Here are several YouTube channels that tell stories about our history. There were compiled by Reddit user, Texas_Rockets.
In 1878, archaeologists excavating the Viking town in current day Sweden, uncovered an ornate 10th-century burial tomb. Containing a full set of weaponry, including a sword, spear, armor piercing arrows and shield, as well as the skeletons of two horses and a game board, archeologists excitedly announced that they had discovered the tomb of a great Viking warrior.
Of course, being the Victorian Era, it was assumed that the warrior was a man.
That story persisted until 2017, when The American Journal of Physical Antropology announced that comprehensive genomic sequencing had revealed that the warrior was, instead, a woman.
Even then, there was a backlash, suggesting mistakes in the sampling and sequencing. A second report, published in Antiquity, confirmed the 2017 conclusion. The author acknowledged that it was extremely difficult to assess aspects such as gender roles and identity from cultures that existed so long ago.
Here you can scan through the index for A Quiet Revolution. You may also be interested in a list of what and who I talk about most in this book. Here are the topics that I mention at least 10 times. That’s followed by a clickable alphabetical index so that you can fast-forward to the place in the alphabet you’re most interested in.
Terms appearing most often in the book (at least 10 occurrences), listed in descending order (Wikipedia appears 71 times).
I finished a two-season TV show last night, “MARS.” What’s most interesting about the program is its play between documentary and drama, separated by 17 years. The drama is a mission to the red planet, the intent of which is starting a colony. There are no return tickets. They will either find water and protection from solar radiation or they won’t, and will perish. With two seasons, the outcome of is apparent.
Season one is on Netflix and season two on the National Geographic Channel
The documentary part is mostly interviews with persons involved in planning, designing and testing for future exploration and colonization of Mars. They include Elon Musk, Andy Weir, Robert Zubrin, and Neil deGrasse Tyson.
Eventually the science colony, which is supported by the International Mars Science Foundation (IMSF), a multinational funding and governing organization, is joined by a second colony, Lukrum. A resource extraction corporation, Lukrum has powerful interests in nearly every country represented in IMSF, and they use that leverage to promote and prioritize their mining activities on Mars.
The miners are all likable characters as are the scientists (with one exception) and they get along together gangbusters, as one would expect for people who are ultimately isolated from Earth for years. It’s only when commercial activities collide with scientific discovery that things break down. Even at that, the personal fondness and even trust between the commanders and their crews mostly continue.
Of course, the 2016 interviews and documentary footage shifts its focus to our planet’s ongoing competition between corporate interests and the common good, and that there is little reason to believe that the same will not happen as we become an interplanetary race. These points may be handled a bit heavy-handedly by the show, though I don’t dispute the sentiments, especially considering how much space exploration is being promoted today by commercial organizations.
The show ends on a positive note, especially as one of my favorite characters survives, a short-tempered Spaniard who leaves every conflict spouting rapid Spanish exclamation, Ricky Ricardo style.
I saw my first personal computer in 1981. At that time, the closest you could come to a computer store (where I lived) was a back corner of the local Radio Shack store. There you found models of their TRS-80 computers, offering all manner of unimagined possibilities – but almost no software. Ready to buy and load (via audio cassettes) were a basic word processor (Scriptsit), a spreadsheet program (Visicalc) and a handful of games, including Galxian, Asteroids, Targ and Zork.
But we didn’t buy computers because we wanted to play games or even to word process. Have you ever seen the print from the early dot-matrix printers? We bought computers because we wanted to learn about this new thing that was “going to change everything.”
Unsurprisingly, we had to go to print in order to learn and a few early magazines was the bast place to go. Even then, the gestation time of new books was way to long to be reliably up-to-date. New issues of zines were frequent and regular, and among them were BYTE, PC, Compute and even Family Computing.
We learned the latest that was known about these early TRS-80, Atari, Apple and Commodore computers. But better, was the programming tips we could learn by typing code that was included on the zines’ pages.
Of course, the programs never worked the first time. It was impossible to key the code in without mistakes. So we spent as much time going back and decoding the programs, OR we taught ourselves how to write our own programs.
Attending a meeting yesterday, regarding Western Carolina University’s College of Education and Allied Professions, I learned a new term, twice-exceptional.
In education’ese, “exceptional” children are usually students with some learning difficulty, such as A.D.D., dyslexia, hearing impairment, emotional disturbance – or are academically talented in some way.
When I asked, the speak explained that a “Twice-Exceptional” student is one who has some learning disability but is also academically and/or intellectually gifted.
