A research and expository notebook by Orest Kinasevych
“This article suggests ways in which course providers, by circumventing traditional academic policies and showing maximum flexibility and understanding to non-traditional students, can bring high-risk students long-term positive results …” (p 417)
“It is not indivisible, for in such a case it would have no beginning to link it to the past nor end to link it to the future, nor even a middle, since what has no beginning or end can have no middle; neither is it divisible, for in such a case it would consist of a part that was and another that is not. _Ergo_, it does not exist, but since the past and the future do not exist either, time does not exist. … time is a mere relation between intemporal things.” (p 232)
Everything on television is educational in the sense that it teaches something. [0:01:28]
“She had unfailing kindliness and good nature; and not even a white-lead drummer or a fur importer had ever dared to cross the dead line of good behaviour in her presence.” (p 58-59)
“For generations the town clock was the one complicated machine that hundreds of thousands saw every day, heard over and over again every day and night. It taught them that invisible, inaudible, seamless time was composed of quanta. It, like money, taught them quantification.” (p 85)
“The real issue is not whether computers can benefit you or your group; the question is who benefits most from the existence of computers in society? The answer suggests that, for all of their small-scale benefits, the largest institutions have far more to gain, and they know it.” (p 68)
“The wonder of it is that the schooling for such relatively provincial thought and action is still prevalent, unchecked, uncritically accepted, recurringly replicated in the education of generation after generation. We are all taught to venerate our nations and admire our traditions: we are taught to pursue their interests with toughness and in disregard for other societies. A new and in my opinion appalling tribalism is fracturing societies, separating peoples, promoting greed, bloody conflict, and uninteresting assertions of minor ethnic or group particularity.” (p 20)
“…but now people are tired of everything being the same everywhere. It’s seen as hip and cool to go back to your roots and be more local than global.” (¶15)
“This literature review demonstrates that approaches to language nest program development and delivery are shaped by many factors such as: Indigenous language status within the community, population size, availability of fluent speakers and early childhood educators, state legislation and funding, and access to materials and resources in the target language.” (p 26)
“In another Spreecast, about learning indigenous languages, Coast Salish teacher Khelsilem Rivers, founder of the Skwomesh Language Academy in Squamish, B.C., said he isn’t interested in language apps, CD-ROMs or anything that involves working from English translations. Fluency is impossible with ‘that English brain controlling things.’ Full immersion is the only way, he said…” (¶21)