skip to main | skip to sidebar
Reflective Online Teaching
My Personal Site for Reflective Teaching
RSS
    Jonathan Acuña Solano, Post Author
    Contact Email: jonacuso@gmail.com

Custódio Marques’s Failures and Irony in Machado de Assis’s “O Astrólogo”

Brazilian Literature, Epistemology, Irony, Literary Analysis, Machado de Assis, Narrative Distance, Narrative Irony, Social Satire, Unreliable Narration 0 comments

 

Irony and blindness
AI-generated picture by Prof. Jonathan Acuña Solano in February 2026

Introductory Note to the Reader

     My continued immersion in Brazilian classical literature has opened for me an ever-expanding horizon of aesthetic and intellectual discovery. Among its towering figures, Machado de Assis stands out as a literary craftsman whose ars literaria reveals extraordinary brilliance in the embroidery of plots, the subtle construction of characters, and the careful orchestration of narrative settings. His prose operates simultaneously at the psychological, philosophical, and social levels, demanding from the reader not only attention but interpretive humility.

     Reading Machado de Assis in the original Portuguese has provided me with first-hand access to the texture of his language, its irony, tonal shifts, lexical precision, and rhythmic subtlety. Engaging directly with his syntax and narrative voice has deepened my appreciation of his creativity and sharpened my sensitivity to the nuances that often resist translation. At the same time, this sustained engagement with his works has contributed significantly to the development of my command of Portuguese, a foreign language I aspire to master both academically and personally.

     The following study of “O Astrólogo” emerges from this dual commitment: to literary analysis and to linguistic immersion. It reflects not only a critical examination of Machado’s irony but also an ongoing intellectual dialogue with Brazilian literature as a living tradition.

Jonathan Acuña Solano


Custódio Marques’s Failures and Irony in Machado de Assis’s “O Astrólogo”

 

Abstract

This paper examines irony as a structural and psychological strategy in Machado de Assis’s short story “O Astrólogo.” Through the figure of Custódio Marques, Machado constructs an anti-hero whose epistemological arrogance and reliance on speculation expose the limits of human perception. Custódio’s misreadings of gossip, social relationships, and even his own domestic reality illustrate a broader critique of nineteenth-century social pretension and interpretive vanity. The closing anecdote of the astrologer who falls into a well while observing the stars functions as a symbolic crystallization of the narrative’s central irony: the danger of abstraction detached from immediate reality. By situating the story within Machado’s mature ironic method, this study argues that “O Astrólogo” transcends satire and becomes a philosophical meditation on knowledge, perception, and self-awareness.

Keywords:

Brazilian Literature, Machado de Assis, Irony, Narrative Irony, Unreliable Narration, Epistemology, Social Satire, Narrative Distance, Literary Analysis

 

 

Resumen

Este artículo analiza la ironía como estrategia estructural y psicológica en el cuento “O Astrólogo” de Machado de Assis. A través de la figura de Custódio Marques, el autor construye un antihéroe cuya arrogancia epistemológica y dependencia de la especulación revelan los límites de la percepción humana. Las interpretaciones erróneas de Custódio —basadas en rumores, apariencias sociales y cálculos de conveniencia— ponen en evidencia una crítica más amplia a la pretensión social del siglo XIX y a la vanidad interpretativa. La anécdota final del astrólogo que cae en un pozo mientras observa las estrellas sintetiza simbólicamente la ironía central del relato: el peligro de la abstracción desvinculada de la realidad inmediata. Así, el cuento trasciende la sátira y se convierte en una reflexión filosófica sobre el conocimiento, la percepción y la autoconciencia.

 

 

Resumo

Este artigo analisa a ironia como estratégia estrutural e psicológica no conto “O Astrólogo” de Machado de Assis. Por meio da figura de Custódio Marques, Machado constrói um anti-herói cuja arrogância epistemológica e dependência da especulação evidenciam os limites da percepção humana. As leituras equivocadas de Custódio — fundamentadas em rumores, aparências sociais e cálculos de conveniência — revelam uma crítica mais ampla à pretensão social do século XIX e à vaidade interpretativa. A anedota final do astrólogo que cai em um poço enquanto observa as estrelas sintetiza simbolicamente a ironia central da narrativa: o perigo da abstração dissociada da realidade imediata. Dessa forma, o conto ultrapassa a sátira e se configura como uma reflexão filosófica sobre conhecimento, percepção e autoconsciência.

 


In Machado de Assis’s short story “O Astrólogo”, the protagonist Custódio Marques epitomizes a type of self-important yet fundamentally misguided individual whose illusions of insight and control generate a deeply ironic, psychologically rich narrative. Through Custódio’s misreadings of others, their lives, and of his surrounding reality, his zeal for gossip and speculation, and his inability to perceive his own domestic reality, Machado de Assis creates a satiric short story rooted in narrative irony, one that critiques both human pretension and the limits of individual perception.

To understand Custódio’s role as anti-hero in this story and the nature of irony in Machado de Assis’s work, it is useful to situate the story within the author’s broader narrative method. Brazilian literary critics observe that Machado’s mature style, particularly in short stories written after the late 1870s, is defined by an intensive use of irony, humor, psychological probing, and a narrative strategy that distances readers from simple realism (Jackson, 2015). Machado’s irony is not merely a rhetorical flourish, one may say; it shapes the structure of his narratives and highlights the discrepancy between characters’ self-perceptions and reality.

