Tag Archives: professional development

Term of Art: Ax-grinder

A carefully worded editorial that is seemingly objective but in fact is purposive and slanted; publicist or flack; one deemed too preoccupied with a given issue.”

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

Futurism

“Chiefly an Italian literary and artistic movement, futurism stressed the dynamism of motion and appealed to young Italian artists to reject the art of the academies and museums. The first ‘Manifesto of Future Painters,’ proclaimed in 1910 in Turin, was signed by Umberto Boccioni, Carlo Carra, Giacomo Balla, Gino Severini, and L. Russolo. Attempting to represent time and motion, these painters and sculptors showed multiples of moving parts in many positions simultaneously. While futurism was not directly associated with fascism until after World War I, evidence of right-wing political ideas and the glorification of war can be found in Boccioni’s States of Mind of 1910-1911.”

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

Term of Art: Allegory

The term derives from Greek allegoria ‘speaking otherwise.’ As a rule, an allegory is a story in verse or prose with a double meaning: a primary or surface meaning; and a secondary or under the surface meaning. It is a story, therefore, that can be read, understood and interpreted at two levels (and in some cases three or four levels). It is thus closely related to the fable and parable (qq.v). The form may be literary or pictorial (or both, as in emblem-books, q.v.). An allegory has no determinate length.

To distinguish more clearly we can take on the old Arab fable of the frog and the scorpion, who met one day on the bank of the River Nile, which they both wanted to cross. The frog offer to ferry the scorpion over on his back provided the scorpion promised not to sting him. The scorpion agreed so long as the frog would promise not to drown him. The mutual promises exchanged, they crossed the river. On the far bank the scorpion stung the frog mortally.

‘Why did you do that?’ croaked the frog, as it lay dying.

‘Why’ replied the scorpion. ‘We’re both Arabs, aren’t we?’

If we substitute for the from a ‘Mr. Goodwill’ or a ‘Mr. Prudence,’ and for the scorpion ‘Mr. Treachery’ or ‘Mr. Two-Face’ and make the river any river and substitute for ‘We’re both Arabs…’ ‘We’re both men…’ we can turn the fable into an allegory. On the other hand, if we turn the frog into a father and the scorpion into a son (boatman and passenger) and we have the son say ‘We’re both sons of God, aren’t we?,’ then we have a parable about the wickedness of human nature and the sin of parricide.

The best known allegory in the English language (if not in the world) is Bunyan’s Pilgrim’s Progress (1678). This is an allegory of Christian Salvation. Christian, the hero, represents Everyman. He flees the terrible City of Destruction and sets off on his pilgrimage. In the course of it he passes through the Slough of Despond, the Interpreter’s House, the House Beautiful, the Valley of Humiliation, the Valley of the Shadow of Death, Vanity Fair, Doubting Castle, the Delectable Mountains, and the country of Beulah, and finally arrives at the Celestial City. On the way he meets various characters, including Mr. Worldly Wiseman, Faithful, Hopeful, Giant Despair, the fiend Apollyon, and many others. In the second part of the book Christian’s wife and children make their pilgrimage accompanied by Mercy. They are helped and escorted by Greatheart, who destroys Giant Despair and other monsters, Eventually, they, too, arrive at the Celestial City.

The whole work is a simplified representation or similitude (q.v.) of the average man’s journey through the trials and tribulations of life on his way to heaven. The figures and places, therefore, have an arbitrary existence invented by the author; and this distinguishes them from symbols (q.v.) which have a real existence.

The origins of allegory are very ancient, and it appears to be a mode of expression (a way of feeling and thinking about things and seeing them) so natural to the human mind that it is universal. Its fundamental origins are religious. Much myth (q.v.), for example is a form of allegory and is an attempt to explain universal facts and forces. The myth of Orpheus and Eurydice, for instance, is a notable example of the allegory of redemption and salvation. In fact, most classical myth is allegorical.

Early examples of the use of allegory in literature are to be found in Plato’s Timaeus, Phaedrus, and Symposium. The myth of the Cave in Plato’s Republic is a particularly well-known example.

In the lost sixth book of De Republica by Cicero (1st century BC) there is a dream narrative (usually known as the Somnium Scioponis) in which Scipio Aemilianus makes a journey through the spheres and from this vantage point sees the shape and structure of the universe. Later (c.AD 400) Macrobius Theodosius compiled a commentary on the Somnium Scioponis which was to have considerable influence in the Middle Ages.

