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.

A Goal-Setting Form for Writing

This morning, after reading a few pages a day for a couple of months, I finally finished Martha Stone Wiske’s (she edited) excellent book Teaching for Understanding: Linking Practice with Research (San Francisco: Jossey-Bass, 1998). Like the National Research Council’s How People Learn, this book is a road map to the kind of deep conceptual teaching I yearn to do.

I grabbed this goal-setting form for writing from the book’s pages, if you can use 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.

Generative Topics

“Determining the content of curriculum is a thorny problem. Whose favorite ideas are addressed, whose interests are served, whose passions are engaged, who makes curriculum decisions, and how do we ensure that all students are comparably prepared? The history of previous efforts to teach for understanding, as Vito Perrone describes in Chapter One, reveals reveals some recurring features of curriculum designed to foster understanding. One is that curriculum the taught in school relates to the concerns and experiences that occupy students in their regular lives. Perrone argues that in order to make these connections between schoolwork and students’ daily lives, teachers must be primary decision makers about curriculum. Teachers must select the substance and adjust the shape of curriculum to meet the needs of their particular students. Another basic criterion for curriculum designed to promote understanding is that it does not simply impart information. Rather the curriculum must involve students in continuing spirals of inquiry that draw them from one set of answers to deeper questions and that reveal connections between the topic at hand and other fundamental ideas, questions, and problems. Yet teachers must balance these needs for curriculum tailored to particular groups of students and for open-ended inquiry with a concern for some degree of standardization, equity, and legitimacy. How should teachers choose and design curriculum that meets these various requirements?

This question occupied the Teaching for Understanding project and its group of university-based researchers and teachers from middle and high schools who taught a range of subject matters–history, mathematics, science, and English.They readily acknowledged Dewey’s idea of organizing curriculum around themes as a fruitful starting place. But the question of which topics to select remained. A list of generative topics for different subject matters would be too cumbersome. Instead of stipulating particular topics, this collaborative group set itself the task of defining criteria to help teachers identify and evaluate generative curricular topics?”

Excerpted from: Wiske, Martha Stone, ed. Teaching for Understanding: Linking Research and Practice. San Francisco: Jossey-Bass, 1998.

Historical Term: Calvinism

“Calvinism: Branch of Protestantism founded on the teaching of the French reformer Jean Chauvin (1509-64), known as Calvin from the Latin form of his name. Calvin gave the first systematic justification of Protestantism in Institutes of the Christian Religion (1536) and thus became the intellectual leader of the Reformation. Calvinism is marked by its dogma of predestination, the belief that God has unalterably destined some souls to salvation and others to eternal damnation. Its harsh, logical beliefs inspired English Puritans, French Huguenots and some of the Dutch in their fight against the domination of Catholic Spain. The sect has been established in the Reformed or Presbyterian churches of France, Holland, and Scotland; Calvinist rule was also ruthlessly enforced under Calvin himself in Geneva by the Consistorium. The Calvinist beliefs that labor is a command of God and material success a mark of his favor—contradicting the medieval ideas of the virtue of poverty and the evil of usury—may have contributed to the rise of capitalism.”

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

George Eliot on Educators’ Ethics

“Those who trust us educate us.”

George Eliot (1819-1880)

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

A Glossary of Linguistic Terms

I recently started writing a phonics unit based on Denise Eide’s excellent book Uncovering the Logic of English: A Common-Sense Approach to Reading, Spelling and Literacy (Minneapolis: Pedia Learning Inc, 2011). In the process of assembling materials for this unit, I typed up this glossary of linguistic terms from the book. It’s probably useful as a learning support for both teachers and students.

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: Rites of Passage

“rites of passage: The rituals associated with a change of status, for example from youth to adulthood, and from unmarried to married state. In his classic study by the same name, Arnold van Gennep distinguished rites of separation, rites of segregation, and rites of integration. Rituals associated with a change in status were identified as having these three stages. Between each there are clear symbolic demarcations.”

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

Golden Section

“Golden Section: (golden mean) A geometrical proportion known at least since Euclid and regarded as a universal law of the harmony of proportions in both art and nature. The common formula is: to divide a finite line so that the shorter part is to the longer part as the longer part is to the whole.”

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

The Devil’s Dictionary: Commerce

“Commerce, n. A mind of transaction in which A plunders from B the goods of C, and for compensation B picks the pocket of D of money belonging to E.” 

Excerpted from: Bierce, Ambrose. David E. Schultz and S.J. Joshi, eds. The Unabridged Devil’s Dictionary. Athens: The University of Georgia Press, 2000. 

Rotten Reviews: A Long and Happy Life by Reynolds Price

“Very nearly a parody of the Southern Gothic novel…written in imitation Faulkner–a wearisome and hopeless style.”

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

Brewer’s Curious Titles: Finnegan’s Wake

“Finnegan’s Wake: A radically experimental modernist novel (1939) by James Joyce (1882-1941). He began work on it in 1922, but was too superstitious to reveal the title; sections were published (1927-1930) in New York as ‘Work in Progress.’ Finnegan’s Wake is a record of a night, in which the mind of the sleeping H.C. Earwicker is interpreted with great virtuosity and invention of language, with meaning piled upon meaning. Joyce illustrated his literary method by saying that he was tunneling through a mountain from two sides. The structure largely follows the Italian philosopher Giovanni Battista Vico (1668-1744), who divided human history into three ages, divine, heroic, and human, to which Joyce added a fourth, return, emphasizing Vico’s theory of evolutionary cycles in civilizations. The circularity of Joyce’s work is emphasized by the fact that the last sentence merges into the first:

‘riverrun, past Eve and Adam’s, from swerve to shore to bend of bay, brings us by a commodius vicus of recirculation back to Howth Castle and Environs.’

The punning title derives from and Irish-American ballad about Tim Finnegan, a drunken hod-carrier who falls from his ladder and is killed. A splash of whiskey at his wake awakes him and he exclaims ‘Do ye think I’m dead then?’ The title also suggests the return (awakening) of Fionn Mac Cumhaill, mythical hero of the Ossianic cycle of stories.

Among the many coinages in Finnegan’s Wake, one in particular has come into wider usage. It was from Joyce’s phrase ‘Three quarks for Muster Mark” that the US physicist Murray Gell-man (1929-2019) took the word ‘quark,’ which he applied to what were then hypothetical elementary particles making up the protons and neutrons in the nucleus of an atom. Intriguingly, quarks have such properties as charm colour, and strangeness.”

Excerpted from: Crofton, Ian, ed. Brewer’s Curious Titles. London: Cassell, 2002.