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Sergey Kuznetsov Below are the 10 most recent journal entries recorded in the "Sergey Kuznetsov" journal:

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August 7th, 2018
10:08 pm

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Я сейчас в Марабу читаю детям курс про 1968 год и мысли мои, соответственно, в этом времени. И тут…
Я сейчас в Марабу читаю детям курс про 1968 год и мысли мои, соответственно, в этом времени. И тут…

Posted by Сергей Кузнецов on 7 авг 2018, 19:08

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04:14 pm

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Дорогие американские друзья! Мы тут решили в нашем замке Château-Hôtel Restaurant Le Sallay сделать…
Дорогие американские друзья! Мы тут решили в нашем замке Château-Hôtel Restaurant Le Sallay сделать…

Posted by Сергей Кузнецов on 7 авг 2018, 13:14

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August 6th, 2018
02:14 pm

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Le Sallay International Academy
Le Sallay International Academy

𝗜𝗻𝘁𝗲𝗿𝘃𝗶𝗲𝘄 𝘄𝗶𝘁𝗵 𝗗𝗿. 𝗠𝗮𝘁𝘁𝗵𝗲𝘄 𝗠𝗰𝗖𝗼𝗻𝗻𝗲𝗹𝗹, 𝗛𝗲𝗮𝗱 𝗼𝗳 𝗛𝘂𝗺𝗮𝗻𝗶𝘁𝗶𝗲𝘀 𝗗𝗲𝗽𝗮𝗿𝘁𝗺𝗲𝗻𝘁

𝘏𝘰𝘸 𝘥𝘰 𝘺𝘰𝘶 𝘴𝘦𝘦 𝘺𝘰𝘶𝘳 𝘸𝘰𝘳𝘬 𝘢𝘵 𝘭𝘦 𝘚𝘢𝘭𝘭𝘢𝘺, 𝘔𝘢𝘵𝘵𝘩𝘦𝘸?

I believe that students deserve a teacher who respects their individual interests and passions. I know that some of my early interests, which were only just beginning to take shape at that age, eventually became a career for me, so I think my work as an instructor is to expand their field of vision so they can develop their passions and discover new ones. It really is an important age because we begin to make educational decisions that are determinative. They set you on a path. My goal for students at this age is that they will learn how to learn. They need to develop the skills that will lead to lifelong learning. I help them do that by inviting them to set their own goals, to decide for themselves what they would like to learn and how they would like to improve. Of course, teaching necessarily requires a shared schedule of reading and learning goals, but I believe it is important to create space within that structure for students to learn the way that they want to.

𝘞𝘩𝘢𝘵 𝘷𝘢𝘭𝘶𝘦𝘴 𝘥𝘰𝘦𝘴 𝘭𝘦 𝘚𝘢𝘭𝘭𝘢𝘺 𝘢𝘥𝘩𝘦𝘳𝘦 𝘵𝘰 𝘢𝘴 𝘢 𝘴𝘤𝘩𝘰𝘰𝘭?

Well, I know that the founders Sergey Kuznetsov and Ekaterina Kadieva want to bring quality education to families who do not wish to separate their children from the family at an early age, and I share that vision. At the same time, we know that all children must develop the confidence to interact boldly with the world outside the family structure, and the learning camp is designed to fulfill that need. In my mind, it is about identity formation, helping the students to develop a sense of themselves in their families, at school, and in the wide world. We also value the ability to think independently, using critical thinking to avoid the phenomenon of "groupthink." Students must learn to resist the various forms of manipulation (advertisements, propaganda) that could diminish their capacity for creative, innovative thought.

𝘞𝘩𝘢𝘵 𝘢𝘳𝘦 𝘺𝘰𝘶𝘳 𝘤𝘰𝘳𝘦 𝘪𝘥𝘦𝘢𝘴 𝘪𝘯 𝘵𝘦𝘢𝘤𝘩𝘪𝘯𝘨 𝘢𝘯𝘥 𝘩𝘰𝘸 𝘥𝘰 𝘵𝘩𝘦𝘺 𝘧𝘪𝘵 𝘸𝘪𝘵𝘩 𝘓𝘦 𝘚𝘢𝘭𝘭𝘢𝘺’𝘴 𝘬𝘦𝘺 𝘤𝘰𝘯𝘤𝘦𝘱𝘵𝘴 𝘧𝘰𝘳 𝘪𝘯𝘴𝘵𝘳𝘶𝘤𝘵𝘪𝘰𝘯?

