Archive for April, 2013

Say what? Beyond jargon to brain pain

April 16, 2013

For the record:  I have university qualifications, starting my studies  in Medicine and ending with qualifications in Anthropology, Linguistics, Psychology, and Education.  Postgraduate included.  I can handle jargon from Anthropology to Zoology.

So I was impressed when a Literacy Education Theory article strained my brain.   I think it is worth examining, to see what took it beyond the usual run of jargon.  (As usual, I prefer not to name names when I find writing worth negative comment.)


To start with, my background awareness, summarized well by the OED:

Definition of semantics (noun)

[usually treated as singular]

  • the branch of linguistics and logic concerned with meaning. The two main areas are logical semantics, concerned with matters such as sense and reference and presupposition and implication, and lexical semantics, concerned with the analysis of word meanings and relations between them.
  • the meaning of a word, phrase, or text

Definition of reflexive (adjective)

  • Grammar denoting a pronoun that refers back to the subject of the clause in which it is used, e.g. myself, themselves.
  • (of a verb or clause) having a reflexive pronoun as its object (e.g. wash oneself).
  • Logic (of a relation) always holding between a term and itself.
  • (of a method or theory in the social sciences) taking account of itself or of the effect of the personality or presence of the researcher on what is being investigated.
  • (of an action) performed as a reflex, without conscious thought:at concerts like this one standing ovations have become reflexive
Definition of morphogenesis  (from Greek morphē ‘form’ + genesis beginning)(noun)  [mass noun]

  • Biology the origin and development of morphological characteristics.(i.e. physical structures)
  • Geology the formation of landforms or other structures.


morphogenetic  (adjective)

morphogenic (adjective)

(Please note the idea that the form being begun is considered to be pretty much unchanging, except by metamorphosis.)

The Text

The article was talking about teachers’ decision-making, and various things in the context of decisions which affected the final decision.

It referred to teachers’ “reflexive decisions”, meaning (I inferred, eventually) decisions made after careful consideration of a range of personal and external influences.  What most of us would call “considered decisions”.

It referred to “morphogenetic”,  defined in the article as meaning “transformative”.  This usage  confused me, as the term one would expect is “transformative” or -from metamorphosis “a change of form, a transformation” – metamorphic.

A major author in the references (this was a peer-review journal, so they drop in many references) was M. Archer.  This was the source of the jargon, I think, as ve was cited as using the root “morpho” to indicate that “society has no pre-set form or preferred state.”

This led me to wonder why  experts in literacy education would willingly use jargon which a literate reader finds both confusing and etymologically unsound.  Surely one would check that one’s proposed jargon did not clash with well-recognised usage from other fields?

Wondering still, I read on… “The relationship between writing, school instruction, and language cannot be underestimated.”  I deduced, from context, that an old-style editor would have corrected it to “should not”   or   “must not”.

Finally, I came to a diagram:

where would you put the arrows?

This raised more questions :  Would the “reflexive action” box be better outside the oval?  Could there be influence arrows from objective to subjective (considering Social Constructivist theory) and from the action box to internal and external headings?  Why do I always have to see things as being more complicated than proposed theoretical descriptions?  If this is the standard of those who educate teachers,  … Why does my brain hurt?

Oh, right.


Yes, I am a pedant.  Yes, I find semantic distinctions important.  Yes, I believe that jargon should be carefully crafted.

I believe that the increasing percentage of people using Engish as a second language calls for  more precise use of English:   people like me can translate poor writing,  but others rely on the correct semantics being there so that their support systems (such as the OED) can provide meanings the readers do not have as personal knowledge.