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Thinking with Things (FYS) CSPL 140F
"This course explores the ways in which we think and act in relation to things. At times provocations for thought, at times emotional companions or functional collaborators, things are not only symbolic carriers of the values and meanings that we assign, but are also actors with agency and subjectivity. We critically consider the implications of this and the role of things in a variety of contexts from the historical to the emotional to the sociocultural to the sacred. The course considers how we make, use, and consume things and how, in turn, things make, use, and consume us. Transdisciplinary in its orientation, this course draws insight from anthropology, cultural studies, philosophy, material studies, art, and design. We will examine a number of projects dealing with objects and these will serve as inspirational, theoretical, and methodological models for the projects students will develop over the course of the semester."



"Major Readings: Wesleyan RJ Julia Bookstore
Readings include a variety of articles and excerpts including, but not limited to:
Sarah Ahmed, ORIENTATIONS: TOWARD A QUEER PHENOMENOLOGY
Hannah Arendt, THE HUMAN CONDITION
Jane Bennett, VIBRANT MATTER
Levi Bryant, THE DEMOCRACY OF OBJECTS
Mihaly Csikszentmihalyi, WHY WE NEED THINGS
Emile Durkheim, GENESIS OF THE NOTION OF THE TOTEMIC PRINCIPLE OR MANA
Martin Heidegger, THE THING
Georges Perec, THINGS: A STORY OF THE SIXTIES
Elaine Scarry, THE BODY IN PAIN: THE MAKING AND UNMAKING OF THE WORLD
Sherry Turkle, EVOCATIVE OBJECTS
Langdon Winner, DO ARTIFACTS HAVE A POLITICS?"

[See also:
https://www.are.na/barbara-adams/
https://www.are.na/barbara-adams/channels
https://www.are.na/barbara-adams/speculative-design-1519962911
https://www.are.na/barbara-adams/misc-design-1519956499
https://www.are.na/barbara-adams/sensory-ethnography
https://www.are.na/barbara-adams/ethnographic-design-films
https://www.are.na/barbara-adams/design-methods-1519961030

http://www.wesleyan.edu/academics/faculty/baadams/profile.html
http://newsletter.blogs.wesleyan.edu/2017/10/23/taylor-07-teaches-design-thinking-workshop-at-wesleyan/
http://wesleyanargus.com/2018/02/02/fellow-barbara-adams-talks-design-ideas-minor/
http://www.wesleyan.edu/ideas/faculty.html
http://www.wesleyan.edu/ideas/index.html
http://www.gidest.org/barbara-adams/
https://www.bloomsbury.com/uk/design-as-future-making-9780857858399/
https://nssr.academia.edu/BarbaraAdams ]
wesleyan  barbaraadams  things  design  designthinking  2018  sarahahmed  hannaharendt  janebennett  levibryant  mihalycsikszentmihalyi  emiledurkheim  heidegger  georgesperec  elainescarry  sherryturkle  langdonwinner  transdisciplinary  classes 
yesterday by robertogreco
Social Media and Loneliness | L.M. Sacasas
"In 1958, Hannah Arendt published The Human Condition in which she discussed the rise of the “social,” a realm she distinguished from the private and the public spheres. It was marked by anonymity. In The Origins of Totalitarianism, published in 1951, she argued that loneliness and isolation were the seedbeds of totalitarianism."



"In 1913, Willa Cather had one of her characters in O Pioneers! describe his life in the cities this way:
Freedom so often means that one isn’t needed anywhere. Here you are an individual, you have a background of your own, you would be missed. But off there in the cities there are thousands of rolling stones like me. We are all alike; we have no ties, we know nobody, we own nothing. When one of us dies, they scarcely know where to bury him. Our landlady and the delicatessen man are our mourners, and we leave nothing behind us but a frock-coat and a fiddle, or an easel, or a typewriter, or whatever tool we got our living by. All we have ever managed to do is to pay our rent, the exorbitant rent that one has to pay for a few square feet of space near the heart of things. We have no house, no place, no people of our own. We live in the streets, in the parks, in the theaters. We sit in restaurants and concert halls and look about at the hundreds of our own kind and shudder.


I could go on, but you get the point."



"I’ve never understood why we should be relieved when we read about a study which concludes that a majority of people do not experience some negative consequence of technology. What about the often sizable minority that does? Do they not matter?"



