Teaching Vocabulary Quotes

An I Q cannot measure artistic ability. A potential Picasso may be a flop at objective vocabulary or number tests. An I Q does not measure a capacity for love...How do we teach a child - our own, or those in a classroom to have compassion: to allow people to be different; to understand that like is not equal; to experiment; to laugh: to love.

There were lessons later on. These were going a lot better now she’d got rid of the reading books about bouncy balls and dogs called Spot. She’d got Gawain on to the military campaigns of General Tacticus, which were suitably bloodthirsty but, more importantly, considered too difficult for a child. As a result his vocabulary was doubling every week and he could already use words like ‘disembowelled’ in everyday conversation. After all, what was the point of teaching children to be children? They were naturally good at it.

Think of it like this: your grieving person spoke a language that only one other person in the world spoke, and that person died. It’s tempting to ask the grieving person to teach you that language so that you can speak it to them. No matter how much you want to speak to them, to give them back what they’ve lost, they can’t teach you the language. Coming out of their pain to teach you syntax and grammar and vocabulary so that they can then return to their mute state is simply impossible. They cannot do it. They cannot access that part of their mind that forms lessons and offers feedback.

The previous governess had used various monsters and bogeymen as a form of discipline. There was always something waiting to eat or carry off bad boys and girls for crimes like stuttering or defiantly and aggravatingly persisting in writing with their left hand. There was always a Scissor Man waiting for a little girl who sucked her thumb, always a bogeyman in the cellar. Of such bricks is the innocence of childhood constructed. Susan’s attempts at getting them to disbelieve in the things only caused the problems to get worse. Twyla had started to wet the bed. This may have been a crude form of defense against the terrible clawed creature that she was certain lived under it. Susan had found out about this one the first night, when the child had woken up crying because of a bogeyman in the closet. She’d sighed and gone to have a look. She’d been so angry that she’d pulled it out, hit it over the head with the nursery poker, dislocated its shoulder as a means of emphasis and kicked it out of the back door. The children refused to disbelieve in the monsters because, frankly, they knew damn well the things were there. But she’d found that they could, very firmly, also believe in the poker. Now she sat down on a bench and read a book. She made a point of taking the children, every day, somewhere where they could meet others of the same age. If they got the hang of the playground, she thought, adult life would hold no fears. Besides, it was nice to hear the voices of little children at play, provided you took care to be far enough away not to hear what they were actually saying. There were lessons later on. These were going a lot better now she’d got rid of the reading books about bouncy balls and dogs called Spot. She’d got Gawain on to the military campaigns of General Tacticus, which were suitably bloodthirsty but, more importantly, considered too difficult for a child. As a result his vocabulary was doubling every week and he could already use words like “disemboweled” in everyday conversation. After all, what was the point of teaching children to be children? They were naturally good at it.

When I say I'll learn {footnote ['Teach' is not in the river vocabulary.]} a man the river, I mean it. And you can depend on it, I'll learn him or kill him.

Desire, if it is to be trusted, is to be inspired by a holy vocabulary.

Approaches to teaching and learning are dominated by a ‘slot-and-filler’ model, based on the separation of grammar and vocabulary. 

Jesus Christ is alive and here to teach his people himself. He has not contracted laryngitis. His voice is not hard to hear, his vocabulary is not difficult to understand. — Richard Foster

This was before the importance of set and setting was understood. I was brought to a basement room, given an injection, and left alone.” A recipe for a bad trip, surely, but Richards had precisely the opposite experience. “I felt immersed in this incredibly detailed imagery that looked like Islamic architecture, with Arabic script, about which I knew nothing. And then I somehow became these exquisitely intricate patterns, losing my usual identity. And all I can say is that the eternal brilliance of mystical consciousness manifested itself. My awareness was flooded with love, beauty, and peace beyond anything I ever had known or imagined to be possible. ‘Awe,’ ‘glory,’ and ‘gratitude’ were the only words that remained relevant.” Descriptions of such experiences always sound a little thin, at least when compared with the emotional impact people are trying to convey; for a life-transforming event, the words can seem paltry. When I mentioned this to Richards, he smiled. “You have to imagine a caveman transported into the middle of Manhattan. He sees buses, cell phones, skyscrapers, airplanes. Then zap him back to his cave. What does he say about the experience? ‘It was big, it was impressive, it was loud.’ He doesn’t have the vocabulary for ‘skyscraper,’ ‘elevator,’ ‘cell phone.’ Maybe he has an intuitive sense there was some sort of significance or order to the scene. But there are words we need that don’t yet exist. We’ve got five crayons when we need fifty thousand different shades.” In

... they only trusted the wisdom of people brighter and more worldly than themselves when it was expressed in the vocabulary and style of rural idiots. In his guise as Brazenydol, he had once had a contract with DARPA to teach a team of physicists the basic terminology of tractor pulls so that they could give an acceptable explanation of omniwavelength stealth to a Congressional committee that didn’t understand tractor pulls, either.

The girls of the sixties had mothers who predicted, insisted, argued that those girls would be hurt; but they would not say how or why. In the main, the mothers appeared to be sexual conservatives: they upheld the marriage system as a social ideal and were silent about the sex in it. Sex was a duty inside marriage; a wife’s attitude toward it was irrelevant unless she made trouble, went crazy, fucked around. Mothers had to teach their daughters to like men as a class—be responsive to men as men, warm to men as men—and at the same time to not have sex. Since males mostly wanted the girls for sex, it was hard for the girls to understand how to like boys and men without also liking the sex boys and men wanted. The girls were told nice things about human sexuality and also told that it would cost them their lives—one way or another. The mothers walked a tough line: give the girls a good attitude, but discourage them. The cruelty of the ambivalence communicated itself, but the kindness in the intention did not: mothers tried to protect their daughters from many men by directing them toward one; mothers tried to protect their daughters by getting them to do what was necessary inside the male system without ever explaining why. They had no vocabulary for the why—why sex inside marriage was good but outside marriage was bad, why more than one man turned a girl from a loving woman into a whore, why leprosy or paralysis were states preferable to pregnancy outside marriage. They had epithets to hurl, but no other discourse. Silence about sex in marriage was also the only way to avoid revelations bound to terrify—revelations about the quality of the mothers’ own lives.

Teaching a particular word can only be one step in the gradual learning of that word, so we should not spend too much time on it. The main opportunities for vocabulary teaching should be during intensive reading and when learners ask for words during speaking and writing activities.

When I came to myself again, I said — ‘When I get so that I can do that, I’ll be able to raise the dead, and then I won’t have to pilot a steamboat to make a living. I want to retire from this business. I want a slush-bucket and a brush; I’m only fit for a roustabout. I haven’t got brains enough to be a pilot; and if I had I wouldn’t have strength enough to carry them around, unless I went on crutches.’ ‘Now drop that! When I say I’ll learn {footnote [‘Teach’ is not in the river vocabulary.]} a man the river, I mean it. And you can depend on it, I’ll learn him or kill him.

———————————— WHAT WE TEACH YOU How to address your lodge. How to give toasts. How to tell dialect stories. How to propose to a lady. How to entertain banquets. How to make convincing selling-talks. How to build big vocabulary. How to create a strong personality. How to become a rational, powerful and original thinker. How to be a MASTER MAN!

Despite my vocabulary, my books, knowledge, I find myself folded against the far wall, bereft. I watch two daughters care for their own with an inertia equal to gravity. I sit, with all my theories, metaphors, and equations, Shakespeare and Milton, Barthes, Du Fu, and Homer, masters of death who can't, at least, teach me how to touch my dead.

In my seminary teaching I appeared to be relatively orthodox, if by that one means using an orthodoxy vocabulary. I could still speak of God, sin and salvation, but always only in mythologized, secularized and worldly wise terms. God became the Liberator, sin became oppression and salvation became human effort. The trick was to learn to sound Christian while undermining traditional Christianity.

