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    <title>Navigating a City Without Street Addresses | Direcciones | The New Yorker Documentary - YouTube</title>
    <dc:date>2025-09-13T23:10:41+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=wxWfpBQvfLs</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["In Costa Rica, a centralized system for street addresses does not exist, so people use landmarks as reference points in giving out directions. A short documentary by María Luisa Santos and Carlo Nasisse attempts to figure out why.

The story behind the film: https://www.newyorker.com/culture/the-new-yorker-documentary/an-intimate-cartography-of-costa-rica-in-direcciones ["In María Luisa Santos and Carlo Nasisse’s short film, addresses suggest an alternative understanding of space and time."]"]]></description>
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    <dc:date>2025-06-24T19:48:43+00:00</dc:date>
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    <dc:creator>robertogreco</dc:creator><description><![CDATA["Suggestions for an intersectional feminist citational practice to visual references."]]></description>
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    <title>Ellen Levy: A Book About Ray - YouTube</title>
    <dc:date>2024-11-20T23:01:15+00:00</dc:date>
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    <dc:creator>robertogreco</dc:creator><description><![CDATA["BMCM+AC presents a virtual book talk with Ellen Levy, author of A Book About Ray. This new publication is the first full-career survey of the enigmatic Black Mountain College student Ray Johnson, a collagist, performance artist, and pioneer of mail art.

About the book:

Ray Johnson (1927-1995), a.k.a. “New York’s most famous unknown artist,” was notorious for the elaborate games he played with the institutions of the art world, soliciting their attention even as he rejected their invitations. In A Book about Ray, Ellen Levy offers a comprehensive study of the artist who turned the business of career-making into a tongue-in-cheek performance, tracing his artistic development from his arrival at Black Mountain College in 1945 to his death in 1995. Levy describes Johnson’s practice as one that was constantly shifting—whether in tone, in its address to potential audiences, or among three primary artistic modes: collage, performance, and correspondence art.

A Book about Ray takes an elliptical path, circling around rather than trying to arrest in flight the elusive artist and his purposefully ephemeral art. By crafting the book in this way, Levy evokes Ray Johnson’s art in the moment of its making and draws readers into the artist’s world, while making them feel, from the beginning, that they somehow already know their way around that world. In exploring Johnson’s scene, readers will also encounter the artists who influenced him, like Joseph Cornell and Marcel Duchamp, and his friends and peers like Jasper Johns, Allan Kaprow, Robert Rauschenberg, and Andy Warhol. The work of such figures will look forever different in light of Johnson’s subversive take on their shared aesthetic.

Suitable for readers both new to Ray Johnson and those already familiar with his work, A Book about Ray is a complete and vital portrait of an American original."]]></description>
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<item rdf:about="https://default.blog/p/offline-is-the-new-online">
    <title>Offline is the New Online - by Rachel Haywire</title>
    <dc:date>2024-07-28T16:17:59+00:00</dc:date>
    <link>https://default.blog/p/offline-is-the-new-online</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Who is going to be online in 2027? Less than 15% of the population.

Remember the early days of the internet, when it served as a secret corner for all sorts of freaks and outsiders with niche interests to unite? People from small towns could connect with like-minded individuals across the globe, overcoming geographical barriers and finding solace in a sense of community. People in big cities could start companies from their basements and get venture funding if they understood how the internet worked. You didn't need a degree, and you didn't need a sponsor. You just needed to be interesting.

Wake up. The world that once welcomed outsiders and eccentrics is gone. We'll spend the next few years reminiscing about it with nostalgia, never quite capturing the same feeling. Offline is the new online, and we're currently at the beginning of a drastic shift in how we socialize. By 2027, less than 15% of the population will actively participate in the digital world unless it's for work. What Sam Kriss says about the internet already being over is accurate. Social media will lose its relevance for the large majority of us, and I'm going to have to (if you can excuse my phrasing) unpack this for a moment.

The Personal is Parenthetical
Once upon a time, I had a decent following on Twitter. Unfortunately, the cursed algorithm began showing me the same trad and bimbo accounts over and over again, no matter whom or what I blocked. When I was younger, there was a certain type of nerd who would constantly quote Monty Python. It was very annoying! It's funny how stupid online things make you think of stupid offline things. Some of the more prominent TPOT accounts began following these political meme accounts, and my feed was now insufferable with their stale and regurgitated memes. Engagement farmers were rapidly multiplying. It's so over. We're so back. I'm so bored. This is a bad experience. Whenever I tried discussing the situation, I was lectured for taking myself too seriously.

I think people need to take themselves more seriously, which made me a contrarian among contrarians.

So I decided to nuke my account, erasing my entire following in the process. Years later, I questioned whether I had made a mistake, as I now found myself disconnected from the community with which I had the greatest intellectual connection. My engagement dwindled faster than a roller coaster on meth. I suppose I could have brought back my Facebook account where I still had 5k followers, but Facebook was so irrelevant at this point that it would have felt like self-mutilation. I also couldn't migrate my followers off Facebook, no matter how hard I tried. Not to Discord, not to Telegram, not to anywhere else at all. They were prisoners who were never leaving Facebook, and that was that.

Deciding that it wasn't worth it to be trapped on an irrelevant platform, I accepted my new fate as a lowbie and began wondering if I would ever have any real online engagement again. I saw no genuine way to build a new following from scratch. My time as a main character was over, and there was nothing unique about this trajectory. My experience was part of a wider picture. That wider picture was this: as social media federated after years of bot farms, we began losing important connections to our friends.

A New Silent Majority
I soon realized I was part of a new silent majority of people who had distanced themselves from the online world or perhaps were never engaged with it in the first place.

Our growing demographic seeks solace in authentic connections, gravitating towards the allure of offline interactions. We are the lowbies, screaming into the void, humbling ourselves in the process. What happens next? We'll be going offline to feel the connections that we once felt online, and this is exactly the protocol that will completely redefine social media. Social media in 2027 will not resemble social media today because it will be entirely offline. The fediverse does not provide a nourishing community, so our only option is to build new offline communities.

The longing for past glory on mainstream platforms may tempt some of us "ex-influencers" to return, but their diminishing relevance dissuades us. Also, nobody believes you when you tell them that you used to be an influencer. It's like saying that you used to be a celebrity. Sure you were, kitten. So, as we contemplate our online futures on alternative platforms like Substack, the likelihood of substantial engagement for most of us appears slim. This realization has led us to an acceptance of our collective fate and a desire to go entirely offline to create better social experiences.

The Fediverse is Boring
The elephant in the room is that the fediverse is boring. It felt good to say that. If I still smoked cigarettes, I'd be lighting one up right now. The fediverse is boring! The trade-off for the freedom that the fediverse offers comes at the cost of excitement and engagement. Its decentralized nature has resulted in fragmented and disjointed communities, lacking the cohesion necessary for meaningful connections. The promise of escaping the echo chambers of centralized platforms has led to a barren environment plagued by inactivity and disinterest.

This is why I say that offline is the new online. The outcasts and freaks are now offline and the online world is dead. The offline world will become a place of wonder for the true outsiders and eccentrics to gather. Social media is going fully offline and it's going to be wild. Nobody worth talking to is going to stay online for much longer unless it's through backchannels. Venkatesh Rao calls the reversion to backchannel communication the cozyweb. I crave more excitement than a thousand Discords, is the thing. The online world just isn't a place for people like you and me to socialize anymore, and that's fine.

Let's Try This Again
We have no choice but to take social media offline if we wish to engage in healthy social lives. Social media, online, will continue to lose relevance for us. Social media, offline, will gain mass appeal. The future of social media is offline and full of immersive art exhibits and live AR experiences. Most of it will take place in speakeasies and pop-ups. This return to private life will be spiritually rewarding for so many of us who were once slaves to the algorithm.

