Modules Taught

Didactic :instructive; designed to impart information, advice, or some doctrine of morality or philosophy. Much of the most ancient surviving literature is didactic, containing genealogies, proverbial wisdom, and religious instruction. Most European literary works of the Middle Ages have a strong didactic element, usually expounding doctrines of the Church. Practical advice has often been presented in verse, as in the Georgics (37–30 BCE) of Virgil, which give advice on farming, and in the imitative georgics of the 18th century. Since the ascendancy of Romanticism and Aestheticism in the 19th century, didactic writing has been viewed unfavourably as foreign to true art, so that the term didacticism refers (usually pejoratively) to the use of literary means to a doctrinal end. Some imaginative works still contain practical information, however: B. S. Johnson's novel Christie Malry's Own Double Entry (1973) contains precise instructions for the manufacture of petrol bombs. The boundaries of didactic literature are open to dispute, since both the presence and the prominence of doctrinal content are subject to differing interpretations. In the broadest sense, most allegories and satires implying a moral or political view may be regarded as didactic, along with many other kinds of work in which the theme embodies some philosophical or other belief of the author. A stricter definition would confine the term to those works that explicitly tell readers what they should do. See also propagandism.

In applied linguistics, the grammar translation method is a foreign language teaching method derived from the classical (sometimes called traditional) method of teaching Greek and Latin. The method requires students to translate whole texts word for word and memorize numerous grammatical rules and exceptions as well as enormous vocabulary lists. The goal of this method is to be able to read and translate literary masterpieces and classics.

Throughout Europe in the 18th and 19th centuries, the education system was formed primarily around a concept called faculty psychology. In brief, this theory dictated that the body and mind were separate and the mind consisted of three parts: the will, emotion, and intellect. It was believed that the intellect could be sharpened enough to eventually control the will and emotions. The way to do this was through learning classical literature of the Greeks and Romans, as well as mathematics. Additionally, an adult with such an education was considered mentally prepared for the world and its challenges. In the 19th century, modern languages and literatures begin to appear in schools. It was believed that teaching modern languages was not useful for the development of mental discipline and thus they were left out of the curriculum. As a result, textbooks were essentially copied for the modern language classroom. In America, the basic foundations of this method were used in most high school and college foreign language classrooms and were eventually replaced by the audiolingual method among others.

Classes were conducted in the native language. A chapter in a distinctive textbook of this method would begin with a massive bilingual vocabulary list. Grammar points would come directly from the texts and be presented contextually in the textbook, to be explained elaborately by the instructor. Grammar thus provided the rules for assembling words into sentences. Tedious translation and grammar drills would be used to exercise and strengthen the knowledge without much attention to content. Sentences would be deconstructed and translated. Eventually, entire texts would be translated from the target language into the native language and tests would often ask students to replicate classical texts in the target language. Very little attention was placed on pronunciation or any communicative aspects of the language. The skill exercised was reading, and then only in the context of translation. --196.218.218.186 (talk) 20:12, 29 October 2008 (UTC)--196.218.218.186 (talk) 20:12, 29 October 2008 (UTC)

The method by definition has a very limited scope of objectives. Because speaking or any kind of spontaneous creative output was missing from the curriculum, students would often fail at speaking or even letter writing in the target language. A noteworthy quote describing the effect of this method comes from Bahlsen, who was a student of Plötz, a major proponent of this method in the 19th century. In commenting about writing letters or speaking he said he would be overcome with "a veritable forest of paragraphs, and an impenetrable thicket of grammatical rules." Later, theorists such as Vietor, Passy, Berlitz, and Jespersen began to talk about what a new kind of foreign language instruction needed, shedding light on what the grammar translation was missing. They supported teaching the language, not about the language, and teaching in the target language, emphasizing speech as well as text. Through grammar translation, students lacked an active role in the classroom, often correcting their own work and strictly following the textbook.

The grammar translation method stayed in schools until the 1960s, when a complete foreign language pedagogy evaluation was taking place. In the meantime, teachers experimented with approaches like the direct method in post-war and Depression era classrooms, but without much structure to follow. The trusty grammar translation method set the pace for many classrooms for many decades.

Industrial Revolution, term usually applied to the social and economic changes that mark the transition from a stable agricultural and commercial society to a modern industrial society relying on complex machinery rather than tools. It is used historically to refer primarily to the period in British history from the middle of the 18th cent. to the middle of the 19th cent.

There has been much objection to the term because the word revolution suggests sudden, violent, unparalleled change, whereas the transformation was, to a great extent, gradual. Some historians argue that the 13th and 16th cent. were also periods of revolutionary economic change. However, in view of the magnitude of change between 1750 and 1850, the term seems useful.