People who think that queer life consists of sex without intimacy are usually seeing only a tiny part of the picture, and seeing it through homophobic stereotype. The most fleeting sexual encounter is, in its way intimate. And in the way many gay men and lesbians live, quite casual sexual relations can develop into powerful and enduring friendships. Friendships, in turn, can cross into sexual relations and back. Because gay social life is not as ritualized and institutionalized as straight life, each relation is an adventure in nearly un-charted territory—whether it is between two gay men, or two lesbians, or a gay man and a lesbian, or among three or more queers, or between gay men and the straight women whose commitment to queer culture brings them the punishment of the "fag hag" label. There are almost as many kinds of relationship as there are people in combination. Where there are -patterns, we learn them from other queers, not from our-parents or schools or the state. Between tricks and lovers and exes and friends and fuckbuddies and bar friends and bar friends' tricks and tricks' bar friends and gal pals and companions "in the life," queers have an astonishing range of intimacies. Most have no labels. Most receive no public recognition. Many of these relations are difficult because the rules have to be invented as we go along. Often desire and unease add to their intensity, and their unpredictability. They can be complex and bewildering, in a way that arouses fear among many gay people, and tremendous resistance and resentment from many straight people. Who among us would give them up? Try standing at a party of queer friends and charting all the histories, sexual and nonsexual, among the people in the room. (In some circles this is a common party sport already.) You will realize that only a fine and rapidly shifting line separates sexual culture from many other relations of durability and care. The impoverished vocabulary of straight culture tells us that people should be either husbands and wives or (nonsexual) friends. Marriage marks that line. It is not the way many queers live. If there is such a thing as a gay way of life, it consists in these relations, a welter of intimacies outside the framework of professions and institutions and ordinary social obligations. Straight culture has much to learn from it, and in many ways has already begun to learn from it. Queers should be insisting on teaching these lessons. Instead, the marriage issue, as currently framed, seems to be a way of denying recognition to these relations, of streamlining queer relations into the much less troubling division of couples from friends.

The point is, education in its truest form, is the foundation of all human endeavors. It is the most noble of all the civilized elements of human consciousness. Education enables the humans to achieve their fullest mental and physical potential in both personal and social life. The ability of being educated is what distinguishes humans from animals. You can teach a cockatoo to repeat a bunch of vocabularies, but you cannot teach it to construct a space shuttle and go to the moon.

Here in the labyrinth, I struggle to find words to describe what I feel. Up on the mountaintop, I knew the language to describe God: majestic, transcendent, all-powerful, heavenly Father, Lord, and King. In this vocabulary, God remains stubbornly located in a few select places, mostly in external realms above or beyond: heaven, the church, doctrine, or the sacraments. What happens in the labyrinth seems vague, perhaps even theologically elusive. Like countless others, I have been schooled in vertical theology. Western culture, especially Western Christianity, has imprinted a certain theological template upon the spiritual imagination: God exists far off from the world and does humankind a favor when choosing to draw close. Sermons declared that God’s holiness was foreign to us and sin separated us from God. Yes, humanity was made in God’s image, but we had so messed things up in the Garden of Eden that any trace of God in us was obscured, if not destroyed. Whether conservative or liberal, most American churches teach some form of the idea that God exists in holy isolation, untouched by the messiness of creation, and that we, God’s children, are morally and spiritually filthy, bereft of all goodness, utterly unworthy to stand before the Divine Presence. In its crudest form, the role of religion (whether through revivals, priesthood, ritual, story, sacraments, personal conversion, or morality) is to act as a holy elevator between God above and those muddling around down below in the world.

One of the teacher’s main goals should be to help learners become independent vocabulary learners. They can become independent vocabulary learners by knowing how to decide what vocabulary is most useful to learn, by knowing how to learn it through the use of word cards and other strategies, by knowing how to meet the words again by doing lots of extensive reading and listening, and by finding opportunities to produce the words they have learnt through speaking and writing. Rather than teach vocabulary, teachers should be spending that time on training learners in vocabulary learning.

Realize that when you are reading aloud from The Merry Adventures of Robin Hood, you are not just doing literature. If you read it slowly, enjoying it, taking time to contemplate the ideas and discuss them with your kids, you are taking on history, geography, writing, vocabulary, theology, and philosophy as well. This isn't dabbling; it’s wrestling. I think of integration as a kind of curricular power punch. I want to choose published resources and subjects that are going to die me a lot of bang for my buck, so I try to think carefully before I add anything to our docket…Our lives are, by nature, integrated. Our school day should reflect that.

On this day, Eustace was heating iron rods to fix a broken piece on his antique mower. He had a number of irons cooking in his forge at the same time and, distracted by trying to teach me the basics of blacksmithing, he allowed several of them to get too hot, to the point of compromising the strength of the metal. When he saw this, he said, "Damn! I have too many irons in the fire." Which was the first time I had ever heard that expression used in its proper context. But such is the satisfaction of being around Eustace; everything suddenly seems to be in its proper context. He makes true a notion of frontier identity that has long since passed most men of his generation, most of whom are left with nothing but the vocabulary.

Emphatically rejecting ali traditional religions and claiming for their teachings the epithet "scientific," various writers tried to substitute a new faith for the old ones. They claimed to know precisely what the mysterious power that directs ali cosmic becoming has in store for mankind. They proclaimed an absolute standard of values. Good is what works along the lines that this power wants mankind to follow; everything else is bad. In their vocabulary "progressive" is a synonym of good and "reactionary" a synonym of bad. Inevitably progress will triumph over reaction because it is impossible for men to divert the course of history from the direction prescribed by the plan of the mysterious prime mover. Such is the metaphysics of Karl Marx, the faith of contemporary selfstyled progressivism. Marxism is a revolutionary doctrine. It expressly declares that the design of the prime mover will be accomplished by civil war. It implies that ultimately in the battles of these campaigns the just cause, that is, the cause of progress, must conquer. Then ali conflicts concerning judgments of value will disappear. The liquidation of ali dissenters will establish the undisputed supremacy of the absolute eternal values. This formula for the solution of conflicts of value judgments is certainly not new. It is a device known and practiced from time immemorial. Kill the infidels! Burn the heretics! What is new is merely the fact that today it is sold to the public under the label of "science.

However, the Bleeding Hearts were kind hearts; and when they saw the little fellow cheerily limping about with a good-humoured face, doing no harm, drawing no knives, committing no outrageous immoralities, living chiefly on farinaceous and milk diet, and playing with Mrs Plornish's children of an evening, they began to think that although he could never hope to be an Englishman, still it would be hard to visit that affliction on his head. They began to accommodate themselves to his level, calling him 'Mr Baptist,' but treating him like a baby, and laughing immoderately at his lively gestures and his childish English—more, because he didn't mind it, and laughed too. They spoke to him in very loud voices as if he were stone deaf. They constructed sentences, by way of teaching him the language in its purity, such as were addressed by the savages to Captain Cook, or by Friday to Robinson Crusoe. Mrs Plornish was particularly ingenious in this art; and attained so much celebrity for saying 'Me ope you leg well soon,' that it was considered in the Yard but a very short remove indeed from speaking Italian. Even Mrs Plornish herself began to think that she had a natural call towards that language. As he became more popular, household objects were brought into requisition for his instruction in a copious vocabulary; and whenever he appeared in the Yard ladies would fly out at their doors crying 'Mr Baptist—tea-pot!' 'Mr Baptist—dust-pan!' 'Mr Baptist—flour-dredger!' 'Mr Baptist—coffee-biggin!' At the same time exhibiting those articles, and penetrating him with a sense of the appalling difficulties of the Anglo-Saxon tongue.