So here I am, posting to the only platform I haven't fully given up on, with less engagement than I've had in decades. Perhaps my online relationships will become less superficial now that I have so few of them, but eventually they will all go offline. I am becoming very offline. There is no dopamine rush from getting a few likes. I get a bigger dopamine rush from going for a jog. There is no joy in the algorithms feeding us the same content over and over again. There is no joy in seeing trads and bimbos with no moral compass compete for fame.

This massive shift that forces us offline will give us the freedom to recreate and redesign IRL so it is more friendly to people like us. We can make real life fun again. During the 90s, there weren't so many isolated people who needed the internet to connect, because bands like Nirvana and Nine Inch Nails gave what would have been "the online generation" a voice. We had Radiohead and TOOL to speak for us, the freaks, isolated in our little corners of the world. In essence, we have the chance to reproduce this journey with a host of new technologies at our fingertips. We had clubs and concerts and conferences. We are going to have them again, and we will be able to use AR and AI to enhance them. Rejoice!

As we embrace this offline renaissance, we have an opportunity to redefine the real world and create an era where personal connections thrive, leaving behind the shallow realm of repetitive content and fragmented communities. It is up to us, the silent majority, to reimagine the offline world for a new generation that is outside of both centralized social media and the fediverse. It isn't Twitter and it isn't Mastodon. It's IRL. Offline is the new online."]]></description>
<dc:subject>rachelhaywire 2024 offline online internet web bubbles decentralization fediverse federatedweb twitter instagram socialmedia platforms freedom cozyweb venkateshrao discord conversation irl experience inperson connection connections</dc:subject>
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<item rdf:about="https://www.earthmanual.org/?en">
    <title>EARTH MANUAL PROJECT</title>
    <dc:date>2024-03-04T20:00:42+00:00</dc:date>
    <link>https://www.earthmanual.org/?en</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["A Country of Frequent Natural Disasters Can Also Become a Country of High Disaster Preparedness 

Natural disasters are sadly increasing. 

Fortunately the number of people pro-actively thinking about disaster preparedness (ever-conscious that there will be other disasters) is also increasing. 

`EARTH MANUAL PROJECT' aims to gather examples of excellent disaster preparedness innovation from all over the world and put them to productive future use. 

These activities are supported by architects, designers and artists putting their heads together to combat the issues of disaster preparedness. 

The organizers wish to convey their free-spirited imagination, sincere attitude and purity of feeling to the wider world and the project was born from this thinking. 

It aims to introduce preparedness activities of great originality from places where natural disasters can frequently occur such as Kobe, Tohoku, Indonesia, Thailand and Philippines. 

The information is to be available through a website but also through exhibitions where visitors can enjoy hands-on activities and use their sense of touch. 

This is a project for sharing, connecting together, and learning from one another with knowledge and ideas crossing national frontiers. It is an initiative now beginning out of Kobe. 

Disaster preparedness on our planet begins by exchanging ideas."

...

"2014.07.01The EARTH MANUAL PROJECT website was launched."

...

"We found ideas for reconstruction not in developed countries, but in developing countries.
https://www.earthmanual.org/p23en/

What helped the reconstruction of Oshika Peninsula? Deer antlers, indeed.
https://www.earthmanual.org/p22en/

Post-disaster reconstruction all begins with drawing sketches.
https://www.earthmanual.org/p21en/

Creating things together brings about better communication than just talking together.
https://www.earthmanual.org/p20en/

Always remember that it is inevitable that the aid will not be distributed evenly.
https://www.earthmanual.org/p19en/

Disaster survivors can give up neither house nor address.
https://www.earthmanual.org/p18en/

That city’s reconstruction starts at the seashore.
https://www.earthmanual.org/p17en/

Build models. Rebuild memories.
https://www.earthmanual.org/p16en/

With animations, Have-To-See information becomes Want-To-See information.
https://www.earthmanual.org/p15en/

The box is the most flexible piece of furniture in the world.
https://www.earthmanual.org/p14en/

That wall can also be used as a desk. It can even be used as a chair.
https://www.earthmanual.org/p13en/

The house that would be reliable in time of disaster is a house made of paper.
https://www.earthmanual.org/p12en/

Ideas are relief supplies that can be delivered instantly
https://www.earthmanual.org/p11en/

SNS is a good platform to send a SOS.
https://www.earthmanual.org/p10en/

One cause of flooding was an overuse of water resources.
https://www.earthmanual.org/p09en/

Ability Bibs are for those who want to run around faster than anyone else.
https://www.earthmanual.org/p08en/

The competition is participated in by both sponsors and applicants.
https://www.earthmanual.org/p07en/

The Great East Japan Earthquake is not over yet, and neither is the Great Hanshin-Awaji Earthquake.
https://www.earthmanual.org/p06en/

Camping is the most popular disaster preparedness activity right now.
https://www.earthmanual.org/p05en/

Earthquake survivors with firsthand experience are the true earthquake specialists.
https://www.earthmanual.org/p04en/

There are disaster drills that people line up for.
https://www.earthmanual.org/p03en/

What Indonesia imported from Kobe ware disaster preparedness activities.
https://www.earthmanual.org/p02en/

PET bottles are swimming rings that you do not need to inflate.
https://www.earthmanual.org/p01en/ "]]></description>
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<item rdf:about="https://www.thestar.com/business/rise-of-digital-nomadism-is-working-anywhere-in-the-world-living-the-dream-or-missing/article_47fe487f-b0da-5dac-a149-dbab942bd1fb.html">
    <title>Digital nomads: Is working anywhere the dream, or a social nightmare?</title>
    <dc:date>2023-07-23T03:32:11+00:00</dc:date>
    <link>https://www.thestar.com/business/rise-of-digital-nomadism-is-working-anywhere-in-the-world-living-the-dream-or-missing/article_47fe487f-b0da-5dac-a149-dbab942bd1fb.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Digital nomadism carries unexpected and hidden costs

Instead of neat dichotomies between work and play, familiarity and discovery, home and travel, this new phenomenon promised the best of all worlds. Even its constraints could be benefits: if countries have limits of 3 or 6 months on tourist visas, then that simply means it’s time to move on to someplace new.

But like many modern promises — the connectedness of social networking, or the utility of smartphones — digital nomadism also carries unexpected or even hidden costs.

On the section of social news site Reddit that is dedicated to the practice, nomads often report burnout. The very freedom of moving on every few months can be draining, as can the paperwork that such frequent international movement entails.

Others also report a feeling of loneliness — that far from carousing in bars or on beaches after work, one might instead retreat to a small airless room in an Airbnb because this latest city, just like the last, is full of strangers.

The choice to try out being a digital nomad is thus not just about practicality — can you do it, will it work with time zones, is it financially manageable and so on — it’s also very much a question of personality and resources. If you are not one to make friends easily or who thrives in routine or finds oneself grounded by the familiarity of sleeping in the same bed each night, then perhaps it is simply not for you.

As for companies, digital nomadism is another reason to focus on building out the same focus on culture that is necessary with remote work — that one must build a team rather than simply maintain a group of employees.

There are, however, larger questions looming. Digital nomadism, for all its promise, is largely a domain of the young, for what are obvious reasons; working while also travelling across Southeast Asia is a much bigger challenge with kids, and the chances of two partners both being able to work both remotely and internationally is slim.

What’s more, in the long-term, the capacity to work from anywhere may have an effect on citizenship, belonging, or even social cohesion.

It’s true that I was glad for the time I spent working and experiencing things elsewhere, whether Montreal, New York, California, even Iceland. There is a remarkable sense of freedom that comes with sitting down in a coffee shop or bar, hundreds or thousands of miles from home, and still earning a living.

The great fantasy writer J.R.R. Tolkien was quite right when he said that not all those who wander are lost.

