BiblioVault - Books about Study & Teaching

If a Chimpanzee Could Talk and Other Reflections on Language Acquisition

Jerry H. Gill

University of Arizona Press, 1997

How is it that chimpanzees can learn to "speak" at a higher level than some so-called wolf children? What happened that day in the pumphouse, when Helen Keller suddenly grasped the meaning of words? And picture this: a father and mother who shun the advice of professionals, who doggedly force their way into the closed world of their autistic son, and who reverse his grim prognosis, revealing him to be gifted. How to explain?

In this book, a philosopher combines these famous cases with a lifetime of study to examine the threshold of language--that point "between speech and not quite speech." He provides fascinating accounts of the deaf and blind Helen Keller, of chimpanzees like Washoe, and of feral children such as Victor, the "wild boy of Aveyron," putting a new spin on their stories. When does it start, he asks, that miracle most of us take for granted? Where does it come from, that uniquely human power to transform perception and action into thought and the singular activity we call speech?

Here is evidence that, for chimp or child, the crucial factors in acquiring language have less to do with intellect and everything to do with social interaction. Here is confirmation that the "give-and-take, push-and-pull" of daily life forces virtually all of us to acquire language simply to live and work together. Author Jerry Gill offers no pat answers. Rather, he emphasizes imitation and reciprocity—for example, playing pat-a-cake with a baby—as essential to becoming part of a speaking community "and thereby becoming a human being." In addition, Gill gives dozens of examples to show how gesture and facial expression both create and change the meaning of language. In compelling fashion, he underscores the point that language acquisition can be fully understood only in terms of such physical and social activity. The author exposes the flaws of research focused mainly on mental processes and gives little credit to findings based upon artificially contrived experiments.

With vigor, compassion, and a broad-minded humanism, these pages invite the reader to think again about how we say what we mean, how we mean what we say, and where it all starts in the first place. Valuable to students of psychology, linguistics, philosophy, and anthropology, the book will also appeal to general readers who welcome an opportunity to explore familiar things in a new and entirely enjoyable way.

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Improving How Universities Teach Science

Lessons from the Science Education Initiative

Carl Wieman

Harvard University Press, 2017

Too many universities remain wedded to outmoded ways of teaching science in spite of extensive research showing that there are much more effective methods. Too few departments ask whether what happens in their lecture halls is effective at helping students to learn and how they can encourage their faculty to teach better. But real change is possible, and Carl Wieman shows us how it can be brought about.

Improving How Universities Teach Science draws on Wieman’s unparalleled experience to provide a blueprint for educators seeking sustainable improvements in science teaching. Wieman created the Science Education Initiative (SEI), a program implemented across thirteen science departments at the universities of Colorado and British Columbia, to support the widespread adoption of the best research-based approaches to science teaching. The program’s data show that in the most successful departments 90 percent of faculty adopted better methods. Wieman identifies what factors helped and hindered the adoption of good teaching methods. He also gives detailed, effective, and tested strategies for departments and institutions to measure and improve the quality of their teaching while limiting the demands on faculty time.

Among all of the commentary addressing shortcomings in higher education, Wieman’s lessons on improving teaching and learning stand out. His analysis and solutions are not limited to just one lecture hall or course but deal with changing entire departments and universities. For those who want to improve how universities teach science to the next generation, Wieman’s work is a critical first step.

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Improving Science Education

International Perspectives

Edited by Barry J. Fraser and Herbert J. Walberg

University of Chicago Press, 1995

Specialists from Australia, Canada, Europe, the United Kingdom, and the United States present a broad range of perspectives for improving science education in primary and secondary schools.

This volume offers educators and researchers a glimpse at what peers from around the world have done to help science students achieve high levels of success. The introduction is a concise account of worldwide reform movements, from modernizations in the 1950s that dramatically improved the teaching of chemistry and physics to such changes in the 1980s as the emphasis on the learning-to-learn approach and the trend toward using social issues as a vehicle for teaching science.

