Showing posts with label communications. Show all posts
Showing posts with label communications. Show all posts

Saturday, May 30, 2009

Collective Nouns ("Terms of Venery")


My friend Kaity Tong's blog (Are YOU Smarter Than a Sixth Grader?) got me to look deeper into collective nouns. We all know that we refer to a group of fish as a "school" and a group of elephants as a "herd." Well, what do you call a group of crows? Kaity's 6th grader knew: it's "a murder of crows."

Where did such terms come from - and why are they needed?

Intrigued, I immediately Googled "collective nouns" and found numerous listings. I eventually found a reference to James Lipton's book An Exaltation of Larks and quickly borrowed a copy from my local library (as a user, I can attest that the Columbus Metropolitan Library has earned its rating as #1 public library system in the U.S.). In this wonderful book, Lipton describes his research into these terms and provides almost 1200 of them - the most definitive list I've come across - with some of their origins.

Lipton advocates calling such descriptors of groups of things "terms of venery," noting that "collective nouns" would be a misnomer, confusing them with words such as "majority" (and committee, team, family, etc.). He justifies "venery" from its etymology signifying "the hunt" and this is where such descriptors originated in the English language: from books of the 1400s, The Egerton Manuscript (1450) and The Book of St. Albans (1486), that provided the earliest surviving lists of these terms and these related primarily to game animals, though also to people and 15th century life. He also described the 15th century as a period in which the English language exploded with new words, providing a new descriptive richness to the language.

Some terms have become so idiomatic, they don't sound like collective nouns. A litter of pups. A month of Sundays. A mountain of debt. A hill of beans. A head of steam. A can of worms. A baptism of fire. An embarrassment of riches.

So that's where these terms came from. Why were they needed? Why isn't "group" enough of a modifier to describe any collection of objects? Since most of these terms of venery are unique to their objects, aren't they superfluous?

Alas, here Lipton provides less information (and my Google search provided nothing more). He cites Sir Arthur Conan Doyle (1906) suggesting "for every collection of beasts ... there is their own private name so that none may be confused with another." Closer to the period of their origin, in the 1400s, inventing terms of venery had become a somewhat of a game and of social commentary. (A rascal of boys. A gaggle of women. A pontificality of prelates. A blast of hunters. A drift of fishermen.) Not knowing the correct term was an indication of ones lack of education and breeding. (What would you think of someone who referred to "a school of elephants?")

Lipton himself advocates use of such terms to retain the beauty and richness of the English language - the essence of poetry. Terms of venery illuminate the object to which they refer - they "add something to the equation." Lipton points out that Shakespere's The Comedy of Errors is a group term, as is "a sea of troubles" (Hamlet, Act III, Sc. 1). He notes "the poet came up with a more imaginative term" and cites a couple of dozen other terms in publications from the Bible to New York Magazine in which authors have continued to play the Game of Venery. (George Plimpton: An om of Buddhists. Neil Simon: A mews of cathouses. Kurt Vonnegut: A phalanx of flashers. And the unattributed: An obstinacy of buffaloes. A tower of giraffes. A pomp of Pekingese. A wobble of bicycles. A dawdling of waiters. A mass of Bostonians. A spread of Texans. An upyours of New Yorkers.)

It is these newer, unfamiliar venerial terms that trouble me. While they are clever, I have difficulty envisioning them becoming so popular that they will eventually become a natural part of speech. And this brings me back to my "why" question. While Lipton decries - as do I - the dumbing down of Americans and the loss of English literacy, given the losing battles of over grammar, usage, and spelling, will the public suffer the need to memorize further peculariarities of the English language for the sake of advancing the poetry of the language?

To go further, into territory only obliquely mentioned in Lipton's book: How extensively do other languages employ terms of venery?

In the very little Chinese I learned as a child, I recall that there are such terms in the Chinese language. These "modifiers" typically accompany the noun and often refer to quantity or measure. There's a generic modifier ("ge"), but use of a modifier specific to the noun is far preferred. My mother cautioned me that to use "ge" instead of the specific modifier is a sign of lack of education. As an American-born Chinese, learning Chinese was tough enough without having to learn a gaggle of modifying terms! Perhaps that's why I gave up studying Chinese (much to my later regret).