That’s the thing about being a nomad: for many of us, part of life is about putting down roots.

It was certainly that way for me. After a time away, I always found myself yearning to return, not just to familiarity or even routine, but for the chance to build something: relationships, a home — all those things that, cobbled together over time, form a life."]]></description>
<dc:subject>navneetalang 2023 digitalnomadism remotework roots mobility canada montreal familiarity belonging loneliness citizenship socialcohesion freedom connection relationships connectedness connections nomadism digitalnomads jrrtolkien</dc:subject>
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<item rdf:about="https://www.youtube.com/watch?v=wNdJOX_hk58">
    <title>If I were President w/ Dr. Cornel West - YouTube</title>
    <dc:date>2023-07-22T21:12:09+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=wNdJOX_hk58</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Dr. Cornel West is a prolific author, professor, preacher, and activist.  He is running for US President in 2024. We ask Dr. West how his campaign challenges the brutalities of settler colonialism while also lifting the spirits of people in struggle.

Learn more about his campaign here
https://www.cornelwest24.org/ "]]></description>
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<item rdf:about="https://podcasts.apple.com/us/podcast/beyond-horology-podcast/id1549388407?i=1000538216849">
    <title>Beyond Horology Podcast: Why We Collect Watches with guest psychiatrist Erik Nilzèn 🇸🇪 on Apple Podcasts</title>
    <dc:date>2022-11-20T00:28:12+00:00</dc:date>
    <link>https://podcasts.apple.com/us/podcast/beyond-horology-podcast/id1549388407?i=1000538216849</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["In this episode Niko talks watches, addiction and number of reasons why we get so deep in the watch collecting hobby with psychiatrists and fellow watch nerd Erik Nilzèn.
Visit Doing Time Blog here: www.doingtime.se/

Visit Erik’s Instagram here:
https://www.instagram.com/doktornsklockor/

We welcome your rating on Apple Podcast, as well as your feedback, questions and recommendations via DM on our Instagram!
https://instagram.com/beyondhorologypodcast"

[Also here:

https://www.listennotes.com/podcasts/beyond-horology/why-we-collect-watches-with-43tidTps-J5/

https://open.spotify.com/episode/2jmUfEM65bZAPlw7l5QizH

https://anchor.fm/beyond-horology/episodes/Why-We-Collect-Watches-with-guest-psychiatrist-Erik-Nilzn-e18ka72 ]]]></description>
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<item rdf:about="https://www.youtube.com/watch?v=_wuBjTnWtiQ">
    <title>2020 R.W.B. Jackson Lecture: Dionne Brand and Rinaldo Walcott - YouTube</title>
    <dc:date>2020-12-19T08:37:54+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=_wuBjTnWtiQ</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[“OISE’s 2020 R.W.B. Jackson Lecture featured OISE alum and literary giant, Dionne Brand, in conversation with her dear friend and renowned Black studies scholar, Professor Rinaldo Walcott.”]]></description>
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<item rdf:about="https://untigering.com/4-ways-the-schoolish-mindset-hinders-the-raising-of-self-driven-children/">
    <title>4 Ways the Schoolish Mindset Hinders the Raising of Self-Driven Children | Untigering</title>
    <dc:date>2020-09-20T05:11:28+00:00</dc:date>
    <link>https://untigering.com/4-ways-the-schoolish-mindset-hinders-the-raising-of-self-driven-children/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["In William Stixrud and Ned Johnson’s book, The Self-Driven Child: The Science and Sense of Giving Your Kids More Control Over Their Lives, the authors talk about the need for parents to trust their kids with more autonomy over their lives. While they advocate for greater freedom and less parental control, they stop short of addressing the very thing that children often need freedom from–

SCHOOL.

According to the self-determination theory, humans have 3 basic needs:

- a sense of autonomy
- a sense of competence
- a sense of relatedness (109)

Yet the very construct of school undermines these needs and creates obstacles to raising self-driven children. Here are just 4 ways it does so.

Lack of Trust

Compulsory education is predicated on the belief that children need to be MADE to learn by adults who know better than they do. Essentially, we don’t trust children to be self-driven. We see children as lazy and unmotivated. We see learning as unnatural and unpleasant.  Otherwise, why would we feel the need to goad and prod them along, nag them, or incentivize them? We can see this lack of trust in the way schools rely on extrinsic factors like rewards, punishments, stickers, grades, and charts to (supposedly) encourage learning. These may be effective in the short run, but overemphasizing extrinsic motivation actually reduces a child’s inner drive.

This is a phenomenon called the Overjustification Effect where an expected external reward actually decreases a person’s instrinsic desire to perform the task. So let’s say your child is happily playing with their dinosaurs and telling you all the different names and characteristics, what it looks like, if they’re herbivores or carnivores, what their enemies are, etc. And then along we come with this great idea and tell them that if they can categorize all the dinosaurs by which period they’re from, we’ll give them a lollipop. What happens? We’ve just taken the focus away from their pleasure and placed it on the prize–the lollipop. We displaced the locus of control from them, where they were initiating the conversation about dinosaurs, to us where we want them to perform for us in some way. These external motivations can feel manipulative and coercive. Incentives simply diminish a child’s instrinsic enjoyment and sense of self-control.

Unfortunately, school culture is rife with both positive and negative incentives, which proves how little we trust children to be intrinsically motivated.

If we want to raise self-driven children, one thing we have to do at the outset is change our attitude towards and beliefs about children. We have to see them as natural learners who are inherently curious and motivated to do things that are meaningful for them. We have to believe that they do have the ability to be self-driven; that they do want to make good decisions for their lives.    

The Self-Driven Child talks about 3 precepts that we can adopt to change the script in our heads so we begin to see our kids as capable of making significant decisions for themselves:

- “You are the expert on you.”
- “You have a brain in your head.”
- “You want your life to work.” (54)

We should ask ourselves, “Do I really believe these things?” If we don’t, it’s going to be really difficult to trust them with autonomy and the power to make significant decisions. We will constantly be wracked with doubt and distrust and feel tempted to exert control over them.

So let’s grow in our trust of our children. Our kids’ job is to practice making decisions. Our job is to trust them, support them, guide them, and give them agency.

Control

Another way that schoolishness undermines self-drivenness is the sheer amount of control that it is exercised over children. Just think about all the ways that children are controlled in the school environment: how they sit, how they dress, when they use the bathroom, when they can eat, what they learn, when they learn, where they learn, how they learn, and who they learn from. At home, we reinforce these expectations and require our kids to comply, whether that means making them do their homework even if they’re not interested, or training them to sit still even when they’d rather be moving their bodies. Even many who homeschool are simply doing school at home, and parents are still the ones who decide on the schedule, the curriculum, the rules and expectations.

So we see that in schoolish models, the parents/adults/teachers are the ones in control, in the driver’s seat choosing the destination, the speed, and what’s playing on the radio. The kids are merely along for the ride as passengers. We have to ask ourselves, how will our kids learn how to be self-driven when they’re never given the opportunity to drive themselves?

We know that kids need a sense of autonomy and control over their lives. It’s human nature. Without it, they can develop resentment, chronic stress and anxiety. This can spiral into helplessness and depression and a lack of motivation.

We have to really resist this model of education and parenting that imposes a system of control and coercion over children. Instead, we can consider ways that we can offer more freedom and autonomy. We can make it our goal to function as consultants and guides. We can foster communication, encourage collaboration, and honor consent.

So, what does this look like? As an unschooler, that means that I don’t come in with my own agenda of what I want my child to accomplish. I don’t have my own learning objectives for them and I don’t micromanage them or schedule their time. I try to follow their lead.

I foster communication: we have conversations and discuss things they’re interested in. I ask them questions. I observe. I listen.