The nine essays survey topics that include teaching inquiry skills and other techniques to foster a joy of science; creating an understanding of real-world applications of science; managing course instruction with computers; encouraging teachers to adopt new styles of teaching; cross-national comparisons of science achievement; and the differences between boys and girls in attitude, learning, and degree of participation.

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Internal Rhetorics

Toward a History and Theory of Self-Persuasion

Jean Nienkamp

Southern Illinois University Press, 2001

Since its early history in Greek culture, traditional rhetorical study has focused primarily on persuasive language used in the public sphere. There has been little study, however, of what Jean Nienkamp calls internal rhetoric, which “occurs between one aspect of the self and another” inside one’s mind. Nienkamp opens the study of internal rhetoric by discussing how the concept developed alongside traditional classical and modern rhetorical theory.

Nienkamp shows how we talk to ourselves, or more specifically, how we talk ourselves into things: justifications, actions, opinions, theories. She explains that just because we see ourselves as divided, as torn in different directions by conflicting desires, duties, and social mores, it does not mean that we are fragmented, nor does it mean that we are split into discrete identities that neither interrelate nor interact.

In this groundbreaking study, Nienkamp identifies two major aspects of internal rhetoric: “the conscious ‘art’ of cultivated internal rhetoric” and “the unconscious ‘nature’ of primary internal rhetoric.” Selecting a small number of figures from the history of rhetoric—including Isocrates, Plato, Aristotle, Francis Bacon, Lord Shaftesbury, Richard Whately, Kenneth Burke, Chaim Perelman and Lucie Olbrechts-Tyteca, George Herbert Mead, and Lev Vygotsky—Nienkamp argues for a “version of the rhetorical self that takes into account both the ways we are formed by and formulate internal and external rhetorics and the ways our physical bodies act as a contributing scene—an agora—for internal rhetoric.”

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Into New Territory

American Historians and the Concept of US Imperialism

James G. Morgan

University of Wisconsin Press, 2014

The idea that the United States—a nation founded after a war of independence—operates as an imperialist power on the world stage has gained considerable traction since the turn of the twenty-first century. But just a few decades earlier, this position was considered radical and even “un-American.” How did this dramatic change come about?
Tracing the emergence of the concept of US imperialism, James G. Morgan shows how radical and revisionist scholars in the 1950s and 1960s first challenged the paradigm of denying an American empire. As the Vietnam War created a critical flashpoint, bringing the idea of American imperialism into the US mainstream, radical students of the New Left turned toward Marxist critiques, admiring revolutionaries like Che Guevara. Simultaneously, a small school of revisionist scholars, led by historian William Appleman Williams at the University of Wisconsin, put forward a progressive, nuanced critique of American empire grounded in psychology, economics, and broader historical context. It is this more sophisticated strand of thinking, Morgan argues, which demonstrated that empire can be an effective analytical framework for studying US foreign policy, thus convincing American scholars to engage with the subject seriously for the first time.

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Inventing the World Grant University

Chinese International Students’ Mobilities, Literacies, and Identities

Steven Fraiberg

Utah State University Press, 2017

Through an exploration of the literacy practices of undergraduate Chinese international students in the United States and China, Inventing the World Grant University demonstrates the ways in which literacies, mobilities, and transnational identities are constructed and enacted across institutional and geographic borders.

Steven Fraiberg, Xiqiao Wang, and Xiaoye You develop a mobile literacies framework for studying undergraduate Chinese international students enrolling at Western institutions, whose numbers have increased in recent years. Focusing on the literacy practices of these students at Michigan State University and at Sinoway International Education Summer School in China, Fraiberg, Wang, and You draw on a range of mobile methods to map the travel of languages, identities, ideologies, pedagogies, literacies, and underground economies across continents. Case studies of administrators’, teachers’, and students’ everyday literacy practices provide insight into the material and social structures shaping and shaped by a globalizing educational landscape.

