robertogreco + benjaminbratton   16

Inhumanism Rising - Benjamin H Bratton - YouTube
[See also:
https://trust.support/watch/inhumanism-rising

“Benjamin H. Bratton considers the role ideologies play in technical systems that operate at scales beyond human perception. Deep time, deep learning, deep ecology and deep states force a redrawing of political divisions. What previously may have been called left and right comes to reflect various positions on what it means to be, and want to be, human. Bratton is a design theorist as much as he is a philosopher. In his work remodelling our operating system, he shows how humans might be the medium, rather than the message, in planetary-scale ways of knowing.

Benjamin H. Bratton's work spans Philosophy, Art, Design and Computer Science. He is Professor of Visual Arts and Director of the Center for Design and Geopolitics at the University of California, San Diego. He is Program Director of the Strelka Institute of Media, Architecture and Design in Moscow. He is also a Professor of Digital Design at The European Graduate School and Visiting Faculty at SCI_Arc (The Southern California Institute of Architecture)

In The Stack: On Software and Sovereignty (MIT Press, 2016. 503 pages) Bratton outlines a new theory for the age of global computation and algorithmic governance. He proposes that different genres of planetary-scale computation – smart grids, cloud platforms, mobile apps, smart cities, the Internet of Things, automation – can be seen not as so many species evolving on their own, but as forming a coherent whole: an accidental megastructure that is both a computational infrastructure and a new governing architecture. The book plots an expansive interdisciplinary design brief for The Stack-to-Come.

His current research project, Theory and Design in the Age of Machine Intelligence, is on the unexpected and uncomfortable design challenges posed by A.I in various guises: from machine vision to synthetic cognition and sensation, and the macroeconomics of robotics to everyday geoengineering.”]
benjaminbratton  libertarianism  technology  botcoin  blockchain  peterthiel  society  technodeterminism  organization  anarchism  anarchy  jamesbridle  2019  power  powerlessness  control  inhumanism  ecology  capitalism  fascism  interdependence  surveillance  economics  data  computation  ai  artificialintelligence  californianideology  ideology  philosophy  occult  deeplearning  deepecology  magic  deepstate  politics  agency  theory  conspiracytheories  jordanpeterson  johnmichaelgreer  anxiety  software  automation  science  psychology  meaning  meaningfulness  apophenia  posthumanism  robotics  privilege  revelation  cities  canon  tools  beatrizcolomina  markwigley  markfisher  design  transhumanism  multispecies  cybotgs  syntheticbiology  intelligence  biology  matter  machines  industry  morethanhuman  literacy  metaphysics  carlschmitt  chantalmouffe  human-centereddesign  human-centered  experience  systems  access  intuition  abstraction  expedience  ideals  users  systemsthinking  aesthetics  accessibility  singularity  primitivism  communism  duty  sovietunion  ussr  luxury  ianhacking 
20 days ago by robertogreco
UCSD, Parsons and the Cooper Hewitt: Institutions of education and culture making a commitment to design's intellectually-oriented practice - Core77
"Last week we mentioned how governments were dabbling in discursive design, and this week three major educational and cultural institutions weighed in with different forms of support for this intellectual arm of design practice.

Perhaps the biggest news was the announcement by the University of California San Diego (UCSD) starting a new undergraduate major, Speculative Design. Within the Department of Visual Arts, known for an emphasis on experimental art and the resistance of commercial art and even commercial fine art, the inclusion of design to its offerings was not without some initial resistance. As its Chair, Jack M. Greenstein reflected upon the genesis of the program three or four years ago: with "design so closely related to product and marketing…we couldn't really foresee how this would work."

This rejection of design due to its relationship with commerce has long been a point of tension within schools of art, sometimes resulting bad blood, formal schisms, and even banishment. The same reason that UCSD eventually found that speculative design made sense for them—that it is ultimately idea-based and shares many of the same goals as experimental art—is precisely why it can be discounted by mainstream design.

Just as it has taken the good part of a century for schools of design to emerge (rather than having industrial design, for example, located in schools of architecture, schools of engineering, and schools of art) discursive design has not found a singular home in academia. But similar to corporate product development processes where design is seen as the link between marketing, manufacturing, and engineering, discursive design can be the bridge between art, technology, and more traditional design education.