When Benjamin Bloom studied his 120 world-class concert pianists, sculptors, swimmers, tennis players, mathematicians, and research neurologists, he found something fascinating. For most of them, their first teachers were incredibly warm and accepting. Not that they set low standards. Not at all, but they created an atmosphere of trust, not judgment. It was, “I’m going to teach you,” not “I’m going to judge your talent.” As you look at what Collins and Esquith demanded of their students—all their students—it’s almost shocking. When Collins expanded her school to include young children, she required that every four-year-old who started in September be reading by Christmas. And they all were. The three- and four-year-olds used a vocabulary book titled Vocabulary for the High School Student. The seven-year-olds were reading The Wall Street Journal. For older children, a discussion of Plato’s Republic led to discussions of de Tocqueville’s Democracy in America, Orwell’s Animal Farm, Machiavelli, and the Chicago city council. Her reading list for the late-grade-school children included The Complete Plays of Anton Chekhov, Physics Through Experiment, and The Canterbury Tales. Oh, and always Shakespeare. Even the boys who picked their teeth with switchblades, she says, loved Shakespeare and always begged for more. Yet Collins maintained an extremely nurturing atmosphere. A very strict and disciplined one, but a loving one. Realizing that her students were coming from teachers who made a career of telling them what was wrong with them, she quickly made known her complete commitment to them as her students and as people. Esquith bemoans the lowering of standards. Recently, he tells us, his school celebrated reading scores that were twenty points below the national average. Why? Because they were a point or two higher than the year before. “Maybe it’s important to look for the good and be optimistic,” he says, “but delusion is not the answer. Those who celebrate failure will not be around to help today’s students celebrate their jobs flipping burgers.… Someone has to tell children if they are behind, and lay out a plan of attack to help them catch up.” All of his fifth graders master a reading list that includes Of Mice and Men, Native Son, Bury My Heart at Wounded Knee, The Joy Luck Club, The Diary of Anne Frank, To Kill a Mockingbird, and A Separate Peace. Every one of his sixth graders passes an algebra final that would reduce most eighth and ninth graders to tears. But again, all is achieved in an atmosphere of affection and deep personal commitment to every student. “Challenge and nurture” describes DeLay’s approach, too. One of her former students expresses it this way: “That is part of Miss DeLay’s genius—to put people in the frame of mind where they can do their best.… Very few teachers can actually get you to your ultimate potential. Miss DeLay has that gift. She challenges you at the same time that you feel you are being nurtured.

My interest in comics was scribbled over with a revived, energized passion for clothes, records, and music. I'd wandered in late to the punk party in 1978, when it was already over and the Sex Pistols were history. I'd kept my distance during the first flush of the new paradigm, when the walls of the sixth-form common room shed their suburban-surreal Roger Dean Yes album covers and grew a fresh new skin of Sex Pistols pictures, Blondie pinups, Buzzcocks collages, Clash radical chic. As a committed outsider, I refused to jump on the bandwagon of this new musical fad, which I'd written off as some kind of Nazi thing after seeing a photograph of Sid Vicious sporting a swastika armband. I hated the boys who'd cut their long hair and binned their crappy prog albums in an attempt to join in. I hated pretty much everybody without discrimination, in one way or another, and punk rockers were just something else to add to the shit list. But as we all know, it's zealots who make the best converts. One Thursday night, I was sprawled on the settee with Top of the Pops on the telly when Poly Styrene and her band X-Ray Spex turned up to play their latest single: an exhilarating sherbet storm of raw punk psychedelia entitled "The Day the World Turned Day-Glo" By the time the last incandescent chorus played out, I was a punk. I had always been a punk. I would always be a punk. Punk brought it all together in one place for me: Michael Moorcock's Jerry Cornelius novels were punk. Peter Barnes's The Ruling Class, Dennis Potter, and The Prisoner were punk too. A Clockwork Orange was punk. Lindsay Anderson's If ... was punk. Monty Python was punk. Photographer Bob Carlos Clarke's fetish girls were punk. Comics were punk. Even Richmal Crompton's William books were punk. In fact, as it turned out, pretty much everything I liked was punk. The world started to make sense for the first time since Mosspark Primary. New and glorious constellations aligned in my inner firmament. I felt born again. The do-your-own-thing ethos had returned with a spit and a sneer in all those amateurish records I bought and treasured-even though I had no record player. Singles by bands who could often barely play or sing but still wrote beautiful, furious songs and poured all their young hearts, experiences, and inspirations onto records they paid for with their dole money. If these glorious fuckups could do it, so could a fuckup like me. When Jilted John, the alter ego of actor and comedian Graham Fellows, made an appearance on Top of the Pops singing about bus stops, failed romance, and sexual identity crisis, I was enthralled by his shameless amateurism, his reduction of pop music's great themes to playground name calling, his deconstruction of the macho rock voice into the effeminate whimper of a softie from Sheffield. This music reflected my experience of teenage life as a series of brutal setbacks and disappointments that could in the end be redeemed into art and music with humor, intelligence, and a modicum of talent. This, for me, was the real punk, the genuine anticool, and I felt empowered. The losers, the rejected, and the formerly voiceless were being offered an opportunity to show what they could do to enliven a stagnant culture. History was on our side, and I had nothing to lose. I was eighteen and still hadn't kissed a girl, but perhaps I had potential. I knew I had a lot to say, and punk threw me the lifeline of a creed and a vocabulary-a soundtrack to my mission as a comic artist, a rough validation. Ugly kids, shy kids, weird kids: It was okay to be different. In fact, it was mandatory.

I do not want to keep these things from you. I adore you, puppy. I am just afraid of losing Thomas.” It was nice hearing Boris say that, but it didn’t make Hans feel much better. He’d still behaved like a child throwing a tantrum. These two men were giving him everything—a job he liked doing, a great place to live, good food, fantastic sex, affection—and he’d blown up because they had a couple of things they liked to reserve for themselves. “I’m sorry. I do understand.” Boris reached out and took his hand. “I will start teaching you if you really want to learn. Thomas tells me it is a very hard language for English speakers. The vocabulary is strange.” “Really?” Hans asked, growing ridiculously excited, as if someone had just handed him the map to Blackbeard’s treasure. “It will take a very long time, puppy, before you can understand the things Thomas and I say to each other. But we have been rude. We should not speak so much in front of you.” “No!” Hans exclaimed. “Don’t do that. I want to start picking up phrases. You should talk in front of me more!” Boris laughed. “I had no idea this was so important to you. You really want to be close to us.” “I do!” Boris pulled him in for a long kiss, caressing his back and then sliding his hand partway under Hans’s ass. By the time the kiss ended, they both had raging hard-ons. “You want a pet name for me, puppy?” “Yes!

Nature itself a language with strong Vocabulary, each day it teaches us new Words.

