Tag Archives: philosophy/religion

Bill of Rights

OK, here is a reading on the Bill of Rights and its attendant vocabulary-building and comprehension worksheet. The Bill of Rights is, of course, the name we citizens of the United States give to the aggregated first ten amendments to our Constitution. They are, both hermeneutically and politically, some of the most hotly contested language in our founding documents.

Therefore, conceptually, there is a lot to unpack here if you want to dilate on this material: continuity and change, citizens and the law, historical perspective (particularly the Third Amendment, on quartering troops), the spirit and letter of the law, the Supreme Court’s function in our republic–you get the picture.

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: Marginalization

“Marginalization:  A process by which a group or individual is denied access to important positions and symbols of economic, religious, or political power within any society. A marginal group may actually constitute a numerical majority—as in the case of blacks in South Africa—and should perhaps be distinguished from a minority group, which may be small in numbers, but has access to political or economic power.

Marginalization became a major topic of sociological research in the 1960s, largely in response to the realization that while certain developing countries demonstrated rapid economic growth, members of these societies were receiving increasingly unequal shares of the rewards of success. The process by which this occurred became a major source of study, particularly for those influenced by dependency, Marxist, and world-systems theories, who argued that the phenomenon was related to the world capitalist order and not just confined to particular societies.

Anthropologists, in particular, have tended to study marginal groups. This stems in part from the idea that, by looking at what happens on the margins of a society, one can see how that society defines itself and is defined in terms of other societies, and what constitute its key cultural features.”

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

The Prisoner’s Dilemma

Over the years, I have produced a number of documents based on the interest of one student. This reading on the prisoner’s dilemma and its vocabulary-building and comprehension worksheet are one such set of documents.

My own first exposure to the prisoner’s dilemma came from a friend who encountered it as an undergraduate in what, if memory serves, was a history course. This same friend went on to law school, so he may have encountered it there. In any case, the prisoner’s dilemma is part of a broader study of mathematical models of human cognition and resultant conduct called game theory. I actually started to develop a unit on game theory when I realized two things: the first was that the student for whom I prepared the material offered in this blog post wasn’t as interested in it as he thought; the second was that I was woefully unqualified to teach a single lesson on game theory, let alone a whole unit.

If you have the time–I didn’t–a unit on game theory might be just the thing for a certain kind of student. However, it is a complicated field, and even adapting it for struggling or alienated high school students is no small task.

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.

Doctrinaire

“Doctrinaire (adjective): Characterized by impractical, abstract doctrine or speculative opinion and thus narrow in point of view; rigidly theoretical or parochial, without flexibility or regard to circumstances; stubbornly doctrinal. Adverb: doctrinarily; noun: doctrinairism, doctrinaire, doctrinairian.

‘But there is, for me, a certain softness in her argument, based as it is on a diagnosis of psychology that is both excessively doctrinaire in its remedy and equivocal.’ Susan Sontag, Against Interpretation

Excerpted from: Grambs, David. The Random House Dictionary for Writers and Readers. New York: Random House, 1990.

Term of Art: Hidden Curriculum

“Hidden Curriculum: In education, the hidden curriculum refers to the way in which cultural values and attitudes (such as obedience to authority, punctuality, and delayed gratification) are transmitted, through the structure of teaching and the organization of schools. This is different from the manifest or formal curriculum that is subject-based or topic-based. Philip Jackson’s classic work on Life in the Classroom (1968) points to three aspects of the hidden curriculum: crowds, praise, and power. In classrooms, pupils are exposed to the delay and self-denial that goes along with being one of a crowd; the constant evaluation and competition with others; and the fundamental distinction between the powerful and the powerless, with the teacher being effectively the infant’s first boss. Much sociological research has been concerned with the undesirable aspects of the hidden curriculum, whereby schools are said to sustain inequality, though sexism, racism, and class bias. If, as Emile Durkheim postulated, schools reflect the larger society of which they are a part, it is not surprising that, for good or for ill, the hidden curriculum reflects the values that permeate the other societal systems that interact with education.”

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

The Seventh Seal

The Seventh Seal: A highly regarded film (1957) directed by the Swedish director Ingmar Bergman (1918-2007). A vision of a medieval land ravaged by the Black Death, the film impressed and mystified audiences around the world. The title refers to a verse in the Bible:

And when he had opened the seventh seal, there was silence in

heaven about the space of half an hour.’

Revelation 8:1

Excerpted from: Crofton, Ian, ed. Brewer’s Curious Titles. London: Cassell, 2002.

Term of Art: Heuristic Device

“Heuristic Device: Any procedure which involves the use of an artificial construct to assist in the exploration of social phenomena. It usually involves assumptions derived from extant empirical research. For example, ideal types have been used as a way of setting out the defining characteristics of a social phenomenon, so that its salient features might be states as clearly and explicitly as possible. A heuristic device is, then, a form of preliminary analysis. Such devices have proved especially useful in studies of social change, by defining bench-marks, around which variation and differences can then be situated. In this context, a heuristic device is usually employed for analytical clarity, although it can also have explanatory value as a model.”

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

Socialist Realism

Socialist Realism: By 1934 this official Soviet style had resulted in staged idealizations of the working class. Derived from figurative and narrative tendencies, these heavy-handed artworks toed the Communist party line and were meant to be accessible to all viewers. In architecture, anti-modernism resulted in a return to heavy classical motifs sometimes known as “Stalinist gothic.” (Not to be confused with Social Realism.) See FASCIST AESTHETIC.”

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

Nicolas Chamfort on Anthologists

“Most anthologists…of quotations are like those who eat cherries…first picking the best ones and winding up by eating everything.”

Nicolas Chamfort

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

John Dewey on Teaching, Learning, and Thinking

“Because of the importance of attitudes, ability to train thought is not achieved merely by knowledge of the best forms of thought. Moreover, there are no set exercises in correct thinking whose repeated performance will cause one to be a good thinker…. Knowledge of the methods alone will not suffice; there must be the desire, the will to employ them. This desire is an affair of personal disposition.”

John Dewey

How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process

Excerpted from: Wiggins, Grant, and Jay McTighe. Understanding by Design. Alexandria, VA: ASCD, 1998.