Category Archives: Quotes

As every second post on this site is a quote. You’ll find a deep and broad variety of quotes under this category, which overlap with several other tags and categories. Many of the quotes are larded with links for deeper reading on the subject of the quote, or connections between the subject of the quotes and other people, things, or ideas. See the Taxonomies page for more about this category.

Historical Term: Yippie

Yippie: Close contemporary of the hippy, but more actively involved in political action, particularly in protests against American involvement in Vietnam and the methods of US police. The term was coined by one of the movement’s leaders, Jerry Reuben [sic], and is derived from the initials of the Youth International Party and hippy. The Yippie movement faded in the early 1970s, possible because of the cessation of US involvement in Vietnam. ”

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

Term of Art: A Priori

“A priori: From the previous: proceeding form cause to effect, or reasoning form a premise or assumption to its logical conclusion; deductive, or according to rational consequences, rather than from the facts of experience; preliminary of prior to examination; accepted without question or examination; arbitrary or presumptive (contrasted with a posteriori). Adj. aprioristic; adv. a priori, aprioristically; n. a priori, apriorist.

‘Sometimes she went even further by insisting he had had a crisis when he thought he had merely a bad cabdriver, but when he accused of her of a priori reasoning, she simply reminded him that he was a classic wunderkind and that all wunderkinder tend to deny they have mild-life crises.’ Nora Ephron, Scribble, Scribble”

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

Rotten Rejections: A Village in the Vaucluse by Laurence Wylie

“In 1955 Laurence Wylie, Harvard’s esteemed professor of French civilization, sent the manuscript of a sensitive chronicle of French country life, A Village in the Vaucluse, to Knopf. Back it came with a letter of rejection which said, ‘It is so far from being a book for the general reader that nothing can be done about it.’ Wylie did nothing ‘about’ it–he sent it on to the Harvard University Press, which published it in the next year. It became and has remained an extremely popular book for the general reader and the scholar alike.”

Excerpted from: Bernard, Andre, and Bill Henderson, eds. Pushcart’s Complete Rotten Reviews and Rejections. Wainscott, NY: Pushcart Press, 1998.

E.H. Gombrich on Technological Advances

The next thing that the earliest people discovered was how to make pots out of clay, which they soon learned to decorate with patterns and fire in ovens, although by this time, in the late Stone Age, they had stopped painting pictures of animals. In the end, perhaps six thousand years ago (that is, 4000 BC), they found a new and more convenient way of making tools: they discovered metals. Not all of them of once, of course. It began with some green stones which turn into copper when melted in a fire. Copper has a nice shine, and you can use it to make arrowheads and axes, but it is soft and gets blunt more quickly than stone. But once again, people found an answer. They discovered that if you add just a little of another, very rare metal, it makes the copper stronger. That metal is tin, and a mixture of tin and copper is called bronze. The age in which people made themselves helmets and swords, axes and cauldrons, and bracelets and necklaces out of bronze is, naturally, known as the Bronze Age.”

Excerpted from: Gombrich, E.H. Trans. Caroline Mustill. A Little History of the World. New Haven: Yale University Press, 2005.

Term of Art: Heuristic

heuristic: A rule of thumb or procedure that works to provide a satisfactory if not optimal solution to a problem; a technique of discovery, invention, and problem solving through experimental or trial-and-error techniques. Some examples of heuristics include throwing out parts of a problem and solving the simplified version; breaking a problem into parts and solving each one separately; and means-end analysis–defining the current situation, describing the end state, and then taking steps to reduce the differences between them.”

Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.

Megavitamins and ADHD

megavitamins and ADHD: the use of very high doses of vitamins and minerals to treat attention deficit hyperactivity disorder is based on the theory that some people have a genetic abnormality that requires higher levels of vitamins and minerals.

However, there is a complete lack of supporting evidence for megavitamin treatment for learning disabilities, and there are no well-controlled studies supporting these claims. Both the American Psychiatric Association and the American Academy of Pediatrics have concluded that the use of megavitamins to treat behavioral and learning problems is not justified.”

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

4 Continents

“Europe * Asia * Africa * America

The four continents might seem to fit into the ancient sacred categories of 4 very neatly, but the concept is comparatively recent. Before the maritime discoveries of the fifteenth and sixteenth centuries, the fundamental concept was of three continents–Asia, Europe and Africa–knitted together by such lynch-pins of the world as Jerusalem and Constantinople, Antioch or Alexandria.”

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.

Write It Right: Admission for Admittance

“Admission for Admittance. ‘The price of admission is one dollar.’”

Excerpted from: Bierce, Ambrose. Write it Right: A Little Blacklist of Literary Faults. Mineola, NY: Dover, 2010.

A Glossary of Terms from Martha Stone Wiske’s “Teaching for Understanding”

Last week, after reading a few pages each morning with my coffee before leaving for work, I finished Martha Stone Wiske’s (ed.) Teaching for Understanding: Linking Research to Practice (San Francisco: Jossey-Bass, 1997); yesterday I finished its companion, The Teaching for Understanding Guide by Tina Blythe (San Francisco: Jossey-Bass, 1997). From the latter, I cribbed this glossary of Teaching for Understanding terms if you’re inclined to use this planning and instructional framework.

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.

Generative Topics in Teaching for Understanding

“Generative topics have several key features: They are central to one of more disciplines or domains. They are interesting to students. They are accessible to student (there are lots of resources available to help students pursue the topic). There are multiple connections between them and students’ experiences both in and out of school. And perhaps most important, they are interesting to the teacher.”

Excerpted from: Blythe, Tina, et al. The Teaching for Understanding Guide. San Francisco: Jossey-Bass, 1998.