No one would ever suggest that a report whose audience consists of medical doctors should avoid medical terminology that could not be understood by the layperson. By the same token, a contract that embodies a complex commercial transaction will contain specialized diction and vocabulary familiar to its audience. Any

In April 2012, The New York Times published a heart-wrenching essay by Claire Needell Hollander, a middle school English teacher in the New York City public schools. Under the headline “Teach the Books, Touch the Heart,” she began with an anecdote about teaching John Steinbeck’s Of Mice and Men. As her class read the end together out loud in class, her “toughest boy,” she wrote, “wept a little, and so did I.” A girl in the class edged out of her chair to get a closer look and asked Hollander if she was crying. “I am,” she said, “and the funny thing is I’ve read it many times.” Hollander, a reading enrichment teacher, shaped her lessons around robust literature—her classes met in small groups and talked informally about what they had read. Her students did not “read from the expected perspective,” as she described it. They concluded (not unreasonably) that Holden Caulfield “was a punk, unfairly dismissive of parents who had given him every advantage.” One student read Lady Macbeth’s soliloquies as raps. Another, having been inspired by Of Mice and Men, went on to read The Grapes of Wrath on his own and told Hollander how amazed he was that “all these people hate each other, and they’re all white.” She knew that these classes were enhancing her students’ reading levels, their understanding of the world, their souls. But she had to stop offering them to all but her highest-achieving eighth-graders. Everyone else had to take instruction specifically targeted to boost their standardized test scores. Hollander felt she had no choice. Reading scores on standardized tests in her school had gone up in the years she maintained her reading group, but not consistently enough. “Until recently, given the students’ enthusiasm for the reading groups, I was able to play down that data,” she wrote. “But last year, for the first time since I can remember, our test scores declined in relation to comparable schools in the city. Because I play a leadership role in the English department, I felt increased pressure to bring this year’s scores up. All the teachers are increasing their number of test-preparation sessions and practice tests, so I have done the same, cutting two of my three classic book groups and replacing them with a test preparation tutorial program.” Instead of Steinbeck and Shakespeare, her students read “watered-down news articles or biographies, bastardized novels, memos or brochures.” They studied vocabulary words, drilled on how to write sentences, and practiced taking multiple-choice tests. The overall impact of such instruction, Hollander said, is to “bleed our English classes dry.” So

Advancing no particular theory of their own, some insist that explicit teaching of grammar, vocabulary, semantics, pragmatics, and even pronunciation is necessary because students in immersion classrooms sometimes have trouble with these features of the second language. Direct instruction, they say, is the only remedy. Such claims rely heavily on short-term studies in which older students—rarely K–12 English learners—are taught a linguistic form, such as word order, verb conjugation, relative clauses, and so forth, then tested on their conscious knowledge of the form soon after.

Understanding the scale usually increases your tolerance of others along with your ability to help them, should help be desired. My own experiences in teaching are a good example. I have conducted more than a thousand seminars and workshops with groups residing on every pOint of the scale. The ability to work with very different types of people is linked with the ability to shift ones own energy. I would not introduce level 600 teachings to a level 400 group or level 400 teachings to a level 50 group. In shifting my state different demeanour, clothing, vocabulary is used.

The Master's practice of different religions and his realisation that there are ‘as many ways as there are religions’ are of great importance to humanity, as they give a solution to the problem posed by religious plurality. Because of the lack of insight into, and appreciation of, the essential teachings of different religions among their followers, conflicts between them and attempts at mutual destruction, either by force or by fraudulent conversions, have bedevilled the history of religions in the past. It is true that many of those conflicts really arose from man's cupidity and spirit of aggrandisement. The religious shibboleths they used were only smokescreens for cunning political and military leaders to hide their real intentions. Still, there was a tendency for one religion to stigmatise another as the work of the devil, and consider its followers as reserved for hell. That helped aggressors to find in religion a means for winning mass support and a sanction for their nefarious activities. The Master's realisation of all religions as leading to the same goal would force all honest religious leaders to eliminate from their theological vocabulary words such as heathen, kaffir, mlechcha, etc., indicative of contempt and disrespect. As a consequence, it would encourage their followers to consider the followers of all other religions as fellow pilgrims to the same destination, even though along different roads from different directions.

This unfortunate phenomenon happened throughout the professor’s career—the students, who could not bear natural interest in the lectures, profited off O’Hare’s passion. They rested their fangs on her neck and used her original elixir for their needs. If they did it unconsciously, then another phenomenon would occur. The students imitated their teachers. And it was the largest robbery of education. By using the vocabulary of their passionate elders, young, ambitious minds convinced themselves and the world of something they did not believe in. Articulation was so personal. It was the result of countless experiences, people, readings, and reflections. When expressing an authentic belief, some ears were fooled by the speaker’s passion, which was like a contagious trance. So those ears applied others’ articulation as their own. By seeing O’Hare speak enthusiastically about a topic, one, with enough attention, could easily think they loved the topic, too.

As already noted, what happens with the criterion of "love" in a culture that highly values "freedom" is that "love" is defined in terms of "freedom." The "loving thing to do" becomes letting people do what they want to do, as long as the rights of others are not infringed. Like cake batter, love takes the shape of the mold into which it is poured. In the West, this mold consists of liberation and equality. No society will stand with so meager a basis for thinking through its great moral challenges. Citizens of Western culture lack a robust enough moral vocabulary and ethic to explain why they object to things their consciences feel are wrong. In the public square, they are restricted to the language of freedom and equality in all moral matters. Such a "vapid" ethic fails to provide sensible answers for a number of great moral questions: abortion, euthanasia, gun laws, freedom of speech, sexual ethics, and so forth.

Mom's friends were worried that their son isn't talking as much as other six-year-olds. They, like many parents, were concerned with how "smart" their kid is. "Should we be reading to him more?" they asked me. I thought of how lonely I felt trying to teach myself how to read as a foster kid. "Yeah," I replied. "But not because it will expand his vocabulary. Read to him because it will remind him that you love him.

seventeenth

Though Olsen's (1999) descriptive study of Norwegian EFL learners focused primarily on cross-linguistic influences on learner errors, one interesting conclusion was that external factors such as teaching confusing pairs such as sea and see, by and buy, want and won't, or lose and loose at the same time actually causes errors. Olsen recommends that each word be taught in its own context at different times.

Semantic sets actually hinder and impede learning (Tinkhan 1993, 1997; Waring 1997).

Research on vocabulary learning through reading without focused instruction confirms that some vocabulary can be learned without explicit instruction (see Chapter 6, Study 17). On the other hand, Jan Hulstijn and Batia Laufer (2001) and others provide evidence that vocabulary development is more successful when learners are fully engaged in activities that require them to attend carefully to the new words and even to use them in productive tasks. Izabella Kojic-Sabo and Patsy Lightbown (1999) found that effort and the use of good learning strategies, such as keeping a notebook, looking words up in a dictionary, and reviewing what has been learned were associated with better vocabulary development. Cheryl Boyd Zimmerman (2009) provides many practical suggestions for teaching vocabulary and also for helping learners to continue learning outside the classroom.

In Tinkham (1993), two experiments compared the learning rates of the same ESL learners who were learning semantically related and then semantically unrelated target vocabulary items. Results of this study showed that the learners were able to learn the semantically unrelated target items much more quickly than they could do with the semantically related items.

Liu's [2003] idioms commonly used in spoken American English.)

Positive words are easier to remember than negative words (Ludwig, 1984).

categories are more difficult to learn than others. Nouns seem to be the easiest; adverbs—the most difficult; verbs and adjectives—somewhere in between” (p. 298).

Abstract words seem to be more difficult than concrete words.

In a study of 106 undergraduate and graduate nonnative English—speaking students, Schmitt and Zimmerman (2002) found that it was rare for a student to know all four forms or no form of a word. In other words, partial knowledge of at least one form was the norm. Results also showed that learners tended to have a better understanding of the noun and/or verb forms rather than the adjective and/or adverb forms. The authors conclude that teachers cannot assume that learners will absorb the derivative forms of a word family automatically from exposure and suggest explicit instruction in this area of vocabulary.

Knowing a word can also mean that the learner knows the frequency of occurrence of that word. Though this aspect of a word may seem almost trivial, the frequency of a word is often cited as a major factor in a given word's difficulty. In fact, Haynes (1993) claims that word frequency is probably the major component in word difficulty.

Perhaps the single most important aspect of knowing a word for nonnative learners—besides or in addition to the obviously requisite synonym or denotation meaning—is the

collocation(s) of a new vocabulary item. The meaning of collocation is apparent in its constituent parts: co (together) + location (place). A collocation is a word or phrase that naturally and frequently occurs before, after, or very near the target vocabulary item.

