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Future Shock Documentary (1972) - YouTube
"'Future Shock' is a documentary film based on the book written
in 1970 by sociologist and futurist Alvin Toffler. Released in 1972,
with a cigar-chomping Orson Welles as on-screen narrator, this piece of futurism is darkly dystopian and oozing techno-paranoia."
alvintoffler  1972  film  towatch  futureshock  documentary  orsonwells  futurism  1970s 
september 2018 by robertogreco
Why We Need to Pick Up Alvin Toffler’s Torch
Yet in rereading Mr. Toffler’s book, as I did last week, it seems clear that his diagnosis has largely panned out, with local and global crises arising daily from our collective inability to deal with ever-faster change.

All around, technology is altering the world: Social media is subsuming journalism, politics and even terrorist organizations. Inequality, driven in part by techno-abetted globalization, has created economic panic across much of the Western world. National governments are in a slow-moving war for dominance with a handful of the most powerful corporations the world has ever seen — all of which happen to be tech companies.

But even though these and bigger changes are just getting started — here come artificial intelligence, gene editing, drones, better virtual reality and a battery-powered transportation system — futurism has fallen out of favor. Even as the pace of technology keeps increasing, we haven’t developed many good ways, as a society, to think about long-term change.

Look at the news: Politics has become frustratingly small-minded and shortsighted. We aren’t any better at recognizing threats and opportunities that we see emerging beyond the horizon of the next election. While roads, bridges, broadband networks and other vital pieces of infrastructure are breaking down, governments, especially ours, have become derelict at rebuilding things — “a near-total failure of our political institutions to invest for the future,” as the writer Elizabeth Drew put it recently.

Continue reading the main story

RELATED COVERAGE


Alvin Toffler, Author of ‘Future Shock,’ Dies at 87 JUNE 29, 2016
In many large ways, it’s almost as if we have collectively stopped planning for the future. Instead, we all just sort of bounce along in the present, caught in the headlights of a tomorrow pushed by a few large corporations and shaped by the inescapable logic of hyper-efficiency — a future heading straight for us. It’s not just future shock; we now have future blindness.
AlvinToffler  futurist  futurism  forecast  FutureShock  technology  future  critique  OfficeofTechnologyAssessment  obituary  author:FarhadManjoo  NYTimes  2016 
july 2016 by inspiral
Why We Need to Pick Up Alvin Toffler’s Torch - The New York Times
About how futurism isn't really done any more. Although he only talks to one (maybe) futurist. (via @MikeForester)
via:mikeforester  farhadmanjoo  futurism  overlinks  alvintoffler 
july 2016 by philgyford
The Invented History of 'The Factory Model of Education'
[Follow-up notes here: http://www.aud.life/2015/notes-on-the-invented-history-of-the-factory-model-of ]

"Sal Khan is hardly the only one who tells a story of “the factory of model of education” that posits the United States adopted Prussia’s school system in order to create a compliant populace. It’s a story cited by homeschoolers and by libertarians. It’s a story told by John Taylor Gatto in his 2009 book Weapons of Mass Instruction. It’s a story echoed by The New York Times’ David Brooks. Here he is in 2012: “The American education model…was actually copied from the 18th-century Prussian model designed to create docile subjects and factory workers.”

For what it’s worth, Prussia was not highly industrialized when Frederick the Great formalized its education system in the late 1700s. (Very few places in the world were back then.) Training future factory workers, docile or not, was not really the point.

Nevertheless industrialization is often touted as both the model and the rationale for the public education system past and present. And by extension, it’s part of a narrative that now contends that schools are no longer equipped to address the needs of a post-industrial world."



"Despite these accounts offered by Toffler, Brooks, Khan, Gatto, and others, the history of schools doesn’t map so neatly onto the history of factories (and visa versa). As education historian Sherman Dorn has argued, “it makes no sense to talk about either ‘the industrial era’ or the development of public school systems as a single, coherent phase of national history.”"



"As Dorn notes, phrases like “the industrial model of education,” “the factory model of education,” and “the Prussian model of education” are used as a “rhetorical foil” in order make a particular political point – not so much to explain the history of education, as to try to shape its future."



