Tag Archives: philosophy/religion

3 Furies

“Megaera * Tisiphone * Alecto

The furies (Erinyes) were also known in Athens by the cautious euphemism of the Eumenides—‘the kindly ones’—and were worshipped in a cave below the Parthenon. Megaera the jealous, Tisiphone the blood avenger and Alecto the unceasing were elemental figures of human power—the relentless winged spirits of Conscience, Punishment and Retribution hunting down the guilty.

Later traditions identified them as the daughters of Gaia, inseminated when the bloody testicles of the ancient god Uranus, who was castrated by his son Cronus, fell to the earth. They are sometimes depicted like a winged spirit of victory, sometimes like a Medusa figure dripping with gore and a scalp sprouting a mane of thrashing serpents.”

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.

Book of Answers: Ten Days that Shook the World

“What are the Ten Days that Shook the World? They are the days of the Russian Revolution of 1917, which brought an end to the imperial rule of the czars and replaced it with communism. The title refers to the 1919 eyewitness account of the revolution by American writer and sympathizer John Reed (1887-1920).”

Excerpted from: Corey, Melinda, and George Ochoa. Literature: The New York Public Library Book of Answers. New York: Simon and Schuster, 1993.

Geoffrey Chaucer

When I taught high school in Lower Manhattan, The Canterbury Tales was in the English Language Arts curricular cycle. I have always assumed that one of the big ideas in teaching this book was continuity and change, particularly where language is concerned. After all, this book is a significant moment in the evolution of English as a vernacular language.

I worked up this reading on Geoffrey Chaucer and its accompanying vocabulary-building and comprehension worksheet to assist the kids in my classes to prepare to read and at least gain some understanding of the own of Chaucer.

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.

Chapter 3 of The Reading Mind, “Reading at a Glance”: Summary, Implications and Discussion Questions

“Summary

  • Experienced readers have distinct representations for three aspects of each word: the sound, the spelling, and the meaning. These representations are distinct, but tightly linked, so that thinking of one makes it easy to think of the other two.
  • Experienced readers can access meaning from print either by sounding words out or by matching the spelling on the page to an orthographic representation in the mind.
  • Experienced readers typically use both pathways to word meaning simultaneously as they read.
  • Orthographic representations of words help you identify letters, even as letter identification helps you know which word you’re reading; the two processes are reciprocal.
  • When readers can read by spelling as well as by sound, decoding requires less attention, which leaves more attention available for the work of comprehension.
  • Spelling representations develop through reading.

Implications

  • It seems at least plausible that you would use the same orthographic representations to read and to write. Thus we might expect that instruction in the spelling of words would help orthographic representations develop. Indeed, evidence shows that such instruction does improve reading. So that’s a reason to include spelling instruction in schools, even though we all use word processors with spell-checkers.
  • If orthographic representations develop through self-teaching, then they won’t develop as well if children don’t get proper feedback. That is, if a child sees “bear” but sounds it out as beer, that’s going to slow progress in developing the right orthographic representations, That, in turn, suggests that this aspect of reading practice will be more effective if students read aloud, rather than silently, at least until they can sound words out pretty reliably. The quality of feedback they receive matters too—gains are larger when an adult provides feedback than when a peer does.
  • If spelling representations help students read with greater prosody, then it might be helpful for students to have a model of what prosodic reading should sound like.

Discussion Questions

  • I said that the seemingly rule-less system of English spelling makes more sense if you take context into account. How many of these contextual rules do you think students are taught? Should they learn about them implicitly, as they gain experience in reading? Do you think most teachers explicitly know most of these rules?
  • How does the reciprocal nature of letter-reading and word-reading provide insight into why proofreading is so difficult?
  • People acquire all sorts of expertise that is primarily visual. For example, judges at dog shows have expertise in the desired looks of particular breeds and would notice subtle distinctions that most of us would miss. You can think of reading by orthography as a similar sort of visual expertise. How do you suppose someone like a dog show judge gains their expertise? Does this make you think about teaching reading differently or confirm what you already thought?
  • What are some of the ways that writers signal particular prosody? For example, in the sentence “Steve gave Pascual the ball,” how would you signal to a reader that the important message in this sentence is that it was Steve who did this, not someone else, as the reader might have thought? Although there are some ways to signal prosody, there’s nothing close to a complete system to do so. Why not? Why don’t we all learn a system of marks (as some languages use accent marks) that signal changes in emphasis, tempo, and pitch?
  • I’ve emphasized that adding orthographic representations results in smaller attention demand for decoding, leaving more attention available for comprehending what you’re reading. What else requires attention during reading? What types of texts are especially attention-demanding? What do readers choose to do as the read that draws attention away from the act of reading? How much does it matter?”

Excerpted from: Willingham, Daniel T. The Reading Mind: A Cognitive Approach to Understanding How the Mind Reads. San Francisco: Jossey-Bass, 2017.

Aesop’s Fable: “The Farmer and the Fortune”

OK, here is a lesson plan Aesop’s fable “The Farmer and the Fortune.” Of course, you’ll need the reading and inquiry questions that constitute the work of this lesson.

