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.

Cultural Literacy: Alien and Sedition Acts

Because it was an important topic, as I recall, in the United States History course I taught for a couple of years, I suspect this this Cultural Literacy worksheet on the Alien and Sedition Acts will be useful to teachers of that subject. Indeed, when I briefly–but happily–co-taught United States History in Lower Manhattan, my esteemed colleague taught this with a thoroughness that persuades me this worksheet probably can only serve either as an introduction to the subject, or as an independent practice worksheet.

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.

Term of Art: Cliometrics

 “Cliometrics: A term formed by compounding the muse of history and the concept of measurement, devised by its practitioners to describe the ‘new quantitative economic history’ which developed in the United States during the late 1950s, and rapidly became controversial in the American and European historical community. Cliometricians applied sophisticated statistical techniques (such as regression analysis) to historical data, and (to cite the example of the most prominent studies) attempted to calculate the profitability of slavery in the period before the American Civil War, and to quantify the contribution of the American railroads to economic growth (see R.W. Fogel and S.L. Engerman, Time on the Cross, 1974, and Fogel’s Railroads and American Economic Growth, 1964).

Cliometric work was controversial, not only because of the usual distrust of the (usually reconstructed) numerical data and the (occasionally questionable) use of advanced statistical techniques, but also because the most prominent studies framed their hypotheses in the novel form of explicit counterfactuals. That is, for example, they asked the question ‘What would have happened if the railroads had not been built?’ Most also rested on what were deemed to be the rather narrow behaviorist assumptions of neo-classical economics.

With hindsight, it is easy to see that the new quantitative history was not in fact all that novel, since many of the leading economists and economic historians of the early twentieth century made liberal use of quantitative historical data and neo-classical theory respectively. The use of large-scale data-sets, further encouraged by developments in computer technology, is now established practice in modern history. In contemporary usage, the term cliometrics is still commonly applied to attempts to apply social science theory and statistical analyses to historical data, but it no longer describes a sharply defined school. Cliometric analyses are now found across a wide range of substantive historical subject areas.”

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

Jean Piaget and Pedagogy and the Pedagogue

“The most admirable of reforms cannot but fall short in practice if teachers of sufficient quality are not available in sufficient quantity…Generally speaking, the more we try to improve our schools, the heavier the teacher’s task becomes; and the better our teaching methods, the more difficult they are to apply.”

Jean Piaget

Science of Education and the Psychology of the Child (1970)

Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.

Richard Lederer’s Famous History of the World in Student Bloopers

House cleaning continues at Mark’s Text Terminal. Over 12 years of storing material inevitable redundancies occur, as do good intentions never realized–i.e. material planned, even begun, but never executed. For the next week or so, I’ll post materials that might be useful to you, readers and colleagues. In so doing, I’ll drive to separate the precious metals from the dross and the wheat from the chaff–and try not to waste your time with dross and chaff (shall I continue to beat these overworked metaphors?).

Somewhere along the line, most college students, I hope, encounter Richard Lederer’s famous (or infamous, I suppose, depending on one’s sense of humor) “The World According to Student Bloopers.” If you can use it, here is a typescript of that hilarious compendium.

Should you find typos in this document, they can be easily corrected by consulting Professor Lederer’s original under the middle of the three hyperlinks (“The World…”) above.

Term of Art: Attribution

“attribution: The ways in which an individual understands the sources of success, difficulty, or failure. Often, people with learning disabilities attribute their successes and failures to factors they do not control, such as luck, the nature of the task, or their own inadequacies. By contrast, successful learners tend to attribute failure or success to their own level of effort and perseverance, and see themselves as having control over the outcomes of their work.

Attribution theory provides an approach to understand the difficulties with motivation experience by some people with learning problems, and also suggests that direct guidance in changing attribution styles may be helpful to those with learning disorders.”

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

Historical Term: Imperialism

Imperialism: (deriv. Lat. imperium, power). Acquisition and administration of an empire, often as a part of general commercial and industrial expansion. From the 15th century onwards, Spain, Portugal, Holland, France, and Britain began building overseas empires. Modern imperialism, however, probably dates from the 1880s and the scramble for colonies in under-developed Africa. Marxism-Leninism ascribes the survival of capitalism and World War I to this late surge of European imperialism. Italy, Germany and Japan failed to acquire empires in the 19th century due to their late national unification or industrialization; they attempted to do so in the 20th century by war. The USSR had been described as an imperialist power because it had absorbed the formerly independent countries of Estonia, Latvia, and Lithuania and had sought to dominated neighboring states, not only Warsaw Pact countries but also Afghanistan and China. US involvement in Southeast Asia and Latin America had also resulted in the USA also being termed an imperialist power.”

Excerpted from: Cook, Chris. Dictionary of Historical Terms. New York: Gramercy, 1998.

Term of Art: Rationalism

Rationalism: 1. The doctrine associated especially with the French philosopher Rene Descartes (1596-1650), the Dutch philosopher Baruch Spinoza (1632-77), and the German philosopher and mathematician Gottfried Wilhelm von. Liebniz (1646-1716) that it is possible to obtain knowledge by reason alone, that there is only one valid system of reasoning and it is deductive in character, and that everything is explicable in principle by this form of reasoning…. 2. The more general view that everything is explicable in principle by one system of reasoning. 3. A general commitment to reason as opposed to faith, religious belief, prejudice, tradition, or any other source of belief that is without foundation in reason. Rationalist: one who believes in or practices rationalism (1, 2, 3). Rationalistic.

Excerpted from: Colman, Andrew M., ed. Oxford Dictionary of Psychology. New York: Oxford University Press, 2003.

Romanticism

“Romanticism: (romantic art): A style prevalent in the first half of the 19th century, particularly in painting, in which imagination played the dominant role. Referring more to a state of mind then to a style, romanticism was a marked reaction against the rationalism associated with Neoclassicism. One of the chief concerns of the romantic artist was the illustration of literary themes, often derived from contemporary romantic writings. Leading romantic artists included Eugene Delacroix, William Turner, and Caspar David Friedrich.”

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

Ralph Tyler on Organizing Curricula

“In identifying important organizing principles, it is necessary to note that the criteria, continuity, sequence, and integration apply to the experiences of the learner and not to the way in which these matters may be viewed by someone already in command of the elements to be learned. Thus, continuity involves the recurring emphasis in the learner’s experience upon these particular elements; sequence refers to the increasing breadth and depth of the learner’s development; and integration refers to the learner’s increased unity of behavior in relating to the elements involved.”

Ralph W. Tyler

Basic Principles of Curriculum and Instruction

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

Term of Art: Cognitive Dissonance

“Cognitive Dissonance: A major cognitive theory propounded by Leon Festinger in A Theory of Cognitive Dissonance (1957). The theory addresses competing, contradictory, or opposing elements of cognition and behavior: for example, why do people continue smoking, when they know that smoking damages health? Festinger suggests that individuals do not believe so much out of logic as out of psychological need—a kind of psycho-logic. He argues that, striving for harmony and balance, there is a drive towards consonance amongst cognitions. Dissonance reduction may happen either through a change in a person’s behavior or a shift in attitude; thus, in the example cited above, either they stop smoking, or else modify their knowledge, for example, to the belief that ‘most people who smoke don’t die young and so aren’t really at risk.’ The theory is almost tautological in postulating some inner need for consistency, and has been criticized for ambiguity, but it has been enormously influential.”

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