Tag Archives: philosophy/religion

Year 1

“Our Western dating system–BC (Before Christ) and AD (Anno Domini–Year of Our Lord)–was conceived in the sixth century by a Romanian monk called Dionysius Exiguus, and came into widespread scholarly use after its adoption by the Anglo-Saxon historian the Venerable Bede. Prior to that, European historians dated years according to the Roman consul who held office in a given year.

Working in Rome, Dionysius declared that the current year was 525 AD, based on the birth of Christ taking place in the year 1 (there being not Western concept at the time of zero). Gospel historians later decided that Jesus was actually born a few years earlier, between 6 and 4 BC. Dionysius, it seems, may have wanted to disprove the idea that the end of the world would take place 500 years after the Birth of Jesus. That would have made it 6000 years after the creation, which was believed to have taken place 5500 years before Christ. Dionysius himself estimated, based on cosmological readings, that the end of the world would take place in 2000.

The CE/BCE (Common Era) designations, increasingly used to secularize history, are widely regarded as modern, politically correct innovations but were in fact introduced by Jewish historians in the mid-nineteenth century. But for those who might want an alternative, there are plenty of other dating systems. The Jews start their calendar in 3761 BC; the Mayans, in 3114 BC; the Chinese, with the start of the Yellow Emperor’s reign in 2696 BC; the Japanese in 680 BC; the Muslims, with the emigration of the Prophet Muhammad to Medina from Mecca in 622 AD; the Copts, with the Year of the Martyrs in 284 AD, while the Ethiopian Church starts the clock back in 5493 BC.”

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.

The Algonquin Wits: Franklin Pierce Adams on Nostalgia

“Nothing is more responsible for the good old days than a bad memory.”

Franklin Pierce Adams

Excerpted from: Drennan, Robert E., ed. The Algonquin Wits. New York: Kensington, 1985.

Term of Art: Essentialism

“A movement that began in the late 1930s and was led by William C. Bagley, a leading teacher educator and educational psychologist at Teachers College, Columbia University. Essentialism emphasized high-quality curriculum for all students, teachers as knowledgeable authorities in the classroom, and strong teaching profession rooted in high-quality teacher education. Bagley and other Essentialists opposed progressive ideas, such as child-centered classrooms and the assertion that problem solving should replace academic subject matter.”

Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.

12 Months of the French Republican Calendar

“Vendemiaire (grape harvest) * Brumaire (fog) * Frimaire (frost) * Nivose (snowy) * Pluviose (rainy) * Ventose (Windy) * Germinal (germination) * Floreal (flower) * Prairial (pasture) * Messidor (Harvest) * Thermidor (heat) * Fructidor (fruit)

This calendar was part of a reform movement to make over the world into a rational yet poetic place. Its first month, Vendemiaire (from the Latin for ‘grape harvest) started the day after the autumn equinox, which was neat, for it was also the day after the abolition of the monarchy on Year 1 of the Republic, 22 September, 1792.

The poet-journalist Fabre d’Eglantine was called in to advise the calendar committee on the naming of the months. They were to be exactly thirty days long, composed of three ten-day long weeks, each ending with a decadi as the day of rest. Days were to be composed of just ten hours (so 144 of our current minutes) abnd each hour was divided into 100 minutes and each minute into 100 seconds. The whole reformed calendar lasted for twelve years, from 1793 to 1805, though the week and hour reforms never took off beyond the political periphery of Paris. It was revived for another eighteen days during the Paris Commune of 1871. It was ridiculed by the British, who nicknamed the Republican Calendar with its four formal seasons: Wheezy, Sneezy and Freezy; Slippy, Drippy and Nippy; Showery, Flowery and Bowery; Wheaty, Heaty and Sweety.”

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.

Daniel Willingham on Vocabulary and Reading Comprehension

“Research shows that depth of vocabulary matters to reading comprehension. Children identified as having difficulty in reading comprehension (but who can decode well) do not have the depth of word knowledge that typical readers do. When asked to provide a word definition, they provide fewer attributes. When asked to produce examples of categories (“name as many flowers as you can) they produce fewer. They have a harder time describing the meaning of figurative language, like the expression ‘a pat on the back.’ They are slower and more error-prone in judging if two words are synonyms, although they have no problem making a rhyming judgement.”