"Technological fixes rarely alleviate and often exasperate social disorders, especially those that involve the most deeply engrained desires of the human heart. We’re better off refusing to treat social media as a remedy for loneliness or even as a form of community. Chastened expectations may be the best way to use a tool without being used by the tool in turn."
lmsacasas  michaelsacasas  2018  socialmedia  loneliness  hannaharendt  technology  technosolutionism  willacather  social  cities  isolation  urban  urbanism  online  internet  web 
14 days ago by robertogreco
Media Literacy Is About Where To Spend Your Trust. But You Have To Spend It Somewhere. | Hapgood
"A lot of approaches to online media literacy highlight “debunking” and present a large a portion of cases where students debunk tree octopuses and verifiably false things. And show students how they are manipulated, etc.

And this is good in the right amounts. There’s a place for it. It should comprise much of your curriculum.

But the core of media literacy for me is this question of “where you spend your trust.” And everything has to be evaluated in that framework.

There’s not an option to not trust anyone, at least not an option that is socially viable. And societies without trust come to bad ends. Students are various, of course, but what I find with many students is they are trust misers — they don’t want to spend their trust anywhere, and they think many things are equally untrustworthy. And somehow they have been trained to think this makes them smarter than the average bear.

A couple stories will illustrate the problem. I was once working with a bunch of students and comparing Natural News (a health supplements site which specializes in junk science claims) and the Mayo Clinic, one of the most respected outfits out there. OK, I say, so what’s the problem with taking advice from Natural News?

Well, says a student, they make their money selling supplements, and so they have an incentive to talk down traditional medicine.

I beam like a proud papa. Good analysis!

“And,” the student continues, “the Mayo Clinic is the same way. They make money off of patients so they want to portray regular hospitals as working.”

Houston, we have a problem.

I was in an upper division class another time and we were looking at an expert in a newspaper cited for his background in the ethnobiology of issues around the study of birds. I did what I encourage students to do in such cases: as a sanity check, make sure that the person being quoted as an academic expert has a publication record in the relevant area, preferably with a cite or two. (There are other varieties of expertise, of course, but in this case the claimed expertise was academic).

The record comes up. This guy’s top article on birds, biologists, and indigenous knowledge has something like 34 citations in Google Scholar. “So what do you think?” I ask them.

“Eh,” they say. “Not great.”

This was, mind you, not a room full of published ethnobiologists. And the ethnobiologist quoted in the article was not claiming to overturn the fundamental insights of ethnobiology, or anything requiring extraordinary evidence.

So 34 other experts had considered this person’s niche work worth talking about but hey, we’re still not sure this guy’s worth listening to on a subject we know nothing about and in which he is making rather moderate claims…

Hrmm.

Another class, looking at Canadian paper the National Post, noted that while it was a “real” paper with a real staff, the Wikipedia page on it noted a controversy about some wrong information they published in 2006, where the editor had to actually pen an apology. “So kind of half-and-half, right?”

I’ve referred to this before as trust compression, the tendency for students to view vastly different levels of credibility of sources all as moderately or severely compromised. Breitbart is funded by the Mercers, who are using it directly to influence political debate, but the Washington Post is also owned by Jeff Bezos who donated to Democrats. So it’s a wash. And yes, we have the word of an expert in a subject where she has multiple cites against the word of a lobbying group but neither one is perfect really. Everyone’s got an agenda, nobody knows everything, and there’s not 100% agreement on anything anyway.

You see this in areas outside of expertise as well, incidentally. With quotes I often ask students (and faculty!) to source the quote and then say if the quote was taken out of context. The answer? You’ll always get a range from “completely taken out of context” to “somewhat taken out of context”. That upper register of “Nope, that quote was used correctly” is something you really have to coax the students into.

I don’t quite know how to square this with the gullibility often on display, except to say that very often that gullibility is about not being able (or willing) to distinguish gradations of credibility.

This should scare you, and it has to be at the core of what we teach — to teach students they need to decompress their trust, get out of that mushy middle, and make real distinctions. And ultimately, put their trust somewhere. Otherwise we end up with what Hannah Arendt so accurately described as the breeding ground of totalitarianism:
In an ever-changing, incomprehensible world the masses had reached the point where they would, at the same time, believe everything and nothing, that everything was possible and that nothing was true… Mass Propaganda discovered that its audience was ready at all times to believe the worst, no matter how absurd, and did not particularly object to being deceived because it held every statement to be a lie anyhow…

I do believe this insight — that trust has to be spent somewhere and that our problem is not gullibility, but rather the gullibility of cynics — has to be at the core of what we teach and how we teach it. You have some trust, and you have to be willing to spend it somewhere. So enough of the “this isn’t great either”, enough of the “eh”. What’s your best option for spending that trust? Why?