In writing, I believe that confidence is paramount. Some of that confidence comes from proper instruction in style and grammar, and some comes from a consistent affirmation that one's voice and experience are important, worth sharing, and valuable. I have encountered many students whose instruction has given them the impression that they are bad writers, and I seek to remedy this whenever possible. In literature, I have the same approach. Confidence is less useful when students lack the necessary tools to analyze a work, but those tools require experience and confidence to be used effectively. Building confidence is important, but also knowledge. The two cannot be separated.

The key concepts for instruction at Le Sallay include participatory culture, mastery-oriented goal-setting, and a flipped classroom. All three intersect at Le Sallay in a cohesive set of practices. In a flipped classroom, students receive input outside of class, while practicing and reinforcing skills in class with instructor assistance. Mastery-oriented goal-setting asks students to set goals for themselves, so that they are internally motivated, and participatory culture allows students to display their mastery of skills for the benefit of others. My goal is that students would be secondary instructors at Le Sallay because one of the best ways to reinforce learned content is to teach it.

𝘏𝘢𝘷𝘦 𝘺𝘰𝘶 𝘦𝘷𝘦𝘳 𝘸𝘰𝘳𝘬𝘦𝘥 𝘢𝘴 𝘢 𝘵𝘦𝘢𝘤𝘩𝘦𝘳 𝘸𝘪𝘵𝘩 𝘤𝘩𝘪𝘭𝘥𝘳𝘦𝘯 𝘰𝘳 𝘢𝘥𝘰𝘭𝘦𝘴𝘤𝘦𝘯𝘵𝘴?

After college I worked as a high school teacher, during which time I taught thirteen and fourteen-year-olds. Several of my students demonstrated exceptional intelligence and were also learning to manage various forms of learning disability.

𝘏𝘰𝘸 𝘥𝘪𝘥 𝘺𝘰𝘶 𝘨𝘦𝘵 𝘪𝘯𝘵𝘦𝘳𝘦𝘴𝘵𝘦𝘥 𝘪𝘯 𝘭𝘪𝘵𝘦𝘳𝘢𝘵𝘶𝘳𝘦 𝘢𝘯𝘥 𝘩𝘪𝘴𝘵𝘰𝘳𝘺?

I have enjoyed reading since I was in middle school, when I discovered authors whose work inspired my imagination. The fantasies of Tolkien and Lewis were foremost among these, but I later read and loved Ursula LeGuin, Susan Cooper, and Madeleine L'Engle. I devoured anything that included fantasy and magic. Possibly that is why I eventually specialized in medieval literature. As the imaginative site of magic, the middle ages fascinated me. Of course, I discovered all the distortions and misrepresentations that plague our ideas of the middle ages especially, but I also learned that reality can be more strange and wonderful than our fantasies.

𝘞𝘩𝘢𝘵 𝘢𝘳𝘦 𝘺𝘰𝘶𝘳 𝘧𝘢𝘷𝘰𝘳𝘪𝘵𝘦 𝘵𝘰𝘱𝘪𝘤𝘴 𝘵𝘰 𝘵𝘦𝘢𝘤𝘩? 𝘞𝘩𝘺?

I enjoy teaching in my area of expertise, which is Middle English literature. Often this can be done in translation, which allows all students to enjoy the strange richness of this period, which is so familiar yet so foreign at the same time. I have also taught modern popular culture courses, about zombies, Game of Thrones, and superheroes. These courses are always a delight because students already have strong interest in these topics, and they invest a lot of attention and time in thinking and writing about them. Finally, I enjoy teaching poetry and prosody. The terms of art that give us the ability to analyze poetry well are often neglected, and I enjoy giving students the expertise necessary to appreciate a wholly new art form.

𝘞𝘩𝘢𝘵 𝘸𝘪𝘭𝘭 𝘓𝘦 𝘚𝘢𝘭𝘭𝘢𝘺 𝘓𝘪𝘵𝘦𝘳𝘢𝘵𝘶𝘳𝘦 𝘢𝘯𝘥 𝘏𝘪𝘴𝘵𝘰𝘳𝘺 𝘤𝘰𝘶𝘳𝘴𝘦𝘴 𝘪𝘯𝘤𝘭𝘶𝘥𝘦?

Le Sallay’s literature courses will be in English, so we will focus necessarily on the Anglo-American tradition, while making every effort to avoid excessive Anglo- and Eurocentrism. To that end, we will also include translated world literature appropriate to this age group, with special attention paid to the literature of countries and cultures of our students. History courses will include world history from ancient to modern, as well as geography and what is called social studies in the United States. This includes politics and civics. Since our students will be from all over the world, students will have a unique opportunity to study the civic and government structures of their own countries, and to teach students of other nationalities about their respective politics.