Custódio Marques: The Ironical Protagonist

The reader gets to know Custódio when he enters the story as an inspector of weights and measures, a seemingly mundane role, some would say; yet he grandiosely interprets it as a license to scrutinize every aspect of the lives of people around him. From the outset, his confidence in his own interpretive powers marks him as a figure whose self-importance exceeds his actual capability. Through his constant outings after work hours to spy people in his community, he carries rumors and interpretations like evidence of their wrongdoings, if collecting details about others equates to knowing them. In Machado’s design, this mentality is inherently ironic.

Custódio’s missteps begin with his reliance on speculation as truth. He listens to gossip at the botica (drugstore) and treats it as objective evidence of others’ characters, intentions, and plans for illegal acts. Instead of recognizing the epistemological limitations of second-hand information, he presents these stories as firm judgments. In this sense, Custódio embodies what Linda Hutcheon (1994) identifies as a central mechanism of irony: the gap between appearance and reality, where characters interpret events through their own flawed cognitive frameworks rather than objective observation. Machado’s narrative, through its ironic distance, invites the reader to see this gap clearly, from the outside, as an spectator.

Irony in Machado’s work often emerges not only from what happens but from what characters believe they see or understand. In “O Astrólogo”, Custódio believes he has a “sixth sense” for social truth; he imagines he can discern others’ legal or illegal motivations and moral character by spying their movement and trying to overhear people’s conversations. Yet this conviction blinds him to his mistakes and leads him to treat conjecture as knowledge. What Custódio thinks he knows about other people in town is based on his speculative but twisted min         

Custódio’s Major Misjudgments

Custódio makes several key errors revealing his failure to see reality clearly:

1.    Overvaluing Gossip as Evidence

Custódio’s confidence in his so-called “detective work” springs from overheard rumors rather than firm, verifiable facts. He then reanimates these rumors into “truths” about neighbors for example, the judge’s family reputation or potential romantic affairs. Critics of Machado’s irony have noted that such misrepresentation underscores the precariousness of human confidence when based on hearsay rather than empirical solidity (Carvalho da Annunciação, 2022).

2.    Misreading the Judge and Others

Believing he can use supposed secrets to exert social leverage, Custódio confronts the judge with insinuations concerning the judge’s nephew. Yet his assumptions collapse under scrutiny; the judge greets him with amusement or indifference, revealing Custódio’s inability to anticipate how others perceive or manage reputational threats. In essence, he mistook his own interpretative bravado for insight.

3.    Ignoring His Domestic Reality

Perhaps most poignantly in the whole story, Custódio remains blind to his daughter Esperança’s true feelings. He imagines he can arrange her marriage based on status calculations, not emotional truth. When Esperança confesses her love for Gervásio Mendes, Custódio’s earlier strategizing looks foolish. His failure to see what is obvious in his own home highlights the irony of a man who believes he can read the city yet cannot read his own family.

Through these missteps, Custódio embodies the unreliable interpreter of human motives. “The unreliable narration can be the supplement of the unnatural narration, that is, some of the unreliable narrator has the mental problem, or lack the cognitive capability of mind-reading” (Liu, 2014). Machado’s use of irony emphasizes the discrepancy between the protagonist’s self-image and his actual understanding of events.

Irony as Structural and Psychological Strategy

Scholarship on Machado de Assis consistently demonstrates that irony is not decorative but central to his formal organization and psychological realism. Critics argue that Machado uses irony as a mediation device that invites readers to reflect on characters’ limitations and the complexity of social reality (UNESP repository, 2023). This strategy reflects larger modernist tendencies toward self-conscious narration and the questioning of simple realism, anticipating later developments in world literature.

Irony in Machado’s fiction often arises from narrative distance, a gap between what characters believe and what readers can discern through the narrator’s cues along the story’s plot. Custódio’s confidence and eventual exposure fit this pattern: the reader perceives the discrepancies between his self-conception and narrative reality, generating ironic amusement and philosophical reflection.

Moreover, Machado’s imagery, especially the fable about the astrologer who falls into a well while gazing at the heavens, crystallizes this technique. The fable illustrates that attempts to understand others (the “sky” of social dynamics) without attending to immediate reality (one’s “feet”) leads to downfall. Custódio’s adherence to conjecture over concrete domestic truths embodies this moral.

Secondary Characters and Amplification of Irony

Custódio’s failure becomes more pronounced through the reactions and presences of secondary characters. Each contributes to the ironic framework of the story:

  • Dona Joana da Purificação, his sister, anchors the domestic sphere but never shares Custódio’s grand interpretive schemes. Her pragmatic presence contrasts starkly with Custódio’s speculative mind, highlighting his skewed priorities.
  • Esperança, his daughter, remains emotionally opaque to Custódio, revealing his inability to interpret his own household dynamics. Her genuine feelings, which differ from his projections, underscore the limits of his analytical reach.
  • Gervásio Mendes, Esperança’s beloved, serves as both a foil and corrective. His confrontation with Custódio, born of real emotional stakes, exposes the social damage Custódio’s gossip and assumptions can inflict even on his daughter.

These characters deepen the irony by embodying aspects of life that Custódio cannot account for, friendship, love, and authentic internal experience. They become unintended arbiters of reality, navigating truths that Custódio can only misinterpret through his distorted lenses of reality.

Irony and Machado’s Larger Critique

Machado de Assis’s use of irony in “O Astrólogo” aligns with his broader literary aims: to subvert narrative certainties and to critique the assumptions of nineteenth-century society in Brazil. As critics have pointed out, Machado’s irony often exposes the limitations of human knowledge, the futility of social pretense, and the discrepancy between external appearance and internal reality (eNotes.com critical overview, n.d.).

In drawing attention to such limitations, Machado challenges readers to question the reliability of both characters and narrators. Custódio is not merely a comic figure but representative of a type: humans who construct elaborate theories about the world while overlooking the simplest truths of everyday and domestic life.