The most common collocations for commit as a verb are all types of crimes: commit murder,

commit suicide, commit grand larceny, commit adultery. Thus, commit does not mean just “do or make” but “do or make something negative.” An ESL student who learns that commit in commit a murder means “to do or perform an action” might attempt to make the following seemingly logical combinations: commit a joke on someone, commit the housework, commit a lie. The problem—a huge problem for nonnative learners—is that commit does not collocate with joke, housework, or lie.

vocabulary is actually more important than grammar.

Learning a second language entails learning numerous aspects of that language, including vocabulary, grammar, pronunciation, composition, reading, culture, and even body language. Unfortunately, traditionally vocabulary has received less attention in second language (L2) pedagogy than any of these other aspects, particularly grammar. Arguably, vocabulary is perhaps the most important component in L2 ability. For more than 2,000 years, the study of a foreign language primarily entailed grammatical analysis, which was practiced through translation of written work (Hinkel & Fotos, 2002). As a result, vocabulary has been academically excluded from or at best limited within L2 curricula and classroom teaching. A perusal of ESL textbooks quickly reveals a lack of focus on vocabulary. Unlike books in French, Spanish, or other foreign languages, there are no vocabulary lists in the lessons/units or vocabulary index at the back of the book. Exercises practicing vocabulary may be found in reading books, but such exercises are rarely found in grammar books, speaking books, listening books, or writing books in spite of the importance of vocabulary in these areas.

Vocabulary knowledge is critical to any communication. Wilkins (1972) summarizes the situation best: “While without grammar very little can be conveyed, without vocabulary nothing can be conveyed” (p. 111).

Research has shown that second-language readers rely heavily on vocabulary knowledge, and that a lack of vocabulary knowledge is the largest obstacle for second-language readers to overcome” (p. 154). Likewise, Haynes and Baker (1993) found that the main obstacle for L2 readers is not lack of reading strategies but rather insufficient vocabulary knowledge in English. Laufer and Sim (1985) list these areas in order of decreasing importance in reading ability in L2: knowledge of vocabulary, subject matter, discourse markers, and syntactic structure. In sum, Laufer and Sim find that vocabulary is most important, syntax least important.

This emphasis on grammar is surprising in current pedagogy that focuses on comprehensible input and communicative activities because people can generally communicate their meaning with less than perfect grammar whereas incorrect use of vocabulary can substantially impede communication.

vocabularies’ that the learners need to acquire: the 6,000+ high-frequency lexical words (and chunks) that provide the threshold into fluency, and the 150 or so common functors that cement these lexical words together.   Questions for discussion 1. Have you had a language learning experience that confirms Foer’s intuitions about the value of a core vocabulary? 2. If lack of sufficient vocabulary is the main impediment to reading fluency, what are the implications, for the teacher of reading, on materials choice and task design? 3. What approaches could you use to teach

Today, community service is sometimes used as a patch to cover over inarticulateness about the inner life. Not long ago, I asked the head of a prestigious prep school how her institution teaches its students about character. She answered by telling me how many hours of community service the students do. That is to say, when I asked her about something internal, she answered by talking about something external. Her assumption seemed to be that if you go off and tutor poor children, that makes you a good person yourself. And so it goes. Many people today have deep moral and altruistic yearnings, but, lacking a moral vocabulary, they tend to convert moral questions into resource allocation questions. How can I serve the greatest number? How can I have impact? Or, worst of all: How can I use my beautiful self to help out those less fortunate than I? The atmosphere at Hull House was quite different. The people who organized the place had a specific theory about how to build character, equally for those serving the poor and for the poor themselves. Addams, like many of her contemporaries, dedicated her life to serving the needy, while being deeply suspicious of compassion. She was suspicious of its shapelessness, the way compassionate people tended to ooze out sentiment on the poor to no practical effect. She also rejected the self-regarding taint of the emotion, which allowed the rich to feel good about themselves because they were doing community service. “Benevolence is the twin of pride,” Nathaniel Hawthorne had written. Addams had no tolerance for any pose that might put the server above those being served. As with all successful aid organizations, she wanted her workers

[...] But in my own field, I can tell you what happens to books when they are put to these uses. They are examined for "developmental values," or read because they teach the concept of "relative size," or because of "good human relations," or "interracial concepts," or "vocabulary content." But when one searches for values and pushes them as if they were plums in a pudding, one destroys the texture and proportion of the pudding itself, and the art of pudding-making and the eating thereof are destroyed.

Research on vocabulary teaching is not very encouraging. Typically, if a teacher teaches ten new words to the learners, they are likely to remember only three or four of them. Vocabulary teaching is also rather time-consuming, and when we compare the amount of learning that learners can do from word cards with the amount of learning from teaching, it is much better if learners spend time using word cards.

A poem a day helps build vocabulary the easy way.

Experimental studies of vocabulary teaching typically show that out of every ten words that are taught, only about three or four are actually learnt. Most teaching is neither effective nor efficient.

Watching a movie without subtitles will teach you how to keep up with what a person is saying.

The opening verse of John is probably the most quoted in scripture: In the beginning was the word, and the word was with God, and the word was God. Unfortunately, it is also the most blatant mistranslation in the whole of the Christian canon. It sounds from the English (and also from the Latin of Saint Jerome’s Vulgate) as if the reference is to the Word of God, meaning the teachings or message of God. But the Greek in the source documents is logos. In Greek philosophy, beginning with Heraclitus of Ephesus who flourished around 500 BCE, the logos is logic or reason, the universal principle by which nature is governed and all things are interrelated. In the original Greek text of the Gospel of John, Jesus is the logic of the universe – a far more powerful conception than merely the word, or spokesperson, of God. Sadly, we can probably blame the influence of the Latin Vulgate for this linguistic vandalism. Latin has a rather small vocabulary compared with modern English. The Latin noun verbum can mean word, but it can also mean idea, concept, point of view, thesis… Translating the Greek logos as the Latin verbum was probably excusable – Saint Jerome agonized over the translation – but taking it back into English as word was a scholarly sin of the highest order.

The most common definition of [the word information] is: "the action of informing; formation or molding of the mind or character, training, instruction, teaching; communication of instructive knowledge. This definition remained fairly constant until the years immediately following World War II, when it came in vogue to use 'information' as a technological term to define anything that was sent over an electric or mechanical channel. 'Information' became part of the vocabulary of the science of messages. And, suddenly, the appellation could be applied to something that didn't necessarily have to inform. This definition was extrapolated to general usage as something told or communicated, whether or not it made sense to the receiver. Now, the freedom engendered by such an amorphous definition has, as you might expect, encouraged its liberal deployment. It has become the single most important word of our decade, the suspense of our lives and our work.

The most common definition [of the word information] is: "the action of informing; formation or molding of the mind or character, training, instruction, teaching; communication of instructive knowledge. This definition remained fairly constant until the years immediately following World War II, when it came in vogue to use 'information' as a technological term to define anything that was sent over an electric or mechanical channel. 'Information' became part of the vocabulary of the science of messages. And, suddenly, the appellation could be applied to something that didn't necessarily have to inform. This definition was extrapolated to general usage as something told or communicated, whether or not it made sense to the receiver. Now, the freedom engendered by such an amorphous definition has, as you might expect, encouraged its liberal deployment. It has become the single most important word of our decade, the suspense of our lives and our work.