As opposed to UCSD's seeming emphasis on discursive design's more artistic capacities, the MIT Media Lab stresses its value in the technological sphere. Their Design Fiction Group, under the leadership of Hiromi Ozaki (a.k.a. Sputniko!) is particularly interested in prospective students "with a strong interest in emerging technologies" and with "backgrounds in synthetic biology, bioengineering, and electronics." And certainly many industrial design programs are looking at discursive design projects and courses as a way to extend the cultural reach of design as part of an expanded notion of 21st century practice.

As part of UCSD's launch event for the program, Fiona Raby gave the keynote speech, presenting the many and influential projects of her co-run studio, Dunne and Raby. This occurred just a day after The New School's Parsons School of Design publicly announced that she and Anthony Dunne were beginning a "new gig" within their School of Design Strategies.

In moving from their celebrated positions at the Royal College of Art, Parsons can offer them a broader collaborative community. Raby says, "In joining The New School, I will be able to not only work with faculty and students to explore new forms of socially engaged practice in relation to emerging technology, but also collaborate with some amazing people in disciplines like anthropology and political theory, which Anthony and I haven't been able to connect with before."

While their positions include teaching, they are also going to be driving collaborations with other universities, notably the MIT Media Lab. The hope, says Tim Marshall, The New School's provost, is that "their inspiration and insight will help our students to not only prepare for but also help shape our social and technological futures."

And it is this question of social and technological futures that Forbes contributor Johnathon Keats questions in, "Can the Cooper Hewitt Design Triennial Save Us from the Next Global Die-Off?" Published a day after Raby's keynote and in anticipation of the Triennial's February 12th opening, Keats discusses several discursive design projects to be exhibited that deal with synthetic biology and questions of its relationship to how we might (have to) live our lives. Designers Daisy Ginsberg, Neri Oxman, and Ana Rajcevic exhibit objects and images of hypothetical creatures, synthetic organs, and animal-inspired prosthetics for humans.

These uses of current and future synthetic biology and bioengineering are of course not predictions, but provocations. As UCSD professor, Benjamin Bratton stated in his insightful (and perhaps incite-ful) lecture just prior to Raby's keynote: "These technologies are Pharmakon [Socrates' term]: remedy and poison. Any perspective that emphasizes their positive or negative potential without assuming the inverse is incomplete or dishonest." The Cooper Hewitt as a cultural institution is trying in this way to keep us a little more honest.

In regard to this week's events from the UCSD program announcement, to Dunne and Raby's gig at Parsons, to the kickoff of the Triennial, we turn to Keats' for a helpful summation: "While more frequently found in art, this philosophical turn belongs equally in the realm of design, where it can problematize product development before manufacturers remake society in their own image. Moreover, design is the universal language of the modern world. Using design speculatively brings philosophy to everyone."

The "everyone" is certainly an ethnocentric oversight, given that discursive design is currently a product of and for the privileged world. But all of this is a start. In order to responsibly, substantively, and extensively deliver on this promise, we need even further academic emphasis, even more visionary practitioners, and even greater public engagement in discursive design's future.
Designers! Help future a future."

[via: https://twitter.com/annegalloway/status/705497337502642176

See also discussion here: https://twitter.com/annegalloway/status/705497387586842624 ]
speculativedesign  design  ycsd  cooper-hewitt  parsons  brucetharp  stephanietharp  jackgreenstein  discursivedesign  benjaminbratton  mitmedialab  hiromiozaki  designfiction  designfictiongroup  sputniko!anthonydunne  fionaraby  dunne&raby  newschool  speculation  daisyginsberg  nerioxman  anarajcevic  medialab 
march 2016 by robertogreco
Sternberg Press - Benjamin H. Bratton
"e-flux journal
Benjamin H. Bratton
Dispute Plan to Prevent Future Luxury Constitution

With a foreword by Keller Easterling

Equal parts Borges, Burroughs, Baudrillard, and Black Ops, Dispute Plan to Prevent Future Luxury Constitution charts a treacherous landscape filled with paranoid master plans, failed schemes, and dubious histories.

Benjamin H. Bratton’s kaleidoscopic theory-fiction links the utopian fantasies of political violence with the equally utopian programs of security and control. Both rely on all manner of doubles, models, gimmicks, ruses, prototypes, and shock-and-awe campaigns to realize their propagandas of the deed, threat, and image. Blurring reality and delusion, they collaborate on a literally psychotic politics of architecture.

