Tag Archives: philosophy/religion

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.

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.