The journey through the underworld and the journey through the spheres are recurrent themes in European literature.

Another example in Classical literature is The Golden Ass (2nd century AD) of Apuleius. The fourth, fifth and sixth books deal with the allegory of Cupid and Psyche. A further key work for an understanding of Greco-Roman allegory is About Gods and the World (4th century AD), by Sallustius. But perhaps the most influential of all is Prudentius’s Psychomachia (4th century AD), which elaborates the idea of the battle within, the conflict between personified vices and virtues for possession of the soul. It is thus a kind of psychological allegory and establishes themes which were used again and again during the middle ages, as we can readily verify by examination of sermon literature, homilies, theological handbooks, exempla and works of moral counsel and edification. Above all, we find the themes in the Morality Plays (q.v.) which in their had a deep influence on the development of comedy (q.v.) and especially comedy of humors (q.v.).

Allegory, largely typological, pervades both the Old and the New Testaments. The events in the Old Testament are “types” or “figures” of events in the New Testament. In The Song of Solomon, for instance, Solomon is a “type” of Christ and the Queen of Sheba represents the Church: later explained Matthew (12:42). The Pashcal Lamb was a “type” of Christ.

Scriptural allegory was mostly based on a vision of the universe. There were two world: the spiritual and the physical. These corresponded because they had been made by God, The visible world was a revelation of the invisible, but the revelation could only be brought about by divine action. Thus, interpretation of this kind of allegory was theological. St Thomas Aquinas analyzed this in some detail in his Summa (13th century)  in terms of fourfold allegory; thus having four levels of (q.v.). This exegetical method can be applied, for instance, to the City of Jerusalem. On the literal level, it is the Holy City; allegorically, it stands for the Church militant; morally or as a trope, it signifies the just soul; and anagogically, it represents the Church triumphant, In his Convivio Dante elaborated this theory in terms of poetry.

Some notable instances of allegory in European literature are Bernardus Sylvestris De Mundi Universitate (12th century); Alan of Lille’s Anticlaudianus (12th century); the Roman de la Rose (13th century) by Guillaume de Lorris, and later continued by Jean de  Meung; Dante’s Divina Commedia (13th century); Langland’s Piers Plowman (14th century); Tasso’s Gerusalemme Liberata (1574); Spenser’s Faerie Queene (1589-1596); Bunyan’s The Life and Death of Mr. Badman (1680) and The Holy War (1682); Dryden’s allegorical satires Absalom and Achitophel (1681), Mac Flecknoe (1684) and The Hind and the Panther (1687); Swift’s Tale of a Tub (1704) and Gulliver’s Travels (1726);  William Blake’s prophetic books (late 18th century); Hawthorne’s The Marble Faun (1860); Samuel Butler’s Erewhon and Erewhon Revisited (1901);  C.S. Lewis’s Pilgrim’s Regress (1933); Virginia Woolf’s Between the Acts (1941); and George Orwell’s Animal Farm (1945). More recent developments of allegory in the novel have been Robert Coover’s The Universal Baseball Association, Inc., J. Henry Waugh, Prop. (1968), which uses baseball as a kind of metaphor to satirize religious attitudes in America; and Richard Adams’s story of a group of rabbits in Watership Down (1972).

Allegorical drama, since the demise of the Morality Plays, has been rare, Two interesting modern examples are Karel Capek’s The Insect Play (1921) and Edward Albee’s Tiny Alice (1964).”

Excerpted from: Cuddon, J.A. The Penguin Dictionary of Literary Terms and Literary Theory. New York: Penguin, 1992.

Term of Art: Diagramming Sentences

“A means of picturing the structure of a sentence by placing the words on a horizontal line that is divided in two. The subject goes on the left side of the line, and the verb goes on the right side. Adjectives, adverbs, and other parts of speech are placed on separate lines under the subject or verb in such a way that illustrates how they modify those words. Many students find that diagramming sentences is like a game and that it helps them understand how sentences are constructed, how the different parts of speech function, and why it is important to be thoughtful in placing adjectives and adverbs in a sentence.”