The cast of characters in this ensemble drama of righteous desperation and tactical trickery shuttle between fact and speculation, action and script, flesh and symbol, death and philosophy: insect urbanists, seditious masquerades, epistolary ideologues, distant dissimulations, carnivorous installations, forgotten footage, branded revolts, imploding skyscrapers, sentimental memorials, ad-hoc bunkers, sacred hijackings, vampire safe-houses, suburban enclaves, big-time proposals, ambient security protocols, disputed borders-of-convenience, empty research campuses, and robotic surgery.

In this mosaic we glimpse a future city built with designed violence and the violence of design. As one ratifies the other, the exception becomes the ruler."

[on Amazon: http://www.amazon.com/Dispute-Prevent-Future-Constitution-journal-ebook/dp/B01ABCB8FM/ ]
benjaminbratton  kellereasterling  borges  baudrillard  blackops  williamsburroughs  fiction  toread  books  future  futures  utopia  politics  security  control  propaganda  sciencefiction  violence 
january 2016 by robertogreco
The Sound of TED: A Case for Distaste | The American Reader
"There seems to be an important lesson for educators in Mitra’s experiment. It stirs real emotions in people. Like a lot of what makes it onto the TED stage, it seems to inspire something in the viewer. Mitra’s talk is played and replayed in education courses across the world as an inspiration for… well, it’s not clear for exactly what. Mitra implies that the time for traditional education is over (something that was declared by many people as early as a hundred-and-fifty years ago, when the first “traditional” public school systems were being set up) and that technology can now allow for different, more autonomous and distributed structures of learning. Nevermind that his experiment was conducted in slums where children had no cellphones, no movies, no parties, no alcohol, no swim-lessons in the afternoon, no books, barely a real school, and, yes, no computers; we are to assume that the results there somehow have something to do with European or American public schools as well. Mitra ends the talk with a shameless plug for his project of putting a computer before every child. The lesson of his experiment, the role of play and autonomy in effective education, is in one stroke turned into icing for a project that has very little to do with what got his audience excited about the first few minutes of his talk.

This is obfuscation. A nice little experiment is used to give the impression that a large, systemic problem like schooling can be solved easily. That, however, cannot be the real issue with TED—because what I have just described applies to most of what is funded and performed as social research across the world. It is positivist thought with a twist of sleek camera-work. The debate over what this type of thinking means for practice and research stretches back into the 19th century. Whatever TED’s critics have suggested, there is nothing that TED does to ideas or science that has not been done before. The particular problem with TED is elsewhere."



"I will be crass: the most interesting thing about Bratton’s talk is that in the early minutes of the lecture, just as he has delivered his main thesis, he suddenly forgets what he is supposed to say. There is a pause. It would be perfectly natural in another format to wait and gather one’s thoughts, but the pause is strangely disturbing in this context. He loses his place, then his nerve, and for the rest of the talk he struggles under an invisible weight. He has to heave a breath into each sentence, trying to propel himself into a rhythm that he doesn’t regain until the very end. What he is struggling under is the pressure of the TED style."



"But even Adichie’s presentation caters to the format by not acknowledging the shameful absurdity of the situation. The only exception is Sarah Silverman’s talk—which TED refuses to publish on its website. In the unofficial video that somehow made it to YouTube, Silverman is called on to deliver a comedy routine. She is a practiced stand-up and knows her craft—but here she abandons it completely. She pauses inordinately. She drags out her jokes until they are excruciating, then repeats them for good measure. She points her clicker, needlessly and awkwardly, toward the PowerPoint screen behind her which displays nothing but single-sentence TEDisms: ‘Communication is important’ (she talks about discussing a hand-shaped bruise on her ass with her mother); ‘What the world needs now’ (“I am 39 years old,” she says “and I still wake up every morning so thankful that I don’t have to go to school,”); and ‘TED is fancy’ (she discusses how the number 3000 can be seen as a pair of breasts defecating). Finally she picks up her guitar and informs the audience that her next song is dedicated to the porn-stars in the audience, “and you are all stars” she informs them. The moment her song—about how all the cocks in the universe cannot fill the hole in the aforementioned star’s heart—comes to an end, she bails, taking the microphone with her and depriving the audience of the chance to applaud her. On walks one of the largest shit-eating grins in the history of recorded entertainment—a presenter— who repeatedly begs Silverman to come back, until Silverman, who unlike the others in the room does have a sense of shame, obliges. The audience now push to their feet for a standing ovation that is nothing but an attempt to deny their own humiliation. “This can’t be right,” mutters Silverman, bewildered.