Dramatic changes in the social and economic structure took place as inventions and technological innovations created the factory system of large-scale machine production and greater economic specialization, and as the laboring population, formerly employed predominantly in agriculture (in which production had also increased as a result of technological improvements), increasingly gathered in great urban factory centers. The same process occurred at later times and in changed tempo in other countries.

The ground was prepared by the voyages of discovery from Western Europe in the 15th and 16th cent., which led to a vast influx of precious metals from the New World, raising prices, stimulating industry, and fostering a money economy. Expansion of trade and the money economy stimulated the development of new institutions of finance and credit (see commercial revolution). In the 17th cent. the Dutch were in the forefront financially, but with the establishment (1694) of the Bank of England, their supremacy was effectively challenged. Capitalism appeared on a large scale, and a new type of commercial entrepreneur developed from the old class of merchant adventurers. Many machines were already known, and there were sizable factories using them, but these were the exceptions rather than the rule. Wood was the only fuel, water and wind the power of these early factories.

As the 18th cent. began, an expanding and wealthier population demanded more and better goods. In the productive process, coal came to replace wood. Early-model steam engines were introduced to drain water and raise coal from the mines. The crucial development of the Industrial Revolution was the use of steam for power, and the greatly improved engine (1769) of James Watt marked the high point in this development. Cotton textiles was the key industry early in the Industrial Revolution. John Kay's fly shuttle (1733), James Hargreaves's spinning jenny (patented 1770), Richard Arkwright's water frame (1769), Samuel Crompton's mule (1779), which combined the features of the jenny and the frame, and Edmund Cartwright's power loom (patented 1783) facilitated a tremendous increase in output. The presence of large quantities of coal and iron in close proximity in Britain was a decisive factor in its rapid industrial growth.

The use of coke in iron production had far-reaching effects. The coal mines from the early 1700s had become paramount in importance, and the Black Country appeared in England at the same time that Lancashire and Yorkshire were being transformed into the greatest textile centers of the world. Factories and industrial towns sprang up. Canals and roads were built, and the advent of the railroad and the steamship widened the market for manufactured goods. The Bessemer process made a gigantic contribution, for it was largely responsible for the extension of the use of steam and steel that were the two chief features of industry in the middle of the 19th cent. Chemical innovations and, most important of all, perhaps, machines for making machines played an important part in the vast changes.

The Industrial Revolution did not in fact end in Britain in the mid-1800s. New periods came in with electricity and the gasoline engine. By 1850, however, the transformation wrought by the revolution was accomplished, in that industry had become a dominant factor in the nation's life.

France had in the 17th and most of the 18th cent. kept pace with Britain, but it later lagged behind in industrial development, and the British victory in their long-standing commercial rivalry kept markets away from France. The revolution did not make the rapid progress that it did in Britain, but after 1830 it developed steadily. The railroad and improved transportation preceded the introduction of the revolution into Germany, which is conventionally said to have accompanied the formation of the Zollverein; industrial Germany was created after 1850.

The United States made some contributions to the early revolution, notably the cotton gin (1793) of Eli Whitney. But the transformation of the United States into an industrial nation took place largely after the Civil War and on the British model. The textile mills of New England had long been in existence, but the boom period of industrial organization was from 1860 to 1890. The Industrial Revolution was introduced by Europeans into Asia, and the last years of the 19th and the early years of the 20th cent. saw the development of industries in India, China, and Japan. However, Japan is the only country of E Asia that may be said to have had a real Industrial Revolution. The Russian Revolution had as a basic aim the introduction of industrialism.

The Industrial Revolution has changed the face of nations, giving rise to urban centers requiring vast municipal services. It created a specialized and interdependent economic life and made the urban worker more completely dependent on the will of the employer than the rural worker had been. Relations between capital and labor were aggravated, and Marxism was one product of this unrest. Doctrines of laissez-faire, developed in the writings of Adam Smith and David Ricardo, sought to maximize the use of new productive facilities. But the revolution also brought a need for a new type of state intervention to protect the laborer and to provide necessary services. Laissez faire gradually gave way in the United States, Britain, and elsewhere to welfare capitalism. The economic theories of John Maynard Keynes reflected this change. The Industrial Revolution also provided the economic base for the rise of the professions, population expansion, and improvement in living standards and remains a primary goal of less developed nations.

The industrial revolution can be defined as a drastic transformation both of the processes by which American (and European) society produced goods for human consumption, and of the social attitudes surrounding these processes. The first non-ambiguous use of the term is attributed to the French economist Adolphe Blanqui in 1837, but the idea of a "revolution" in the industrial sphere showed up in various forms in the writings of many French and British intellectuals as early as the 1820s. The expression underlines the depth and speed of the changes observed, and the fact that they seemed to derive from the introduction of machine-based factories. Although in Great Britain the slow process of industrial transformation has led historians there to question the very notion of an "industrial revolution," the speed and radical character of the change that took place in the United States in the nineteenth century largely precludes any such discussion.