In school, this explicit teaching of facts and procedures is rampant in almost every subject area. In science, it’s called “the scientific method” and often includes steps such as: Observe something and/or do research. Construct a hypothesis. Make a prediction based on your hypothesis. Test your hypothesis by doing an experiment. Analyze the results of your experiment. Determine if your hypothesis was correct. The steps vary slightly between models. However, no matter the actual words on the checklist, or how many steps are included, we teach them to children as if they descended on stone tablets. Teachers devise songs or mnemonic devices to help students memorize the rigid steps. Then students memorize the vocabulary words that go along with the scientific method: hypothesis, fair test, variables, control groups, reliability, validity, etc. Finally, students fill out worksheets to match the vocabulary words with the correct definitions and put the steps in order. This is not science. Science is about wonder and risk and imagination, not checklists or vocabulary memorization. Alan Kay laments that much of what schools teach isn’t science at all, it’s science appreciation. (Kay, 2007)

Father Gregory Boyle, put it best in his book, Tattoos on the Heart: “You stand with the least likely to succeed until success is succeeded by something more valuable: kinship. You stand with the belligerent, the surly, and the badly behaved until bad behavior is recognized for the language it is: the vocabulary of the deeply wounded and of those whose burdens are more than they can bear.

word. To not have to struggle to convey meaning in a language not my own. For the first few years in Africa, just listening to people was exhausting: mentally translating the words into English, having to think through everything twice. At the same time, he’d struggled to understand all the customs and taboos—many downright bizarre to him, and some even dangerous if broken. He had to distill his teaching into simple truths that he could convey. Once he’d told the natives before he started preaching that he had the vocabulary of a seven- or eight-year-old and, thus, to please bear with him.

Puhpowee, she explained, translates as “the force which causes mushrooms to push up from the earth overnight.” As a biologist, I was stunned that such a word existed. In all its technical vocabulary, Western science has no such term, no words to hold this mystery. You’d think that biologists, of all people, would have words for life. But in scientific language our terminology is used to define the boundaries of our knowing. What lies beyond our grasp remains unnamed.

If we want to exercise more responsibility regarding what ideas we entertain, we will need to develop the attention and vocabulary required to relate truthfully to a complex world. Or, as (Wendell) Berry puts it, "We must speak, and teach our children to speak, a language, precise and articulate and lively enough to tell the truth about the world as we know it." And we won't learn this language if our minds have become passive thoroughfares for advertising jingles, political slogans, and hashtags.

When they clean out a man’s memory on this place called Mars, they don’t really clean it completely. They just clean out the middle of it, sort of. They always leave a lot of stuff in the corners. There is a story around about how they tried cleaning out a few memories completely. The poor people who had that done to them couldn’t walk, couldn’t talk, couldn’t do anything. The only thing anybody could think of to do with them was to housebreak them, teach them a basic vocabulary of a thousand words, and give them jobs in military or industrial public relations.

Yet, L2 acquisition of word-formation devices differs from L1 acquisition. As suggested by the ‘Dual Semantic Transparency’, the Semantic Transparency of L2 word-formation morphemes is further enhanced by Orthographic & Phonological Overlap and/or by Morphological Translation Equivalence they share with their counterparts in pupils’ L1. Therefore, L2 word-formation morphemes and complex words that have to be present in elementary books should be those which share Orthographic & Phonological Overlap and/or Morphological Translation Equivalence with their counterparts in pupils’ L1. In their article, Bauer & Nation (1993) should have considered the influence pupils’ L1 has on L2 acquisition of L2 affixes. Affixes’ order, suggested by Bauer & Nation (1993), has to be reordered according to the Orthographic & Phonological Overlap and Morphological Translation Equivalence L2 affixes share with their counterparts in pupils’ L1. When teaching vocabulary, teachers have to provide the counterparts that L2 complex words have in pupils’ L1. Presenting the counterparts that L2 complex words have in pupils’ L1 assists L2 learners in transferring the decomposition capability of L1 complex words to L2 complex words. Morphological Translation Equivalence that pair complex words share with each other assist L2 learners in transferring the information of the L1 complex word to its counterpart in pupils’ L2 (e. g., transitive verbs read, lees plus suffix –able/-baar resulting in adjectives readable leesbaar).

English children’s vocabulary increases rapidly during the early school years. Anglin (1993, 62) estimated that first grade English children know approximately 10,000 words, third grade pupils know 19,000 words, and fifth grade pupils know 39,000 words. The annual increase in vocabulary is estimated to be 3,000 words from the first to third grade and 10,000 words from the fourth to the fifth grade. Nagy & Anderson (1984, 20) uphold that there is “the ability to utilize morphological relatedness among words (which) puts a student at a distinct advantage in dealing with unfamiliar words”. In a later work, Nagy (1988, 46) acknowledges that: “there is no doubt that skilled word learners use context and their knowledge of prefixes, roots, and suffixes to deal effectively with new words”. In short, in addition to context, there is awareness of word-formation devices which accounts for such rapid increase in early school age English children’s vocabulary. Such high vocabulary growth would certainly be of great interest in L2 acquisition. Nakayama, N. (2008) tested the role that explicit teaching of affixes (prefixes) plays in vocabulary learning to pre- and upper-intermediate L2 learners. The participants received instructions over the contribution prefixes played in the meaning of the complex word during an academic year. L2 learners’ vocabulary was measured in the beginning and in the end of the academic year. Assisted by the instructions, L2 learners learned easier the new derived words, but, in the end of the academic year they had forgotten the derived words whose meaning they acquired through instructions over the contribution prefixes played in the meaning of the complex word (2008, 70). In the end, Nakayama, N. (2008, 68) concludes that systematic teaching of prefixes does lead to better retention of the derived word, but only with regard to short-term memory. On the other hand, it has been estimated that the only the most advanced L2 learners can acquire 3000 words a year (Bauer, L. & Nation, P. 1993); a figure comparable to that of early school age native children acquiring their L1. Hence, word-formation knowledge leads to high vocabulary growth to L2 learners, but solely to the most advanced L2 learners. We may uphold that word formation devices have to be acquired rather than learned through explixit instructions.

English vocabulary was hugely influenced by Norman French as a result of the Norman conquest of 1066, while the Frisian language has seen extensive lexical borrowing from Dutch. But nonetheless, close similarities to English are still evident

case in point is English following the Norman Conquest, which borrowed heavily from Norman French: estimates have suggested that around 30–40 per cent of modern English vocabulary is ultimately of French origin.

Even though we don’t teach this particular skill in school, and we barely have a vocabulary to describe it, our mindreading abilities play a key role in our work and relationship successes, our sense of humor, our social ease.

TAKEAWAYS FOR TEACHING YOUR DOG Provide a long pause. When you see your dog noticing your modeling or noticing the buttons, turn your routine interactions into language-facilitating opportunities. The greatest cue we can provide is a long, silent pause to give the AAC user a chance to process what is happening and try exploring her words. When you see your dog communicate through a gesture or vocalization, stay quiet for at least ten to fifteen seconds. At the end of fifteen seconds, if your dog looks like she might be walking toward her buttons or is looking at them, continue staying quiet. If you have not seen an indication that she might try saying a word, add a naturalistic cue. Your dog may need cues for a little while before using words independently. Keep providing a long pause, pointing at the button, asking a general question such as “What do you want?” or standing near the button to support your dog’s emerging vocabulary. Even after you’ve heard your dog’s first words, your dog will likely need support before using words independently and regularly. Model words in different contexts to support generalization. Your dog will learn to use words in different ways if she sees and hears you using words in multiple ways. Remember that your dog is intrinsically motivated to communicate. Resist the desire to offer a treat for saying a word (unless the word is treat). This will keep your dog from learning the actual meaning of the word. Stick to providing the appropriate response to your dog’s word. Think about other communication functions besides requesting. Your dog might be trying to label an object or activity in her environment or talk about what is happening.

