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Cake day: March 1st, 2025

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  • What the article fails to mention is these passages supplement and contextualize a primary text.

    The tower of Babel, along with Prometheus, help illustrate the themes in Frankenstein.

    There is value in reading the Bible as a work of historically relevant literature. I’m not sure if this curriculum is doing that, but its not doing indoctrination either. And if they are, I think it helps demystify the book and place in a time and place relevant to some people through the time.

    I would take a bigger issue with seventh grader having to read A Wrinkle in Time as a primary text. It’s a good book, but it is a very Christian book.





  • I don’t see how not doing the healing work for the wound is the same as self inflicted.

    All of those are questions are good historical questions that provide historical insight to the conditions that prevented this restoration of Welsh being as wide spread. But you write them as accusations, not as points for insight.

    And the wounds, while similar, are much older in the case of Welsh which means it could be harder to organize people to do the healing work.

    It’s very odd to me that you think this is self inflicted and that people aren’t doing the healing work. Why are you so sure? I’m assuming you’ve looked into it.







  • It’s plural, but not because there are many pigs.

    “How many pigs are there?” And answering with “There are no pigs” use the noun “pigs” in the same way. They are referring to the “pig” category or kind. When answering knowing the actual count, it’s a specific number or token.





  • AlfalFaFail@lemmy.mltomemes@lemmy.worldStill right
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    2 months ago

    Man… Sort working with my kiddo on this particular root issue. Getting to the answer is great. Do it fast for sure. But learning the skill of sustained effort is an important skill to develop. We’re using piano as our entry point. He’ll be able to get the piece down in about 45 to 60 minutes. So we’re working on developing creative expression in a piece, improv that allows for techniques learned in the piece, and then just introducing the next piece. I’m looking forward to him creatively engaging the same piece for an extended period of time.

    “Gifted” education has come a long way since I was a kid. We know acceleration isn’t the only or even best tool for kids. And many gifted kids come with different executive functions so rote repetition feels like torture. Employing a depth of knowledge schema and circling back to previously learned concepts coupled with individual expression has been great! That and developing emotional tools for self regulation have been the primary efforts for the last few years. It’s been getting a lot better!