The spread of new, powerful machines using new sources of power (water, then coal-generated steam) constituted the most obvious aspect of this process of change. Alexander Hamilton's Report on Manufactures (1791) made explicit reference to "the extension of the use of machinery," especially in the British cotton industry, and in 1812, Tench Coxe, a political economist and career official in the Treasury Department, peppered his Report on the State of Manufactures in the United States with paeans to "laborsaving machinery." Factories built around new machines became a significant element in the urban landscapes of several eastern cities in the 1830s, while railroads brought steam-powered engines into the daily life of rural areas. The new industrial order included productivity increases that made available a wealth of new, nonagricultural goods and activities. Three out of four American male workers accounted for in the census of 1800 worked full time in agriculture; by 1900 more than two-thirds of the workforce was employed in the manufacturing and service sectors. Another, less visible evolution was even more momentous: in 1800 virtually all Americans were working in family-sized units of production, based on long-term or permanent (slaves, spouses) relationships and included such nonquantitative characteristics as room and board and "moral" rules of behavior. When wages were paid, their amount was a function of these "moral" customs (some historians even speak of a "moral" economy) and the prosperity of the business as much as of the supply and demand of labor. A century later, wages determined by the labor market were becoming the norm, with little attention paid to "custom" or the moral imperative of "fair wages." Moreover, employers and employees lived increasingly disconnected lives, both socially and spatially. Among many other consequences, this shift eventually led to a reevaluation of "women's work," hitherto left unpaid within the household, and made untenable first slavery, then the segregation with which southern white supremacists hoped to create their own racist version of the labor market. It is thus impossible to overstate the social and political impact of the industrial revolution.

While the existence of an industrial revolution is hard to dispute, its chronology and causes are more open to discussion. Technologically, the United States took its first steps toward mass production almost immediately after independence, and had caught up with Great Britain by the 1830s. Following the British lead, American innovation was concentrated in cotton and transportation. In 1793, after fifteen years of experimentation in the Philadelphia and Boston areas, Samuel Slater set up the country's first profitable cotton-spinning factory in Pawtucket, Rhode Island. Thomas Jefferson's decision in 1807 to stop trade with Europe, and the subsequent War of 1812 with Great Britain, created a protected environment for American manufacturers, and freed commercial capital. This led to such ventures as the Boston Manufacturing Company, founded under the impulse of Boston merchant Francis Cabot Lowell in 1813 in Waltham, Massachusetts. The company's investors went on to create a whole series of new factories in Lowell, Massachusetts, in 1822. Thanks to a combination of immigrant British technicians, patent infringements, industrial espionage, and local innovations, American power looms were on a par with the English machines by the end of the 1810s. Moreover, Waltham, which combined under one roof all the processes of textile production, particularly spinning and weaving, was the first wholly integrated textile factory in the world. Still, despite the development of a high-pressure steam engine by inventor Oliver Evans in Philadelphia in 1804, American cotton manufacturers, and American industry in general, lagged in the use of steam. In 1833, Secretary of the Treasury Louis McLane's federal survey of American industry reported few steam engines outside of the Pittsburgh area, whereas James Watt's steam engine, perfected between 1769 and 1784, was used throughout Great Britain by 1800.

However, in 1807, the maiden run of Robert Fulton's first steamboat, the Clermont, on the Hudson River marked the first commercial application of steam to transportation, a field in which Americans were most active. The first commercial railroad in the United States, the Baltimore and Ohio, was launched in 1828, three years after its first British counterpart. In 1829, the British inventor George Stephenson introduced his Rocket engine; the New Jersey transportation magnate John Stevens bought one two years later and had built three improved (and patent-infringing) copies by 1833. His son, Robert L. Stevens, added his own contribution by creating the modern T-rail. John Stevens also gave technical information to young Matthias Baldwin of Philadelphia, who launched what would become the Baldwin Locomotive Works with his first engine, the Ironsides, built in 1832. With the opening of the Erie Canal in 1825, and the ensuing "canal craze," a spate of canal construction extending into the 1840s, all the ingredients of the so-called transportation revolution were in place.