"Many education reformers today denounce the “factory model of education” with an appeal to new machinery and new practices that will supposedly modernize the system. That argument is now and has been for a century the rationale for education technology. As Sidney Pressey, one of the inventors of the earliest “teaching machines” wrote in 1932 predicting "The Coming Industrial Revolution in Education,"
Education is the one major activity in this country which is still in a crude handicraft stage. But the economic depression may here work beneficially, in that it may force the consideration of efficiency and the need for laborsaving devices in education. Education is a large-scale industry; it should use quantity production methods. This does not mean, in any unfortunate sense, the mechanization of education. It does mean freeing the teacher from the drudgeries of her work so that she may do more real teaching, giving the pupil more adequate guidance in his learning. There may well be an “industrial revolution” in education. The ultimate results should be highly beneficial. Perhaps only by such means can universal education be made effective.

Pressey, much like Sal Khan and other education technologists today, believed that teaching machines could personalize and “revolutionize” education by allowing students to move at their own pace through the curriculum. The automation of the menial tasks of instruction would enable education to scale, Pressey – presaging MOOC proponents – asserted.

We tend to not see automation today as mechanization as much as algorithmization – the promise and potential in artificial intelligence and virtualization, as if this magically makes these new systems of standardization and control lighter and liberatory.

And so too we’ve invented a history of “the factory model of education” in order to justify an “upgrade” – to new software and hardware that will do much of the same thing schools have done for generations now, just (supposedly) more efficiently, with control moved out of the hands of labor (teachers) and into the hands of a new class of engineers, out of the realm of the government and into the realm of the market."
factoryschools  education  history  2015  audreywatters  edtech  edreform  mechanization  automation  algorithms  personalization  labor  teaching  howweteach  howwelearn  mooc  moocs  salkhan  sidneypressey  1932  prussia  horacemann  lancastersystem  frederickjohngladman  mikecaulfield  jamescordiner  prussianmodel  frederickengels  shermandorn  alvintoffler  johntaylorgatto  davidbrooksm  monitorialsystem  khanacademy  stevedenning  rickhess  us  policy  change  urgency  futureshock  1970  bellsystem  madrassystem  davidstow  victorcousin  salmankhan 
april 2015 by robertogreco
Of Flying Cars and the Declining Rate of Profit [David Graeber in The Baffler]
Might the cultural sensibility that came to be referred to as postmodernism best be seen as a prolonged meditation on all the technological changes that never happened?

the “hyper-real,” the ability to make imitations that are more realistic than originals. The postmodern sensibility, the feeling that we had somehow broken into an unprecedented new historical period in which we understood that there is nothing new; that grand historical narratives of progress and liberation were meaningless; that everything now was simulation, ironic repetition, fragmentation, and pastiche—all this makes sense in a technological environment in which the only breakthroughs were those that made it easier to create, transfer, and rearrange virtual projections of things that either already existed, or, we came to realize, never would.

Why did the projected explosion of technological growth everyone was expecting—the moon bases, the robot factories—fail to happen? There are two possibilities. Either our expectations about the pace of technological change were unrealistic (in which case, we need to know why so many intelligent people believed they were not) or our expectations were not unrealistic (in which case, we need to know what happened to derail so many credible ideas and prospects).
alvintoffler  davidgraeber  futurenow  futurepast  economics 
june 2012 by ouroboros
David Graeber, On Bureaucratic Technologies & the Future as Dream-Time [at SVA]
"The twentieth century produced a very clear sense of what the future was to be, but we now seem unable to imagine any sort of redemptive future. Anthropologist and writer David Graeber asks, "How did this happen?" One reason is the replacement of what might be called poetic technologies with bureaucratic ones. Another is the terminal perturbations of capitalism, which is increasingly unable to envision any future at all. Presented by the MFA Art Criticism and Writing Department."
occupywallstreet  ows  anarchism  davidgraeber  alvintoffler  timothyleary  futurism  situationist  capitalism  collapse  economics  anthropology  robots  robotfactories  future  labor  efficiency  sva  self-governance  paperwork  decentralization  scifi  sciencefiction  humanrights  corruption  politics  policy  organization  2012  startrek  automation  technology  from delicious
february 2012 by robertogreco

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