“We need a decommodification of all aspects of education, so that the cultural liberating elements come back to the foreground.” (p 993)
“I have almost reached the regrettable conclusion that the Negro’s great stumbling block in his stride toward freedom is not the White Citizen’s Counciler or the Ku Klux Klanner, but the white moderate, who is more devoted to ‘order’ than to justice; who prefers a negative peace which is the absence of tension to a positive peace which is the presence of justice; who constantly says: ‘I agree with you in the goal you seek, but I cannot agree with your methods of direct action’; who paternalistically believes he can set the timetable for another man’s freedom; who lives by a mythical concept of time and who constantly advises the Negro to wait for a ‘more convenient season.'” (¶23, p 9-10)
“… the results strongly suggest that the majority of first-year students at the institution studied are investing more hours than are designed by teachers, some reaching more than double a full-time workload during the period studied.
“Overwork can be a serious issue and anecdotally students are susceptible in some disciplines, such as computer science, architecture and design, to overwork substantially beyond the expectations and requirements of courses.” (p 1226)
“… there are many who have denied that time really _does_ pass. Of these a few share McTaggart’s view that time cannot pass because time does not exist. A more popular view, these days at least, is the view that while time certainly exists, it is more akin to space than it superficially seems. … Time _per se_ may not pass or flow, but there is undeniably something akin to passage and flow in our immediate experience, and this _phenomenal_ passage does not require _physical_ passage, it can exist a four-dimensional Block universe.” (¶270)
“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)
“Neuroimaging research has revealed brain regions that are preferentially engaged in social processing. These regions, collectively referred to as the ‘social brain’ , activate more strongly when individuals perceive information from or about other people than when they perceive non-human objects. For example, faces, voices, body movements, and human-like touch have all been shown to specifically stimulate the ‘social brain’ [51–53].” (p 765)
“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)