“A society of free individuals in which all, through their own work, contribute to the liberation and enrichment of the lives of others, is the only environment in which any individual can really grow normally to his full stature.”
John Dewey (1859-1952)
Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.
“Mot Juste (mo zhust): The perfect, fitting word or phrase; precisely apt expression. Plural: mots justes.
‘It was a straight answer and Ezra had never given me any other kind verbally, but I felt very bad because here was the man I liked and trusted the most as a critic then, the man who believed in the mot juste—the one and only correct word to use—the man who had taught me to distrust certain adjectives as I would later learn to distrust certain people in certain situations; and I wanted his opinion on man who almost never used the mot juste and yet had made his people come alive at times, as almost no one else did.’
Ernest Hemingway, A Moveable Feast“
Excerpted from: Grambs, David. The Random House Dictionary for Writers and Readers. New York: Random House, 1990.
For social-emotional learning, here is a reading on mania and the vocabulary-building and comprehension worksheet that attends it.
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.
“metamemory: Knowledge or beliefs about one’s own memory, its strengths and weaknesses, whether one has remembered particular items, and so on. The word is also used to denote regulation or control of memory, as described under metacognition.
[From Greek meta beside or beyond + English memory]”
Excerpted from: Colman, Andrew M., ed. Oxford Dictionary of Psychology. New York: Oxford University Press, 2003.
“affective fallacy: A critical term denoting the confusion between what a literary work is and what it does. That is, a work should be judged solely on its literary components, not by its emotional (or affective) impact on the reader. It was first identified as a critical ‘error’ by Monroe Beardsley and W.K. Wimsatt in The Verbal Icon (1954). It is related to intentional fallacy, in which a work is judged according to what the author presumably intended to say or in relation to the author’s biography.”
Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.
“homophone (noun): Words having the same pronunciation but not the same origin, spelling or meaning, e.g., ‘peace’ and ‘piece.’ Adjective: homophonic, homophonous; adverb: homophonically; noun: homophony.
‘The coat of arms of the Shakespeare family, which shows its crest eagle shaking a spear, is a kind of pun weakened by etymology, but when Joyce calls Shakespeare—very justly—”Shapesphere” he has gone step further than homophony or homonymy. By changing two consonants he has interfered minimally with the shape of the name and enormously expanded its connotation.’ Anthony Burgess, Joysprick‘”
Excerpted from: Grambs, David. The Random House Dictionary for Writers and Readers. New York: Random House, 1990.
“A lot of technical experiments indicate that sound and meaning are separate in the mind, but everyday examples will probably be enough to make this idea clear. We know meaning and sound are separate because you can know one without the other.”
Excerpted from: Willingham, Daniel T. The Reading Mind: A Cognitive Approach to Understanding How the Mind Reads. San Francisco: Jossey-Bass, 2017.
“metacognition: Knowledge and beliefs about one’s own cognitive processes, an important class of metacognition being metamemory, The term is also sometimes applied to regulation of cognitive functions, including planning, checking, or monitoring, as when one plans one’s cognitive strategy for memorizing something, checks one’s accuracy when performing mental arithmetic, or monitors one’s comprehension while reading, and these forms of metacognition are called metacognitive regulation in contradistinction to metacognitive knowledge. Writings on metacognition can be traced back at least as far as De Anima and the Parva Naturalia of the Greek philosopher Aristotle (384-322 BC), and the phenomenon was brought to prominence during the 1970s largely by the US psychologist John H. Flavell (born 1928), who focused attention on developmental aspects of metacognition. In an influential article in the journal Psychological Review in 1977, the US psychologists Richard E. Nisbett (born 1941) and Timothy D. Wilson (born 1951) summarized a range of evidence suggesting that people are often unaware of the factors influencing their own choices, evaluations, and behavior, and that the verbal reports that they give when questioned are often quite erroneous and misleading.”
[From Greek meta beside or beyond + English cognition]
Excerpted from: Colman, Andrew M., ed. Oxford Dictionary of Psychology. New York: Oxford University Press, 2003.
“attention: The focus of consciousness on something in the environment, or on a sensation or an idea. Attention includes a number of elements that are essential to all activities, including
The length of time in which a child can pay attention to something (the attention span) increases with age, interest, and intelligence level.
Breakdowns in these different elements can cause a variety of problems. A breakdown in vigilance, for example, might cause someone to select or focus on the wrong details. A breakdown in monitoring might lead to repeated careless errors. Persistence or continuity is necessary for a complex task to be completed.”
Excerpted from: Turkington, Carol, and Joseph R. Harris, PhD. The Encyclopedia of Learning Disabilities. New York: Facts on File, 2006.
“Grasping the structure of a subject is understanding it in a way that permits many other things to be related to it meaningfully. To learn structure, in short, is to learn how things are related…. To take an example from mathematics, algebra is a way of arranging knowns and unknowns in equations so that the unknowns are made knowable. The three fundamentals involved…are commutation, distribution, and association. Once a student grasps the ideas embodied by these three fundamentals, he is in a position to recognize wherein “new” equations to be solved are not new at all. Whether the student knows the formal names of these operations is less important for transfer than whether he is able to use them.”
Excerpted from: Wiggins, Grant, and Jay McTighe. Understanding by Design. Alexandria, VA: ASCD, 1998.
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