So there's an answer parallel with the English "why" question: to indicate degree of education. But the Chinese language has a much more fundamental reason for having such modifiers. Because Chinese is a largely monosylabic language, so many Chinese words sound like other Chinese words with completely different meanings (homonyms). Using modifiers helps distinguish among the many objects that would otherwise sound like other objects. As in the rest of the Chinese language, the context in which a word appears with other words helps the listener interpret what is being said. Hence, there's a very good reason why the Chinese language needs terms of venery.

But in English, words for objects don't often sound like other such words, so avoiding confusion isn't a good justification for adding complexity to the language. At this point, I can only speculate as to other reasons. English, as a relatively young language, may have borrowed the use of modifiers such as terms of venery from other languages. Lipton acknowledges such borrowing in his book, citing examples of words borrowed from the French. Going deeper then, how widely do Latin and Greek (the basis of most English words) and other world languages (from which the English may have borrowed) use terms of venery? I have no idea, but I now have a new topic of discussion for future cocktail parties in which I might find myself in the company of a babel of foreign language scholars. Hoorah!


Saturday, February 28, 2009

Social Networking, Twitter, Blogging - In Plain English

While cruising around the 'net trying to figure out how I should use social networking, blogging, newsfeeds, etc., I found a series of quick (2 minute), light videos by Lee LeFever and his company Common Craft that effectively convey some basic concepts. Here are the links to the videos on YouTube with the embedded videos. If you go to the videos at YouTube, you'll see other explanatory videos you might find interesting.

Social Networking


Blogs


Twitter


RSS Feeds

Wednesday, February 25, 2009

Experiential Learning

The George Lucas Educational Foundation's Edutopia features a 4-minute video report on "High Tech High": a high school focused on experiential learning. All their students are admitted to college. The students are shown to be engaged and developing critical thinking and communications skills. All their students are admitted to college.

More than a decade ago, the Ohio Board of Regents did a study on effective learning techniques (funded by the National Science Foundation), and concluded that students learn math and science more effectively through an inquiry-based (i.e., experiential) approach, rather than the traditional lecture/memorize/drill/test (didactic) approach. These are not new conclusions; John Dewey espoused them in the 1930s. Yet in seeing the results in the video, we are still amazed because teaching has changed so little in the past century.

Perhaps successes like those in San Diego will inspire more schools, parents, and policy makers to expect these important lessons be brought into our schools to help our kids learn in this 21st century.






Monday, February 23, 2009

TED: Ideas Worth Spreading

The Rotary Club of Briarcliff's blog on Chinese food led me to TED: a website devoted to spreading ideas. It's a wonderful source of talks (most about 20 minutes long), that have been given at the TED conferences that were originally focused on Technology, Entertainment, and Design, but have broadened out since their first conference in 1984. They range from light and entertaining to very thought-provoking (and often are both), and are free.

My finding and exploring the site reflect a few of the points I've made in my blog entries so far. First, I found it by following someone's blog entry. Responding to my FaceBook status saying I was exploring TED, a FB friend endorsed the site, saying it's wonderful (and suggesting other sites for me to check out as well). The hundreds of content-filled videos at TED are examples of Information Overload, but at least the ideas have been assessed (the conference organizers and TED's Brain Trust invite the speakers). Still, there are so many interesting sounding presentations (available both through the Internet and for my iPhone), that going through them will take a lot of time. I'm trying to play the talks I've selected in the background, replacing TV, while I'm working on other things (multitasking). I'll share specific items that I find interesting that are related to my own thoughts; doing so may help others sift through the talks and encourage them to do likewise.

So here's the first talk I'll share. It's one directly related to The Tyranny of the Either/Or - more pointedly, the difference between liberals and conservatives (I call them "tribes"; Haidt calls them "teams"). It's a surprisingly moderate talk (both/and), since was given at a TED conference (expectedly - and empirically - attended mainly by liberal thinkers), and presents the developed moral psychology differences between them. Among its conclusions, as K.S. commented in my blog: We need to be open to both black and white thinking. Here's a link to the talk on the TED site in case the embedded video doesn't work for you.


