Tag Archives: philosophy/religion

Term of Art: Paradigm

“Paradigm: [From Greek paradeigma, a pattern, an example, a basis for comparison. Stress: ‘PA-ra-dime’]. In grammar, a set of all the (especially inflected) forms of a word (write, writes, wrote, writing, written), especially when used as a model for word forms in Latin and Greek (in which key words represent the patterns of numbered groups in nouns, adjectives, verbs, etc.) and to a lesser extent for such other languages as French and Spanish (principally for verbs). Their use is limited in English, because it is not a highly inflected language.”

Excerpted from: McArthur, Tom. The Oxford Concise Companion to the English Language. New York: Oxford University Press, 2005.

Cultural Literacy: Jerusalem

Here’s a Cultural Literacy worksheet on Jerusalem, the center of the world’s monotheistic religions and a field of conflict for centuries. This is a full-page worksheet, so it might work well for independent practice–i.e. homework.

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.

Lord Russell on Life, Death, and Cognition

“Many people would die sooner than think; in fact, they do so.”

Bertrand Russell

Excerpted from: Winokur, Jon, ed. The Big Curmudgeon. New York: Black Dog & Leventhal, 2007.

Cotton Mather

OK, last but not least this humid morning, here is a reading on Cotton Mather and its attendant vocabulary-building and comprehension worksheet. United States history teachers take note.

And I’ll keep my snarky comments about aggressively militant Calvinists to myself. Likewise Reverend Mather’s role in the Salem Witch Trials.

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.

Write It Right: Conservative for Moderate

“Conservative for Moderate. ‘A conservative estimate’; ‘a conservative forecast’; ‘a conservative statement,’ and so on. These and many other abuses of the word are of recent growth in the newspapers and ‘halls of legislation.’ Having been found to have several meanings, conservative seems to be thought to mean everything.”

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

Term of Art: Hermeneutics

“hermeneutics: Movement in the philosophy of science, according to which the task of the human sciences is to elucidate the structure of the social institutions underlying behavior. Thus the aim of linguistics, as one human (and therefore ‘hermeneutic’) science, is to elucidate the rules of language, seen as rules that constitute such an institution.”

Excerpted from: Matthews, P.H., ed. The Oxford Concise Dictionary of Linguistics. New York: Oxford University Press, 2014.

Zeitgeist

“Zeitgeist: (Ger., spirit of the time) In art terms, refers to certain elements characterizing the mood, thinking, and resulting art production or a period or moment.”

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

Term of Art: Cultural Determinant

“A factor arising from racial, ethnic, or socioeconomic background that may systematically influence test performance on a specific assessment instrument.”

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

James Bryant Conant on High Schools

“If one accepts the ideal of a democratic, fluid society with a minimum of class distinction, the maximum of fluidity between different vocational groups, then the ideal secondary school is a comprehensive public high school.”

James Bryant Conant (1893-1978) as Quoted in The Teacher and the Taught (1963)

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

Term of Art: Analogy

analogy: A comparison between two different but related things. The ability to comprehend and create analogies is an important component of critical reasoning capabilities. For example, an analogy might compare the biological process of a tree growing from a small seed to a tall oak, to the human process of development from infancy to adulthood. This analogy would be written;

SEED : OAK AS INFANT : ADULT

Another type of analogy is the visual analogy. For example, in a 2 X 2 cell grid, the two cells on the left might contain blue strs, and the top cell on the right might contain a green square. The person taking the test must then select which of several presented figures (including the correct green square) mts go in the empty cell.

For some students with learning disabilities, understanding analogies may be very difficult. They may process information in fairly concrete ways, and miss more subtle connections between dissimilar things.

Often, however, the ability to reason analogically is a relative strength for students with learning disabilities.”

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