If everything is compromised, then everything can be ignored, and filtering is simply a matter of choosing what you want to hear. And students will economize that lesson in a heartbeat. In fact, I’m worried they already have, and it’s up to us to change that."
medialiteracy  mikecaulfield  internet  web  media  authority  trust  hannaharendt  trustworthiness  online  journalism  bias  expertise  gullibility  propaganda  2018 
12 weeks ago by robertogreco
Superfluous People, the Ideology of Silicon Valley, and The Origins of Totalitarianism | L.M. Sacasas
“First, I should make clear that I do not expect to see death camps anytime soon. That said, it seems that there are a number of developments which together tend toward rendering people superfluous. For example: the operant conditioning to which we submit on social media, the pursuit of ever more sophisticated forms of automation, and the drive to outsource more and more aspects of our humanity to digital tools.” … “Here again I would argue that we are witnessing a Huxleyan variant of this earlier Orwellian dynamic. Consider once more the cumulative effect of the many manifestations of the networks of surveillance, monitoring, operant conditioning, automation, routinization, and programmed predictability in which we are enmeshed. Their effect is not enhanced freedom, individuality, spontaneity, thoughtfulness, or joy. Their effect is, in fact, to stabilize us into routine and predictable patterns of behavior and consumption. Humanity is stabilized so that the law of Technology can run its course.”
LMSacasas  Technology  Ideology  SiliconValley  Totalitarianism  HannahArendt  MustRead 
january 2018 by cbearden
Hannah Arendt – Die linke Konservative – tell
komische idee von "linke grundsätze"??
>> gemeint ist das post-1968 "Alles ist politisch", wärend A. immer neu auf einer kategorialen trennung besteht. [zu recht, aber macht sie das "konservativ"??]

Weder im Bereich des Privaten noch im Bereich des Gesellschaftlichen darf man Antidiskriminierung gesetzlich erzwingen. Gleichheit gibt es allein im Bereich des Politischen, dort allerdings ist sie zentral. Um diesen Aspekt, den Hannah Arendt vor allem in ihrem Aufsatz „Little Rock“ erläutert, macht die heutige Arendt-Rezeption einen großen Bogen. Arendt gesteht Rassisten und Antisemiten das Recht auf ihre private Meinung anstandslos zu, das liest man heute mit Befremden. Aber sie gesteht es ihnen eben nur als private Meinung zu.

„Die Macht kommt aus den Gewehrläufen.“
Die Gewalt kommt aus den Gewehrläufen, aber nicht die Macht. Macht und Gewalt sind kategorial getrennt. Macht setze eine Gegenseitigkeit voraus, also Kommunikation, Gewalt werde einseitig ausgeübt. Macht beruht auf Zustimmung, und diese Zustimmung „ist niemals bedingungslos“ (MG).

„Gesellschaft ist der Grundbegriff, an dem sich alle politische Aktion auszurichten hat. Es geht um kritische Gesellschaftsanalyse und um Gesellschaftsveränderung!“

Nein!, so Arendt. Natürlich bestreitet sie den massiven Einfluss nicht, den die Gesellschaft, gerade die Massengesellschaft, auf den Einzelnen ausübt. Die überbordende Macht der diffusen „Gesellschaftlichkeit“ deutet sie in der Tat sogar als wesentliches Moment der Moderne, in der alle traditionellen Zusammenhänge zerrissen sind. Gesellschaftliche Strömungen jedoch 1:1 als Kompass zu verwenden, heiße, dem Konformismus – „ein typisches Merkmal jeder Gesellschaft“ (VA) – Tür und Tor zu öffnen. Dies habe 1933 zu jener Gleichschaltung geführt, die ja überwiegend eine Selbstgleichschaltung gewesen sei: „Diese Gleichschaltung war keine von der Angst genährte Heuchelei, sondern der sehr früh an den Tag gelegte Eifer, ja nicht den Zug der Geschichte zu verpassen.“ (PV) Menschliche Freiheit, hier steht Arendt gegen alle progressiven Gesellschaftstheorien des 20. Jahrhunderts, vollziehe sich nicht im gesellschaftlichen Raum, sondern allein in der Sphäre der Politik. Im Politischen, und nur dort, fänden sich Menschen als Gleiche zusammen, um etwas Neues zu beginnen.
hannaharendt  konservativ 
january 2018 by MicrowebOrg
Hannah Arendt, white supremacist - Opinion - Jerusalem Post
In Origins she described “Race” as a political principle.