Toward a Concluding Reflection

Machado de Assis’s “O Astrólogo” ultimately transcends the portrait of an overconfident provincial inspector and becomes a meditation on epistemological arrogance. Custódio Marques is not merely a comic figure undone by gossip; he represents a broader human tendency to confuse observation with understanding and speculation with mastery. His role as a self-appointed “guardian” of social truth collapses under the weight of his own blindness. By attempting to control narratives about others, he fails to perceive the most immediate truths within his own household. Machado’s irony thus operates not only at the level of plot but at the level of cognition itself.

The closing anecdote crystallizes this dynamic with striking clarity. The narrator recounts the story of an astrologer who, “while observing the stars, fell into a well,” prompting an old Thracian woman to remark that if he could not see what was at his feet, how could he presume to interpret the heavens. This classical image, echoing a long philosophical tradition tracing back to Plato’s Theaetetus, functions as a symbolic summation of Custódio’s trajectory. The astrologer’s fall literalizes the danger of speculative abstraction divorced from concrete awareness. In Machado’s hands, the anecdote is not decorative but diagnostic: it identifies the precise flaw that defines Custódio’s character.

Final Reflections

Custódio’s error lies not in curiosity but in disproportion. He seeks to decipher the “stars” of social life (reputation, intrigue, whispered scandal) while neglecting the immediate terrain of emotional reality beneath his own roof. The well into which the astrologer falls is metaphorically the abyss between perception and reality, between interpretive ambition and practical wisdom. By invoking this fable at the conclusion, Machado reframes the entire narrative retrospectively: every rumor Custódio spreads, every insinuation he makes, and every plan he constructs appears as another step toward that unseen well he falls in.

Moreover, the anecdote sharpens the story’s critique of nineteenth-century social pretension. Custódio’s desire to manipulate reputations reflects a culture deeply invested in appearances and hierarchical advantage. Yet Machado exposes how fragile such constructions are when built upon conjecture rather than self-knowledge. The irony is not merely situational but moral: the would-be interpreter of destiny cannot interpret his daughter’s affection; the supposed guardian of order destabilizes the very relationships he hopes to control. In this sense, Custódio embodies what modern theorists of irony identify as the gap between intention and effect, between asserted authority and actual competence.

The Astrologer Anecdote as a Symbol

The astrologer anecdote also universalizes the story’s lesson. While Custódio is a particular figure within a Brazilian provincial context, the closing image elevates his failure into a philosophical warning. The human impulse to read patterns into distant phenomena, whether celestial movements or social whispers, often disguises an avoidance of self-scrutiny. Machado suggests that the most dangerous blindness is not ignorance of distant matters but indifference to proximate truths. Self-confidence, when untethered from humility, becomes a cognitive hazard.

Conclusion

In this expanded frame, “O Astrólogo” emerges as a subtle yet incisive exploration of the limits of human understanding. Machado de Assis does not condemn curiosity or interpretation; rather, he exposes the irony that arises when interpretation becomes vanity. Custódio’s downfall is not tragic in the classical sense, yet it carries a quietly sobering force. The quest for omniscient control over social truth, so confidently pursued by Custódio, is revealed as an illusion. Knowledge without self-awareness collapses into folly, just as the astrologer collapses into the well.

Thus, the final anecdote does more than conclude the narrative; it refracts the entire story through a philosophical lens. The reader is left with a question that extends beyond Custódio: In our own efforts to interpret the “stars” of distant events, ambitions, or reputations, do we neglect what lies directly before us? Machado’s irony lingers precisely because it implicates not only his protagonist but also the interpretive impulses of his audience. The fall of the astrologer is comic, but its resonance is enduring.

San José, Costa Rica

Friday, February 27, 2026



📚 References

Carvalho da Annunciação, V. (2022, October). Advanced ideas, Anachronistic landscapes: The Contradictions of Science in Machado de Assis. University of Cambridge. Dissertation. https://www.repository.cam.ac.uk/bitstreams/4157f360-ee86-4646-9aa0-b6755535d699/download

eNotes.com. (n.d.). Machado de Assis Criticism. In eNotes.com — analysis of Machado’s use of humor and irony. https://www.enotes.com/topics/joaquim-maria-machado-de-assis/criticism

Hutcheon, L. (1994). Irony’s edge: The theory and politics of irony. Routledge. https://api.pageplace.de/preview/DT0400.9781134937554_A24929591/preview-9781134937554_A24929591.pdf

Jackson, K. D. (2015). The Literary Modernism of Machado de Assis. In Machado de Assis: A Literary Life. Yale University Press. https://es.scribd.com/document/356614400/K-David-Jackson-Machado-de-Assis-A-Literary-Life-pdf

Liu, X.-y. (2014). Theory of mind and the unreliable narrator. US-China Foreign Language, 12(5), 422–428. David Publishing. https://www.davidpublisher.com/Public/uploads/Contribute/551902e23750a.pdf

Machado de Assis. (1877). O astrólogo. In Contos Fluminenses.

eNotes.com. (n.d.). Machado de Assis Criticism. In eNotes.com — analysis of Machado’s use of humor and irony.

UNESP repository. (2023). Machado de Assis: Style and Authorship — analysis of Machado’s rhetorical use of irony and parody.



Custódio Marques’s Failures and Irony in Machado de Assis’s “O Astrólogo” by Jonathan Acuña



Listen to the podcast version of this article!