I suspect that this describes a lot of extraordinarily accomplished individuals, who later admit to being poor performers in their school experience, i.e. Richard Branson, Charles Schwab and Steve Jobs. Sadly, this also, more than likely describes a lot of wasted talent caused by our assigning opportunity-limiting labels to children who are simply divergent learners, children who are not suited to regimented learning environments.
This book played a huge part in my childhood. It was probably the most leafed-through book in my house. The last I remember it was so tattered by use that I dared not pick it up.
My parents had no idea at their wedding in 1950, that they would spend the first year of their married life in New Mexico. The Korean War recalled my father back into the Air Force, where he was the only PFC in the management offices of Kirkland Air Force Base in Albuquerque.
They both developed an interest in Indian culture. One of their neighbors was the son of the chief of the Jemez Pueblo tribe a short distance west of the city. My parents were invited to a number of tribal ceremonies and became good friends of the prince and his wife, a Bostonian. I suspect that it was the friendship that stimulated their interest in Indian lore, and it’s probably when they bought that copy of Indian Crafts and Lore.
I thought about that book many times since and several times, I looked for a copy on eBay and Amazon. The last time, a couple of weeks ago, I found it on Amazon. Leafing through, I can recall studying every picture and every description.
My chapter titles are a bit cryptic, so I am adding some explanation to better anchor the reference points.
A Rough Start
I admit that there are some biases in my book. What’s a revolution without biases. To provide some context for my particular philosophies about schooling, I spend about 19 pages describing my pre-(technological)revolution education, including my less than spectacular career as a student.
Here, I describe my first experiences with personal computers, starting with how I was knocked out of my seat by an idea.
Leaving Kansas, Apples & Kindred Spirits
In 1983, I moved from teaching Social Studies in rural South Carolina to leading an instructional technology program in rural North Carolina. I also joined a users’ group (MICRO5) and transitioned from monochrome Tandys to color Apples – dazzling.
Networks Open the Gates
My first experiences with modems and learning to use computers to communicate. Project based learning (PBL) became our modus operandi – using computers for collaborative learning.
A Line is Drawn
Moving to the North Carolina Department of Public Instruction I learned what a small team of passionate and imaginative professional educators could accomplish. I also learned how little could be accomplished from inside the system. I have to note here that what hindered us was not the nature of state government, but the nature of state politics, and a manipulative narrative that sought to demonize government.
New Education Models
After leaving NCDPI, I lucked into a project instigated by Allan Weis and Advanced Network and Services. It was called ThinkQuest and it showed us how we could make students active learners by making them innovative teachers.
My First Flat Experience
I was so embarrassingly naive on my first trip to Asia.
A Bad Day for Education
Our work toward using technology to encourage more progressive styles of learning ground to a halt on January 8, 2002. No Child Left Behind successfully shifted the aim of public education from active learning by doing, to passive learning by memorizing facts to pass tests. Computers became teaching tools instead of learning tools.
This became my most passionate mission, promoting a model for literacy that addressed the changing nature of our information experience. As information became increasingly networked, digital and abundant (and social), merely reading and writing (and arithmetic) were no longer nearly enough to be truly literate.
The Day that Education Almost Became Fun
As video games became more sophisticated and social networks became places that our students visited and collaborated, we started to recognize the unique skills that they were developing – that much of their play was actually the hard work of learning. We began to look for ways to structure classroom activities to trigger the same learning practices that our students were gaining outside of education.
The Evil Empire Strikes Back
As technology became more prevalent in our schools, investors saw a “golden moment.” There was an opportunity to use that technology to “profit by taking over broad swaths of public education.” This has become, in my opinion, the greatest threat that public education has ever faced.
The “Perfect” Technology
Apple’s iPad. It didn’t surprise anyone. But is it so “perfect?”
I end with a few pages of casual predictions of where education might be ten years from now (2014, when I started writing this book). This chapter mirrors the first chapter that I wrote in Redefining Literacy, describing education ten years from then, 2014.
Without any software for my 11 TRS-80 computers, I set out teaching myself how to program them myself. Fairly quickly, I found myself on my knees thanking every Algebra teachers I had ever had. There was finally a purpose for what had seemed to me like purposeless form of mathematics.
You see, I was instruct the computer with numbers and mathematics was the language. Algebra was my syntax.
I will be producing little 2-minute videos over the next few weeks to promote my new book, The Days and Nights of a Quiet Revolution. This first one sets some context. When I was in high school, computers were giant machines that were installed with forklifts. My father use to take me to his work, a trucking company, to show me their Honeywell computers.
Even after I graduated from college, computers had nothing to do with education. I had no reason to believe that teaching would be changing in any substantial way over my assumed 30 years as a history teacher.