Tag Archives: professional development

Term of Art: Humanism

“Humanism: In the first place, the humanists of the Renaissance period were students of literae humaniores (q.v.); the literature of Greek and Latin poets, dramatists, historians and rhetoricians. At the Renaissance (q.v.) there was a great revival of interest in Classical literature and thought and this revival was, to some extent, at the expense of medieval scholasticism (q.v.). The long-term influences of this revival were immense and incalculable, and they led to an excessive devotion to Classical ideals and rules in the late 17th and 18th centuries.

Humanism, a European phenomenon, was a more worldly and thus more secular philosophy; and it was anthropocentric. It sought to dignify and ennoble man.

In its more extreme forms humanistic attitudes regarded man as a the crown of creation; a point of view marvelously expressed in Hamlet by Hamlet:

‘…What a piece of work is man. How noble in reason, how infinite in faculty. In form and moving how express and admirable in action, how like an angel in apprehension, how like a god. The beauty in the world. The paragon of animals.’

It would have been inconceivable that anyone in the 14th century should have expressed such a view. Then Hamlet adds: ‘And yet, to me, what is this quintessence of dust?’ And in that one line he summarizes another attitude or feeling, which a man in the 14th century would have responded to instantly.

At its best, humanism helped to civilize man, to make him realize his potential powers and gifts, and to reduce the discrepancy between potentiality and attainment. It was a movement that was at once a product of and a counteraction to a certain prevalent skepticism; a way of dealing with the disequilibrium created by the conflict between belief and doubt. Humanism turned out to be a form of philosophy which concentrated on the perfection of a worldly life, rather than on the preparation for an eternal and spiritual life.

The popularity of the courtesy book (q.v.) in the 16th and 17th centuries, for instance, suggests what a radical change there had been in man’s view of himself. He was increasingly regarded as a creature perfectible on earth. Hence the secular emphasis on courtesy books.

Humanistic ideas and beliefs pervade much other literature of the Renaissance period. Ficino (1433-1499); Pico della Mirandola (1463-1494); Erasmus (1466-1536); Guillaume Bude (1468-1540); Sir Thomas More (1478-1535); Juan Luis Vives(1492-1540); and Montaigne (1533-1592) were outstanding humanists.”

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

The Community of Nations on Teaching as a Vocation

“Teaching is the world’s most important job.”

UNESCO (United Nations Educational, Scientific and Cultural Organization)

Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.

Daniel Willingham on Paper and E-books

“What about adults? Would the process of reading Billy Bathgate have been different if I had read it on paper rather than my Kindle? Experiments investigating this question have mostly examined the types of texts students would encounter in school—an expository text describing the function of the heart, for example—but have in some cases included narratives as well. Most studies have shown that reading from paper holds a small edge over reading from a screen either in reading comprehension or reading speed. People often report that reading from a screen feels more effortful, although at least one study shows not difference when more objective measures of effort were used.

Why would reading on a screen be different? Small changes in design can prompt small changes in comprehension. For example, comprehension is better if you navigate a book by flipping virtual pages, compared to scrolling. And clickable links (hyperlinks) incur a cost to comprehension, even if you don’t click them. Because you can see that they are clickable, you still need to make a decision about whether or not to click. That draws on your attention, and so carries a cost to comprehension. Although it has not been fully investigated yet, researchers suspect that the three-dimensionality of paper books may be important—it’s easier to remember an event as occurring at the end of a book with the spatial cue that it happened on a page near the back of the book. These small effects often add up to slight knock to comprehension when reading from a screen.”

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

Term of Art: Polysemy

“polysemy: The property of a single word which has two or more distinct but related senses. Thus the noun screen is polysemous, since it is used variously of a fire screen, a cinema screen, a television screen, and so on.

Compare homonymy. The difference, in principle, is that in cases of homonymy the senses are quite unconnected; therefore they are not treated as belonging to the same word. But in many cases, it is hard to decide, and in theories of meaning the distinction is not always seen as valid.”

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

Term of Art: Monograph

“Monograph (noun): A scholarly paper or book on a particular subject; special essay or treatise on a single thing or topic. Adjective: monographic, monographical; adverb: monographically.

‘I have, as you know, devoted some attention to this, and written a little monograph on the ashes of 140 different varieties of pipe, cigar and cigarette tobacco.’ Arthur Conan Doyle, ‘The Boscombe Valley Mystery‘”

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

Term of Art: Rhyme, also, Rime

“Rhyme, also, rime: A general and literary term for the effect produced by using similar sounds: in the last stressed vowel (fire/lyre/desire/aspire) and in following vowels and consonants (inspiring/retiring; admiringly/conspiringly). Rhyme has been a major feature of English verse since the early medieval period, and is widely regarded as essential to it, although a great deal of verse is unrhymed.”

Excerpted from: McArthur, Tom. The Oxford Concise Companion to the English Language. New York: Oxford University Press, 2005.

Term of Art: Cognitive Sociology

“Cognitive Sociology: A version of ethnomethodology which examines the problematic nature of ‘meaning’ in everyday life, and seeks to integrate ethnomethodology with linguistics (deep structures), on the one hand, and traditional sociology (normative or surface rules) on the other. The major proponent is the American sociologist Aaron V. Cicourel, who has studied many apparently diverse phenomena—including crime, deafness, education, and research methods—in an attempt to identify the underlying social organization and ‘negotiated order’ of everyday life.”

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

Term of Art: Digression

Digression (noun): A turning aside or straying from the main discourse or topic; departure from the theme; excursive passage. Adjective: digressive, digressional; adverb: digressively; verb: digress.

‘He got a D plus because they kept yelling “Digression!” at him all the time. For instance, he made this speech about this farm his father bought in Vermont. They kept yelling “Digression!” at him the whole time he was making it, and his teacher, Mr. Vinson, gave him an F on it because he hadn’t told what kind of animals and vegetables and stuff grew on the farm and all.’” J.D. Salinger, The Catcher in the Rye

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

Ted Sizer on Understanding

“Understanding…[is] the development of powers of discrimination and judgment…. Understanding is more stimulated than learned. It grows from questioning oneself and being questioned by others.”

Theodore Sizer

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

Term of Art: Heuristic

heu*ris*tic adj

  1. serving to indicate or point out; stimulating interest as a means of furthering investigation.
  2. encouraging a person to learn, discover, understand, or solve problems on his or her own, as by experimenting, evaluating possible answers or solutions, or by trial and error: a heuristic teaching method.
  3. of, pertaining to, or based on experimentation, evaluation, or trial and error methods.
  4. Computers, Math. Pertaining to a trial-and-error method of problem solving method used when an algorithmic method is impractical. –
  5. a heuristic method of argument.
  6. the study of heuristic procedure….

Flexner, Stuart Berg, and Lenore Crary Hauck, eds. Random House Unabridged Dictionary. New York: Random House, 1993.