I encourage collaboration. If one of my kids is watching YouTube videos that make me uncomfortable, I don’t just shut it down. I express my concerns. I hear them out to try to understand what they find appealing about it. I invite them to problem-solve to find win-win solutions together.

I honor consent: I don’t force them to do things that don’t align with who they are, but I offer them different resources that I think they’d enjoy or need. Because there is that foundation of love and trust and they know we’re not trying to control them, they are often open to our input.

Just like I as an adult have the autonomy to do what I want with my day within the constraints of my relationships and responsibilities, my kids also have that autonomy. 

This can be very scary, especially if we’re coming from schoolish thinking. It can feel like we are jumping off a cliff because we have no control. But it is in these moments that we’re invited to return to that foundation of trust in our child.  

Comparison and Conformity

Institutional learning says that all children have to hit certain benchmarks at a certain age. It says that our child has to at least be on par with what other kids their age are able to do. We have the Common Core standards and the I Can Statements. We have the idea of being “at grade level.”  We have standardized tests and a one-size-fits all education. The whole system is set up to conform children to arbitrary standards, and those who do not meet those standards often start believing that they are “falling behind,” stupid, or incompetent. This gets in the way of our child developing competency because competency is only measured in very specific academic terms that don’t allow for the vastness of human abilities and skills.  

Not all of us were created to be academics. Our society needs people with all sorts of skills: just think of how necessary it is for us to have firefighters and agricultural workers right now. Instead of glorifying one particular path to success, we should see value in all sorts of competencies. We should honor the fact that each child is unique and has unique gifts to share with the world. A cookie-cutter education where everyone turns out the same doesn’t serve our children well or help them develop meaningful competency.

There’s a quote by Deepak Chopra that says, “If a child is poor in math but good at tennis, most people would hire a math tutor. I would rather hire a tennis coach.”

What would you do? Perhaps many of us would hire the math tutor because we’ve been conditioned by a school mindset that believes all kids have to be competent in the same areas. But a parent who wants to raise a self-driven child will hire the tennis coach because they believe in developing proficiency in areas that are meaningful or interesting to the child. Competency is important, but it goes hand in hand with autonomy. Grit and a growth mindset are important, but this can be applied to tennis as much as math. If a child is into tennis and wants to improve their game, they will need to practice, even when it’s hard. If they want to strengthen their backhand, they will need to work on that area of weakness, even though it doesn’t come naturally.

So, instead of demanding competency from them based on narrow, schoolish, arbitrary definitions, we can support them in developing competency in ways that work with their natural bent and interests.

Lack of Connection

The book talks about how kids need a sense of relatedness in order to be self-driven—a feeling of belonging, acceptance, and care.

Yet the school environment rarely provides a place for this kind of loving connection. For one thing, the simple fact that our kids are away at school for most of their waking hours means that there is limited time for family connections and enjoyment of one another’s presence. When they do come home, there is homework to be done, extracurricular activities to attend, household responsibilities to manage, etc. It creates this frantic and frenzied pace of life that is not particularly conducive to connection.

There is also so much social-emotional learning that needs to happen with our children, but a school schedule is often so busy that we miss out on this important aspect of education. Not only is there often no time to deal patiently with big emotions or relational conflicts, but the lessons that they DO learn at school are often toxic and fuel insecurity. There’s a reason why bullying, peer pressure, and “mean girls” are common school tropes.

Another aspect is that school creates so many conflicts between parent and child. Just think about the stress of getting out the door with your kids in the morning to get to school on time. Or making sure your child sits still for the whole Zoom meeting. Or the fights and nagging over homework. Or the lectures because the teacher called about them being disruptive in class. The schooling mindset often creates an antagonistic relationship between parent and child where the parent is expected to be the enforcer.

But we know that connection, belonging, attachment, relatedness, is a fundamental need for human thriving. It’s something that we should be intentional about. Instead of having school define your priorities, you can choose what you prioritize, and at the top of your list can be connection. That can mean having your child take personal days or mental health days off from school. Excusing your child from homework or not prioritizing grades at all. That can mean not overscheduling them so that there’s time to hang out as a family.

From an unschooling perspective, living without school means that I am available to them when they need me. I am able to offer the gift of my presence and can help address emotional/relational issues as they arise, giving them the patient attention that they need.        

There is so much more unpacking we can do, but if we truly want to raise self-driven children, we must challenge the schoolish mindset as we lean into trust, autonomy, meaningful competence, and connection."]]></description>
<dc:subject>children autonomy trust unschooling deschooling self-directed self-directedlearning education schools schooliness competence connection relationships williamstixrud nedjohnson freedom control parenting rleatedness compulsory coercion power motivation incentives discipline rewards extrinsicmotivation intrinsicmotivation overjustification comparison conformity connections self-driven</dc:subject>
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<item rdf:about="https://www.nytimes.com/2019/09/19/magazine/poem-small-kindnesses.html">
    <title>Poem: Small Kindnesses - The New York Times</title>
    <dc:date>2019-09-24T22:58:20+00:00</dc:date>
    <link>https://www.nytimes.com/2019/09/19/magazine/poem-small-kindnesses.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["By Danusha Laméris
Selected by Naomi Shihab Nye
Sept. 19, 2019

Sometimes a poem just strikes a precise moment. “Small Kindnesses,” by Danusha Laméris, feels utterly necessary for our time — a poem celebrating minor, automatic graciousness within a community, which can shine a penetrating light. It’s a catalog of small encouragements, unfolding as might a child’s palm filled with shiny stones. It almost feels like another hope we remember having. Acknowledging the modern plight of autonomy and so many separations, the poem then easily passes through them, breezing compliments and simple care. Selected by Naomi Shihab Nye

Small Kindnesses
By Danusha Laméris

I’ve been thinking about the way, when you walk
down a crowded aisle, people pull in their legs
to let you by. Or how strangers still say “bless you”
when someone sneezes, a leftover
from the Bubonic plague. “Don’t die,” we are saying.
And sometimes, when you spill lemons
from your grocery bag, someone else will help you
pick them up. Mostly, we don’t want to harm each other.
We want to be handed our cup of coffee hot,
and to say thank you to the person handing it. To smile
at them and for them to smile back. For the waitress
to call us honey when she sets down the bowl of clam chowder,
and for the driver in the red pick-up truck to let us pass.
We have so little of each other, now. So far
from tribe and fire. Only these brief moments of exchange.
What if they are the true dwelling of the holy, these
fleeting temples we make together when we say, “Here,
have my seat,” “Go ahead — you first,” “I like your hat.”"]]></description>
<dc:subject>danushalaméris naomishihabnye small poems poetry kindness 2019 community graciousness grace care caring noticing attention connections connectedness</dc:subject>
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    <title>The Pedagogy of Design in the Age of Computation: Mindy Seu - YouTube</title>
    <dc:date>2019-05-08T07:26:50+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=ZM9mRYpnD7E</link>
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<item rdf:about="https://twitter.com/MrZiebarth/status/1046944336812728322">
    <title>Sean Ziebarth on Twitter: &quot;The effects of outlining on writing. Via “Several short sentences about writing” by Verlyn Klinkenborg #teachwriting #aplangchat #2ndaryela #elachat #engchat… https://t.co/iu9kcxup0F&quot;</title>
    <dc:date>2018-10-09T23:56:42+00:00</dc:date>
    <link>https://twitter.com/MrZiebarth/status/1046944336812728322</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["The effects of outlining on writing. 
Via “Several short sentences about writing” by Verlyn Klinkenborg
[https://www.penguinrandomhouse.com/books/93789/several-short-sentences-about-writing-by-verlyn-klinkenborg/9780307279415 ]
#teachwriting #aplangchat #2ndaryela #elachat #engchat


[images with: ]

In the outline and draft model of writing, thinking is largely done up front. 
Outlining means organizing the sequence of your meanings, not your sentences. 
It derogates the making of sentences. 
It ignores the suddenness of thought, 
The surprises to be found in the making of sentences. 
It knows nothing of the thoughtfulness you'll discover as you work. 