If the Google Drive player doesn’t load, please refresh the page.
You can also listen in your favorite podcast app: simply copy the link below and paste it into your podcast app to enjoy a conversation about the ideas explored in this blog post.

https://podpod.me/rss/1worOGGkLrw1Z.rss




Friday, February 27, 2026



0 responses to "Custódio Marques’s Failures and Irony in Machado de Assis’s “O Astrólogo”"


Post a Comment

Older Post Home
Subscribe to: Post Comments (Atom)

    Reflective Online Teaching

    Reflective Online Teaching
    Since 2010

    Visitors

    Costa Rica

    Costa Rica
    My Home Country

    525 Pots and counting

    525 Pots and counting

    TESOL Certified Instructor

    TESOL Certified Instructor

    Certified Virtual Instructor

    Certified Virtual Instructor

    PD Talks & NCTE-Costa Rica

    PD Talks & NCTE-Costa Rica

    Copyscape

    Protected by Copyscape

    Blog Archive

    • ▼  2026 (26)
      • ▼  February (14)
        • Custódio Marques’s Failures and Irony in Machado d...
        • Finding One’s Voice in the Classroom: Themistocles...
        • The Gossiping Witness: Narrative Voice and Reliabi...
        • The Nature of Learner Error in ELT: Distinguishing...
        • If the Gods of the Past Were Not Gods: Interdiscip...
        • Designing Group Contracts and Managing Group Work ...
        • Witnessing Genius and Loss: Marcellus, Archimedes,...
        • Understanding Group Dynamics and Learner Groupings...
        • Everyday Ethics and the Pedagogy of Kindness in Wi...
        • Understanding Group Dynamics and Learner Groupings...
        • Art at the Threshold of the 21st Century: Creativi...
        • Differentiation in Action: Owning Learner Success ...
        • Why Lycurgus Is Rarely Taught in Ethics Education:...
        • Differentiation by Task and Support in ELT: Reflec...
      • ►  January (12)
    • ►  2025 (81)
      • ►  December (10)
      • ►  November (12)
      • ►  October (11)
      • ►  September (10)
      • ►  August (8)
      • ►  July (7)
      • ►  June (6)
      • ►  May (3)
      • ►  April (4)
      • ►  March (6)
      • ►  February (2)
      • ►  January (2)
    • ►  2024 (28)
      • ►  December (3)
      • ►  November (2)
      • ►  October (4)
      • ►  September (4)
      • ►  August (5)
      • ►  July (3)
      • ►  June (2)
      • ►  May (2)
      • ►  April (3)
    • ►  2023 (6)
      • ►  September (1)
      • ►  August (5)
    • ►  2022 (1)
      • ►  July (1)
    • ►  2020 (54)
      • ►  November (4)
      • ►  October (7)
      • ►  September (11)
      • ►  August (15)
      • ►  July (10)
      • ►  April (2)
      • ►  March (5)
    • ►  2019 (13)
      • ►  August (5)
      • ►  July (8)
    • ►  2018 (11)
      • ►  June (2)
      • ►  May (7)
      • ►  April (2)
    • ►  2017 (6)
      • ►  May (2)
      • ►  April (2)
      • ►  January (2)
    • ►  2016 (101)
      • ►  November (4)
      • ►  October (7)
      • ►  September (10)
      • ►  August (4)
      • ►  May (22)
      • ►  April (17)
      • ►  March (21)
      • ►  February (14)
      • ►  January (2)
    • ►  2015 (53)
      • ►  November (5)
      • ►  October (13)
      • ►  August (4)
      • ►  July (8)
      • ►  June (5)
      • ►  May (14)
      • ►  April (4)
    • ►  2014 (40)
      • ►  October (5)
      • ►  September (11)
      • ►  August (4)
      • ►  June (3)
      • ►  May (8)
      • ►  April (5)
      • ►  February (1)
      • ►  January (3)
    • ►  2013 (46)
      • ►  December (1)
      • ►  November (1)
      • ►  October (3)
      • ►  September (5)
      • ►  August (6)
      • ►  July (7)
      • ►  June (6)
      • ►  May (7)
      • ►  April (1)
      • ►  March (4)
      • ►  February (3)
      • ►  January (2)
    • ►  2012 (17)
      • ►  December (3)
      • ►  November (4)
      • ►  October (4)
      • ►  September (6)
    • ►  2011 (5)
      • ►  September (2)
      • ►  August (2)
      • ►  January (1)
    • ►  2010 (46)
      • ►  December (9)
      • ►  November (14)
      • ►  October (3)
      • ►  March (4)
      • ►  February (8)
      • ►  January (8)

