“Learned Institutions ought to be favorite objects with every free people. They throw that light over the public mind which is the best security against crafty and dangerous encroachments on the public liberty.”
James Madison (1751-1836)
Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.
“Morphology: The study of the grammatical structure of words and the categories realized by them. Thus, a morphological analysis will divide girls into girl and –s; singer into sing and –er, which marks it as a noun referring to an agent.
A category is ‘morphological’ if it is realized within words. This morphological case is case as realized by different elements within nouns or words of other classes as opposed to an abstract case which might be realized differently or not at all. A morphological causative is a causative form of a verb as opposed to a causative construction, and so on.”
Excerpted from: Matthews, P.H., ed. The Oxford Concise Dictionary of Linguistics. New York: Oxford University Press, 2014.
“In the classical world, it was the three white-robed Fates who spun, measured out, and cut the thread of life: Clotho spins, Lachesis measures and Atropos cuts. They were known as the Moirai to the Greeks–those who ‘apportion’ your time–and by the superstitious Romans by the euphemism of Parcae, ‘the sparing ones.'”
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.
“Sophisticated cognitive ability, including the ability to understand complex concepts, to compare and contrast different opinions, or to apply conflicting information to the solution of a problem that has more than one answer. Although such skills are highly praised today—and indeed, often prized above content knowledge—they cannot be attained without also gaining mastery of a significant amount of knowledge to think critically about.”
Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.
“Cabala (or kabbalah; fr Heb qabbalah, ‘tradition’) The oral traditions of the Jews, said to have been delivered by Moses to the rabbis and handed down through the centuries by word of mouth. In the Middle Ages, the word was a popular term for the Jewish theosophy describing the World of Souls. The rabbis, or cabalists, who were the guardians of the cabala were feared as possessing secrets of magical powers.”
Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.
Posted in English Language Arts, Quotes, Reference, Social Sciences
Tagged philosophy/religion, readings/research
FINAL THOUGHTS: LIMITATIONS OF RESEARCH
“The scope of what researchers can accomplish is limited in many ways…. Though ideally researchers would assess the learning and cognition of a representative sample of people, meaning one that best captures the breadth and diversity of humanity, in practice this is hardly ever the case. Furthermore, most if not all brain and cognitive researchers conduct their analyses in laboratory settings, where as many variables are identified and controlled as possible. Compared to the control of a laboratory, a classroom is filthy with variables of many types.
Why should the distinction between the control of variables and other factors in laboratories and classrooms matter? Put simply, it matters because ‘evidence-based’ is often mistakenly interpreted as meaning the same thing as ‘field-tested.’ To say that a particular teaching strategy or curricular initiative is ‘evidence-based’ can indicate many things. It certainly may mean, as most assume, that the phenomenon has been studied in classroom settings by educational researchers and teachers and has been found to work. And it this latter situation is the case, great! However, more often than not this label means that a particular educational strategy or initiative is based on evidence that has emerged from research studies conducted in laboratories, or it is based in evidence.
There is certainly nothing wrong with this other definition and I also do not believe that it is intentionally used to deceive. Indeed, many of the strategies proposed in this text represent exactly this type of research-based practice, namely those that have yet to be tested in classroom settings. However, any time you come across something that is research-based rather than research-validated (or field-tested), remember that the minimum threshold for this label is that the strategy is based on a review of the existing literature. Thus it is ‘field-tested’ or ‘research-validated’ and not ‘evidence-based” that should be seen as the educational equivalent of the ‘Good Housekeeping’ stamp of approval.”
Excerpted from: Rekart, Jerome L. The Cognitive Classroom: Using Brain and Cognitive Science to Optimize Student Success. New York: Rowman & Littlefield Education, 2013.
“The principle mark of genius is not perfection, but originality, the opening of new frontiers; once this is done, the conquered territory becomes common property.”
Excerpted from: Grothe, Dr. Marty. Metaphors Be with You. New York: Harper, 2016.
Profession of faith * Alms giving * Daily prayers * Fast of Ramadan * Pilgrimage to Mecca
“As a young man traveling across the Islamic world and exhibiting an interest in their spiritual traditions, I was often given instances of how mankind was surrounded with the proofs of Islam, how the five fingers and the five senses could be used as a handy reminder of the five pillars of Islam, the five daily prayers and also remind one of the five prohibitions (pork, wine, gambling, adultery, and divination). But the most charming evocation of five I ever came across was a scruffy old Moroccan shepard, who plucked at flowers and even cracked open a cucumber to show how the world was ordered by five, which he explained was upheld by a verse of the Koran. I nodded politely at the time but years later came across Arberry’s translation of the Sura al-anam: ‘Look upon their fruits when they fructify and ripen? Surely in all this there are signs for people who believe.'”
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.
Posted in Quotes, Reference, Social Sciences
Tagged asian-pacific history, numeracy, philosophy/religion, readings/research
“Only the dead have seen the end of war.”
“Soliloquies in England and Later Soliloquies ‘Tipperary’ (1922). Frequently attributed to Plato, as on the wall of the Imperial War Museum in London, in General Douglas MacArthur’s farewell address in West Point in 1962, and in the film Black Hawk Down, but it does not appear in Plato’s works.”
Excerpted from: Shapiro, Fred, ed. The Yale Book of Quotations. New Haven: Yale University Press, 2006.
“When I give food to the poor, they call me a saint. When I ask why the poor have no food, they call me a Communist.”
Helder Camara, Quoted in The Guardian, 21 Jan. 1985
Excerpted from: Shapiro, Fred, ed. The Yale Book of Quotations. New Haven: Yale University Press, 2006.
Posted in Quotes, Reference, Social Sciences
Tagged hispanic history, philosophy/religion
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