It prevents discovery within the act of writing.
It says, planning is one thing, writing another, 
And discovery has nothing to do with it. 
It overemphasizes logic and chronology 
Because they offer apparently "natural" structures. 
It preserves the cohesiveness of your research 
And leaves you with a heap of provisional sentences, 
Which are supposed to sketch the thoughts you've already outlined. 

It fails to realize that writing comes from writing."

[later: "I can’t believe I’ve survived the past six years without “Several Short Sentences About Writing” by Verlyn Klinkenborg. #zen #wordnerd"
https://twitter.com/MrZiebarth/status/1047722841532071937

[images with]

"There's nothing permanent in the state of being written down. 
Your sentences, written down, are in the condition of waiting to be examined. 

You commit yourself to each sentence as you make it, 
And to each sentence as you fix it, 
Retaining the capacity to change everything and 
Always remembering to work from the small-scale—The scale of the sentence—upward. 

Rejoicing and despair aren't very good tools for revising. 
Curiosity, patience, and the ability to improvise are. 
So is the ability to remain open to the work and let it remain open to you. 

Don't confuse order with linearity. 
You'll find more than enough order in the thought, and sentences that interest you. 
By order I mean merely connections—
Some close, some oblique, some elliptical—
Order of any kind you choose to create, any way you choose to move."]]]></description>
<dc:subject>seanziebarth verlynklinkenborg writing outlines howwewrite unschooling deschooling drafts meaning thinking howwethink sentences poems poetry scale linearity order thought connections meaningmaking 2018</dc:subject>
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<item rdf:about="http://scratchingthesurface.fm/post/176253243375/85-mindy-seu">
    <title>Scratching the Surface — 85. Mindy Seu</title>
    <dc:date>2018-07-27T03:25:02+00:00</dc:date>
    <link>http://scratchingthesurface.fm/post/176253243375/85-mindy-seu</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Mindy Seu is a designer, educator, and researcher. She is currently a student at the Harvard Graduate School of Design and was previously a designer at 2x4 and MoMA. She’s designed and produced archival sites for Ralph Ginzburg and Herb Lubalin’s Eros and Avant Garde magazines. In this episode, Mindy and I talk about her early career and why she decided to go to graduate school, the role of research and archives in her work, and how graphic design is just one pillar of her practice."]]></description>
<dc:subject>mindyseu design education archives internet web online 2018 positioning internetarchive claireevans brunolatour graphicdesign purpose iritrogoff networks connections fearlessness decentralization neilpostman teaching howweteach institutions structure interviews research project-basedreasearch jarrettfuller</dc:subject>
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<item rdf:about="https://www.are.na/blog/case%20study/2017/10/10/karly-wildenhaus.html">
    <title>Are.na / Blog – Towards A Library Without Walls</title>
    <dc:date>2018-06-09T18:37:38+00:00</dc:date>
    <link>https://www.are.na/blog/case%20study/2017/10/10/karly-wildenhaus.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Collaboration has also become key to the way we conceive associative indexing on today’s version of the Internet, which could not have been anticipated by Bush at today’s scale. In “As We May Think,” Bush does acknowledge the possibility of sharing links generated by the Memex in the example of a researcher reproducing a trail on the Turkish bow for inclusion in a colleague’s “more general” trail.6 However, the scale of a hypertextual tool such as Are.na, which has over 20,000 users, far exceeds the one-to-one exchange Bush envisioned for his Memex, with significant implications for associative indexing. This phenomenon has its own neologism, “crowdsourcing,” wherein large numbers of users, most typically through the Internet, contribute to an information platform, as seen widely from commercial endeavors such as Google-owned Waze to non-profit projects such as Wikipedia. The relative advantages and disadvantages of crowdsourcing for knowledge production are the subject of much literature but could be briefly alluded to here in terms of diversity of material, collective intelligence, increased scale, and lack of consolidated control. But at its most promising, crowdsourcing creates the potential for rich communities that can form around information sharing, as is well articulated by Paul Duguid and John Seely Brown writing on the social life of information:

<blockquote>“[D]ocuments do not merely carry information, they help make it, structure it, and validate it. More intriguing, perhaps, documents also help structure society, enabling social groups to form, develop, and maintain a sense of shared identity. Viewing documents as mere information carriers overlooks this social role.”7</blockquote>"

…

"Considering the ways in which Are.na operates within a community of artists and culturally-engaged individuals, contrasting Are.na with Bush’s Memex highlights the importance of conceiving how knowledge forms, knowledge tools, and knowledge communities all interplay with one another. By acknowledging other forms of knowledge beyond the scientific and better understanding the role sociality plays in our contemporary experience of information, we can better define what constitutes information and how best to describe, classify, organize, and make it accessible as librarians. Rather than prioritizing static information, fixed organization, and solitary experiences as the conventional library environment is known to do, those of us who work in LIS can adopt the more boundless strategies that we encounter in hypertextual tools such as Are.na for the benefit of the communities that we serve, essentially working towards becoming a library without the brick walls that Lampland and Star refer to in regards to infrastructure that fails to serve user needs. Parallel to thinking about what Are.na might mean for librarianship, we can look to extant projects such as the Prelinger Library and the Sitterwerk’s Kunstbibliothek, whose methods for organizing their material also exist as an alternative to more traditionally-organized libraries.

So to expand on Sam’s question and its inverse: What could a reference interview that uses Are.na look like? What would happen if books in an OPAC were nodes that could be linked by users? And what if the discovery tools we design actually encouraged research that is social, elusive, and nonlinear?"]]></description>
<dc:subject>are.na libraries internet web online 2017 karlywildenhaus mlis archives archiving marthalampland susanleighstar hypercad hypertext vannevarbush paulotlet tednelson stéphanemallarmé knowledge information clissification taxonomy accessibility librarians social memex paulduguid johnseelybrown crowdsourcing aswemaythink connections collaboration mallarmé</dc:subject>
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<item rdf:about="https://vimeo.com/180719257">
    <title>Interview with Paul Soulellis at MISS READ 2016 on Vimeo</title>
    <dc:date>2016-09-13T04:25:46+00:00</dc:date>
    <link>https://vimeo.com/180719257</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["I think of the internet as the ideal library."]]></description>
<dc:subject>paulsoulellis libraries internet online web publishing collections 2016 interviews art data archives networkculture papernet socialmedia community space place connections</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
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<item rdf:about="https://hapgood.us/2016/06/01/superpowers-take-time/">
    <title>Superpowers Take Time | Hapgood</title>
    <dc:date>2016-07-12T03:00:46+00:00</dc:date>
    <link>https://hapgood.us/2016/06/01/superpowers-take-time/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["This process, beginning to end takes about 3-5 minutes. I’ve done it hundreds of times since November, and now have a library of stuff which produces neat connections about half the time I use it. It took a long time to get here, a lot of work, but I am not kidding when I say it’s a superpower. Or as I said to David Wiley a while back, “My main pitch for this thing is this — it’s made me smarter. A *lot* smarter.”

It does that by forcing me to suspend my reaction to things until I’ve summarized them and connected them to previous knowledge. It forces me to confront contradictions between new knowledge and previous knowledge, and see unexpected parallels across multiple domains. It forces me to constantly review, rehearse, revise, and update old knowledge.

What do other social media solutions do? They allow you to comment on it, to share it. They ask you to react immediately, preferably with a quick opinion. They push you to always look at the new — never connect or revisit the old. They treat your reaction — your feelings about the thing — as the center of your media universe.

Can any of this be good for learning? For empathy? For innovation?"

