Pacey (1983). Chapter 3 – The Culture of Expertise. (The Culture of Technology.)

“Also noteworthy in this episode is the way each professional interprets the problem according to his own specific type of expertise. The chemist studies organic molecules, the automotive engineer redesigns vehicles, and the highway planner looks for ways to reduce congestion.” (p 44)

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Feenberg (2017). Critical theory of technology and STS.

“The dominant program is materialized in actual technologies through designed-in values and purposes. The dominant actors thus always have the ‘facts’ on their side. The anti-program may be confined at first to discursive expressions such as protests and demands articulating values different from those of the dominant actors. The subordinate actors’ demands usually appear to be unrealistic, ideological, in the face of the ‘facts’.” (p 6)

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Pacey (1983). Chapter 2 – Beliefs about Progress. (The Culture of Technology.)

“… primarily, the factory was [page break] an invention concerning the organization of work, with an earlier origin than most of the machines it contained.” (p 18-19)

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Brook, A. (2016). Kant’s View of the Mind and Consciousness of Self. (The Stanford Encyclopedia of Philosophy.)

“The functions crucial for mental, knowledge-generating activity are spatio-temporal processing of, and application of concepts to, sensory inputs. Cognition requires concepts as well as percepts.” (¶7)

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Mander (1991). Seven Negative Points About Computers. (In the absence of the sacred.)

“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)

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Said (1994). Chapter 1 – Overlapping Territories, Intertwined Histories. (Culture and Imperialism.)

“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)

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Franklin (2004). Chapter 8 (The Real World Of Technology).

“It is well to remember that Immanuel Kant saw time and space not as external media within which people move, but as ordering devices of the human mind.” (p 149)

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Franklin (2004). Chapter 7 (The Real World Of Technology).

“… we are not dealing here merely with recasting an old task — that of sending and receiving messages — into a new technological setting. We have to deal with different and quite new social relationships that now superimpose existing ones.” (p 144)

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Chambers (2015). Language Nests as an Emergent Global Phenomenon.

“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)

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Everett-Green (2015). How my neighbourhood looks and sounds in Ojibway.

“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)

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