TAKEAWAYS FOR TEACHING YOUR DOG When deciding which words to teach, ask yourself these questions. What does my dog communicate with her gestures and vocalizations? Which words do I say to her frequently during routine activities? Which words would allow her to communicate for functions other than requesting? Which words could be used across multiple contexts? Establish a vocabulary with more core words than fringe words. For the most communication potential, and more complex use later on, teach high-frequency words. Keep your dog’s buttons in the same spot. We all learn how to talk through the principles of motor learning. Verbal speech users learn the motor plan to say each sound and word, sign language users develop a motor plan for each hand movement, and AAC users for each word location. Continuously moving words around will be confusing for your dog. After you find a spot that works well, stick with it. Spend time modeling new vocabulary. Whenever you add more words, make sure to model them in their appropriate contexts. Respond to accidental hits, mis-hits, and your dog exploring the buttons. Even if you think you are absolutely positive that your dog pushed a button accidentally or meant to push a different one, respond to the word she said. These are valuable teaching moments. Plus, your dog might surprise you with what she says and when. To help your dog become a deliberate communicator, always respond as though the message was intentional. Give your dog more words than you think she knows. This allows for language growth and exploration.

TAKEAWAYS FOR TEACHING YOUR DOG Add a word to your dog’s gestures. Model the next level of communication by saying the word that corresponds to your dog’s gesturing. Your dog is learning another way she can communicate that concept. Look for patterns in your dog’s vocabulary use. Learn more about your dog by paying attention to the words she uses most frequently and the specific situations in which she most often uses words. Just like people, every dog is different and will have different communication trends.

Core words are the most frequently used words in communication. Studies in which researchers analyze language samples from different populations and contexts have shown that there are approximately three hundred to four hundred words that make up about 80 percent of everything we say.20 Core words are typically verbs, adjectives, pronouns, adverbs, and prepositions. The most effective AAC systems are set up to teach core vocabulary first “because it allows communicators to express a wide variety of concepts with a very small number of words. Since core words make up the majority of spoken language, focusing on core vocabulary allows many opportunities throughout the day to hear the same words being used in a natural environment.”21 Using core words sets the learner up for their best communication success.

TAKEAWAYS FOR TEACHING YOUR DOG Add names and other nouns. This can help your dog communicate more specific messages. Test out your dog’s vocabulary. Spend time using your dog’s buttons to try saying the common words and phrases you use. If you’re able to use her buttons to say a variety of common phrases, that indicates a solid vocabulary selection. Model three-and four-word phrases. When your dog starts combining words, keep modeling the next level up. A good rule of thumb is to add one word to whatever your dog said. This helps expand length of utterance. Use the stages of motor learning to help you. Know that it’s possible for your dog to be in the beginning stages of motor learning with some words, and automatic with others. Keep modeling and providing cues for the words that your dog is still learning how to say independently and automatically. Give wait time. When your dog has shown that she is capable of combining words, give her time to do so. Instead of reacting right away to a single word, wait five to ten seconds to see if she will add to her message. Communicating with AAC takes time. Give your dog a chance to finish her whole thought.

Pāli is a scholastic language now, it’s not a living language that changes. So it kind of holds concepts and then allows us to use words, to have an agreed vocabulary, ways of expressing and thinking that aren’t just bound into cultural conditioning or personal descriptions of experience.

English at this time was very much the ‘poor relation’ of the three in terms of prestige, and this lowly status of English post-Norman conquest finds echoes in the modern English lexicon. When people say: ‘He uttered an Anglo-Saxon expression’ as a euphemism for ‘he swore’, they do so with good reason: much of our modern earthy or taboo vocabulary carries the stigma of low-status English in medieval England, while its socially acceptable equivalents have generally been borrowed from Norman French. The social divide between the new ruling class and the subjugated English is also evident elsewhere in the lexicon. Pork, mutton and beef, delicacies available only to the Norman-speaking élites in the Middle Ages, are terms of Anglo-Norman origin, but the names of the animals which provide them, pig, sheep and cow, all come from Anglo-Saxon, the language of the farmers who produced the meat for the rulers’ table.

We begin with teaching kids feeling words (Vocabulary), that lead to statements like, “I feel sad that my sister won’t play with me.” These statements then lead to actions (Resourcefulness), or taking the emotion to something constructive. These are the foundational building blocks of emotional development.

The literature of apocalypse is scary stuff, the kind of thing that can give religion a bad name, because people so often use it as a means of controlling others, instilling dread by invoking a boogeyman God. ... [Apocalyptic literature] is not a detailed prediction of the future, or an invitation to withdraw from the concerns of this world. It is a wake-up call, one that uses intensely poetic language and imagery to sharpen our awareness of God's presence in and promise for the world. The word "apocalypse" comes from the Greek for "uncovering" or "revealing," which makes it a word about possibilities. And while uncovering something we'd just as soon keep hidden is a frightening prospect, the point of apocalypse is not to frighten us into submission. Although it is often criticized as "pie-in-the-sky" fantasizing, I believe its purpose is to teach us to think about "next-year-country" in a way that sanctifies our lives here and now. "Next-year-country" is a treasured idiom of the western Dakotas, an accurate description of the landscape that farmers and ranchers dwell in - next year rains will come at the right time; next year I won't get hailed out; next year winter won't set in before I have my hay hauled in for winter feeding. I don't know a single person on the land who uses the idea of "next year" as an excuse not to keep on reading the earth, not to look for the signs that mean you've got to get out and do the field work when the time is right. Maybe we're meant to use apocaly[tic literature in the same way: not as an allowance to indulge in an otherworldly fixation but as an injunction to pay closer attention to the world around us. When I am disturbed by the images of apocalypse, I find it helpful to remember the words of a fourth-centry monk about the task of reading scripture as "working the earth of the heart," for it is only in a disturbed, ploughted0up ground that the seeds we plant for grain can grow.

Jed Fernandez is also excellent for classroom teaching. Teachers can engage students in a classroom vocabulary or grammar review. Jed Fernandez is suitable for intermediate and advanced esl learners. It can be used to energize a dull class, to review work that was done or simply as a reward for good classroom work. Have fun teaching and learning English. jedfernandezimages.blogspot.com

These days, as a result of my encounters with growth–mind-set research, I have modified my feedback vocabulary considerably. Statements like “You are a really talented writer” have been excised from my vocabulary and have been replaced with, “Excellent work—you took the strategies we have been working on in class and deployed them beautifully in here,” or, “You have obviously worked very hard at your writing, and it shows in this essay.

Aubade" “My love, I fear the silence of your hands.” —Mahmoud Darwish Overnight, my heart, the forest has grown cold and every leaf shivers with the sure knowledge of its fall, shivers yellow and maple-red and mauve, Summer remembered in vermillion dying. When I walk the river now it bears merely the lightest press of feet, my body swaying to keep balance in the whetted breeze. I had to leave you on the absent shore, a warm bloom nesting in the reeds, an unfixed, iridescent eye. How we part only the morning knows, and what we said already dew. Tomorrow after tomorrow we will find the tongue to remember our silences, or borrow words from the night’s vocabulary of sighs. Grief will teach you new names and I will answer, hollow, in drumbeats and echoes, in footsteps and softly closed doors, never looking at you, never back. I place these words now in the vault of sleep before it comes. Before the burial and the blood.

Aubade" “My love, I fear the silence of your hands.” —Mahmoud Darwish Overnight, my heart, the forest has grown cold and every leaf shivers with the sure knowledge of its fall, shivers yellow and maple-red and mauve, Summer remembered in vermillion dying. When I walk the river now it bears merely the lightest press of feet, my body swaying to keep balance in the whetted breeze. I had to leave you on the absent shore, a warm bloom nesting in the reeds, an unfixed, iridescent eye. How we part only the morning knows, and what we said already dew. Tomorrow after tomorrow we will find the tongue to remember our silences, or borrow words from the night’s vocabulary of sighs. Grief will teach you new names and I will answer, hollow, in drumbeats and echoes, in footsteps and softly closed doors, never looking at you, never back. I place these words now in the vault of sleep before it comes. Before the burial and the blood.