    Labels

    • #EdChat (8)
    • #LTTO (14)
    • A Princess of Mars (1)
    • A Tale of Two Cities (1)
    • A Woman fo No Importance (1)
    • A1 Learners (1)
    • ABLA (9)
    • Academic Integrity (1)
    • Academic Research (9)
    • Adaptive Learning (1)
    • ADDIE Model (7)
    • Adult ELT (1)
    • Adventure Fiction (1)
    • Affective Filter (1)
    • Afro-Caribbean Lore (1)
    • Agile Professional Development (1)
    • AI Detection (1)
    • AI Ethics (1)
    • AI in ELT (1)
    • Alberto Delgado Alvarez (1)
    • Aldous Huxley (1)
    • Aldus Huxley (1)
    • Alexander Luria (5)
    • Algorithmic Bias (2)
    • Anansi (1)
    • Ancient Astronaut Theory (1)
    • Ancient Mysteries (1)
    • Andragogy (5)
    • Andy Curtis (1)
    • Angelology (2)
    • Animal Consciousness (1)
    • Animal-Machine (1)
    • Aouda (1)
    • Apps for Education (1)
    • Archaeology (1)
    • Archetypes (1)
    • Archimedes (1)
    • Arsène Lupin (1)
    • Art and Technology (1)
    • Artificial Intelligence (2)
    • Artistic Philosophy in ELT (1)
    • Assessment (12)
    • Assessment in Action (2)
    • Assessment Literacy (1)
    • Assessment Practices (6)
    • ASSURE (1)
    • Asynchronous Tools (2)
    • Attention Span (1)
    • Augustine (1)
    • Aural/oral skills (1)
    • Authenticity (1)
    • autonomous learning (1)
    • Autonomy (1)
    • Barthesian Analysis (6)
    • Behavior (1)
    • Being vs. Having (1)
    • Benjamin Button (1)
    • Bergson (1)
    • Betrayal (1)
    • Bettelheim (1)
    • Biblical Monotheism (1)
    • Biblical Text Analysis (1)
    • Big Data (6)
    • Bilingualism (1)
    • Biopolitics (1)
    • Blended Learning (1)
    • BlendIt Course (8)
    • Blind Faith (1)
    • Bloom's Taxonomy (5)
    • BNCs (9)
    • Book Critique (2)
    • Book of Enoch (1)
    • Book of Job (1)
    • Book of Revelation (1)
    • Bookmarking Sites (1)
    • Brave New World (1)
    • Brazilian Literature (3)
    • Brazilian Romanticism (1)
    • Breakout Rooms (1)
    • British Council (9)
    • Bureaucracy (3)
    • Burnout Prevention (1)
    • Cain (1)
    • Carl Jung (2)
    • Case Study (4)
    • Catalog of Rubrics (1)
    • Catholic Storytelling (1)
    • CEF (2)
    • CEFR (1)
    • CEFR-Aligned Assessment (1)
    • Centro Universitario de Desarrollo Intelectual (1)
    • Character Analysis (3)
    • Character Development (1)
    • Charles Dickens (1)
    • Christian Demonology (1)
    • Civil Obedience (1)
    • Classical Biography (1)
    • Classroom Management (7)
    • Classroom Practice (1)
    • Cloud Reader (1)
    • CLT (3)
    • Coaching (1)
    • Coaching in Teacher Classroom Observation (2)
    • Code of Ethics (1)
    • Cognitive Load (1)
    • Collectivism (1)
    • Colombian Poetry (1)
    • Color Motifs (1)
    • Communicating about Uncertainty (1)
    • Communicative Competence (1)
    • Communicative Language Teaching (5)
    • Communities of Practice (2)
    • Community of Practice (8)
    • Comparative Mythology (1)
    • Comparative Religion (2)
    • Competency-Based Learning (9)
    • Conformity (1)
    • Conformity Pressure (1)
    • Connectivism (1)
    • Constructive Alignment (1)
    • Constructivism (1)
    • Contemporary Aesthetics (1)
    • Contemporary Short Fiction (1)
    • Content Assimilation (1)
    • Content Design (1)
    • Cooperative Learning (2)
    • CoP (3)
    • Costa Rica (2)
    • Costa Rican Literature (1)
    • Course Project (2)
    • Creativity (1)
    • critical skills (1)
    • Critical Thinking Skills (2)
    • Cultural Allegory (1)
    • Cultural Assimilation (1)
    • Cultural Centers (1)
    • Culture (11)
    • Culture Framework (2)
    • Culture Teaching (8)
    • Curriculum Design (3)
    • Curriculum Development (6)
    • Custom eLearning (2)
    • Custom Training (1)
    • Dante Alighieri (2)
    • Dante Studies (2)
    • Data Science (7)
    • Data-Driven Teaching (5)
    • Data-Informed Leadership (1)
    • David Fincher (1)
    • DDT (1)
    • Death (1)
    • Deborah Tannen (1)
    • Deductive Grammar Instruction (2)
    • Deep Ecology (1)
    • Dehumanization (1)
    • Demonology (2)
    • Demonology and Devil-Lore (2)
    • Demythologization (1)
    • Deontology (1)
    • Desire (1)
    • Developmental Feedback (1)
    • Diane Larsen-Freeman (1)
    • Didactics (4)
    • Differentiation (3)
    • Digital Culture (1)
    • Digital Inequality (1)
    • Digital Pedagogy (1)
    • Dignity (1)
    • Dino Buzzati (1)
    • Discourse Analysis in ELT (1)
    • Distance Education (2)
    • Dualism (1)
    • Dystopia (2)
    • Dystopian Fiction (1)
    • Dystopian Society (1)
    • E-Portfolios (1)
    • Eco-Criticism (1)
    • Edgar Rice Burroughs (2)
    • Education and Learning (34)
    • Education Policy (2)
    • Education Technologies (9)
    • Educational Evolution (1)
    • Educational Leadership (1)
