Tag Archives: philosophy/religion

Perceive (vt), Perception (n), Perceptive (adj)

Here are three context clues worksheets on the verb perceive, the noun perception, and the adjective perceptive. Because there are three parts of speech represented here, I try to use these in the classroom as chronologically close to each other as possible. Also, nota bene please that the verb perceive is only used transitively.

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: Social Fact

“Social Fact: A complex notion, with attributes of externality, constraint, and ineluctability. It is to be understood within the context of Emile Durkheim’s conception of collective conscience and collective representations. Social facts are ways of acting which emanate from collectively elaborated and therefore authoritative rules, maxims, and practices, both religious and secular. Norms and institutions are examples of social facts in more or less solidified forms. They constitute practices of the group taken collectively and thus impose themselves and are internalized by the individual. Because they are collectively elaborated they are moral and therefore constrain individual behavior. The interesting problem for sociologists concerns the gap between the ideal representations and the material social organizations and their constituent actions—as, for example, between the socially approved forms and the actual practice.”

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

Formalism

“Formalism:  A central tenet of modernist art criticism that emphasized the importance of line, color, and space (significant form). Representational content was considered irrelevant in the eyes of formalist critics. Since formalism provided ‘objective’ methods for looking at all art whether Western or not, ancient or contemporary, it was thought of as egalitarian. But the advent of Pop Art necessitated a different analysis that went beyond the work itself and examined influences from popular culture. Postmodern approaches to art-making and criticism investigate both form and content, as well as the context of art and its role in society.”

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

Term of Art: Theism

“Theism: A term which refers to the belief in the existence of a divine being, especially in the existence of a single God, who is thought to be personal and who is the Creator of the universe. Theism involves the idea of divine revelation, and consequently is contrasted with deism, the rational belief in divinity independent of faith in a revealed truth.”

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

On Planning Writing Assignments for Learning Disabled Students

“The fundamental fact is that LD [learning disabilities] is a topic largely ignored, displaced, or believed invalid by many members of the composition field. Any effort to make research within the field useful to the study of writing problems of students with learning disabilities, and possible solutions to these problems, must necessarily extrapolate from work done with other populations in mind, The questions of how to understand the writing difficulties of students with learning disabilities, and how best to serve them in the writing classroom or tutorial, are fundamentally marginalized.”

Gander, MacLean, and Stuart Strothman. Teaching Writing to Students with Learning Disabilities: A Landmark College Guide. Putney, VT: Landmark College, 2001.

Aesop’s Fables: “The Boy Bathing”

On a ninety-degree day in Vermont, here, appropriately, is a lesson plan on the Aesop’s fable “The Boy Bathing.” You’ll need this reading and inquiry questions for students to conduct the lesson. You’ll notice, as you will in all of these lessons I’ve posted on Aesop’s fables, that there is plenty of room to expand the range and nature of the questions on the worksheet. That’s by design. Aesop’s fables are miniature lessons in philosophy, and the kinds of questions they arouse can be improvised based on student perception, interest, and need.

Incidentally, this is the last of these I have to post at the moment. I could write more relatively easily. Are you using them? If so, leave a comment, and I’ll put writing a few more on my to-do list.

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: Social Work

“Social Work: The generic term applied to the various applied methods for promoting human welfare through the prevention and relief of suffering. In the late nineteenth century, social work was largely voluntary (notably as a charitable activity on the part of middle-class women), and aimed primarily at the alleviation of material poverty. In the period since the Second World War, social work practice has become increasingly professionalized, and now has a much wider remit embracing emotional and mental as well as economic well-being.

Contemporary social work tends to suffer from a lack of differentiation from the various other social services which comprise the modern welfare state. In Britain, for example, social workers have no legal obligation (and no practical resources) to deal with issues of unemployment, housing, and poverty—all of which are responsibility of other social services. What they are expected to deal with are the wide range of problems which diminish the ‘quality of inner life’; for example, problems and crises associated with adoption, fostering of the young and old, marital reconciliation, sexual and physical abuse, and people’s relationships with one another generally.

There are several models of social work practice. The ‘problem-solving’ approach involves the social worker in reinforcing the client’s emotional and organizational resources to deal with his or her difficulties. The various ‘psycho-social therapies’ stress the need for prior psycho-social diagnosis as a prerequisite for psycho-social treatment. Partly as a reaction against the deterministic and mechanical view of action implied in these approaches, ‘functionalists’ have emphasized the role of the social worker in helping (rather than treating) the client, by sustaining an appropriate supporting relationship with him or her. Other models are oriented towards behavior-modification, crisis-intervention, and short-term task-centeredness. In reality, practice tends to be characterized by eclectic pragmatism, rather than adherence to a specific method. Strong recent influences include feminist theory and anti-oppressive practice. Good recent overviews are Malcolm Payne, Modern Social Work Theory (1991) for Britain, and J. Heffernan et al., Social Work and Social Welfare (2nd edn., 1992) for the United States.

Not surprisingly, many outside observers have expressed concern at the periodic psychotherapeutic takeover of social work; similarly, given its inherently moral character, social work practice has been subject to repeated controversy involving those who view it as primarily a political tool—either for promoting or hindering social justice.”

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

Timothy Shanahan on Leveled Literacy Curricula

“Leveled reading emphasizes students’ current limitations, rather than increasing their possibilities, especially for the least advantaged of our students. We can do better.”

Timothy Shanahan

“Limiting Children to Books They Can Already Read: Why It Reduces Their Opportunity to Learn.”  American Educator 44.2 (Summer 2020): 17. Print.

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.