For various reasons, I find myself forced to sit through a TED-talk now and then. I squirm in my seat—feeling humiliated for myself and the speaker. This is a distinctly un-adult feeling. Adults have lost their capacity for disgust—which is partly why Silverman often jokes about her own unending adolescence. Unwavering critical open-mindedness has, for a very long time, become the correct intellectual posture, and it’s never clear if at any point one can allow oneself to have a visceral reaction against a genre, an industry, or a situation without feeling either childish or curmudgeonly. Teenagers are half-better than adults in this respect: in high doses, tackiness puts them off. They collectively begin to step back from a thing, and they are generally aware that what’s bothering them is not content, but style. So they turn away from Facebook in droves, without having read a single line of cultural criticism on social media. They look back at their own participation in whatever style they dropped with mild horror. That they are then lured in by the next shiny thing is a different story. The point is that the average adult avoids the horror of disgust, which means consciously sticking to what’s most bland and middle-of-the-road: HBO, pants, college, Obama, and, for a few years now, TED.

A decent strategy with TED might be to reclaim our teenage capacities and treat these videos as hopelessly passé—ignore them to death. Critiquing them, even as I have done, will do what criticism has done for television: creating an added enjoyment as you go on consuming the crap you despise. I know what I am watching is disgraceful, but aren’t I great at seeing why it’s disgraceful? I only watch it to keep up-to-date with the unwashed masses."
ted  houmanharouni  2014  tedtalks  benjaminbratton  nathanheller  sugatamitra  sarahsilverman  holeinthewall  chimamandaadichie  presentations 
april 2015 by robertogreco
Education’s war on millennials: Why everyone is failing the “digital generation” - Salon.com
"Both reformers and traditionalists view technology as a way to control students — and they're getting it very wrong"



"In addressing the hundreds of thousands who watch such videos, students aren’t the only ones in the implied audience. These videos appeal to many nonacademic viewers who enjoy watching, from a remove, the hacking of obstreperous or powerful systems as demonstrated in videos about, for instance, fooling electronic voting booths, hacking vending machines, opening locked cars with tennis balls, or smuggling contraband goods through airport x-ray devices. These cheating videos also belonged to a broader category of YouTube videos for do-it-yourself (DIY) enthusiasts— those who liked to see step-by-step execution of a project from start to finish. YouTube videos about crafts, cooking, carpentry, decorating, computer programming, and installing consumer technologies all follow this same basic format, and popular magazines like Make have capitalized on this sub-culture of avid project-based participants. Although these cultural practices may seem like a relatively new trend, one could look at DIY culture as part of a longer tradition of exercises devoted to imitatio, or the art of copying master works, which have been central to instruction for centuries."



"Prior to the release of this report, Mia Consalvo had argued that cheating in video games is expected behavior among players and that cheaters perform important epistemological work by sharing information about easy solutions on message boards, forums, and other venues for collaborations.

Consalvo also builds on the work of literacy theorist James Paul Gee, who asserts that video game narratives often require transgression to gain knowledge and that, just as passive obedience rarely produces insight in real classrooms, testing boundaries by disobeying the instructions of authority figures can be the best way to learn. Because procedural culture is ubiquitous, however, Ian Bogost has insisted that defying rules and confronting the persuasive powers of certain architectures of control only brings other kinds of rules into play, since we can never really get outside of ideology and act as truly free agents, even when supposedly gaming the system.

Ironically, more traditional ideas about fair play might block key paths to upward mobility and success in certain high-tech careers. For example, Betsy DiSalvo and Amy Bruckman, who have studied Atlanta-area African-American teens involved in service learning projects with game companies, argue that the conflict between the students’ own beliefs in straightforward behavior and the ideologies of hacker culture makes participation in the informal gateway activities for computer science less likely. Thus, urban youth who believe in tests of physical prowess, basketball-court egalitarianism, and a certain paradigm of conventional black masculinity that is coded as no-nonsense or—as Fox Harrell says—“solid” might be less likely to take part in forms of “geeking out” that involve subverting a given set of rules. Similarly, Tracy Fullerton has argued that teenagers from families unfamiliar with the norms of higher education may also be hobbled by their reluctance to “strategize” more opportunistically about college admissions. Fullerton’s game “Pathfinder” is intended to help such students learn to game the system by literally learning to play a game about how listing the right kinds of high-status courses and extracurricular activities will gain them social capital with colleges."