[via: http://jslr.tumblr.com/post/147233355828/this-process-beginning-to-end-takes-about-3-5 ]]]></description>
<dc:subject>mikecaulfield 2016 wikity learning process howwelearn empathy thoughtfulness revision reflection thinking howwething online tools connections</dc:subject>
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<item rdf:about="http://parachutes.thealpinereview.com/">
    <title>Parachutes | Instructions for landing in the 21st century</title>
    <dc:date>2016-06-28T18:41:50+00:00</dc:date>
    <link>http://parachutes.thealpinereview.com/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["
<blockquote>“‘Who cares for you?’ said Alice . . . ‘You’re nothing but a pack of cards!’” — Lewis Carroll</blockquote>

Unlike a book, cards are unbound, unnumbered, and give no indication of any order. Free of the constraints of linearity, cards move in many directions. They rub up against one another and generate unforeseen connections. And as the reader moves through them, they begin to work a simultaneous effect. A pack of cards doesn’t mount an argument or tell a story, but uncovers a terrain. 

<blockquote>“The same or almost the same points were always being approached afresh from different directions, and new sketches made . . . if you looked at them you could get a picture  of the landscape. Thus this book is really only an album.” — Ludwig Wittgenstein</blockquote>

Our approach, however, is nothing new. Parachutes follows a long tradition of fragmentary thinking, from the heady and enigmatic (McLuhan’s Distant Early Warning and Eno’s Oblique Strategies) to the methodical and encyclopedic (IDEO’s Method Cards and W.I.R.E.’s Mind the Future). Placing ourselves in their midst, Parachutes was born from the need to think in both parts and wholes. 

<blockquote>“No one fragment carries the totality of the message, but each text (which is in itself a whole) has a particular urgency, an individual force, a necessity, and yet each text also has a  force which comes to it from all the other texts.” — Hélène Cixous</blockquote>

Though diverse in their topics and far-reaching in their speculations, these cards have a definite subject matter. Without speaking too much for the text itself—a sin every introduction is fated to commit—we try to make sense of a world in which hyperconnectivity has flattened space and collapsed time, untethered us from our bodies and fractured our identities; where static objects have given way to fluid experiences and organizations call forth communities of interaction rather than make products for individual consumption. 

Despite the supremacy of technology—and yet, somehow, because of it—people have never been in a better position to understand what it means to be human. In this tightly knit latticework of activity and feeling and thought, our connection with others can be felt as subtly and yet as directly as if we were swimming in a school of fish. Our study, now as ever, is the human being.

Above all, our aim has been to dismantle clichéd forms of thinking—the maps that lead us astray—in order to view the territory with fresh eyes. As we parachute into the reality of  the 21st century, we survey the land from a variety of elevations and scales, vistas and vantage points. Only in that way could we observe the land’s depth as well as its extent. Only when we consider both dimensions do essential patterns emerge.

<blockquote>“Writing has nothing to do with meaning. It has to do with landsurveying and cartography, including the mapping of countries yet to come.” — Gilles Deleuze and Félix Guattari</blockquote>

In the end, however, there can be no grand conclusion. One must always move forward, chart new territories, assimilate new findings. No all-seeing summit could be reached that would not be blind to itself. Alas, and yet thankfully, we are forever amid the trees."]]></description>
<dc:subject>classideas books cards publishing linear lewiscarroll wittgenstein obliquestrategies srg methodcards marshalmcluhan fragmentarythinking hyperconnectivity gilleseleuze félixguattari thinking order disorder juxtaposition howwered deleuze&amp;guattari cartography linearity organization hélènecixous hypertext connections media technology business guattari marshallmcluhan</dc:subject>
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<item rdf:about="http://thed4d.com/#/p/63">
    <title>The Department of the 4th Dimension: Short Film: Flying Lesson with Mr. Smolin</title>
    <dc:date>2015-12-13T00:32:44+00:00</dc:date>
    <link>http://thed4d.com/#/p/63</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["His students call him Schmo, Mr. Schmo, Big Daddy Schmo, or Pimp Daddy Schmo—and he’s pretty much the teacher we all wish we had. Los Angeles native Barry Smolin has been teaching English for 28 years. Lately, using a light saber, he’s been convincing ninth graders at Hamilton High in Los Angeles that really, there’s no difference between them and young Telemachus in the Odyssey. Funny, passionate, and brilliant, Smolin does the great names of literature justice while opening up young minds. Just never mention to him the saying “Those who can’t do, teach.”"]]></description>
<dc:subject>teaching howweteach pedagogy literature documentary via:christaflores 2015 learning relevance digressions messiness connections howwelearn context canon</dc:subject>
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<item rdf:about="http://www.lawyersgunsmoneyblog.com/2008/10/the-sub-prime-kristol-meltdown">
    <title>The Sub Prime Kristol Meltdown - Lawyers, Guns &amp; Money : Lawyers, Guns &amp; Money</title>
    <dc:date>2015-06-10T01:33:16+00:00</dc:date>
    <link>http://www.lawyersgunsmoneyblog.com/2008/10/the-sub-prime-kristol-meltdown</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["I remember back in the late ’90s when Ira Katznelson, an eminent political scientist at Columbia, came to deliver a guest lecture to an economic philosophy class I was taking. It was a great lecture, made more so by the fact that the class was only about ten or twelve students and we got got ask all kinds of questions and got a lot of great, provocative answers. Anyhow, Prof. Katznelson described a lunch he had with Irving Kristol back either during the first Bush administration. The talk turned to William Kristol, then Dan Quayle’s chief of staff, and how he got his start in politics. Irving recalled how he talked to his friend Harvey Mansfield at Harvard, who secured William a place there as both an undergrad and graduate student; how he talked to Pat Moynihan, then Nixon’s domestic policy adviser, and got William an internship at The White House; how he talked to friends at the RNC and secured a job for William after he got his Harvard Ph.D.; and how he arranged with still more friends for William to teach at UPenn and the Kennedy School of Government. With that, Prof. Katznelson recalled, he then asked Irving what he thought of affirmative action. “I oppose it”, Irving replied. “It subverts meritocracy.”"

[via https://twitter.com/elongreen/status/598146600058368000
via https://twitter.com/vruba/status/608293036699688960 ]]]></description>
<dc:subject>via:vruba 2008 billkristol irvingkristol privilege affirmitiveaction connections irakatznelson republicans georghwbush danquayle meritocracy</dc:subject>
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<item rdf:about="http://www.walkerart.org/channel/2015/insights-k-hole-new-york">
    <title>Insights: K-HOLE, New York — Insights: K-HOLE, New York — Channel — Walker Art Center</title>
    <dc:date>2015-03-28T08:56:16+00:00</dc:date>
    <link>http://www.walkerart.org/channel/2015/insights-k-hole-new-york</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["K-HOLE exists in multiple states at once: it is both a publication and a collective; it is both an artistic practice and a consulting firm; it is both critical and unapologetically earnest. Its five members come from backgrounds as varied as brand strategy, fine art, web development, and fashion, and together they have released a series of fascinating PDF publications modeled upon corporate trend forecasting reports. These documents appropriate the visuals of PowerPoint, stock photography, and advertising and exploit the inherent poetry in the purposefully vague aphorisms of corporate brand-speak. Ultimately, K-HOLE aspires to utilize the language of trend forecasting to discuss sociopolitical topics in depth, exploring the capitalist landscape of advertising and marketing in a critical but un-ironic way.

In the process, the group frequently coins new terms to articulate their ideas, such as “Youth Mode”: a term used to describe the prevalent attitude of youth culture that has been emancipated from any particular generation; the “Brand Anxiety Matrix”: a tool designed to help readers understand their conflicted relationships with the numerous brands that clutter their mental space on a daily basis; and “Normcore”: a term originally used to describe the desire not to differentiate oneself, which has since been mispopularized (by New York magazine) to describe the more specific act of dressing neutrally to avoid standing out. (In 2014, “Normcore” was named a runner-up by Oxford University Press for “Neologism of the Year.”)

