

Impressionism: The 19th-century movement, well developed by the time of the first impressionist exhibition in 1874, that is now regarded as the culmination of realism. The impressionist painters analyzed natural effects with devoted intensity. They devised the spectrum palette and relied on optical mixing to capture the impression of light at a given moment. The most important of them include Edgar Degas, Edouard Manet, Claude Monet, Camille Pissarro, Pierre-Auguste Renoir, and Alfred Sisley.”

Excerpted from: Diamond, David G. The Bulfinch Pocket Dictionary of Art Terms. Boston: Little Brown, 1992.

5 Rivers of Hades

Acheron * Cocytes * Phlegethon * Lethe * Styx

Which is to say: the river of sorrow, the river of damnation, the river of fire, the river of oblivion, and the river of hate, upon whose waters even the gods swore.

Some classical writers imagined Lethe as a pool of oblivion and added the pool of Mnemosyne (memory) beside it. Others envisaged flat, featureless misty land beside the rivers which they named the fields of Asphodel. The Plain of Tartarus was reserved for more active punishment just as the Fields of Elysium or the Isles of the Blessed were reserved for blameless heroes. But even for such a proud hero-warrior as Achilles, it would be better to be the meanest ploughboy on its green earth than Emperor of all the Dead. That monarch was Hades Plouton—rich in lost souls and mineral wealth and married for all eternity to Persephone, the iron queen.

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.

Term of Art: Marginalization

“Marginalization:  A process by which a group or individual is denied access to important positions and symbols of economic, religious, or political power within any society. A marginal group may actually constitute a numerical majority—as in the case of blacks in South Africa—and should perhaps be distinguished from a minority group, which may be small in numbers, but has access to political or economic power.

Marginalization became a major topic of sociological research in the 1960s, largely in response to the realization that while certain developing countries demonstrated rapid economic growth, members of these societies were receiving increasingly unequal shares of the rewards of success. The process by which this occurred became a major source of study, particularly for those influenced by dependency, Marxist, and world-systems theories, who argued that the phenomenon was related to the world capitalist order and not just confined to particular societies.

Anthropologists, in particular, have tended to study marginal groups. This stems in part from the idea that, by looking at what happens on the margins of a society, one can see how that society defines itself and is defined in terms of other societies, and what constitute its key cultural features.”

Excerpted from: Marshall, Gordon, ed. Oxford Dictionary of Sociology. New York: Oxford University Press, 1994.

Hudson River School

Hudson River School: Group of American realist landscape painters active between about 1820 to 1880 whose favorite subjects were scenes of the Hudson River Valley and the Catskill Mountains. Famous members were Thomas Cole, Asher Durand, and Frederic Church.”

Excerpted from: Diamond, David G. The Bulfinch Pocket Dictionary of Art Terms. Boston: Little Brown, 1992.

John Dewey on the Fundamentals of Clear Thought

“Alertness, flexibility, curiosity are the essentials; dogmatism, rigidity, prejudice, caprice rising from routine, passion, and flippance are fatal.”

John Dewey

How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process

Excerpted from: Wiggins, Grant, and Jay McTighe. Understanding by Design. Alexandria, VA: ASCD, 1998.

The Prisoner’s Dilemma

Over the years, I have produced a number of documents based on the interest of one student. This reading on the prisoner’s dilemma and its vocabulary-building and comprehension worksheet are one such set of documents.

My own first exposure to the prisoner’s dilemma came from a friend who encountered it as an undergraduate in what, if memory serves, was a history course. This same friend went on to law school, so he may have encountered it there. In any case, the prisoner’s dilemma is part of a broader study of mathematical models of human cognition and resultant conduct called game theory. I actually started to develop a unit on game theory when I realized two things: the first was that the student for whom I prepared the material offered in this blog post wasn’t as interested in it as he thought; the second was that I was woefully unqualified to teach a single lesson on game theory, let alone a whole unit.

If you have the time–I didn’t–a unit on game theory might be just the thing for a certain kind of student. However, it is a complicated field, and even adapting it for struggling or alienated high school students is no small task.

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: Hidden Curriculum

“Hidden Curriculum: In education, the hidden curriculum refers to the way in which cultural values and attitudes (such as obedience to authority, punctuality, and delayed gratification) are transmitted, through the structure of teaching and the organization of schools. This is different from the manifest or formal curriculum that is subject-based or topic-based. Philip Jackson’s classic work on Life in the Classroom (1968) points to three aspects of the hidden curriculum: crowds, praise, and power. In classrooms, pupils are exposed to the delay and self-denial that goes along with being one of a crowd; the constant evaluation and competition with others; and the fundamental distinction between the powerful and the powerless, with the teacher being effectively the infant’s first boss. Much sociological research has been concerned with the undesirable aspects of the hidden curriculum, whereby schools are said to sustain inequality, though sexism, racism, and class bias. If, as Emile Durkheim postulated, schools reflect the larger society of which they are a part, it is not surprising that, for good or for ill, the hidden curriculum reflects the values that permeate the other societal systems that interact with education.”

Excerpted from: Marshall, Gordon, ed. Oxford Dictionary of Sociology. New York: Oxford University Press, 1994.

Cultural Literacy: The Hapsburgs

Moving right along, here is a Cultural Literacy worksheet on the Hapsburgs.

Incidentally, if you are interested in turning this into high-interest material, you might note for students the infamous “Habsburg Jaw” (the dynasty’s name, I discover in researching this post, is spelled with both a p and a b), a visual metaphor for the inbreeding that occurred in this family. In fact, this family’s incestuous relationships are so well known that even the brilliant hit comedy series “30 Rock” wrote them into an episode starring, as Gerhardt Hapsburg, the great Paul Reubens (a.k.a. “Peewee Herman“).

I’ve never announced this fact about the Hapsburgs and have this material fall flat. Once students get beyond the obvious gross-out dimension of this story, there is a lot of room for a discussion of both literal and figurative incest in ruling-class families and how this affected and continues to affect sovereignty and power in nation-states.

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.