"However, Gee would later argue in “The Anti-Education Era” that gamesmanship that enables universal access and personal privilege may actually be extremely counterproductive. Hacks that “make the game easier or advantage the player” can “undermine the game’s design and even ruin the game by making it too easy.” Furthermore, “perfecting the human urge to optimize” can go too far and lead to fatal consequences on a planet where resources can be exhausted too quickly and weaknesses can be exploited too frequently. Furthermore, Gee warns that educational systems that focus on individual optimization create cultures of “impoverished humans” in which learners never “confront challenge and frustration,” “acquire new styles of learning,” or “face failure squarely.”"



"What’s striking about the ABC coverage is that it lacked any of the criticism of the educational status quo that became so central for a number of readers of the earlier Chronicle of Higher Education story—those who were asking as educators either (1) what’s wrong with the higher education system that students can subvert conventional tests so easily, or (2) what’s right with YouTube culture that encourages participation, creativity, institutional subversion, and satire."



"This attitude reflects current research on so-called distributed cognition and how external markers can help humans to problem solve by both making solutions clearer and freeing up working memory that would otherwise be tied up in reciting basic reminders. Many of those commenting on the article also argued that secrecy did little to promote learning, a philosophy shared by Benjamin Bratton, head of the Center for Design and Geopolitics, who actually hands out the full text of his final examination on the first day of class so that students know exactly what they will be tested on."



"This book explores the assumption that digital media deeply divide students and teachers and that a once covert war between “us” and “them” has turned into an open battle between “our” technologies and “their” technologies. On one side, we—the faculty—seem to control course management systems, online quizzes, wireless clickers, Internet access to PowerPoint slides and podcasts, and plagiarism-detection software. On the student side, they are armed with smart phones, laptops, music players, digital cameras, and social network sites. They seem to be the masters of these ubiquitous computing and recording technologies that can serve as advanced weapons allowing either escape to virtual or social realities far away from the lecture hall or—should they choose to document and broadcast the foibles of their faculty—exposure of that lecture hall to the outside world.

Each side is not really fighting the other, I argue, because both appear to be conducting an incredibly destructive war on learning itself by emphasizing competition and conflict rather than cooperation. I see problems both with using technologies to command and control young people into submission and with the utopian claims of advocates for DIY education, or “unschooling,” who embrace a libertarian politics of each-one-for-himself or herself pedagogy and who, in the interest of promoting totally autonomous learning in individual private homes, seek to defund public institutions devoted to traditional learning collectives. Effective educators should be noncombatants, I am claiming, neither champions of the reactionary past nor of the radical future. In making the argument for becoming a conscientious objector in this war on learning, I am focusing on the present moment.

Both sides in the war on learning are also promoting a particular causal argument about technology of which I am deeply suspicious. Both groups believe that the present rupture between student and professor is caused by the advent of a unique digital generation that is assumed to be quite technically proficient at navigating computational media without formal instruction and that is likely to prefer digital activities to the reading of print texts. I’ve been a public opponent of casting students too easily as “digital natives” for a number of reasons. Of course, anthropology and sociology already supply a host of arguments against assuming preconceived ideas about what it means to be a native when studying group behavior.

I am particularly suspicious of this type of language about so-called digital natives because it could naturalize cultural practices, further a colonial othering of the young, and oversimplify complicated questions about membership in a group. Furthermore, as someone who has been involved with digital literacy (and now digital fluency) for most of my academic career, I have seen firsthand how many students have serious problems with writing computer programs and how difficult it can be to establish priorities among educators—particularly educators from different disciplines or research tracks—when diverse populations of learners need to be served."



"Notice not only how engagement and interactivity are praised and conflated, but also how the rhetoric of novelty in consumer electronics and of short attention spans also comes into play."
education  technology  edtech  control  reform  policy  power  2014  traditionalism  traditionalists  plagiarism  pedagogy  learning  schools  cheating  multitasking  highered  highereducation  politics  elizabethlosh  mimiito  ianbogost  jamespaulgee  homago  betsydisalvo  amybruckman  foxharrell  geekingout  culture  play  constraints  games  gaming  videogames  mckenziewark  janemcgonigal  gamesmanship  internet  youtube  secrecy  benjaminbratton  unschooling  deschooling  collaboration  cooperation  agesegregation  youth  teens  digitalnatives  marshallmcluhan  othering  sivavaidhyanathan  digital  digitalliteracy  attention  engagement  entertainment  focus  cathydavidson 
june 2014 by robertogreco
Reclaiming Innovation
"Udell notes: "There's a reason I keep finding novel uses for these trailing-edge technologies. I see them not as closed products and services, but rather as toolkits that invite their users to adapt and extend them.""

