Tag Archives: readings/research

Doctor Zhivago

“A novel (1957) by the Russian writer Boris Pasternak (1890-1960). Set against the background of the Russian Revolution and the ensuing civil war, it tells the story of poet and physician Yuri Zhivago, whose love for the beautiful Lara causes pain for all involved. In Russian, zhivago means ‘the living’, and the word has strong religious connotations: the Russian version of ‘Why do you seek the living among the dead’ (the question the angels ask the women who come to see Christ’s tomb in the Gospel of St. Luke) is ‘Chto vy ischyote zhivago mezhdu myortvykh?’ In addition, Yuri is the Russian version of George–the dragon-slaying saint.

The book brought Pasternak himself little happiness. Following his award of the Nobel Prize for Literature, he was pilloried by literary rivals, who accused him of plagiarizing other works, and his companion Olga Ivinskaya, on whom Lara was based, was thrown into prison by the Soviets. The first Russian publication of the novel did not take place until 1987.

David Lean’s epic film version (1965) lasts over 190 minutes, and stars Omar Sharif as Zhivago and Julie Christie as Lara. Maurice Jarre’s haunting ‘Lara’s Theme’, played on the balalaika, has become a favorite in all places where muzak is played.”

Excerpted from: Crofton, Ian, ed. Brewer’s Curious Titles. London: Cassell, 2002.

Craft

“In traditional art history the line between art and craft was sharply defined. Crafts were always practical, if sometimes beautiful, objects produced by a skilled tradesman. Until the 16th century, both craftsmen and artists were paid according to the labor expended in making an item; with the rise in the status of the artist, however, artworks came to be viewed primarily aesthetically. This division is breaking down as more design and once-practical objects are adopted by the ever-expanding definition of art (e.g., Shaker craft and art, automobile design) and as artists turn to methods once exclusively those of craftspeople (e.g., quiltmaking, as seen in the AIDS memorial quilt or African-American artists working in the quilt medium; furniture design).”

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

The Peace of Westphalia

While I’m not sure why I prepared it in the first place–this isn’t something even touched upon, let alone covered in depth, in the global studies classes I co-taught in New York City–here in any case are a reading on the Peace of Westphalia and the comprehension worksheet that accompanies it.

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.

One Day in the Life of Ivan Denisovich by Alexander Solzhenitsyn

“(Russian title: Odin den Ivana Denisovicha). A novel (1962; English translation 1963) by Alexander Solzhenitsyn (1918-2008), first published outside the USSR. Live on one of Stalin’s labour camps in 1950 is seen through eyes of an inmate; the author was himself in such a camp from 1950 to 1953. A film version (1971), directed by Caspar Wrede and starring Tom Courtenay, was a fairly faithful adaptation of the original, with all its harrowing detail.”

Excerpted from: Crofton, Ian, ed. Brewer’s Curious Titles. London: Cassell, 2002.

Heart of Darkness

Here is a reading on Joseph Conrad’s masterpieceHeart of Darkness, with the comprehension worksheet that accompanies it. This novel was part of the curriculum in the school in which I served the longest, though it may in retrospect have been for Advanced Placement English.

In any case, this is both an introduction and an overview of the novel–and its critique of colonialism belongs in every classroom, I submit.

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.

19 at a Table–and the 13th Month

“Thirteen is a famously unlucky number in the Western world. I certainly grew up with the belief that to invite thirteen guests to sit around the table doomed the last to some nameless dread–so, to avoid that fate, out table was always laid to include fourteen. It was a belief shared by Napoleon, F.D. Roosevelt and John Paul Getty, and concern over the number 13 is the most common form of Western superstition. Hotels often have no room 13, tower blocks tend to avoid a 13th floor, and travel agents know that the thirteenth of a month (especially if it falls on a Friday) will be short of bookings.