Advocating an expansion of focus from translingualism to transliteracy and from single-site analyses to multi-site approaches, this volume situates local classroom practices in the context of the world grant university. Inventing the World Grant University contributes to scholarship in mobility, literacy, spatial theory, transnationalism, and disciplinary enculturation. It further offers insight into the opportunities and challenges of enacting culturally relevant pedagogies.

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The Iranian Revolution Turns Thirty, Volume 2009

Behrooz Ghamari-Tabrizi, Mansour Bonakdarian, Nasrin Rahimieh, Ahmad Sadri, and Ervand Abrahamian, eds.

Duke University Press

This special issue of Radical History Review marks the thirtieth anniversary of the Iranian revolution, an event that reverberated across the globe, causing rifts and realignments in international relations, as well as radical changes in Iranian political, social, and cultural institutions. The Iranian revolution of 1979 was a historical inevitability neither in its inception nor in its outcome; however, its continued domestic and global significance—often misunderstood and misinterpreted—remains indisputable. The issue explores the complex and evolving nature of the postrevolutionary dynamics in Iran and calls for renewed reflection on the roots of the revolution, the processes leading to its proponents’ victory, and its impact on the Muslim world and the global balance of power.

The articles in this interdisciplinary issue take up the legacy of the revolution within and outside the borders of Iran and offer critical evaluation and new insights into the transformations that Iran experienced as a result of the revolution. One essay discusses the role of the crowd in the revolution, while another traces the genealogy of the discourse of anti-Zionism in Iranian circles. Other articles explore the treatment of the revolution in the Egyptian press and illustrate how the trauma of the revolution is portrayed in diasporic Iranian women’s biographies. The issue also features a “Reflections” section, which includes eight short essays that provide snapshots of postrevolutionary politics, economics, literature, cinema, and visual arts, demonstrating both radical changes and continuities in Iranian society.

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The Irish Question, Volume 2009

Conor McGrady, Donal Ó Drisceoil and Van Gosse, eds.

Duke University Press

This special issue of Radical History Review focuses on the “Irish question”—the historical role of British imperialism in Ireland and its legacies in the modern Republic of Ireland and in Northern Ireland. This collection of essays places Ireland in a comparative context, addressing the broader relevance of the Irish experience to questions of empire and colonialism worldwide. Examining how the Irish nationalist movement functioned for more than two centuries within the context of various forms of British imperialism, the issue analyzes the evolution of contemporary Ireland’s politics of race, immigration, and armed resistance.

One contributor addresses the issue of constitutional nationalism in late-nineteenth- and early-twentieth-century Ireland, while another looks at the recent history of Irish republicanism in relation to the peace process. Other essays examine Protestant society and Unionist hegemony in nineteenth-century Ulster, immigration and racism as the Irish experienced them in postwar Britain, and the historiography of race and racialization in Ireland. The historical adviser for the award-winning film The Wind That Shakes the Barley reflects on its portrayal of the period of the Irish War of Independence and Civil War and a photographic essay focuses on supporters of the modern Irish republican movement in the United States and Ireland.

Contributors. Kevin Bean, Pauline Collombier-Lakeman, Mary Conley, John Corbally, Steve Garner, Diane George, Van Gosse, Martin Hayes, Bill Kissane, Conor McGrady, Kerby Miller, Kevin Noble, Donal Ó Drisceoil

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I-Writing

The Politics and Practice of Teaching First-Person Writing

Karen Surman Paley

Southern Illinois University Press, 2001

In this ethnographic study of the teaching of writing, Karen Surman Paley reveals the social significance of first-person writing and the limitations of a popular taxonomy of composition studies. Paley looks critically at the way social constructionists have created an “Other” in the field of composition studies and named it “expressivist.”

Paley demonstrates the complexity of approaches to teaching writing through an ethnographic study of two composition faculty at Boston College, a programthat some would say is “expressivist.” She prompts her colleagues to consider how family experiences shape the way students feel about and treat people of races, religions, genders, and sexual preferences other than their own. Finally, she suggests to the field of composition that practitioners spend less time shoring up taxonomies of the field and more time sharing pedagogies.

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