    • Educational Philosophies (1)
    • EFL/ESL Activities (1)
    • El Clis de Sol (1)
    • eLearning (1)
    • Electracy (1)
    • ELF (1)
    • ELL (17)
    • Elohim (3)
    • ELT (52)
    • ELT Conference (1)
    • ELT Institutions (1)
    • ELT Leadership (1)
    • ELT Professional Development (3)
    • ELT. Teacher Growth (1)
    • Emotional Intelligence (1)
    • Emotional Literacy (2)
    • Empathy (1)
    • English Grammar (3)
    • English Language Teaching (9)
    • English Teaching (1)
    • Enkidu (1)
    • Environmental Destruction (1)
    • Environmental Philosophy (1)
    • Envy (1)
    • Epistemology (1)
    • Eric Mazur (1)
    • Erich Fromm (4)
    • Error Correction (1)
    • Escape from Freedom (1)
    • Eschatology (1)
    • Esotericism (1)
    • ESP (2)
    • Ethical Judgments (1)
    • Ethical Leadership (1)
    • Ethical Sacrifice (1)
    • Ethics (44)
    • Ethics Analysis (2)
    • Ethics Education (1)
    • Ethics of Care (1)
    • Etiological Storytelling (1)
    • Evaluating Digital Tools (1)
    • Evaluation (4)
    • Evil (1)
    • Executives' School (9)
    • Existentialism (1)
    • Ezekiel (1)
    • F. Scott Fitzgerald (1)
    • Fairy Tales (2)
    • Faivre (1)
    • False Positives (1)
    • Fatalism (1)
    • Fear (1)
    • Feedback (5)
    • Flipped Classroom (1)
    • Flipped Learning (1)
    • Formative Assessment (4)
    • Forums (1)
    • Fossilization (1)
    • Frames-Based Teaching (1)
    • Framing in Discourse (1)
    • Frankenstein (1)
    • Franz Kafka (1)
    • French Literature (1)
    • Freudian Analysis (3)
    • From theory to practice (2)
    • Frommian Analysis (2)
    • Future for Education? (2)
    • Gabriel Escorcia Gravini (1)
    • Gamification (1)
    • George Orwell (1)
    • Global Competence (1)
    • Global Ethics (7)
    • Gnosticism (1)
    • Gothic Literature (1)
    • Grading Ranges (1)
    • Grammar (3)
    • Group Dynamics (2)
    • Group Work (2)
    • Guest Author (1)
    • Guided Practice (2)
    • H. G. Wells (1)
    • H.P. Lovecraft (3)
    • Haiku (2)
    • Hanegraaff (1)
    • HD Brown (1)
    • Hebrew Mythology (1)
    • Hermeticism (2)
    • Higher Education (49)
    • Higher Education Ethics (1)
    • Historical–Biographical Criticism (1)
    • History (2)
    • Homerton College Cambridge Course (2)
    • Hootcourse (1)
    • Horacio Quiroga (1)
    • Human Dignity (1)
    • Human Rights (1)
    • Human-Centered Narrative (1)
    • Human-Centered Pedagogy (1)
    • Hybrid and Blended Learning (61)
    • Hybrid In-person Teaching (1)
    • Hybrid Learning Models (1)
    • Ideology (2)
    • Idioms (1)
    • Iktomi (1)
    • Imagery (1)
    • Inclusive Education (1)
    • Inclusive Pedagogy (2)
    • Independent Practice (1)
    • Individuation (1)
    • Inductive Grammar Instruction (2)
    • Inferno XXXIII (1)
    • infographic (1)
    • Institutional Culture (1)
    • Institutional Improvement (1)
    • Institutional Memory (1)
    • Instruction-Giving (1)
    • Instructional Design (3)
    • Integration of Technology into Teaching (10)
    • Interdisciplinary Inquiry (1)
    • Interlanguage (1)
    • Interventions in ELL (1)
    • Irony (3)
    • Isaac Asimov (1)
    • Issus (1)
    • Italian Literature (1)
    • Jacqueline Alves Souza (1)
    • Jacques de Molay (1)
    • Jacques Lacan (4)
    • James Knowles (1)
    • James Thurber (1)
    • Japanese Folklore (1)
    • Jehovah (1)
    • Jeremiah (1)
    • Jewish Apocalypticism (1)
    • Jewish Mysticism (1)
    • John Carter (1)
    • José de Alencar (1)
    • JotForm (1)
    • Journey to the Center of the Earth (1)
    • Jules Verne (3)
    • Jungian Analysis (7)
    • Just-in-Time Training (1)
    • Kabbalah (1)
    • Kahlil Gibran (2)
    • Kathleen M. Bailey (1)
    • Kindness (1)
    • King Arthur and his knights (1)
    • Kirkpatrick Model (15)
    • Knight Templars (1)
    • Kurt Vonnegut (1)
    • La gran miseria humana (1)
    • La Insolación (1)
    • Lacan (1)
    • Lacanian Analysis (7)
    • Language (1)
    • Language Competences (1)
    • Language Education (2)
    • Language Institutions (1)
    • Language Learning (14)
    • Language Series Comparative Analysis (1)
    • Language Teaching (8)
    • Latin American Literature (3)
    • Laureate Course Module 3 Teaching with Technology (19)
    • Laureate Educator (4)
    • Laureate Educator in the XXI Century (2)
    • Laureate Educator-Week 1 (1)
    • Laureate Educator-Week 2 (1)
    • Laureate Educator-Week 3 (1)
    • Leadership (9)
    • learner autonomy (2)
    • Learner Diversity (3)
    • Learner Engagement (1)
    • Learner Grouping (2)
    • Learner-Centered Pedagogy (1)
    • Learner-Centeredness (1)
    • Learning (8)
    • Learning Activities (1)
    • Learning Analytics (1)
    • Learning Objectives (2)
    • Learning Preferences (1)
    • Learning Styles (1)
