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)
Everything on television is educational in the sense that it teaches something. [0:01:28]
“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)
“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…” (ΒΆ21)
“Many students have reported that ‘traditional life’ in the wilderness brings a feeling of serenity and peace to one’s heart and spirit” (p 186)
“One clue is that the Japanese are more aware of synchrony than the average Westerner. Those tremendous Sumo wrestlers, for example, must synchronize their breathing before the referee will allow the match to begin, and the audience is fully aware of what is happening. In this same vein, Japanese who are conversing will frequently monitor their own breathing in order to stay in sync with their interlocutor!” (p 164)
“However, one of the contradictions of schooling is while it can be an institution of colonization, it also has the potential to decolonize (Smith 2000) and support the development of self-determination for Indigenous students and their communities.” (p 200)
“In our more highly organised world we face a new problem. Something called education is given to everybody, usually by the State, but sometimes by the Churches. The teacher has thus become, in the vast majority of cases, a civil servant obliged to carry out the behests of men who have not his learning, who have no experience of dealing with the young, and whose only attitude towards education is that of the propagandist.” (p 110)
“Having a personal relationship with students meant the teachers were aware of the characteristics and interests of their students and were able to use these to connect students to the curriculum.” (p 167)