"Rather than framing everything at the course level, we should be deploying these technologies for the individual."

"Viewed as a whole, the web today bears little resemblance to the innately democratic and decentralized network that seduced and enticed us a decade ago."

"Railing against the academy's failure to embrace a perceived risk can be dismal fun for many of us, but an honest appraisal of our own missteps has to be in the mix."
2014  jimgroom  brianlamb  audreywatters  internet  web  highered  highereducation  it  ict  technology  mooc  moocs  disruption  open  edupunk  lms  openpublishing  publishing  adomainofone'sown  diy  decentralization  anildash  georgesiemens  stephendownes  jonudell  benjaminbratton  vendors  silos  security  privacy  venturecapital  tonyhirst  timberners-lee  bryanalexander  openness  reclaimhosting  indieweb 
june 2014 by robertogreco
BRATTON.INFO - talks - "we need to talk about ted"
"So what is TED exactly?

Perhaps it's the proposition that if we talk about world-changing ideas enough then the world will change. But this is not true, and that's the second problem.

TED of course stands for Technology, Entertainment, Design, and I’ll talk a bit about all three. I Think TED actually stands for: middlebrow megachurch infotainment.

The key rhetorical device for TED talks is a combination of epiphany and personal testimony (an “epiphimony” if you like ) through which the speaker shares a personal journey of insight and realization, its triumphs and tribulations.

What is it that the TED audience hopes to get from this? A vicarious insight, a fleeting moment of wonder, an inkling that maybe it’s all going to work out after all? A spiritual buzz?

I'm sorry but this fails to meet the challenges that we are supposedly here to confront. These are very complicated are not given to tidy just-so solutions. They don’t care about anyone’s experience of optimism. Given the stakes, making our best and brightest waste their time –and the audience’s time— dancing like infomercial hosts is too high a price. It is cynical.

Also, it just doesn’t work.

Recently there was a bit of a dust up when TED Global sent out a note to TEDx organizers to not book speakers whose work spans the paranormal, the conspiratorial, New Age, quantum neuroenergy, etc: what is called Woo. Instead of these placebos, TEDx should instead curate talks that are imaginative but grounded in reality. In fairness, they took some heat, so their gesture should be acknowledged. A lot of people take TED very seriously, and might lend credence to specious ideas if stamped with TED credentials. "No" to placebo science and medicine.

But the corollaries of placebo science and placebo medicine are placebo politics and placebo innovation. On this point, TED has a long ways to go.

Perhaps the pinnacle of placebo politics and innovation was featured at TEDx San Diego in 2011. You’re familiar I assume with Kony2012, the social media campaign to stop war crimes in central Africa? What happened here? Evangelical Christian surfer Bro goes to help kids in Africa. He makes a campy video explaining genocide to the cast of Glee. The world finds his public epiphany to be shallow to the point of self-delusion. The complex geopolitics of Central Africa are left undisturbed. Kony’s still there. The end.

You see, when inspiration becomes manipulation, inspiration becomes obfuscation. If you are not cynical you should be skeptical. You should be as skeptical of placebo politics as you are placebo medicine."



"E and Economics

A better 'E' in TED would stand for Economics, and the need for, yes imagining and designing, different systems of valuation, exchange, accounting of transaction externalites, financing of coordinated planning, etc. Because States plus Markets, States versus Markets, these are insufficient models, and our conversation is still stuck in Cold War gear.

Worse is when economics is debated like metaphysics, as if the reality of a system is merely a bad example of the ideal.

Communism in theory is an egalitarian utopia

Actually existing Communism meant ecological devastation, government spying, crappy cars and gulags

Capitalism in theory is rocket ships, nanomedicine, and Bono saving Africa.

Actually existing Capitalism means Walmart jobs, people living in sewers under Las Vegas, McMansions, Ryan Seacrest…plus —ecological devastation, government spying, crappy public transportation and for-profit prisons.

Our options for change range from basically what we have plus a little more Hayek, to what we have plus a little more Keynes. Why?

The most recent centuries have seen extraordinary accomplishments in improving quality of life. But the paradox is that the system we have now --whatever you want to call it-- is in the short term what makes the amazing new technologies possible, but in the long run it is also what suppresses their full flowering. Another economic architecture is prerequisite."