𝘞𝘩𝘢𝘵 𝘢𝘳𝘦 𝘺𝘰𝘶𝘳 𝘴𝘵𝘳𝘢𝘵𝘦𝘨𝘪𝘦𝘴 𝘧𝘰𝘳 𝘮𝘢𝘬𝘪𝘯𝘨 𝘤𝘰𝘮𝘱𝘭𝘦𝘹 𝘮𝘢𝘵𝘦𝘳𝘪𝘢𝘭𝘴 𝘢𝘤𝘤𝘦𝘴𝘴𝘪𝘣𝘭𝘦 𝘵𝘰 𝘵𝘩𝘦 𝘴𝘵𝘶𝘥𝘦𝘯𝘵𝘴?

Complexity in literature and writing often comes in the form of paradox, contradiction, or ambiguity. Developmentally, our students will be in an age range when their ability to comprehend such things will be increasing. I begin with more concrete concepts that are graspable by anyone, and when these have been fully processed, students are ready to encounter works that challenge those concepts. So, for instance, students must learn that a story has a narrator, that narrators come in different styles, and have different levels of knowledge about their stories, and that these are choices made by the author of a work, who is separate from the narrator. We begin by introducing them to works with narrators of various kinds, and then ask students to come to conclusions about how this affects the telling of the story. Once they understand this, we can introduce them to a work with an untrustworthy narrator, who introduces bias or slant into the narrative, or who minimizes certain details or introduces outright falsehoods. In this way, they can eventually come to understand the narrating work that we all do in our own lives, how we can understand or even deceive ourselves in the telling of our own stories to ourselves. So, my strategy introduces students to a basic and concrete concept, which can be developed into a complex one through gradual exposure to the contradictions and ambiguities of adult life.

𝘋𝘰 𝘺𝘰𝘶 𝘤𝘰𝘯𝘴𝘪𝘥𝘦𝘳 𝘮𝘰𝘥𝘦𝘳𝘯 𝘪𝘯𝘴𝘵𝘳𝘶𝘤𝘵𝘪𝘰𝘯𝘢𝘭 𝘮𝘦𝘵𝘩𝘰𝘥𝘴 𝘴𝘶𝘤𝘩 𝘢𝘴 𝘪𝘯𝘵𝘦𝘳𝘥𝘪𝘴𝘤𝘪𝘱𝘭𝘪𝘯𝘢𝘳𝘺 𝘢𝘱𝘱𝘳𝘰𝘢𝘤𝘩𝘦𝘴 𝘰𝘳 𝘤𝘰-𝘵𝘦𝘢𝘤𝘩𝘪𝘯𝘨 𝘦𝘧𝘧𝘦𝘤𝘵𝘪𝘷𝘦 𝘧𝘰𝘳 𝘓𝘦 𝘚𝘢𝘭𝘭𝘢𝘺?

I do. I hope that humanities teachers at le Sallay will work together continually to synchronize their units into cohesive themes. Students learn content best when it is presented in context. For instance, when I am teaching students how to write a persuasive essay, the history teacher might have them read an argument from the period they are studying. That way, they come to understand the role that persuasive rhetoric plays in history even as they learn to write their own.

Co-teaching will be more difficult at Le Sallay, since most of the time we will be spread across the globe. However, at learning camps, we will have the opportunity to work together, combining classes as we see fit, and using that part of our school format to best advantage.

𝘞𝘩𝘢𝘵 𝘪𝘴 𝘺𝘰𝘶𝘳 𝘵𝘦𝘤𝘩𝘯𝘪𝘲𝘶𝘦 𝘧𝘰𝘳 𝘦𝘯𝘤𝘰𝘶𝘳𝘢𝘨𝘪𝘯𝘨 𝘳𝘦𝘭𝘶𝘤𝘵𝘢𝘯𝘵 𝘳𝘦𝘢𝘥𝘦𝘳𝘴 𝘢𝘵 𝘵𝘩𝘦 𝘢𝘨𝘦 𝘰𝘧 𝘓𝘦 𝘚𝘢𝘭𝘭𝘢𝘺 𝘴𝘵𝘶𝘥𝘦𝘯𝘵𝘴?

Encouraging students to read happens in two ways. First, I believe it is important to find the right book for the right student. There is so much good writing for this age group now, that it is possible to find reading that matches nearly any student’s interests.

Second, I hope we will encourage reading at Le Sallay by modeling it for our students. My goal is that each teacher would have a published list of favorite books, so that students can see that we love to read, and that reading is enhanced when it is a social experience. To that end, teachers will be available to discuss any of the books on their list, so that reading the books will also be a way of getting to know one’s teachers.