Since publishing K-HOLE, the collective has taken on a number of unique projects that reflect the manifold nature of their practice, from a consulting gig with a private equity firm to a collaboration with a fashion label resulting in their own line of deodorant. K-HOLE has been covered by a wide range of publications, including the New York Times, Fast Company, Wired UK, and Mousse.

Part of Insights 2015 Design Lecture Series."

[direct link to video: https://www.youtube.com/watch?v=7GkMPN5f5cQ ]]]></description>
<dc:subject>k-hole consumption online internet communication burnout normcore legibility illegibility simplicity technology mobile phones smartphones trends fashion art design branding brands socialmedia groupchat texting oversharing absence checkingout aesthetics lifestyle airplanemode privilege specialness generations marketing trendspotting coping messaging control socialcapital gregfong denayago personalbranding visibility invisibility identity punk prolasticity patagonia patience anxietymatrix chaos order anxiety normality abnormality youth millennials individuality box1824 hansulrichobrist alternative indie culture opposition massindie williamsburg simoncastets digitalnatives capitalism mainstream semiotics subcultures isolation 2015 walkerartcenter maxingout establishment difference 89plus basicness evasion blandness actingbasic empathy indifference eccentricity blankness tolerance rebellion signalling status coolness aspiration connections relationships presentationofself understanding territorialism sociology ne</dc:subject>
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</item>
<item rdf:about="http://information-online.alia.org.au/content/seams-and-edges-dreams-aggregation-access-and-discovery-broken-world">
    <title>On seams and edges - dreams of aggregation, access and discovery in a broken world | ALIA</title>
    <dc:date>2015-03-06T05:52:03+00:00</dc:date>
    <link>http://information-online.alia.org.au/content/seams-and-edges-dreams-aggregation-access-and-discovery-broken-world</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Visions of technological utopia often portray an increasingly 'seamless' world, where technology integrates experience across space and time. Edges are blurred as we move easily between devices and contexts, between the digital and the physical.

But Mark Weiser, one of the pioneers of ubiquitous computing, questioned the idea of seamlessness, arguing instead for 'beautiful seams' -- exposed edges that encouraged questions and the exploration of connections and meanings.

With discovery services and software vendors still promoting 'seamless discovery' as one of their major selling points, it seems the value of seams and edges requires further discussion. As we imagine the future of a service such as Trove, how do we balance the benefits of consistency, coordination and centralisation against the reality of a fragmented, unequal, and fundamentally broken world.

This paper will examine the rhetoric of 'seamlessness' in the world of discovery services, focusing in particular on the possibilities and problems facing Trove. By analysing both the literature around discovery, and the data about user behaviours currently available through Trove, I intend to expose the edges of meaning-making and explore the role of technology in both inhibiting and enriching experience.

How does our dream of comprehensiveness mask the biases in our collections? How do new tools for visualisation reinforce the invisibility of the missing and excluded? How do the assumptions of 'access' direct attention away from practical barriers to participation?

How does the very idea of systems and services, of complex and powerful 'machines' ready to do our bidding, discourage us from seeing the many, fragile acts of collaboration, connection, interpretation, and repair that hold these systems together?

Trove is an aggregator and a community. A collection of metadata and a platform for engagement. But as we imagine its future, how do avoid the rhetoric of technological power, and expose its seams and edges to scrutiny."]]></description>
<dc:subject>seams edges interactiondesign collections archives mrkweiser timsherratt seamlessness connections meanings meaningmaking discovery trove fragmentation centralization technology systemsthinking collaboration interpretation repair repairing</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:daf6f82e56a3/</dc:identifier>
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</item>
<item rdf:about="http://tinysubversions.com/contentForever/">
    <title>Content, Forever</title>
    <dc:date>2014-12-26T17:56:52+00:00</dc:date>
    <link>http://tinysubversions.com/contentForever/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Got some time to kill and want to read a meandering essay by an algorithm with a short attention span? Tell us how many minutes you want to spend reading and a starting topic, and we'll whip something up.

Generated by walking through Wikipedia, inspired by James Burke's 1978 TV series Connections Here's how it works along with links to a bunch of draft versions."]]></description>
<dc:subject>generative reading wikipedia algorithm dariuskazemi 2014 jamesburke connections</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:b1aee31d9647/</dc:identifier>
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<item rdf:about="http://tumblr.austinkleon.com/post/104519065581">
    <title>This is an age of divorce. Things that belong... - Austin Kleon</title>
    <dc:date>2014-12-13T20:10:49+00:00</dc:date>
    <link>http://tumblr.austinkleon.com/post/104519065581</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["This is an age of divorce. Things that belong together have been taken apart. And you can’t put it all back together again. What you do is the only thing that you can do: you take two things that ought to be together and you put them back together. Two things, not all things! That’s the way the work has to go. You make connections in your work… That’s what we do, we people who make things. If it’s a stool or a film or a poem or an essay or a novel or a musical composition, it’s all about that. Finding how it fits together and fitting it together." — Wendell Berry]]></description>
<dc:subject>wendellberry making creating connections connecting togetherness writing music combinations remixing remixculture</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:867b036f48ca/</dc:identifier>
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<item rdf:about="http://shawncornally.com/wordpress/?p=4036">
    <title>The Overflowing Froth of Realness: Iowa BIG | ThinkThankThunk</title>
    <dc:date>2014-05-31T08:53:57+00:00</dc:date>
    <link>http://shawncornally.com/wordpress/?p=4036</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["It’s been slow, especially because I’m used to running my own little kingdom of a classroom, but Iowa BIG is bearing the fruit of a community-focused, project-based model.

The dream was to create a schooling experience with a seamless connection and sometimes blurred difference between who’s doing the learning and who’s doing the supporting of that learning. As I watch my students move out into the community to pitch their projects and seek support from local experts and interested parties, I can’t help but beam with pride.

I woke up this morning to an inbox full of reports and evidence of community building that I had no direct control of: students telling me that they met with local counselors and psychologists that have steered a project on mental health in a totally new direction; I didn’t do that. 300 people gathering to support a student’s long-term study of gender equality this Friday. I had such a small role in that.

Community Building, Inc.

It all comes down to the view of community building as a profession. I was brought into that fold by a local media company; their constant drum beat being that a built community, a connected network where the central node becomes less and less so, is vital to the success of schools, businesses, and the ability for residents to thrive.

I have to admit I didn’t get it at first… So, we should, um, have hang-outs at coffee shops? Sure, but what should the conversation be? You don’t get to plan that, but you do get to support it and help drive it. But don’t these Luddites have a complete lack of understanding of my beautiful vision for education? No/Yes, but they’re integral in creating a vision for education that’s more doable and effective than your “beautiful vision.”

At Iowa BIG, students, faculty, and, most importantly, the community at large pitch projects into our pool. The students then pull from that pool know already that the project matters to someone. The teaching and learning of the students overflows beyond any individual teacher so quickly, it’s almost amazing that we’ve intentionally left the community out of education for so long. Sure, parents support sporting events, and some donate money to the schools, but actual involvement in the educational process has been becoming more and more divorced.

Why else would we have such complicated conversations about grading? I know I’ve spilled some serious digital ink on the subject. If Wormeli is right, that grades are supposed to be communicative over time, instead of summative of a time, then why wouldn’t we carry that naturally beyond the preposterously reductionist practice of grading directly into instruction and mentoring?

As a teacher, my only real talent is the experience I have of working with young people. I can take the smallest tell and imagine what misconception or hang-up may be preventing that project/student from moving forward. That’s my profession. I am not so good at generating a thousand project ideas for every student and having all those ideas hit the mark. Many teachers suffer needlessly over this ineffable hubris that has been placed on the teaching profession: somehow, student interest and buy-in must stem from the teacher or else, I must be a bad teacher.

