Tag Archives: professional development

Clive James on Humanism

“Gradually, I realized that I had been looking in the wrong place. As a journalist and critic, a premature post-modernist, I was often criticized in my turn for talking about the construction of a poem and of a Grand Prix racing car in the same breath, or of treating gymnasts and high divers (in my dreams, I astonish the Olympic medalist Greg Louganis) as if they were practicing the art of sculpture. It was a sore point, and often the sore point reveals where the real point is. Humanism wasn’t in the separate activities: humanism was the connection between them. Humanism was a particularized but unconfined concern with all the high-quality products of the creative impulse, which could be distinguished from the destructive one by its propensity to increase the variety of the created world rather than reduce it. Builders of concentration camps might be creators of a kind—it is possible to imagine an architect happily working to perfect the design of the concrete stanchions supporting an electrified barbed-wire fence—but they were in business to subtract variety from the created world, not to add to it. In the connection between all the outlets of the creative impulse in mankind, humanism made itself manifest, and to be concerned with understanding and maintaining that intricate linkage necessarily entailed an opposition to any political order that worked to weaken it.”

Excerpted from: Cultural Amnesia (New York: Norton, 2008), “Introduction,” p. xix.

The Short Bus

Have you read Jonathan Mooney’s The Short Bus: A Journey Beyond Normal (New York: Henry Holt, 2008)? If you serve struggling learners, this is probably a book you’ll want to read at some point. Mr. Mooney has, thankfully, become something of a presence in the world of special school populations. His book opens with this excellent epigraph from French philosopher and critic (whom I have, in general, found impenetrable) Michel Foucault that might be worth considering as we prepare for another school year:

“The judges of normality are present everywhere. We are in the society of the teacher-judge, the educator-judge, the social worker-judge; it is on them that the universal reign of the normal is based; and each individual, wherever he may find himself, subjects to it his body, his gestures, his behavior, his aptitudes, his achievements.”

Edmund Burke Huey

“And to completely analyze what we do when we read would almost be the acme of a psychologist’s achievements, for it would be to describe very many of the workings of the human mind, as well as to unravel the the tangled story of the most remarkable specific performance that civilization has learned in all its history.”

Edmund Burke Huey’s The Psychology and Pedagogy of Reading (Cambridge: MIT Press, 1968), first published in 1908, is apparently one of the first serious, scholarly monographs on the how the brain performs during reading, and the methodology teachers might use to improve that performance. Mr. Huey was an early research psychologist, and he occupied the first half of this book with (as the title patently indicates) the psychology of reading. More useful, if one is a teacher, is the second half of the book on the pedagogy of reading.

Such books are abundant now, and some are better than others. What I find particularly interesting about Mr. Huey’s exposition of the pedagogy of reading is his integration of elements of the history of publishing (types of editions, typefaces, illustrations, and the like) into consideration in how a pedagogue can best assist his or her charges in learning to read. What might teachers improve in the design–in terms of type characteristics, design, syntax, forms of sentences, punctuation–of curriculum for struggling learners? Edmund Burke Huey opens that discussion here.

Given the amount of research into, well, the psychology and pedagogy of reading since this book’s publication (which was in 1908, after all), this is probably not the best book to read if you are looking to improve your teaching practice quickly. On the other hand, if you want a carefully researched meditation on reading, and an interesting piece of intellectual history, this is a book well worth examining.

One View of Language and Learning 

“Language is a tool by which people express their thoughts. Everything children are going to learn, they are going to learn through their ability to understand language and to produce language.”

Janellen Huttenlocher, University of Chicago

From: Galinsky, Ellen. Mind in the Making. New York: HarperCollins, 2010.