Descriptions of such experiences always sound a little thin, at least when compared with the emotional impact people are trying to convey; for a life-transforming event, the words can seem paltry. When I mentioned this to Richards, he smiled. “You have to imagine a caveman transported into the middle of Manhattan. He sees buses, cell phones, skyscrapers, airplanes. Then zap him back to his cave. What does he say about the experience? ‘It was big, it was impressive, it was loud.’ He doesn’t have the vocabulary for ‘skyscraper,’ ‘elevator,’ ‘cell phone.’ Maybe he has an intuitive sense there was some sort of significance or order to the scene. But there are words we need that don’t yet exist. We’ve got five crayons when we need fifty thousand different shades. Michael Pollan - How to Change Your Mind: What the New Science of Psychedelics Teaches Us About Consciousness, Dying, Addiction, Depression, and Transcendence

For me, preaching is not teaching. It is not about something I know well enough to pass on, but a means of suggesting and pointing to possibilities I have discovered in a text as it interacts with life itself.

When teaching vocabulary, teachers have to provide the counterparts that L2 complex words have in pupils’ L1. Presenting the counterparts that L2 complex words have in pupils’ L1 assists L2 learners in transferring the decomposition capability of L1 complex words to L2 complex words. Morphological Translation Equivalence that pair complex words share with each other assist L2 learners in transferring the information of the L1 complex word to its counterpart in pupils’ L2 (e. g., transitive verbs read, lees plus suffix –able/-baar resulting in adjectives readable leesbaar).

I think I would live by Albert Schweitzer’s three basic rules for raising children: First, example; second, example; third, example. But I wouldn’t go quite that far. I would say, first, example; second, build a caring and affirming relationship; and third, teach some of the simple ideas underlying the habits in the language of children—help them gain a basic understanding and vocabulary of the 7 Habits and show them how to process their own experiences through the principles; let them identify what particular principles and habits are being illustrated in their lives.

When you learn the rules and the vocabulary of investing and begin to build your asset column, I think you’ll find that it’s as fun a game as you’ve ever played. Sometimes you win and sometimes you learn. But have fun. Most people never win because they’re more afraid of losing. That is why I found school so silly. In school we learn that mistakes are bad, and we are punished for making them. Yet if you look at the way humans are designed to learn, we learn by making mistakes. We learn to walk by falling down. If we never fell down, we would never walk. The same is true for learning to ride a bike. I still have scars on my knees, but today I can ride a bike without thinking. The same is true for getting rich. Unfortunately, the main reason most people are not rich is because they are terrified of losing. Winners are not afraid of losing. But losers are. Failure is part of the process of success. People who avoid failure also avoid success.

The most powerful tool parents have for sharing their way of life and their values, is the example they set, the behavior they model all of the time. In every waking moment of the child's life, especially in the first three years, he is learning and becoming more and more like those people he finds around him. He will imitate their way of walking, moving and talking, the vocabulary, the handling of objects, the emotions, manners, taste, the respect and consideration (or lack of) for others, and on and on. The first important thing we can do is to surround him with the kind of people we want him to emulate. These are his first teachers. Practicing the correct way to ladle soup. The second thing to keep in mind is to avoid correcting when the action or behavior can be taught in another way. For example, if a child is continually slamming the door very loudly, the best approach is to: (1) Note that the child needs to be shown how to close a door carefully and quietly. (2) Choose a neutral moment at a later time, (which means not an emotionally charged moment when the adult is upset by the door slamming). (3) Give an amusing, exaggerated, and interesting lesson, showing the child how to close the door—turning the handle so carefully and closing the door so slowly that there is no sound whatsoever. Try other doors, do it over and over, as long as both are enjoying it. With these lessons the adult can teach many important lessons, such as brushing teeth, putting away toys, and pouring milk. But if a child reaches for a hot pot handle, or runs into the street, we correct, act immediately!

Good art-writers break conventions, hold a few sacrosanct, innovate their own. They measure their limits by instinct, not by rote. Mostly they learn by seeing miles of art, and reading good literature in bulk. There is no substitute, for a writer, for possessing a natural ear for language; a rich vocabulary; a flair for varied sentence structures; an original opinion; some arresting ideas to share. I can teach you none of that.

Here are the five skills we’ve identified. We need to recognize our own emotions and those of others, not just in the things we think, feel, and say but in facial expressions, body language, vocal tones, and other nonverbal signals. understand those feelings and determine their source—what experiences actually caused them—and then see how they’ve influenced our behaviors. label emotions with a nuanced vocabulary. express our feelings in accordance with cultural norms and social contexts in a way that tries to inform and invites empathy from the listener. regulate emotions, rather than let them regulate us, by finding practical strategies for dealing with what we and others feel. The rest of this book is devoted to teaching those skills and how to use

Aubade" “My love, I fear the silence of your hands.” —Mahmoud Darwish Overnight, my heart, the forest has grown cold and every leaf shivers with the sure knowledge of its fall, shivers yellow and maple-red and mauve, Summer remembered in vermillion dying. When I walk the river now it bears merely the lightest press of feet, my body swaying to keep balance in the whetted breeze. I had to leave you on the absent shore, a warm bloom nesting in the reeds, an unfixed, iridescent eye. How we part only the morning knows, and what we said already dew. Tomorrow after tomorrow we will find the tongue to remember our silences, or borrow words from the night’s vocabulary of sighs. Grief will teach you new names and I will answer, hollow, in drumbeats and echoes, in footsteps and softly closed doors, never looking at you, never back. I place these words now in the vault of sleep before it comes. Before the burial and the blood. Alvin Pang, When the Barbarians Arrive. (Arc Publications 2012)

 When St. Kari of the Blade Met Luke Skywalker, Star Wars Jedi Knight  “What’s that?” Kari asked pointing to the silvery object attached to Luke’s waist. “It’s my lightsaber,” Luke said cautiously, not knowing where this was going. “It’s like your sword, only many years advanced.” “I see me thinks,” grinned Kari, “although I cannot see how such a short object labors as a sword. Can you show me how? Here, block my blade.” Kari pull-whipped her sharp, simple straight edge fast and held it so that its steel shaft was stationed off Lukes left shoulder. “I don’t want to ruin your sword,” Luke said with a slight grinning shrug. “It will cut your blade in half.” “No it shan’t. C’mon and try” quipped Kari, her violet-grey eyes dancing with mirth. Luke felt compelled just a little bit to teach the seemingly uncomplicated girl a lesson in advanced blade-play. He struck at her sword, but to his amazement, the laser did not cut through Kari’s antiquated, plain cross-hilt weapon, as it easily should have. She wryed and smiled. “I’ve never seen anything like this,” Luke said eyes widening in surprise. “The only thing that resists a lightsaber cut is Cortosis.” “Let me try cutting at you,” Kari said, her gridelin eyes glittering in delight. As she struck Luke’s sword, the neat humming cylindrical beam of laser light that was Luke’s blade fell as one solid piece to the ground and began to eat itself inward and disappear, both ends vaporizing and fizzling, meeting in the middle and ending with a loud “pop!” “How did you do that?” Skywalker asked in amazement. “What’s your sword made of?” Kari smiled. “My sword is made of adamantine eternal belief. It both cut and resisted your blade because I shalled it to. I am she. All swordplay in the ’Halla exists on the edge of belief, something you will have to learn if you are to survive here whilst your sky-ship is being refitted and rigged out. Learn about the ’Halla, Luke.” Luke awkwardly grimaced. His lightsaber was an amazing piece of advanced technology and here this wispy backwater of a fencing lass had just “out-believed” him, making his well-ahead art of laser swordplay more primitive than the girl’s unadorned straightedge. He remembered Yoda’s words on failure and belief and felt stupid. The word Jedi was not in Kari’s vocabulary, Luke thought, but notwithstanding, she seemed more than a Jedi than he.