    • Learning Technologies (1)
    • Leopoldo Lugones (1)
    • Les Demoiselles d’Avignon. Pablo Picasso (1)
    • Lesson Design (2)
    • Lesson Planning (6)
    • Lev Vygotsky (4)
    • Libraries (1)
    • Life is a Dream (1)
    • Life Stories (1)
    • Linguistics (2)
    • Listening (1)
    • Literary Analysis (7)
    • Literary Criticism (24)
    • Literary Ethics (1)
    • Literature (35)
    • LMS (6)
    • Lord’s Prayer (1)
    • LOTI Profile (5)
    • Love (2)
    • Lycurgus (1)
    • Machado de Assis (2)
    • Machiavellian Narration (1)
    • Mãe (1)
    • Magón (1)
    • MakerSpace (1)
    • Manuel González Zeledón (1)
    • Marcel Duchamp (6)
    • Marcellus (1)
    • Marxist Literary Approach (1)
    • Mary Shelly (1)
    • Materials Design (1)
    • Maurice Leblanc (1)
    • Meaning of Justice (1)
    • Melodrama (1)
    • Mentalism (1)
    • Mentorship (1)
    • MEP (Ministerio de Educación Pública) (1)
    • Metacognition (3)
    • Metadata (1)
    • Metaphysics. Self-Mastery (1)
    • Methodology (3)
    • Micro-Ethics (1)
    • microcelebrities (1)
    • Microlearning (1)
    • Mind Maps (2)
    • Mindfulness (12)
    • Misogyny (1)
    • Mistake vs. Error (1)
    • Mixed-Ability Classes (1)
    • Mixed-Methods Research (4)
    • Mobile Learning (1)
    • Modeling in ELT (1)
    • Modern Realism (1)
    • Modular Learning (1)
    • Moncure Daniel Conway (5)
    • MOOCs (1)
    • Moodle (5)
    • Moral Allegory (1)
    • Moral Biography (1)
    • Moral Cannibalism (1)
    • Moral Education (1)
    • Moral Lesson (1)
    • Moral Responsibility (1)
    • Moral Theology (2)
    • Moral-Humanistic Criticism (1)
    • Morality (1)
    • Motherhood (1)
    • Motivation (3)
    • Music and Learning (1)
    • Myth Interpretation (1)
    • Myth of Evil (1)
    • Mythological Archetypes (1)
    • Mythology (1)
    • Narrative Distance (1)
    • Narrative Empathy (1)
    • Narrative Irony (1)
    • Narrative Structure (2)
    • Narrative Voice (1)
    • Nature Spirits (1)
    • Necropolitics (1)
    • Needs Assessment (3)
    • Netiquette (1)
    • Network Community (1)
    • NGL (1)
    • Nicaraguan Literature (2)
    • Nicatesol (1)
    • Nietzsche (1)
    • Nive Events of Instruction (1)
    • Nonviolent Communication (6)
    • ñor Cornelio Cacheda (1)
    • Nouns in English (1)
    • Novice Teachers (3)
    • Nudos (1)
    • Objective Writing (1)
    • OER (1)
    • Off-the-Shelf Learning (1)
    • Online Community (1)
    • Online Instruction (55)
    • online learning (46)
    • Online Learning Programs (1)
    • Online Persona (9)
    • Online Program Design (1)
    • online teaching (4)
    • Online Teaching Approach (1)
    • Online Teaching Practices (72)
    • Oral Assessment (1)
    • Oral Communication (1)
    • Oral Skills (2)
    • Organizational Learning (1)
    • Orientalism (1)
    • Oscar Wilde (1)
    • Padre Luis Coloma (1)
    • Paper.li (1)
    • Passepartout (1)
    • Pater Noster (1)
    • Paul of Tarsus (1)
    • Paz a los muertos! (1)
    • PBL (1)
    • PD (2)
    • Peace to the Dead! (1)
    • Pedagogy (2)
    • Pedro Calderón de la Barca (1)
    • Peer Instruction (1)
    • Penitence (1)
    • Penny Ur (2)
    • Personal Learning Networks (2)
    • Phileas Fogg (1)
    • Philosophy (1)
    • Phonemics (4)
    • Phonetics (4)
    • Phonotactics (3)
    • Pilot Programs (1)
    • PLEs and PLNs for Lifelong Learning Competencies Week 1 (1)
    • Plot Analysis (1)
    • Plutarch (4)
    • Poetry (2)
    • Poetry Analysis (1)
    • Political Discourse (1)
    • Political Heroism (1)
    • Popol Vuh (1)
    • Population Control (1)
    • Postcolonialism (1)
    • Posthumanism (1)
    • Pride (1)
    • Procrustean Syndrome (1)
    • Produsage (1)
    • Produser (1)
    • Professional Capital (2)
    • Professional Competencies (1)
    • Professional Development (10)
    • Professional Growth (1)
    • Professional Identity (1)
    • Projec-Based Learning (1)
    • Promethean Myth (1)
    • Pronunciation (7)
    • Psychoanalysis (2)
    • Psychological Analysis (1)
    • Psychological Resilience (1)
    • Psychology (1)
    • Public Speaking (1)
    • Purgatorio XI (1)
    • Qualitative Research (4)
    • Quantitative Research (4)
    • Rapport (1)
    • rationality (1)
    • Reading (1)
    • Reading and Vocabulary (2)
    • Recruitment (1)
    • Recycling in Education (1)
    • Reflective Communities (1)
    • Reflective Evaluation (2)
    • Reflective Journaling (5)
    • Reflective Practice (13)
    • Reflective Reading (1)
    • Reflective Teacher Communities (1)
    • Reflective Teacher Leadership (1)
    • Reflective Teaching (59)
    • Religious Authority (1)
    • Religious Evolution (1)
    • Research (9)
    • Resilience (1)
    • Return on Investment (1)
    • Richard Schmidt (2)
    • Risk Communication (1)
    • Robert Frost (1)
