Hitchens (2008). Chapter Four: A Note on Health, to Which Religion Can Be Hazardous. (god is not Great: How religion poisons everything.)

“The attitude of religion to medicine, like the attitude of religion to [page break] science, is always necessarily problematic and very often necessarily hostile. A modern believer can say and even believe that his faith is quite compatible with science and medicine, but the awkward fact will always be that both things have a tendency to break religion’s monopoly, and have often been fiercely resisted for that reason.” (p 46-47)

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Hitchens (2008). Chapter Two: Religion Kills. (god is not Great: How religion poisons everything.)

“The nineteen suicide murderers of New York and Washington and Pennsylvania were beyond any doubt the most sincere believers on those planes. Perhaps we can hear a little less about how ‘people of faith’ possess moral advantages that others can only envy.” (p 32)

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Fogg (2009). A behavior model for persuasive design.

“The FBM asserts that for a person to perform a target behavior, he or she must (1) be sufficiently motivated, (2) have the ability to perform the behavior, and (3) be triggered to perform the behavior. These three factors must occur at the same moment, else the behavior will not happen.” (p 1)

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Children’s Screen Time Action Network (2018). Our letter to the APA.

“The great majority of parents have no idea that the social media and video games used by children are developed by psychologists and other experts who use advanced behavior change techniques to pull kids into these platforms and keep them there as long as possible.” (ΒΆ13)

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Patton, M. A. (2000). The Importance of Being Flexible with Assignment Deadlines.

“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)

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Gomez-Zuebisch (2010). Introduction. (A phenomenological exploration of the learning values derived from instructional short videos among adult learners.)

“To this resistance, Mitra responded with a quote from the science fiction writer Sir Arthur C. Clarke who stated ‘A teacher that can be replaced by a machine should be’.” (p 27)

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Goulet & Goulet (2014). Iseechigehina, Planned Actions: Connection to the Process. (Teaching Each Other: Nehinuw Concepts and Indigenous Pedagogies.)

“No single teaching approach was used for every class or by every teacher to effectively connect students to the process of learning. Each teacher used a variety of approaches that included mastery learning, concrete materials, storytelling, one-on-one, the talking or sharing circle, group work, and learning that was experiential, community-based, activity-based, or land-based learning.” (p 148)

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Delpit & Dowdy (2002). No Kinda Sense.

“When instruction is stripped of children’s cultural legacies, then they are forced to believe that the world and all the good things in it were created by others. This leaves students further alienated from the school and its instructional goals, and more likely to view themselves as inadequate.” (p 41)

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Kinasevych (2016). Time To Learn: Doing Away With Deadlines In Post-Secondary Education.

The assessment of learning was merged with time limits, “a compromise for the sake of administrative efficiency” (Wesman, 1949, p. 51). Deadline performance became a proxy for actual learning, thereby diminishing learner autonomy, motivation, and creativity (Deci & Ryan, 2012).

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