“Race was the [South African] Boers’ answer to the overwhelming monstrosity of Africa – a whole continent populated and overpopulated by savages.”

She writes of the “dark continent,” a “world of native savages was a perfect setting for men who had escaped the reality of civilization...human beings who, living without the future of a purpose and the past of an accomplishment, were as incomprehensible as the inmates of a madhouse.”

Arendt praised colonialism, calling it a “form of achievement” carried out in “exotic countries.” Exterminating native peoples was fine because it was “quite in keeping with the traditions of these tribes themselves. Extermination of hostile tribes had been the rule in all African native wars.”

“As most people of European origin,” she claimed not to understand America’s oddities, but “as a Jew” she said, she had “sympathy” for the “cause of the Negroes.” However the essay itself suggests the opposite.

She speaks of the “unsolved problems connected with Negroes living in our midst.” What “problem”? Isn’t the problem the white racism, rather than black people? She urged “caution” in government intervention to enforce de-segregation and pointed out that a poll in Virginia showed 92 percent opposed school integration.

92% of whites? She compared enforcing de-segregation to forcing mixed marriages. She supported segregation based on the logic that “vacation resorts in this country are frequently ‘restricted’ according to ethnic origin.”

Instead of objecting to white-only resorts, she supported them.

SCHOLARS WHO like Arendt don’t like this essay, and a 2007 event at Princeton even asked if scholars should “disregard” it in presentations of Arendt’s political thinking. Not all scholars seek to ignore it, though; Kathryn Gines wrote a book on Arendt’s “Negro question” in 2014.

Soon after her pro-segregation screed, Arendt was in Jerusalem covering the Adolf Eichmann trial. In 1961 she wrote to her former adviser, Karl Jaspers, another German academic, who had stayed in Germany during the war and with whom Arendt enjoyed close relations.

Describing Israel, Arendt noted that the country had at its top German judges of whom she approved as the “best of German Jewry.” Below them were prosecuting attorneys, one of whom, a Galician Jew, was “still European,” she noted. “Everything is organized by the Israeli police force which gives me the creeps. It speaks only Hebrew and looks Arabic. Some downright brutes among them. They obey any order. Outside the courthouse doors the oriental mob, as if one were in Istanbul or some other half-Asiatic country.”

People who looked Arab were seen as disgusting by Arendt. “Orientals” were part of a “mob,” similar to the “savages” she had described in her previous writing.
kolonialismus  rassismus  hannaharendt 
august 2017 by MicrowebOrg
Dragon-Slayers
Many people believe that great crimes come from terrible ideas: Marxism, racism and Islamic fundamentalism gave us the Gulag, Auschwitz and 9/11. It was the singular achievement of *Eichmann in Jerusalem*, however, to remind us that the worst atrocities often arise from the simplest of vices. And few vices, in Arendt’s mind, were more vicious than careerism. [...]

Most modern theorists, from Montesquieu to the American Framers to Hayek, have considered ambition and careerism to be checks against, rather than conduits of, oppression and tyranny. [...]

The main reason for the contemporary evasion of Arendt’s critique of careerism, however, is that addressing it would force a confrontation with the dominant ethos of our time. In an era when capitalism is assumed to be not only efficient but also a source of freedom, the careerist seems like the agent of an easy-going tolerance and pluralism. Unlike the ideologue, whose great sin is to think too much and want too much from politics, the careerist is a genial caretaker of himself. He prefers the marketplace to the corridors of state power. He is realistic and pragmatic, not utopian or fanatic. That careerism may be as lethal as idealism, that ambition is an adjunct of barbarism, that some of the worst crimes are the result of ordinary vices rather than extraordinary ideas: these are the implications of Eichmann in Jerusalem that neo-cons and neoliberals alike find too troubling to acknowledge.
hannaharendt  fascism  capitalism 
june 2017 by isaacsmith
Rebecca Solnit: The Loneliness of Donald Trump | Literary Hub
"This year Hannah Arendt is alarmingly relevant, and her books are selling well, particularly On the Origins of Totalitarianism. She’s been the subject an extraordinary essay in the Los Angeles Review of Books and a conversation between scholar Lyndsey Stonebridge and Krista Tippet on the radio show “On Being.” Stonebridge notes that Arendt advocated for the importance of an inner dialogue with oneself, for a critical splitting in which you interrogate yourself—for a real conversation between the fisherman and his wife you could say: “People who can do that can actually then move on to having conversations with other people and then judging with other people. And what she called ‘the banality of evil’ was the inability to hear another voice, the inability to have a dialogue either with oneself or the imagination to have a dialogue with the world, the moral world.”