    • Robert Gagné (2)
    • ROI (1)
    • ROI in ELT (1)
    • Roland Barthes (3)
    • Roman Conquest (1)
    • RTC (1)
    • Ruben Puentedura (1)
    • Rubric-Based Planning (1)
    • Rubrics (3)
    • Samael (1)
    • SAMR Model (1)
    • Scaffolding (2)
    • Schema (1)
    • Scholasticism (1)
    • Science Fiction (1)
    • Science Fiction Studies (1)
    • Scoop.it! (1)
    • Second Language Acquisition (5)
    • Secret Societies of the Middle Ages (1)
    • Semiotics (2)
    • Sentence Patterns (1)
    • Shadow (1)
    • Short Films (1)
    • Short Stories (4)
    • Short Story Analysis (1)
    • Sioux Legends (3)
    • Sir Gareth (1)
    • Sir Gawain (1)
    • Sir Lancelot (1)
    • Sir Tristam (1)
    • Skepticism (1)
    • Sketchpads (1)
    • Skill Gap Analysis (1)
    • SLA (4)
    • Slavery in Brazil (1)
    • Social Agency (1)
    • Social Criticism (1)
    • Social Media (29)
    • Social Networking in Education (3)
    • Social Satire (1)
    • Social Transformation (1)
    • Son of Man (1)
    • Sparta (1)
    • Speaking (1)
    • Speaking Scenarios (1)
    • Stephen Krashen (1)
    • Sticky Curriculum (1)
    • Storytelling (1)
    • Strategies for online teaching (2)
    • Student Agency (1)
    • Student Assessment (1)
    • Student Engagement (1)
    • Student Interest (3)
    • Student Motivation (2)
    • Student Tips (2)
    • Sumerian (1)
    • Summative Assessment (2)
    • Supervision (1)
    • Sustainability (1)
    • Symbolic Philosophy (1)
    • Symbolism (3)
    • Synchronous Online Teaching (1)
    • Syntax (2)
    • Syracuse (1)
    • Task-Based Instruction (1)
    • Task-Based Language Teaching (1)
    • Task-Based Learning (1)
    • TBI (1)
    • TBLT (2)
    • Teacher Agency (2)
    • Teacher Development (23)
    • Teacher Education (1)
    • Teacher Evaluation (2)
    • Teacher Feedback (2)
    • Teacher Identity (2)
    • Teacher Inquiry (1)
    • Teacher Mentoring (2)
    • Teacher Mentorship (1)
    • Teacher Observation (1)
    • Teacher Professional Development (2)
    • Teacher Reflection (2)
    • Teacher Training (5)
    • Teacher Well-being (4)
    • Teacher Well-Being. Kirkpatrick Model (1)
    • Teacher–Student Relationships (1)
    • Teaching (47)
    • Teaching Adolescents (1)
    • Teaching ePortfolio (1)
    • Teaching Grammar (2)
    • Teaching Models (1)
    • Teaching Online (9)
    • Teaching Philosophy (4)
    • Teaching Portfolio (1)
    • Teaching Practices (49)
    • Teaching Practicum (22)
    • Teaching Presence (2)
    • Teaching Styles (8)
    • Teaching Tips (9)
    • Teaching With Technology (4)
    • Teaching With Technology-Week 1 (1)
    • Teaching With Technology-Week 2 (1)
    • Teaching With Technology-Week 3 (2)
    • Teaching With Technology-Week 4 (4)
    • Teaching With Technology-Week 5 (3)
    • Teaching With Technology-Week 6 (2)
    • Teaching With Technology-Week 7 (3)
    • Teaching With Technology-Week 8 (2)
    • Teaching With Technology-Week 9 (1)
    • Tech Tip (5)
    • Technocriticism (1)
    • Technological Assessment (2)
    • Technology Use Tips (1)
    • Templars (1)
    • Temporality (1)
    • Testing (1)
    • The Art of Loving (1)
    • The Assassins (1)
    • The Book of Proverbs (1)
    • The Butterfly Circus (1)
    • The Cats of Ulthar (1)
    • The Data Scientist (5)
    • The Epic of Gilgamish (1)
    • The Gods of Mars (1)
    • The Kybalion (2)
    • The Loincloth (1)
    • The New Normal (1)
    • The Noticing Hypothesis (2)
    • The Outsider (1)
    • The Prophet (2)
    • The Real (1)
    • The Road Not Take (1)
    • The Time Machine (1)
    • Theater Criticism (1)
    • Themistocles (1)
    • Theophoric Names (1)
    • Theseus (1)
    • Thomas Keightley (2)
    • Thomistic Ethics (1)
    • Thomistic Grace (1)
    • Tolkien (1)
    • Trickster (1)
    • Trinity (1)
    • Turnitin (1)
    • UCC (1)
    • Ugarit (1)
    • Ugolino (1)
    • Universidad Mariano Gálvez (2)
    • Unreliable Narration (1)
    • Unreliable Narrator (1)
    • Utilitarianism (1)
    • Vengeance (1)
    • Videoconferencing Platforms (1)
    • Virtual Classroom Features (1)
    • Virtual Classrooms (1)
    • Virtual Learning Environments (8)
    • Virtual Teaching (5)
    • Virtualized Teaching (1)
    • Virtue (1)
    • Visual Literacy (1)
    • VLE (47)
    • VLEs (38)
    • Vocabulary learning (10)
    • WAS (14)
    • Web 2.0 (4)
    • Web search engine options (1)
    • Web Tools (6)
    • WebQuests (1)
    • Western Esotericism (1)
    • Western Mysticism (1)
    • Wilbert Salgado (12)
    • William Elliot Griffis (1)
    • Working Adult Student (5)
    • Workplace Dynamics (1)
    • writing (2)
    • Writing Skills (1)
    • Yahweh (1)
    • Yzur (1)
    • Zecharia Sitchin (1)
    • ZPD (1)

Copyright © All Rights Reserved. Reflective Online Teaching | Converted into Blogger Templates by Theme Craft