"As for one simple take away... I don't have one simple take away, one magic idea. That’s kind of the point. I will say that when and if the key problems facing our species were to be solved, then perhaps many of us in this room would be out of work (and perhaps in jail).

But it’s not as though there is a shortage of topics for serious discussion. We need a deeper conversation about the difference between digital cosmopolitanism and Cloud Feudalism (toward that, a queer history of computer science and Alan Turing’s birthday as holiday!)

I would like new maps of the world, ones not based on settler colonialism, legacy genomics and bronze age myths, but instead on something more… scalable.

TED today is not that.

Problems are not “puzzles” to be solved. That metaphor assumes that all the necessary pieces are already on the table, they just need to be re-arranged and re-programmed. It’s not true.

“Innovation” that moves the pieces around and adds more processing power is not some Big Idea that will disrupt a broken status quo: that precisely is the broken status quo.

One TED speaker said recently, “If you remove this boundary, ...the only boundary left is our imagination.” Wrong.

If we really want transformation we have to slog through the hard stuff (history, economics, philosophy, art, ambiguities, contradictions). Bracketing it off to the side to focus just on technology, or just on innovation, actually prevents transformation.

Instead of dumbing down the future we need to raise the level of general understanding to the level of complexity of the systems in which we are embedded and which are embedded in us. This is not about “personal stories of inspiration," it's about the difficult and uncertain work of de-mystification and re-conceptualization: the hard stuff that really changes how we think. More Copernicus, less Tony Robbins

At a societal level, the bottom line is if we invest things that make us feel good but which don’t work, and don’t invest things that don’t make us feel good but which may solve problems, then our fate is that it will just get harder and harder to feel good about not solving any problems.

In this case the placebo is worse than ineffective, it's harmful. It's diverts your interest, enthusiasm and outrage until it's absorbed into this black hole of affectation

Keep calm and carry on "innovating"... is that the real message of TED? To me that’s not inspirational, it’s cynical.

In the U.S. the right-wing has certain media channels that allow it to bracket reality... other constituencies have TED."

[Now posted at the Guardian: http://www.theguardian.com/commentisfree/2013/dec/30/we-need-to-talk-about-ted ]
benjaminbratton  ted  tedxsandiego  2013  politics  technology  sandiego  lajolla  communism  capitalism  kony2012  geopolitics  drones  nsa  surveillance  innovation  ambiguity  contradiction  demystification  cynicism  skepticism  cloudfeudalism  digitalcosmopolitanism  via:javierarbona 
december 2013 by robertogreco
STACKTIVISM.COM
"we cannot have a conversation about something whilst it remains unseen

#stacktivism is a term that attempts to give form to a critical conversation & line of enquiry around infrastructure & the relationship we have to it

there are many people beginning to shape/have this conversation ::
Keller Easterling : Extra Statecraft
Jo Guldi : Roads to Power: Britain Invents the Infrastructure State
Timo Arnall : No to NoUI
Benjamin Bratton : Geopolitics of The Cloud
Artist/Critical Engineer : Julian Oliver
Vinay Gupta : Simple Critical Infrastructure Maps
Jay Springett : Who owns the means of not dying?

**JULY 13 2013 LONDON UNCONFERENCE**

stacktivism.tumblr for a curated collection of links
follow @stacktivism to join the conversation"
infrastructure  2013  joguldi  stactivism  kellereasterling  timoarnall  benjaminbratton  julianoliver  vinaygupta  jayspringett 
october 2013 by robertogreco
MDP/Lab - Media Design Practices MFA at Art Center College of Design
"The blog of the Lab track of Media Design Practices, an interdisciplinary MFA for a world in flux at Art Center College of Design."

