Tag Archives: professional development

Term of Art: Case

“case: Inflectional category, basically of nouns, which typically marks their syntactic function in relation to other parts of a sentence. E.g, in Latin vidi puellam ‘I saw a girl,’ puellam ‘(a) girl’ has the ending of the accusative case (puella-m), which marks it as the object of the verb (vidi ‘I-saw’).

Thence of various more abstract constructs. Thus the function of Mary in I saw Mary is like that of puellam in the example from Latin. Therefore, it too is traditionally ‘accusative,’ in opposition to the same word as a ‘nominative,’ in Mary saw me. Hence abstract cases, posited in principle in all languages, regardless of whether they are realized, as in languages such as Latin, by inflections.”

Excerpted from: Matthews, P.H., ed. The Oxford Concise Dictionary of Linguistics. New York: Oxford University Press, 2014.

Term of Art: Meritocracy

“Meritocracy: A social system in which status is achieved through ability and effort (merit), rather than ascribed on the basis of age, class, gender, or other such particularistic or inherited advantages. The term implies that the meritorious deserve any privileges which they accrue. In practice it is difficult to find reliable measures of merit about which social scientists can agree.

The term was coined by Michael Young in The Rise of the Meritocracy (1958) to refer to government by those identified as the most able high achievers, with merit defined as intelligence plus effort. His fantasy attempted to foresee the extreme consequences of a society which fully implemented the goal of equality of opportunity through the educational system, with the most able rising to the upper echelons, leaving intellectual dullards to carry out the humble manual work. The book warned that the new focus on intelligence and ability in the educational system merely institutionalized inequality of intellectual ability in place of inequality based on social class. Since judgements about what constitutes effort are inescapably moral (does a lazy genius merit rewarding? And, if so, why not reward a hard-working dullard?) the term remains highly contested (see, for example, John Goldthorpe, ‘Problems of “Meritocracy’) in Robert Erikson and Jan O. Jonsson (eds.). Can Education be Equalized?, 1996).”

Excerpted from: Marshall, Gordon, ed. Oxford Dictionary of Sociology. New York: Oxford University Press, 1994.

Term of Art: Orthography

“Orthography (noun): The writing of words with proper or accepted letters or symbols; the written or printed representation of speech sounds; the study or field of spelling or characters in a language; specific mode or system of spelling; correct spelling. Adjective: orthographic, orthographical; adverb: orthographically.

‘In these records we find numerous misused words, neologisms, and phonetic spellings remarkable even in that relatively freewheeling orthographic age, spellings like kow ceeper and piticler, pharme, and elc, engiane, and injun.’ Mary Dohan, Our Own Words.”

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

Term of Art: The Five Ws

Five Ws: The questions that must be answered when writing journalistic prose: who, what, when, where, and why. Together, the questions act as a formula for getting the basic story on an issue or a topic.”

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

John Dewey on the Fundamentals of Clear Thought

“Alertness, flexibility, curiosity are the essentials; dogmatism, rigidity, prejudice, caprice rising from routine, passion, and flippance are fatal.”

John Dewey

How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process

Excerpted from: Wiggins, Grant, and Jay McTighe. Understanding by Design. Alexandria, VA: ASCD, 1998.

Doctrinaire

“Doctrinaire (adjective): Characterized by impractical, abstract doctrine or speculative opinion and thus narrow in point of view; rigidly theoretical or parochial, without flexibility or regard to circumstances; stubbornly doctrinal. Adverb: doctrinarily; noun: doctrinairism, doctrinaire, doctrinairian.

‘But there is, for me, a certain softness in her argument, based as it is on a diagnosis of psychology that is both excessively doctrinaire in its remedy and equivocal.’ Susan Sontag, Against Interpretation

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

Term of Art: Hidden Curriculum

“Hidden Curriculum: In education, the hidden curriculum refers to the way in which cultural values and attitudes (such as obedience to authority, punctuality, and delayed gratification) are transmitted, through the structure of teaching and the organization of schools. This is different from the manifest or formal curriculum that is subject-based or topic-based. Philip Jackson’s classic work on Life in the Classroom (1968) points to three aspects of the hidden curriculum: crowds, praise, and power. In classrooms, pupils are exposed to the delay and self-denial that goes along with being one of a crowd; the constant evaluation and competition with others; and the fundamental distinction between the powerful and the powerless, with the teacher being effectively the infant’s first boss. Much sociological research has been concerned with the undesirable aspects of the hidden curriculum, whereby schools are said to sustain inequality, though sexism, racism, and class bias. If, as Emile Durkheim postulated, schools reflect the larger society of which they are a part, it is not surprising that, for good or for ill, the hidden curriculum reflects the values that permeate the other societal systems that interact with education.”

Excerpted from: Marshall, Gordon, ed. Oxford Dictionary of Sociology. New York: Oxford University Press, 1994.

Term of Art: Heuristic Device

“Heuristic Device: Any procedure which involves the use of an artificial construct to assist in the exploration of social phenomena. It usually involves assumptions derived from extant empirical research. For example, ideal types have been used as a way of setting out the defining characteristics of a social phenomenon, so that its salient features might be states as clearly and explicitly as possible. A heuristic device is, then, a form of preliminary analysis. Such devices have proved especially useful in studies of social change, by defining bench-marks, around which variation and differences can then be situated. In this context, a heuristic device is usually employed for analytical clarity, although it can also have explanatory value as a model.”

Excerpted from: Marshall, Gordon, ed. Oxford Dictionary of Sociology. New York: Oxford University Press, 1994.

John Dewey on Teaching, Learning, and Thinking

“Because of the importance of attitudes, ability to train thought is not achieved merely by knowledge of the best forms of thought. Moreover, there are no set exercises in correct thinking whose repeated performance will cause one to be a good thinker…. Knowledge of the methods alone will not suffice; there must be the desire, the will to employ them. This desire is an affair of personal disposition.”

John Dewey

How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process

Excerpted from: Wiggins, Grant, and Jay McTighe. Understanding by Design. Alexandria, VA: ASCD, 1998.

Term of Art: Reciprocal Learning

“Reciprocal learning: A pedagogical strategy in which students help one another to master skills or concepts presented by the teacher. Generally, students work in pairs or take turns acting as coach.”

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