Wednesday, February 18, 2009

The Personal Communications Explosion


In the past few weeks, I've spent a lot of  time getting myself into blogging and FaceBook. As I've thought about it, these are two of an explosion of new means of communicating that have become widely available during the last several years. Learning how to use them, with whom, for what, and with which of alternate providers of similar services has been a new experience - one that has made new demands on my time.

Thinking back, through my school years, I had three basic means of communicating: personal conversation, letters, and telephone. New technologies provided fax machines and mobile phones. Then personal computers and telecommunications networks opened up entirely new kinds of communication: desktop publishing, email, personal websites, user help forums. Combining PCs with mobile communications gave us instant messaging, Internet phone and videophone service. Add camcorders and iPods and we got YouTube and podcasting. Now we also have blogging, social networking sites (like FaceBook and MySpace), and instant mass broadcasting (Twitter).

With this expansion of types and means of communicating has come the explosion of volume of personal communications: more types of communication, more frequently, with more people. There are evolving expectations of responsiveness (can I ignore instant messages when I know the sender can see that I'm online and active?). Add Internet surfing to find information and just try out neat stuff. And this is on top of the explosion of commercial communications: junk mail & faxes, telemarketing, spam, pop-ups, plus all the news services. And I've probably left out some other major communications mechanisms.

How are we to manage this new volume and its demand on our time and attention? 

New technology will eventually help (my answering machine and two phone lines let me direct commercial calls to my answering machine so I can ignore most of them; spam and junk mail filters, like anti-virus programs, fight a never-ending battle of who can be more clever). I've found ways to link my Twitters and Blogger entries to FaceBook, but I still have a net added demand on my time to read, respond to, and generate all this new communication. (That's why I'm writing this at midnight.)

I'm afraid the personal assistant avatars that the futurists at Xerox PARC predicted 20 years ago won't come soon enough; technology still hasn't met its promise of giving me less paper or more leisure time. So I guess I'll just have to cope with even more work - even if it's the pleasant work of staying in touch with friends and family. 

Perhaps with the expanded level of communications, some folk more experienced at this will provide me help by suggesting ways they've found to cope!

Tuesday, February 10, 2009

Information Overload


Looking back at John Seely Brown's PowerPoint slides for the OLN conference, I'm reminded of his advanced thoughts - of how we need to focus not just on learning, but on the differences between "learning about" and "learning to be," and many other important concepts. I'm going to review his website in detail to check out his latest thinking.

I was searching for John's thoughts - that I recall from his earlier SHEEO talk - on the problem of information overload, given the masses of new, unfiltered stuff we now get. It's a growing problem because even the media don't do the job they once did in critically evaluating the substance and value of information and opinion.

For most of my life, there have been professionals who have evaluated and assessed the value of much of the information that has gotten to me. Educators decided what was important for me to learn. Librarians decided which books to put on the shelves. The New York Times decided what news was fit to print. Times have changed.

Although so much of education is still based on the rote transfer of knowledge ("learning about"), the Internet has opened access to an inconceivable amount of unfiltered information. And it appears to be a basic journalistic tenet today that to be "balanced," a reporter must offer a contradictory viewpoint for every issue. 

The problem then is that educators haven't focused on how learners can - and must - determine for themselves the value or validity of information and points-of-view. Are we preparing our kids or ourselves to weigh the arguments of those who want us to believe that the holocaust never occurred or that the theory of evolution must be abandoned because of ones faith in divine creation?

Yet the founding principles of the United States recognize that widespread education is required to preserve our free and democratic society. Given the huge volume of unassessed information now available to all, we need to educate people on different things than we've done for the past 100 years. Yes, I know the cries from educators: "How can you ask us to do even more than we're already doing?" I don't advocate doing more, but doing different.

I recall that John said that kids today do judge the validity of information they receive. But are they developing the needed "critical thinking" abilities and dispositions to apply judgment throughout their lives, or are they doing so only in particular compartments of issues and information? I fear it's the latter.

But enough for now; more on this critical question in upcoming pieces.