The most common explanation of unlucky thirteen is the Last Supper, where thirteen sat down to eat, one of whom was a traitor plotting the arrest and judicial murder of his host and master. But similar stories can be found in many other cultures, such as the Viking Norse, who remembered how Loki stumbled into a gathering of twelve gods (from which he had been excluded) and in his envy started plotting the events that would lead to the end of the world.

Robert Graves enthusiastically listed in The White Goddess the various mythological companies of thirteen that tend to lead to the betrayal, if not sacrificial death, of one of their members: be they Arthur and his twelve nights, Odysseus and his twelve companions, Romulus and the twelve shepherds, Roland and the twelve peers of France, Jacob and his twelve sons, of Danish Hrolf and his twelve Berserks. Not to mention the thirteen dismembered portions of Osiris’s body recovered by Isis from the Nile.

The ultimate cause of our attitude to thirteen may be that the thirteenth month of the year was always weak and withered. For, although twelve lunar months almost fill up our solar year (to produce 360 days from twelve sets of 29 and a half days), there was always the issue a left-over period of five days. This was considered in ancient cultures to be the thirteenth month, a five-day oddity, often believed to be a period of immensely bad luck where the world was not policed by the normal powers, and evil spirits held brief reign. Some cultures made this into a Saturnalia-like carnival, where the norman roles of society were reversed; others deemed it a needful time for sacrifice.”

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.

Sitting Bull

For the penultimate blog post of 2018, here is a reading on Sioux warrior and chieftain Sitting Bull along with the comprehension worksheet that accompanies it.

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.

War and Peace by Leo Tolstoy

“An epic novel (published serially, 1864-9) by the Russian writer Leo Tolstoy (1828-1910). He originally planned to call it 1825, then, as he realized the core of his story lay during the Napoleonic Wars, he called it 1805, and this was the title used in the initial published episodes. At one point he re-titled it All’s Well That Ends Well, conceiving at that point that it would end happily. But as Tolstoy became more and more immersed in developing his philosophy of history, and his theories on the nature of war, he settled on the final sweeping title.

There have been two film versions. The first (1956) is a Hollywood production, directed by King Vidor, and lasts nearly three and a half hours. The second (1967) is a much-admired Soviet production directed by Sergei Bondarchuk; it was originally in four parts, totalling nearly nine hours, and was shown in the UK in two parts totalling over seven hours, reduced to something over six hours for the USA. The BBC TV serial of the novel, adapted by Jack Pulman and with Anthony Hopkins as Pierre, was broadcast in 1972-3. Tolstoy’s novel also formed the basis of the opera, opus 91 (1941-53), by Prokofiev (1891-1953) to a libretto by the composer and Mira Mendelson.”

Excerpted from: Crofton, Ian, ed. Brewer’s Curious Titles. London: Cassell, 2002.

Term of Art: Learning

“Process of acquiring modifications in existing knowledge, habits, or tendencies through experience, practice, or exercise. Learning includes associative processes, discrimination of sense-data, psychomotor and perceptual learning, imitation, concept formation, problem solving, and insight learning. Animal learning has been studied by ethologists and comparative psychologists, the latter often drawing explicit parallels to human learning. The first experiments concerning associative learning were conducted by Ivan Pavlov in Russia and Edward Thorndike in the U.S. Critics of the early stimulus-response (S-R) theories, such as Edward C. Tolman claimed they were overly reductive and ignored a subject’s inner activities. Gestalt-psychology researchers drew attention to the importance of pattern and form in perception and learning, while structural linguists argued that language learning was grounded in genetically inherited ‘grammar.’ Developmental psychologists, such as Jean Piaget, highlighted stages of growth in learning. More recently, cognitive psychologists have explored learning as a form of information processing, while some brain researchers, such as Gerald Edelman, have proposed that thinking and learning involve an ongoing process of cerebral pathway building. Related topics of research include attention, comprehension, motivation, and transfer of training.”

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

Prohibition

Lately, I’ve worked to create a broad spectrum literacy course that will appeal to or reach as many students as possible. This reading on Prohibition and the comprehension worksheet are part of this endeavor.

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.