Some use their power to silence that and live in the void of their own increasingly deteriorating, off-course sense of self and meaning. It’s like going mad on a desert island, only with sycophants and room service. It’s like having a compliant compass that agrees north is whatever you want it to be. The tyrant of a family, the tyrant of a little business or a huge enterprise, the tyrant of a nation. Power corrupts, and absolute power often corrupts the awareness of those who possess it. Or reduces it: narcissists, sociopaths, and egomaniacs are people for whom others don’t exist.

We gain awareness of ourselves and others from setbacks and difficulties; we get used to a world that is not always about us; and those who do not have to cope with that are brittle, weak, unable to endure contradiction, convinced of the necessity of always having one’s own way. The rich kids I met in college were flailing as though they wanted to find walls around them, leapt as though they wanted there to be gravity and to hit ground, even bottom, but parents and privilege kept throwing out safety nets and buffers, kept padding the walls and picking up the pieces, so that all their acts were meaningless, literally inconsequential. They floated like astronauts in outer space.

Equality keeps us honest. Our peers tell us who we are and how we are doing, providing that service in personal life that a free press does in a functioning society. Inequality creates liars and delusion. The powerless need to dissemble—that’s how slaves, servants, and women got the reputation of being liars—and the powerful grow stupid on the lies they require from their subordinates and on the lack of need to know about others who are nobody, who don’t count, who’ve been silenced or trained to please. This is why I always pair privilege with obliviousness; obliviousness is privilege’s form of deprivation. When you don’t hear others, you don’t imagine them, they become unreal, and you are left in the wasteland of a world with only yourself in it, and that surely makes you starving, though you know not for what, if you have ceased to imagine others exist in any true deep way that matters. This is about a need for which we hardly have language or at least not a familiar conversation."
politics  donaldtrump  rebeccasolnit  2017  equality  inequality  delusion  power  corruption  kistatippet  lyndseystonebridge  hannaharendt  occupywallstreet  ows  fscottfitzgerald  tyrants  loneliness  resistance  russia  parables  privilege  vldimirputin  pushkin  greed  overreach  democracy  society  collectivism  evil  morality 
june 2017 by robertogreco
Twitter
Petite citation de qui illustre bien des événements récents...
HannahArendt  from twitter_favs
may 2017 by ljegou
Twitter
Happy to have driven by this during a 24-hour dash in .
Berlin  HannahArendt  from twitter_favs
march 2017 by javierruiz
Twitter
Happy to have driven by this during a 24-hour dash in .
Berlin  HannahArendt  from twitter_favs
march 2017 by friedelitis
Ed-Tech in a Time of Trump
"The thing is, I’d still be giving the much the same talk, just with a different title. “A Time of Trump” could be “A Time of Neoliberalism” or “A Time of Libertarianism” or “A Time of Algorithmic Discrimination” or “A Time of Economic Precarity.” All of this is – from President Trump to the so-called “new economy” – has been fueled to some extent by digital technologies; and that fuel, despite what I think many who work in and around education technology have long believed – have long hoped – is not necessarily (heck, even remotely) progressive."



"As Donna Haraway argues in her famous “Cyborg Manifesto,” “Feminist cyborg stories have the task of recoding communication and intelligence to subvert command and control.” I want those of us working in and with education technologies to ask if that is the task we’ve actually undertaken. Are our technologies or our stories about technologies feminist? If so, when? If so, how? Do our technologies or our stories work in the interest of justice and equity? Or, rather, have we adopted technologies for teaching and learning that are much more aligned with that military mission of command and control? The mission of the military. The mission of the church. The mission of the university.

I do think that some might hear Haraway’s framing – a call to “recode communication and intelligence” – and insist that that’s exactly what education technologies do and they do so in a progressive reshaping of traditional education institutions and practices. Education technologies facilitate communication, expanding learning networks beyond the classroom. And they boost intelligence – namely, how knowledge is created and shared.
Perhaps they do.

