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: Atmosphere

“Atmosphere: The mood and feeling, the intangible quality which appeals to extra-sensory as well as sensory perception, evoked by a work of art. For instance, the opening scene in Hamlet where the watch is tense and apprehensive, even “jumpy.” By contrast, the beginning of Ben Jonson’s The Alchemist indicates clearly that the play is going to be comic to the point of knockabout. An excellent example in the novel is Hardy’s depiction of Egdon Heath in The Return of the Native.”

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

Terms of Art: Restrictive Term, Element, Clause

“Restrictive Term, Element, Clause: A phrase or clause that limits the essential meaning of the sentence element it modifies or identifies. Professional athletes who perform exceptionally should earn stratospheric salaries. Since there are no commas before and after the italicized clause, the italicized clause is restrictive and suggests that only those athletes that perform exceptionally are entitled to such salaries. If commas were added before who and after exceptionally, the clause would be nonrestrictive and would suggest that all professional athletes should receive stratospheric salaries.”

Excerpted from: Strunk, William Jr., and E.B. White. The Elements of Style, Fourth Edition. New York: Longman, 2000.

Term of Art: Ability

“Ability: Developed skill, competence, or power to do something, especially (in psychology) existing capacity to perform some function, whether physical, mental, or a combination of the two, without further education or training, contrasted with capacity, which is latent ability.”

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

Term of Art: Academic Problem

“Academic problem: A learning difficulty, usually in a schoolchild, that does not amount to a learning disability.”

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

Term of Art: Schema

“Schema: A plan, diagram, or outline, especially a mental representation of some aspect of experience, based on prior experience and memory, structured in such a way as to facilitate (and sometimes to distort) perception, cognition, the drawing of inferences, or the interpretation of new information in terms of existing knowledge. The term was first used in a psychological sense by the English neurologist Sir Henry Head (1861-1940), who restricted its meaning to a person’s internal body image, and it was given its modern meaning by the English psychologist Sir Frederic Charles Bartlett (1886-1969) in his book Remembering: A Study in Experimental and Social Psychology [1932, p. 199] to account for the observation that errors in the recall of stories tend to make them more conventional, which Bartlett attributed to the assimilation of the stories to a pre-existing schemata. The concept of a frame, introduced in 1975 by the US cognitive scientist Marvin (Lee) Minsky (1927-2016), is essentially a schema formalized in artificial intelligence. A script is a schema of an event sequence.”

[From Greek schema a form, from echein to have]”

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

Personal Identity

Let me start with the documents, to wit this reading on personal identity and its accompanying vocabulary-building and comprehension worksheet. The more I think about the conceptual and personal issues attached to personal identity, and how self-identifying has empowered oppressed communities, the more I think I would like to build either a short unit or a long lesson around these documents. If that interests you, please read on.

It’s one of those big philosophical and psychological concepts, but in the realm of the classroom teacher, individuation means that students have begun the process of discovering the self, or themselves, if you prefer. In any case, identity is important. To whatever extent we can, I think we are intellectually and morally obliged to abet this process in kids.

Especially now, when social media appear, as an emerging scholarly discourse indicates, to erode individuation. If you’re interested, this stylish and literate blog post from The Literary Blues supplies a nice basic outline of the means by which social media diminishes individualism. A lesson or unit on personal identity would proceed most effectively, I submit, if it addressed these critical issues of identity and social media.

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.

Akbar the Great

He’s an important, indeed representative figure, of the Mughal Empire, so here is a reading on Akbar the Great along with its accompanying vocabulary-building and comprehension worksheet.

At this writing, with the rising tide of Hindu Nationalism engendered by the current Indian prime minister, Narendra Modi and his Bharatiya Janata Party (BJP), this is a timely reading. That the BJP has worked to revise Indian social studies texts to minimize and trivialize the role of Muslims (like Akbar) makes this vital reading.

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.

Cultural Literacy: First Amendment

Here is a Cultural Literacy worksheet on the First Amendment to the United States Constitution. If now isn’t a good time to spend some time reading, thinking, and writing about the rights guaranteed by this Amendment, I don’t know when would be.

If I were teaching this important topic in civics this fall, I would be sure to emphasize the Establishment Clause as well as the guarantee of the right “of the people peaceably to assemble.” As Kevin Phillips’ nightmare scenario of an American Theocracy begins to advance to lived reality, the Establishment Clause becomes a very important topic of study. As far as peaceably assembling, that right appears to have been abrogated.

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: Acute Stress Disorder

“acute stress disorder: A transient anxiety disorder following exposure to a traumatic event, with a similar pattern of symptoms to post-traumatic stress disorder plus symptoms of disassociation (such as dissociative amnesia, depersonalization, derealization) but occurring within four weeks of the traumatic event. If the symptoms persist beyond four weeks, then a diagnosis of post-traumatic stress disorder may be considered.

[From the Latin acutus sharpened, from acuere, to sharpen, from acus a needle]”

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

The Weekly Text, September 25, 2020, Hispanic Heritage Month 2020 Week II: A Reading and Comprehension Worksheet on American Imperialism

This week’s Text–and it may seem odd as an offering for National Hispanic Heritage Month–is this reading on American Imperialism and its accompanying vocabulary-building and comprehension worksheet. The United States has violated the sovereignty of Latin American nations repeatedly since the early-nineteenth century. This meddling in the affairs of Latin America arguably began with the theology of Manifest Destiny and the foreign policy of the Monroe Doctrine.

Even the easygoing researcher will locate dozens of examples of United States involvement in Latin America. Three are most salient for the purposes of this blog post, mostly for their egregiousness: the 1954 coup in Guatemala that overthrew the democratically elected Jacobo Arbenz; ten years later, the 1964 Brazilian coup that toppled the leftist government of Joao Goulart; and, in my own historical memory, the 1973 coup against the democratically elected President of Chile, Salvador Allende. The latter, incidentally, has been extensively documented, with then Secretary of State Henry Kissinger’s role in the Chilean coup examined by, among others, the late Christopher Hitchens and, most comprehensively, by the National Security Archive.

Incidentally, Henry Kissinger is regarded around the world as a war criminal–as this withering editorial from 2017 in The Harvard Crimson emphasizes.

Finally, I’ve always found it useful to turn to one of American history’s most famous quotes, from General Smedley D. Butler, on American imperialism:

“I spent 33 years and four months in active military service and during that period I spent most of my time as a high class muscle man for Big Business, for Wall Street and the bankers. In short, I was a racketeer, a gangster for capitalism. I helped make Mexico and especially Tampico safe for American oil interests in 1914. I helped make Haiti and Cuba a decent place for the National City Bank boys to collect revenues in. I helped in the raping of half a dozen Central American republics for the benefit of Wall Street. I helped purify Nicaragua for the International Banking House of Brown Brothers in 1902-1912. I brought light to the Dominican Republic for the American sugar interests in 1916. I helped make Honduras right for the American fruit companies in 1903. In China in 1927 I helped see to it that Standard Oil went on its way unmolested. Looking back on it, I might have given Al Capone a few hints. The best he could do was to operate his racket in three districts. I operated on three continents.”

(Smedley D. Butler, War is a Racket: The Antiwar Classic by America’s Most Decorated Soldier (Port Townshend, Washington: Feral House, 2003.)

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.