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.

Term of Art: Self-Fulfilling Prophecy

“Self-Fulfilling Prophecy: A concept introduced into sociology by Robert Merton (see his Social Theory and Social Structure, 1957), and allied to William Isaac Thomas’s earlier and famous theorem that ‘when people define situations as real, they become real in their consequences.’ Merton suggests the self-fulfilling prophecy is an important and basic process in society, arguing that ‘in the beginning, a false definition of the situation evokes a new behavior which makes the original false conception come true. [It] perpetuates a reign of error.’”

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

Lyndon B. Johnson on the Great Society

“The Great Society is a place where every child can find knowledge to enrich his mind and to enlarge his talents…It is a place where men are more concerned with the quality of their goals than the quantity of their goods.”

Lyndon B. Johnson in a speech at the University of Michigan (1964)

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

Historical Term: Anarchism

“Anarchism (deriv. Gk. anarchia, non-rule) Doctrine advocating the abolition of all organized authority, since, in the words of Josiah Warren, ‘every man should be his own government, his own law, his own church.’ The first systematic exposition of anarchy was William Godwin’s Enquiry Concerning Political Justice (1793–which claimed that since men, when given free choice, are rational, sociable, and cooperative, they will form voluntary groups and live in social harmony without state control of the institution of property). Such a situation would be achieved not by revolution but by rational discussion, Pierre Joseph Proudhon (1809-65),  a French economist, elevated anarchism to the status of a mass movement in Qu’est-ce la propriete? (What Is Property?), published in 1840. In it he concluded that property is theft and that ‘governments are the scourge of God.’ He urged the establishment of non-profit making cooperative credit banks to provide interest-free capital. He disapproved of violence and of organized groups, including trade unions. These ideas were combined with a revolutionary philosophy by communistic anarchists, including the Russians Michael Bakunin (1814-76) and Peter Kropotkin (1842-1921), who favored ‘direct action’ by the workers to topple the state by all possible means, including assassination. In 1868 anarchists joined the First International, which was later split following conflicts between Marxists and the followers of Bakunin. Anarchists were later responsible for the assassination of Tsar Alexander II, King Humbert of Italy, Empress Elisabeth of Austria, President McKinley of America and President Carnot of France.

Anarchism differs from communism in its opposition to the state and its refusal to form political parties. Not all anarchists advocated violence. Philosophical anarchists such as the American Henry Thoreau (1817-62) were primarily individualists believing in a return to nature, nonpayment of taxes and passive resistance to state control. Leo Tolstoy (1828-1916) professed a Christian anarchism, believing the state to be inconsistent with Christianity and holding that refusal to pay taxes, render military service or recognize the courts would topple the established order. Such ideas influence Gandhi. In Spain the anarchists actually participated in government (1936-7) but the conflict between anarchists and communists within the Spanish Republican ranks during the Civil War, together with the mounting prestige of Soviet Communism between 1941 and 1948 led to a decline in the international influence of anarchism. But in the 1960s anarchist sentiment revived in the student movement’s revulsion at capitalism, coinciding with disillusionment at Soviet foreign policy. In recent anarchist movements such as the Baader-Meinhof group and Italian Red Brigades, terrorism is prevalent.”

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

Aesop’s Fables: “The Boasting Traveler”

Moving right along on this sunny spring morning, here is a lesson plan on Aesop’s fable “The Boasting Traveler” and its reading and comprehension questions worksheet. There’s not much to say about this or any of the other short lessons on this blog based on Aesop’s Fables other than I wrote them for a younger group of students than I have generally taught over the course of my career as a public school teacher.

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.

A Lesson Plan on Class Hierarchies and Their Origins

While this lesson plan on class hierarchies and their origins isn’t exactly the most distinguished work I have ever posted here, it may be of some use in you classroom. In any case, as always, the documents here are in Microsoft Word, so you can modify them to suit your and your students’ needs and circumstances. I open this lesson with this context clues worksheet on the noun civilization; if the lesson goes into a second day (and if the questioning and discussion of this material in your classroom expand to the extent they generally did in mine, you will be on this material for two days) , here is another on the noun civilian. If nothing else, by the end of this lesson students will have a fair grasp of the Latin word root civilis and its conceptual significance. Finally, here is the reading and comprehension worksheet that is the work of this lesson.

Parenthetically, as I review the social studies material I prepared over the years, I find it is at best a mishmosh. Less charitably, it is a mess. The social studies units I wrote over the years reflect more than anything my attempts to teach global studies in a way that would give the struggling students I served their best chance at passing the high-stakes New York State Global History and Geography Regents Examination. To put it a succinctly as possible, I was always, in my curriculum design in social studies, racing to keep up with that infernal test.

Rather than try to sort through this material, which has delayed my publishing it, I have decided to post it as is. It won’t always be the best and the brightest, but it will be manipulable so that you, dear reader, can make it better. If you ever consider leaving comments on this site, I would greatly appreciate your thoughts on these global history lessons.

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.