Tag Archives: readings/research

Term of Art: Rationalism

Rationalism: 1. The doctrine associated especially with the French philosopher Rene Descartes (1596-1650), the Dutch philosopher Baruch Spinoza (1632-77), and the German philosopher and mathematician Gottfried Wilhelm von. Liebniz (1646-1716) that it is possible to obtain knowledge by reason alone, that there is only one valid system of reasoning and it is deductive in character, and that everything is explicable in principle by this form of reasoning…. 2. The more general view that everything is explicable in principle by one system of reasoning. 3. A general commitment to reason as opposed to faith, religious belief, prejudice, tradition, or any other source of belief that is without foundation in reason. Rationalist: one who believes in or practices rationalism (1, 2, 3). Rationalistic.

Excerpted from: Colman, Andrew M., ed. Oxford Dictionary of Psychology. New York: Oxford University Press, 2003.

A Lesson Plan on Steroids

OK, health teachers, maybe you can use this lesson plan on steroids and its work, this short reading and this vocabulary-building and comprehension worksheet. If you’d like a slightly longer version of the materials for this lesson, you can find them here.

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.

A Trio of Rotten Reviews: George Bernard Shaw

George Bernard Shaw I, Arms and the Man

Shaw may one day write a serious and even an artistic play, if he will only repress his irreverent whimsicality, try to clothe his character conceptions in flesh and blood, and realize the difference between knowingness and knowledge.”

William Archer, World

George Bernard Shaw II, Major Barbara

“There are no human beings in Major Barbara: only animated points of view.

William Archer, World

George Bernard Shaw III, Man and Superman

“I think Shaw, on the whole, is more bounder than genius…I couldn’t get on with Man and Superman: it disgusted me.”

Bertrand Russell, letter to G.L. Dickinson

Excerpted from: Barnard, Andre, and Bill Henderson, eds. Pushcart’s Complete Rotten Reviews and Rejections. Wainscott, NY: Pushcart Press, 1998. 

Leonardo Pisano AKA Fibonacci

OK, math teachers, here is a reading on Fibonacci and its accompanying vocabulary-building and comprehension worksheet.

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.

Book of Answers: Philip Freneau

“Who is known as the “poet of the American Revolution”? Philip Freneau (1752-1832), whose poems include “American Liberty” (1775) and “The Indian Burying Ground” (1788). He was a favorite of Thomas Jefferson’s.”

Excerpted from: Corey, Melinda, and George Ochoa. Literature: The New York Public Library Book of Answers. New York: Simon and Schuster, 1993.

A Lesson Plan on Bullying

Here’s a lesson plan on bullying with the short reading and vocabulary-building and comprehension worksheet that comprise the lesson’s work. If you’d like a slightly longer version of the reading and worksheet, you can find them here.

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.

Romanticism

“Romanticism: (romantic art): A style prevalent in the first half of the 19th century, particularly in painting, in which imagination played the dominant role. Referring more to a state of mind then to a style, romanticism was a marked reaction against the rationalism associated with Neoclassicism. One of the chief concerns of the romantic artist was the illustration of literary themes, often derived from contemporary romantic writings. Leading romantic artists included Eugene Delacroix, William Turner, and Caspar David Friedrich.”

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

A Lesson Plan on Post-Traumatic Stress Disorder

Here is a lesson plan on post-traumatic stress disorder along with the short reading and the vocabulary-building and comprehension worksheet that comprise the work of this lesson. If you’d like a slightly longer version of the reading and worksheet, you can find that here.

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.

John Gotti

Over the time I’ve offered them, I’ve found this reading on John Gotti and its accompanying vocabulary-building and comprehension worksheet to be relatively high-interest material among the students I serve.

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.

Jane Addams

“Addams, Jane: (1860-1935) Addams was an American sociologist of central importance to the work of the Chicago School in the late nineteenth and early twentieth centuries. A powerful influence on many other women in sociology, such as Charlotte Perkins Gilman and Emily Greene Balch, in 1889 she set up a social settlement in Chicago, Hull House, which was partly inspired by London’s Toynbee Hall, but more woman-influenced, more egalitarian, and less religious. She argued that one of the main problems for women was trying to manage the conflicting demands of family and society, and believed social settlements were one way to resolve the problem. Hull House was an important sociological center for the University of Chicago, and also attracted other leading social theorists, Marxists, anarchists, and socialists of the time. A spokeswoman for women and working-class immigrants in particular, Addams was a cultural feminist who believed female values were inherently superior to those of men, and argued that a more productive and more peaceful society could be built by drawing on, and integrating, such values. Her commitment to pacifism made her a social pariah during the First World War, although in 1931 she was awarded the Nobel Peace Prize.”

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