Tag Archives: philosophy/religion

Ted Sizer on Public Education and Public Engagement

“Few citizens really know what’s going on in their schools. They settle for the familiar and ignore the substance.”

Theodore R. Sizer (1932-2009)

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

A. Lawrence Lowell on the Accumulation of Knowledge

“[On why universities have so much learning] ‘The freshmen bring a little in and the seniors take none out, to it accumulates through the years.”

A. Lawrence Lowell

Quoted in Reader’s Digest, May 1949

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

Terms of Art: Anti-Clericalism

“Anti-clericalism: Opposition to organized religion, particularly the power and privileges of the Roman Catholic Church. Anti-clericalism, though not a coherent political doctrine, has a long history. In England it is traceable to the 14th century when Wyclif insisted that all men had a right to access to the scriptures. In Tudor times, anti-clericalism arose from a variety of motives ranging from greed to a desire to plunder the monasteries to a genuine dislike of priestly powers and abuses. Modern anti-clericalism was prevalent in revolutionary France and remained characteristic of French radicalism during the 19th century. Anti-clericalism has broken out sporadically in Spain (notably in 1873, 1909-13 and 1931-36) and in Latin America. In Germany there has been a long history of anti-clericalism stemming from the opposition to the territorial claims of the Pole and, more recently, over the Catholic Church’s attitude to divorce and contraception. In some communist states, anti-clericalism has risen from the government’s identification of the clergy with former fascist regimes and as part of an ideological battle for the loyalty of the masses.”

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

Cultural Literacy: George Santayana

George Santayana famously said–and this is one of those quotes that is often repeated erroneously or misattributed–“Those who cannot remember the past are condemned to repeat it.” To my mind, this is one of the most cogent aphorisms (and I wrote my MA thesis on the Zeus of aphorists, Nietzsche) ever uttered, to it deserves verbatim repetition and proper attribution.

So I hope this Cultural Literacy worksheet on Santayana’s famous quote aids that modest cause. When I co-taught freshman global studies classes in Manhattan, my excellent co-teacher always started the year with a discussion of the implications of Santayana’s maxim.

If you find typos in this document, 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: Reconstructive Memory

“An active process whereby various strategies are used during the process of memory retrieval to rebuild information from memory, filling in missing elements while remembering. It was first differentiated from reproductive memory in 1932 by the English psychologist Sir Frederic Charles Bartlett (1886-1969), who studied it with the technique of successive reproduction.”

Excerpted from: Colman, Andrew M., ed. Oxford Dictionary of Psychology. New York: Oxford University Press, 2003.

Emile Zola on His Concerns

“I am little concerned with beauty or perfection. I don’t care for the great centuries. All I care about is life, struggle, intensity. I am at ease in my generation.”

Emile Zola

My Hates (1866)

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

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.