Tag Archives: building vocabulary/conceptual knowledge

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.