But do our ed-tech practices ever actually recode or subvert command and control? Do (or how do) our digital communication practices differ from those designed by the military? And most importantly, I’d say, does (or how does) our notion of intelligence?"



"This is a punch card, a paper-based method of proto-programming, one of the earliest ways in which machines could be automated. It’s a relic, a piece of “old tech,” if you will, but it’s also a political symbol. Think draft cards. Think the slogan “Do not fold, spindle or mutilate.” Think Mario Savio on the steps of Sproul Hall at UC Berkeley in 1964, insisting angrily that students not be viewed as raw materials in the university machine."



"We need to identify and we need to confront the ideas and the practices that are the lingering legacies of Nazism and fascism. We need to identify and we need to confront them in our technologies. Yes, in our education technologies. Remember: our technologies are ideas; they are practices. Now is the time for an ed-tech antifa, and I cannot believe I have to say that out loud to you.

And so you hear a lot of folks in recent months say “read Hannah Arendt.” And I don’t disagree. Read Arendt. Read The Origins of Totalitarianism. Read her reporting from the Nuremberg Trials.
But also read James Baldwin. Also realize that this politics and practice of surveillance and genocide isn’t just something we can pin on Nazi Germany. It’s actually deeply embedded in the American experience. It is part of this country as a technology."



"Who are the “undesirables” of ed-tech software and education institutions? Those students who are identified as “cheats,” perhaps. When we turn the cameras on, for example with proctoring software, those students whose faces and gestures are viewed – visually, biometrically, algorithmically – as “suspicious.” Those students who are identified as “out of place.” Not in the right major. Not in the right class. Not in the right school. Not in the right country. Those students who are identified – through surveillance and through algorithms – as “at risk.” At risk of failure. At risk of dropping out. At risk of not repaying their student loans. At risk of becoming “radicalized.” At risk of radicalizing others. What about those educators at risk of radicalizing others. Let’s be honest with ourselves, ed-tech in a time of Trump will undermine educators as well as students; it will undermine academic freedom. It’s already happening. Trump’s tweets this morning about Berkeley.

What do schools do with the capabilities of ed-tech as surveillance technology now in the time of a Trump? The proctoring software and learning analytics software and “student success” platforms all market themselves to schools claiming that they can truly “see” what students are up to, that they can predict what students will become. (“How will this student affect our averages?”) These technologies claim they can identify a “problem” student, and the implication, I think, is that then someone at the institution “fixes” her or him. Helps the student graduate. Convinces the student to leave.

But these technologies do not see students. And sadly, we do not see students. This is cultural. This is institutional. We do not see who is struggling. And let’s ask why we think, as the New York Times argued today, we need big data to make sure students graduate. Universities have not developed or maintained practices of compassion. Practices are technologies; technologies are practices. We’ve chosen computers instead of care. (When I say “we” here I mean institutions not individuals within institutions. But I mean some individuals too.) Education has chosen “command, control, intelligence.” Education gathers data about students. It quantifies students. It has adopted a racialized and gendered surveillance system – one that committed to disciplining minds and bodies – through our education technologies, through our education practices.

All along the way, or perhaps somewhere along the way, we have confused surveillance for care.

And that’s my takeaway for folks here today: when you work for a company or an institution that collects or trades data, you’re making it easy to surveil people and the stakes are high. They’re always high for the most vulnerable. By collecting so much data, you’re making it easy to discipline people. You’re making it easy to control people. You’re putting people at risk. You’re putting students at risk.

You can delete the data. You can limit its collection. You can restrict who sees it. You can inform students. You can encourage students to resist. Students have always resisted school surveillance.

But I hope that you also think about the culture of school. What sort of institutions will we have in a time of Trump? Ones that value open inquiry and academic freedom? I swear to you this: more data will not protect you. Not in this world of “alternate facts,” to be sure. Our relationships to one another, however, just might. We must rebuild institutions that value humans’ minds and lives and integrity and safety. And that means, in its current incarnation at least, in this current climate, ed-tech has very very little to offer us."
education  technology  audreywatters  edtech  2017  donaldtrump  neoliberalism  libertarianism  algorithms  neweconomy  economics  precarity  inequality  discrimination  donnaharaway  control  command  ppwer  mariosavio  nazism  fascism  antifa  jamesbaldwin  racism  hannaharendt  totalitarianism  politics 
february 2017 by robertogreco

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