𝘞𝘩𝘢𝘵, 𝘪𝘯 𝘺𝘰𝘶𝘳 𝘰𝘱𝘪𝘯𝘪𝘰𝘯, 𝘢𝘳𝘦 𝘵𝘩𝘦 𝘮𝘰𝘴𝘵 𝘦𝘴𝘴𝘦𝘯𝘵𝘪𝘢𝘭 𝘣𝘰𝘰𝘬𝘴 𝘦𝘷𝘦𝘳𝘺 𝘓𝘦 𝘚𝘢𝘭𝘭𝘢𝘺 𝘴𝘵𝘶𝘥𝘦𝘯𝘵 𝘴𝘩𝘰𝘶𝘭𝘥 𝘳𝘦𝘢𝘥?

Oh my! It would be impossible for me to say what is essential for every individual. But I can give some examples of books that I think have the potential to change a student’s relationship to reading for the better. Le Petit Prince is a book whose loveliness only deepens over time, but is accessible to readers of many ages. The Giver by Lois Lowry is an excellent first dystopia for students of this age group, and requires them to manage both moral and narrative ambiguities. I also love Animal Farm, To Kill a Mockingbird, and Pearl Buck’s The Good Earth. In poetry, which I think every student should develop a taste for, I enjoy T.S. Eliot’s Old Possum’s Book of Practical Cats.

𝘞𝘩𝘰 𝘪𝘴 𝘺𝘰𝘶𝘳 𝘧𝘢𝘷𝘰𝘳𝘪𝘵𝘦 𝘱𝘰𝘦𝘵? 𝘏𝘢𝘷𝘦 𝘺𝘰𝘶 𝘱𝘶𝘣𝘭𝘪𝘴𝘩𝘦𝘥 𝘢𝘯𝘺 𝘰𝘧 𝘺𝘰𝘶𝘳 𝘰𝘸𝘯 𝘱𝘰𝘦𝘵𝘳𝘺?

Picking a favorite poet is difficult, perhaps impossible. I love so many poets for different reasons. I enjoy Auden, Plath, Eliot, and Bishop. But if I had to choose one poet who is the greatest (if there were such a thing), I would choose Dante for being the most ambitious, and for inspiring nearly every western poet who followed. I have not published any of my poetry, but I am seeking to publish my latest work, a set of fifty sonnets.

Posted by Сергей Кузнецов on 6 авг 2018, 11:14

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July 28th, 2018
10:52 am

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14 минут до старта (песня) — Циклопедия
14 минут до старта (песня) — Циклопедия

«Четырнадцать минут до старта» — песня композитора Оскара Фельцмана на стихи Владимира Войновича; одна из самых популярных советских песен начала 1960-х годов.

Posted by Сергей Кузнецов on 28 июл 2018, 07:52

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01:35 am

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Вся лента полна восторгов (верю, что заслуженных) по поводу концерта Ника Кейва. Вдруг понял, что я…
Вся лента полна восторгов (верю, что заслуженных) по поводу концерта Ника Кейва. Вдруг понял, что я…

Posted by Сергей Кузнецов on 27 июл 2018, 22:35

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July 26th, 2018
01:44 pm

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У меня вопрос к знатокам русского языка. Предположим, у нас есть иностранная фамилия,…
У меня вопрос к знатокам русского языка. Предположим, у нас есть иностранная фамилия,…

Posted by Сергей Кузнецов on 26 июл 2018, 10:44

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July 24th, 2018
06:13 pm

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Hayao Miyazaki Picks His 50 Favorite Children’s Books
Hayao Miyazaki Picks His 50 Favorite Children’s Books

Once upon a time, books served as the de facto refuge of the “physically weak” child. For animation legend, Hayao Miyazaki, above, they offered an escape from the grimmer realities of post-World War II Japan.

Posted by Сергей Кузнецов on 24 июл 2018, 15:13

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July 23rd, 2018
02:24 pm

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Мой друг Линор Горалик (Linor Goralik) взяла очень хорошее интервью у моего старинного приятеля…
Мой друг Линор Горалик (Linor Goralik) взяла очень хорошее интервью у моего старинного приятеля…

Posted by Сергей Кузнецов on 23 июл 2018, 11:24

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July 18th, 2018
02:41 pm

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Дорогой коллективный разум, мы ищем официанта в ресторан нашего бургундского отеля Chateau Le…
Дорогой коллективный разум, мы ищем официанта в ресторан нашего бургундского отеля Chateau Le…

Posted by Сергей Кузнецов on 18 июл 2018, 11:41

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12:32 pm

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Le Sallay International Academy
Le Sallay International Academy

Posted by Сергей Кузнецов on 18 июл 2018, 09:32

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