Between the 1820s and the Civil War, American machinery surpassed that of their British competitors, a superiority made public at the Crystal Palace Exhibition in London in 1851. For instance, under the impulse of John Hall, a machinist who began working at the Harpers Ferry federal gun factory in 1820, American gun makers developed a production process precise and mechanized enough to produce standardized, interchangeable gun parts; such an approach would make the fortune of gun maker Samuel Colt in the 1850s. Standardized production was eventually applied to other goods, starting with Isaac Merritt Singer's sewing machines, sold commercially from 1851 on. The biggest advance in communications technology since the railroad greatly improved mail delivery, was the telegraph, an American innovation introduced by Samuel F. B. Morse between Washington, D.C., and Baltimore in 1844. The 1830–1860 period is most important, however, for its organizational innovations. Up to then, cotton manufacturers, steamboat promoters, and railroad administrators alike were less concerned with productivity than with turning a quick profit through monopolies, cartels, and niche markets. Accounting was sloppy at best, making precise cost control impossible. Subcontracting was the rule, as well as piece-work rather than wages. In this environment, technical innovations that sped production could lessen costs for the manufacturer only if piece rates were cut accordingly. This began to occur in American cotton factories from 1828 on (leading to the first modern industrial conflicts in Manayunk and other factories around Philadelphia, six years before the better-known strikes in Lowell and other New England centers in 1834). It was not until the 1840s and 1850s that modern business procedures were introduced. These included the accounting innovations of Louis McLane, at this time president of the Baltimore and Ohio Railroad, and his chief engineer, Benjamin Latrobe, and the organizational overhaul of the Pennsylvania Railroad launched by its president, J. Edgar Thompson, in 1853.

By the Civil War, competent technicians and productivity-minded administrators were revolutionizing one industry after another, a process that became generalized after 1870. Organizers and inventors systematically allied with each other; in Pittsburgh, Alexander L. Holley built for Andrew Carnegie the most modern steel mill in the world, the Edgar Thomson works, which opened in 1875. Sometimes organizer and inventor were one and the same, as in the case of Thomas Edison, who set up an experimental laboratory in Menlo Park, New Jersey, in 1876, developed the first electric lightbulb in 1879, and went on to build what became General Electric. In other fields, the pioneers were superseded by outsiders. Colonel Edwin Drake was the first person to successfully use drilling to extract oil from the earth, which he did in Titusville, Pennsylvania, in 1859, but John D. Rockefeller was the man who succeeded in gaining control over 90 percent of American refineries between 1865 and 1879, creating with Standard Oil the first modern monopoly in America. The systematized search for productivity led to systematized research and development through the combined use of applied research and funding from large corporations, university-based science, and federal subsidies. From oil and electricity to chemistry, the pace of innovation became such that the period has been called a "second industrial revolution" (actually a misnomer, since rates of growth were not significantly higher than in the previous period). Similarly, the search for economies of scale led to giant factories, great concentrations of workers, and widespread urbanization. The search for new outlets for constantly increasing output led to mass consumption and advertisement. And the search for lower costs prompted bloody battles with workers. Compromise in this area was slowly reached; in 1914, Henry Ford introduced the idea that high wages meant efficient workers and useful consumers, and Roosevelt and the New Deal, from 1933 on, set up a social security system giving those same workers a safety net in hard times. Thus, much of the history of the late-nineteenth and the twentieth centuries is the history of the struggle to come to terms with the economic, political, and social consequences of the new forms of organization of human production developed before the Civil War and systematized in the Gilded Age. More generally, the industrial revolution inaugurated trends that perpetuated themselves into the twenty-first century and can properly be described as the matrix of the contemporary world.

The science, that is, the general and universal properties, of language. The middle of the twentieth century saw a shift in the principal direction of linguistic inquiry from one of data collection and classification to the formulation of a theory of generative grammar, which focuses on the biological basis for the acquisition and use of human language and the universal principles that constrain the class of all languages. Generative grammar distinguishes between the knowledge of language (linguistic competence), which is represented by mental grammar, and the production and comprehension of speech (linguistic performance).

If grammar is defined as the mental representation of linguistic knowledge, then a general theory of language is a theory of grammar. A grammar includes everything one knows about a language; its phonetics and phonology (the sounds and the sound system), its morphology (the structure of words), its lexicon (the words or vocabulary), its syntax (the structure of sentences and the constraints on well-formed sentences), and its semantics (the meaning of words and sentences). See also Psychoacoustics; Speech; Speech perception.

Linguistics is not limited to grammatical theory. Descriptive linguistics analyzes the grammars of individual languages; anthropological linguistics, or ethnolinguistics, and sociolinguistics focus on languages in relation to culture, social class, race, and gender; dialectologists investigate how these factors fragment one language into many. In addition, sociolinguists and applied linguists examine language planning, literacy, bilingualism, and second-language acquisition. Computational linguistics encompasses automatic parsing, machine processing, and computer simulation of grammatical models for the generation and parsing of sentences. If viewed as a branch of artificial intelligence, computational linguistics has as its goal the modeling of human language as a cognitive system. A branch of linguistics concerned with the biological basis of language development is neurolinguistics. The form of language representation in the mind, that is, linguistic competence and the structure and components of the mental grammar, is the concern of theoretical linguistics. The branch of linguistics concerned with linguistic performance, that is, the production and comprehension of speech (or of sign language by the deaf), is called psycholinguistics. Psycholinguists also investigate how children acquire the complex grammar that underlies language use. See also Psycholinguistics.