[See also: http://www.mediadesignpractices.net/lab/2012/12/making-critical-making/ ]
mediadesign  accd  garnethertz  benjaminbratton  shannonherbert  pasadena  criticalmaking  criticaldesign 
may 2013 by robertogreco
California as a Design Problem > Projects > D:GP The Center for Design and Geopolitics
"California is D:GP’s object of study, a meta-design problem composed of heterogeneous components and constituents. California is a State whose dynamism is driven by its own divisions. So despite current problems we look to the dynamic, often chaotic history of invention and conflict that has defined California as inspiration for what is follow."
d:gp  designinggeopolitics  benjaminbratton  california  future  history  geography  geopolitics  politics  economics  futures  glvo  government  governance  change  californiaincrisis  from delicious
january 2013 by robertogreco
DESIGNING GEOPOLITICS · Jun 2+3 2011 · La Jolla, CA > D:GP The Center for Design and Geopolitics
"How does a digital Earth govern itself? Through what jurisdictions, what rights of the citizen-user, what capacities of enforcement, and in the name of what sovereign geographies? In fact we simply do not know. But in the face of fast-evolving cyberinfrastructures that outpace our inherited legal forms on the one hand, and a multigenerational arc of ecological chaos on the other, we need to find out quickly: we need to design that geopolitics."
via:robinsloan  geoffmanaugh  bldgblog  vernorvinge  caseyreas  levmanovich  mollywrightsteenson  teddycruz  ucsd  events  2011  togo  benjaminbratton  ricardodominguez  jamesfowler  hernándíaz-alonso  triciawang  peterkrapp  normanklein  sheldonbrown  joshuakauffman  metahaven  edkeller  elizabethlosh  kellygates  manueldelanda  renedaalder  jordancrandall  adambly  charliekennel  naomioreskes  larrysmarr  mckenziewark  joshuataron  danielrehn  tarazepel  calit2  geopolitics  design  architecture  computing  cyberinfrastructures  geography  emergentgovernance  governance  interdisciplinary  computationaljurisdictions  publicecologies  from delicious
may 2011 by robertogreco
YouTube - UMTaubmanCollege's Channel
"University of Michigans Taubman College of Architecture and Urban Planning hosted the Future of Urbanism conference on March 19 & 20, 2010. An international roster of speakers academics and practitioners addressed some of the most critical issues facing our cities and their environs in six sessions, comprised of 15-minute segments and a panel discussion. Topics included: Urban and Regional Ecologies; Just Cities; MEGACITY / shrinking city; New Publics / New Public Spaces; Urban Imaginary; and Cities as Theaters for Conflict. The presentations were free and open to the public. For more information about the event: www.taubmancollege.umich.edu/futureofurbanism http://www.taubmancollege.umich.edu/news_and_events/events/special_events/futureofurbanism/ "

[Teddy Cruz: https://www.youtube.com/watch?v=hJ_FxXZrcDE ]
urban  urbanism  architecture  future  kazysvarnelis  bryanfinoki  saskiasassen  edsoja  bartlootsma  danacuff  christineboyer  benjaminbratton  teddycruz  via:javierarbona  ecology  urbanecologies  megacities  publicspace  urbanimaginary  cities  2010  from delicious
february 2011 by robertogreco
cityofsound: Benjamin H. Bratton (Postopolis! LA)
"now we have...no choice but to focus attention on the conception of the Pre-. We are now...Pre-other things & some of the things we do now will scale into epochal institutions... Stamen will make maps for Olympic committees but their real interest is in how informationally-enabled modes of a cognitive urbanism can make space more permanently adventurous not just more transparent. They are card carrying Situationists...Their project is a new city. Their mandate is of the Pre, not so much the Post...Because design was a symbol of the bubble it is also a symbol of the bubble’s collapse. ... many ways of doing things, of designing things, of consuming things, of consuming design are ... zombie ideas. ... the opportunity is potentially at hand to redesign many of the fundamental social, cultural, economic institutions that govern our lives, and not just design the content that would fill these forms ... design model to which we should pay more attention is not productive, but subtractive."
benjaminbratton  danhill  cityofsound  sustainability  postopolis  cities  urban  politics  architecture  design  urbanism  stamendesign  situationist  postarchitectural  crisis  2009  theory  oma  remkoolhaas  collapse  economics  gamechanging  ucsd  losangeles 
april 2009 by robertogreco
Benjamin H. Bratton
"Benjamin H. Bratton is Associate Professor of Visual Arts at the University of California, San Diego, and on the Cultural Studies faculty at SCI_Arc ... a social theorist working within and across multiple institutional contexts --academic, artistic, corporate, theoretical, projective, literary-- experimenting with their systems of production, and with how the means allowed by each can work in strong and weak relation to each other. His research, writing, and practical interests include contemporary social theory, the perils and potentials of pervasive computing, architectural theory and provocation, inverse brand theory, software studies, systems design and development, and the rhetorics of exceptional violence. ... Bratton is a theorist who intervenes within multiple institutional contexts: art, design, computer science, architecture, in order to, like those others to enact new connections between aesthetics and technology and how each works for the social."
benjaminbratton  design  internet  architecture  philosophy  ucsd  sandiego  sciarc  interface  media  newmedia  theory  sociology 
april 2009 by robertogreco

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