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

Term of Art: Socialization

“Socialization is the process by which we learn to become members of society, both by internalizing the norms and values of society, and also by learning to perform our social roles (as worker, friend, citizen, and so forth).

There is an ongoing dispute about the relative importance of nature versus nurture (or hereditary and environment) in human development. A related debate concerns the extent to which humans are over-socialized. Are humans ruled by their social manners and role-playing skills to the extent that basic human instincts are eradicated? This debate pits the psychological perspective of Freud, which views socialization as working against our natural inclinations and drives, against the functionalist perspective that sees socialization as essential for the integration of society. Recent studies have focused on social class differences in socialization, some of which have to do with language (see B. BernsteinClass, Codes, and Control, 1971), others . of which are more concerned with differences in value orientation (see M. KohnClass and Conformity1969).

Socialization is no longer regarded as the exclusive preserve of childhood, with the primary agents being the family and school. It is now recognized that socialization continues throughout the life-course. It is also recognized that socialization is not simply a one-way process, in which individuals learn how to fit into society, since people may also redefine their social roles and obligations. Any understanding of socialization must therefore take account of how the process relates to social change. In this sense, some schools of sociological theory imply an allegedly ‘over-socialized conception of man in society,’ in that they overstate the extent to which values are internalized and action is normative in orientation–a charge often leveled, for example, against normative functionalism (See D. Wrong, ‘The Oversocialized Conception of Man,’ American Sociological Review1961).”

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

Edward Abbey

“(1927-1989) American novelist and essayist. Abbey is best known for his celebration of southwest Utah’s slickrock country. One of the more overtly political modern American nature writers, he advocated for the preservation of the wilderness and was a tireless critic of the forces which, in his view, desecrated it. In Desert Solitaire (1968), a nonfiction account of summers spent as a ranger in Arches National Monument, Abbey portrays a starkly beautiful desert landscape that is threatened by so-called “industrial tourism.” The Monkey-Wrench Gang (1975), a novel about a merry band of eco-terrorists, was taken up by the environmental group Earth First!. Novels like The Brave Cowboy (1956) and Fire on the Mountain (1962), further explore the fate of strong-willed individuals confronting the technocratic forces of industry and government.”

Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996

Philology: A Representative Quote

“Another ancient and extensive class of languages, united by a greater number of resemblances than can well be altogether accidental, may be denominated the Indo-european, comprehending the Indian, the West Asiatic, and almost all the European languages.”

Thomas Young

“Adelung’s Mithridates,” Quarterly Review (1813). Coinage of the term Indo-European for the most extensive family of languages.

Excerpted from: Shapiro, Fred, ed. The Yale Book of Quotations. New Haven: Yale University Press, 2006.

Goethe on the Gravamen of Teaching and Learning

“What one doesn’t understand one doesn’t possess.”

Johann Wolfgang von Goethe

Art and Antiquity (1821)

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

The Gulag Archipelago

“(Russian title; Arkhipelag Gulag) A three-volume history (1973-6; English translation 1974-78) by the Russian novelist Alexander Solzhenitsyn (1918-2008) of the Gulag, the Soviet administrative department responsible for maintaining prisons and forced labour camps. ‘Gulag’ is the abbreviation of Russian Glavnoye upravleniye ispravitel no-trudovykh lagerey, “Chief Administration for Corrective Labour Camps.’ Such camps–scattered across Siberia like an archipelago of islands–were a notorious feature of the Soviet Union from 1930 to 1955 and resulted in the deaths of millions. Having been awarded the Nobel Prize for Literature (1970), Solzhenitsyn was in 1974 deported after the publication in Paris of the first two volumes and the suicide of his former assistant wh, after five days of interrogation by the KGB, had revealed where she had hidden a copy of the complete work.”

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