O
n October 29, 1969, shortly after 10:30 p.m.,
the Internet was born.* For that was when
an undergraduate student at the University of
California in Los Angeles typed out the letters
L and O, which were then received hundreds of kilometres
away at Stanford Research Institute.
The Internet originated from the goal of allowing
researchers and academics – educators – to communicate,
to engage in the furthering of ideas and knowledge. Made
possible through programming languages, these exchanges
would eventually transcend borders, nationalities, race,
human languages, ethnicities, religion and gender.
Similar to how computer languages were invented
to enable humans to communicate, creating gateways
to better understanding among people of diverse
backgrounds, so do we use many "languages" at TFS to
teach citizenship to our students. Each unveils our world
through a different point of view, yet collectively they help
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and act through a plurality of lenses. These "languages,"
and subsequent lenses, are as varied as every subject
taught at TFS.
Entre Nous recently sat down to speak with teachers
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science, history and music – and asked how each area
uniquely taught citizenship and how students, in return,
widened and deepened their understanding as citizens of
the world.
By Maryann Shemansky
*Forty years of the Internet: how the world changed forever, Oliver Burkeman, The Guardian, October 23, 2009.
THE
LANGUAGES
OF
CITIZENSHIP
FEATURE
11 TFS ENTRE NOUS 2018