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

Write It Right: Responsible

“‘The bad weather is responsible for much sickness.’ ‘His intemperance was responsible for his crime.’ Responsibility is not an attribute of anything but human beings, and few of these can respond, in damages or otherwise. Responsible is nearly synonymous with accountable and answerable, which, also, are frequently misused.”

Excerpted from: Bierce, Ambrose. Write it Right: A Little Blacklist of Literary Faults. Mineola, NY: Dover, 2010.

Term of Art: Learning Disabilities

Chronic difficulties in learning to read, write, spell, or calculate, which are believed to have a neurological origin. Though their causes and nature are still not fully understood, it is widely agreed that the presence of a learning disability does not indicate subnormal intelligence. Rather it is thought that the learning-disabled have a neurologically based difficulty in processing language or figures, which must be compensated for with special learning strategies or with extra effort and tutoring. Examples of learning disabilities include difficulty in reading (dyslexia), writing (dysgraphia), and mathematics (dyscalculia). Learning disabilities may be diagnosed through testing, and children may be enrolled in programs offering special help; left unrecognized, learning disabilities may result not only in poor classroom performance, but also in low self-esteem and disruptive behavior.”

Excerpted from: Stevens, Mark A., Ed. Merriam Webster’s Collegiate Encyclopedia. Springfield, Massachusetts: Merriam-Webster, 2000.

H. Lynn Erickson on the Public in Public Education

“The public needs to be informed that the 21st-century requires a higher standard for curriculum and instruction. This standard includes the development of critical and creative thinking; the ability to put knowledge to use in complex living, learning, and working performances; and an instructional program that gives teachers flexibility in engaging students with process and skill development.

The United States has a responsibility to educate its citizens and future citizens to the new standards and requirements. The equitable distribution of computers and technology into all schools should be a national concern and priority. School districts can systematically design curricula to integrate and focus on needed knowledge, processes, skills, and attitudes, but teachers have a right to expect the time and training to design curricula; learn new teaching methods and technologies; and collaborate in school, business, and home partnerships.”

Excerpted from: Erickson, H. Lynn. Concept-Based Curriculum and Instruction: Teaching Beyond the Facts. Thousand Oaks, California: Corwin Press, 2002.

Term of Art: Active Reading

“A set of pedagogical strategies intended to get students involved in thinking about what they are reading. Active reading may involve any of a wide range of activities, such as underlining, outlining, predicting, summarizing, paraphrasing, connecting the reading to one’s own experiences, visualizing, or asking questions about the content of the reading material.”

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

Socioeconomic Status and Reading

“Students from disadvantaged backgrounds show a characteristic pattern of reading achievement in school: they make good progress until around fourth grade, and then suddenly fall behind. The importance of background knowledge to comprehension gives us insight into this phenomenon. Reading instruction in the early grades concerns decoding, and so reading tests are basically tests of decoding ability. Kids from wealthier homes in fact do a bit better on these tests, but poorer children are still doing okay. But around fourth grade most children can decode fairly well, and so reading tests place greater weight on comprehension. The disadvantaged kids have not had the same opportunities to acquire the vocabulary and background knowledge needed to succeed on these tests and so their performance drops significantly.”

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

9 Muses

“Clio * Euterpe * Thalia * Melpomene * Terpsichore * Erato * Urania * Calliope * Polymnia

The nine muses, the daughters of Zeus and Mnemosyne (the goddess of memory), were a favourite subject for Roman artists and much depicted in mosaic and fresco, or carved in marble to grace the praesidium of a theater.

Clio, the muse of history, is represented with a stylus and a scroll, or after the Renaissance, with a book, a laurel crown, or a trumpet; she is easy to confuse with Calliope, who often has the same attributes. Euterpe, muse of lyrical poetry, bears a flute. Thalia, muse of pastoral poetry and comedy, carries a comic mask and sometimes a viol.

Melpomene, muse of tragedy, is associated with a mask, sometimes embellished with a fallen crown, and holds a dagger. Terpsichore, muse of joyful dance and song, often holds a lyre, as does Erato, muse of lyrical love poetry.

Urania, muse of astronomy, is normally shown consulting a globe of a compass. Polymnia, muse of heroic hymn and eloquence, possesses a lute and a solemn expression that outdoes even those of Clio and Calliope.

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.