That’s impossible! For every student!? Impossible!

Yet, I see burned out teachers every May wishing for a break. I then see those same idealists stand up with a firmed chin in August to try it again. You know what they say about repetition…

Without creating a network of interconnected communicative nodes, all dedicated to the education of the network’s students, bringing them into how the community gets work done and needs work done, you’ll never achieve the individualized instruction that everyone claims to want. You’ll never attain the quandrant-D-OMG-engaging-real-world-real-real-World lessons everyone’s trying to design. The school budgets aren’t big enough, but a symbiotic, intentionally-built relationship between education, business, nonprofit, government, and so on?

That’ll do it.

Schools that are Just Killing It:

Blue Valley CAPS [http://www.bvcaps.org/s/1403/start.aspx ]
Northland CAPS [http://www.nkcschools.org/northland-caps ]
Makerspace@Lakewood City Schools [http://www.makerspacelcs.com/ ]
Eagle Rock, CO [http://www.eaglerockschool.org/ ]
Iowa BIG (obvi) [http://iowabig.org/ ]"]]></description>
<dc:subject>shawncornally iowa community mentors mentorships generalists teaching education openstudioproject lcproject learning relationships networks explodingschool iowabig bluevalleycaps nortlandcaps eaglerockschool control connections 2014 interconnectedness realworld projectbasedlearning pbl interconnected interconnectivity</dc:subject>
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<item rdf:about="http://squishynotslick.tumblr.com/post/86405919557/squishy-not-slick-the-edtech-futurist-version">
    <title>Squishy Not Slick - squishy not slick, the edtech futurist version / #thoughtvectors not call centers</title>
    <dc:date>2014-05-21T20:02:02+00:00</dc:date>
    <link>http://squishynotslick.tumblr.com/post/86405919557/squishy-not-slick-the-edtech-futurist-version</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["lots of rumblings lately, lots of connections

[most of this will just serve as placeholders until I have more time to fill in the missing pieces]

Is the future of educational technology going to look like a call center? (https://twitter.com/tressiemcphd/status/467867731254333441 )

Rob led me to Gardner Campbell’s talk (https://www.youtube.com/watch?v=kIzA4ItynYw ) [who I just realized is a colleague of some of my favorite people on the internet, @jonbecker and @twoodwar who are working on the #thoughtvectors thing at VCU], in which he explains the point of all this as ”networked transcontextualism,” which is the way to escape “the double bind,” a term from Gregory Bateson. (https://scholar.google.com/scholar?hl=en&q=gregory+bateson&btnG=&as_sdt=1%2C38&as_sdtp= )

In the same vein, Audrey Watters says all the right things (https://storify.com/rogre/more-audrey-watters-in-your-stream-please ) [and thanks to Rob for storifying it]

Seymour Papert (https://scholar.google.com/scholar?as_vis=1&q=seymour+papert&hl=en&as_sdt=1,38 ) keeps coming up [Campbell and Watters mention him]

Campbell’s “networked transcontextualism” especially reminded me of what Richard Elmore had to say about all this (http://www.c-span.org/video/?c4088865/richard-elmore-futures-school-reform ), that we’re moving from “nested hierarchy” to “networked relationships.”

Then Dan Meyer joined in, saying it with a Neil Diamond analogy. (http://blog.mrmeyer.com/2014/adaptive-learning-is-an-infinite-ipod-that-only-plays-neil-diamond/ )

This is all happens while I’m trying to make Sugata Mitra’s SOLE idea (http://www.ted.com/participate/ted-prize/prize-winning-wishes/school-in-the-cloud ), or something similar, happen in more traditional classrooms, an attempt at finding an alternate path, an escape from the call center version of our edtech future."]]></description>
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<item rdf:about="http://www.poetryfoundation.org/harriet/2014/04/seeing-from-between-toward-a-poetics-of-interloping/">
    <title>Seeing from Between: Toward a Poetics of Interloping : George Quasha : Harriet the Blog : The Poetry Foundation</title>
    <dc:date>2014-04-30T22:24:36+00:00</dc:date>
    <link>http://www.poetryfoundation.org/harriet/2014/04/seeing-from-between-toward-a-poetics-of-interloping/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Poetry is translation. It takes one kind of experienced or thought reality and turns it into language—a linguality or language reality that is conscious of itself in a way that’s relatively unusual. Of course this is obvious enough, and yet what’s not always so clear is how much the view of language we hold (actively or passively) determines the outcome. I suppose that, due to the attention given rather specialized emphases in recent poetics (language poetry, conceptualism, Oulipo, etc.), poets often find it necessary to takes sides on, or at least defend, values designated by words like “content,” “politics,” “experience”; this is understandable and may be useful to them and others (recent blogs by Camille Rankine and David Lau are particularly strong statements), especially in a context where respected poetic approaches appear exclusive in one way or another. Yet the simple fact that privileged words like “content” and “politics” do not have consistent meaning (beyond what a poet’s own work or a specific social context supplies) indicates that whatever we defend is not necessarily there the way we might believe it is. There are poets, as well, who center their activity at one level or another on this (post-Wittgensteinian) problematic of language, motivated perhaps by a certain vision of language or by a commitment to conscious language as intrinsically transformative. It should be obvious that focus on the substance of language itself does not mean that these poets are not concerned, even passionately, with issues like gender, racial equality, ecology, or the menace of capitalism, militarized police and State power. They may show up at the barricades, even if their work is not written to be read at the barricades.

Significant new directions in poetry have often come from outside the literary frame as such, and this might alert us to how much innovative poetic values and approaches are not only “literary” in nature, but are conscious attempts to embody radically alternative reality views by way of language. (In an important sense poetry is pre-literary, and it is arguably fundamental to the nature of language itself. Literature, in this perspective, is historically later and is constructed on poetic foundations while often running counter to poetic values. We may come to see as well how poetry can be post-literary.) Looked at in this way, poetry may be seen as language you must learn—learn by way of its implicit poetics—in order to participate in alignment with its principles. To see this more clearly I suggest a liminalist approach, one foot in a literary poetic and one foot not."

…

"Arakawa, collaborating pervasively with Gins, created charged language spaces on canvas, poetic action zones that challenge habits of reading, viewing and thinking at a level comparable to Blake’s all-out assault on limits of consciousness. Their 1979 The Mechanism of Meaning: Work in progress (1963-1971, 1978) unites painting and book in a way that creates a powerful event in both visual art and poetics. They have worked conceptually in a way related to both Dada and Duchamp’s developments thereof, but they always focused on an inquiry into certain principles, which they thought to have implications far beyond art alone."

…

"All intelligible connection with the world for Helen Keller is a language event occurring physically between her and another person. She + another create together a liminality that is the known/knowing world. Blank is also the space of an indeterminacy of agency: who/what’s doing the doing—what Arakawa/Gins call “the perceiving field.” I think here of Maurice Blanchot’s fiction with a poetics, Thomas the Obscure (Station Hill Press, 1988), in which at a certain point of shifting textual perspectivity it takes us performatively into the book reading the reader. His notion of récit (story, narrative, a telling) has resonance for all of the above: “not the narration of an event, but that event itself, the approach to that event, the place where that event is made to happen.”"]]></description>
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<item rdf:about="http://telia.tumblr.com/post/47269888111/roger-ebert-died-a-couple-of-days-ago-and-for-some">
    <title>word up</title>
    <dc:date>2013-04-08T15:46:02+00:00</dc:date>
    <link>http://telia.tumblr.com/post/47269888111/roger-ebert-died-a-couple-of-days-ago-and-for-some</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Roger Ebert said “we’re all dying in increments.” But the way his death triggered a reaction in me, I realized that the dead also die in increments. Everyday, things that hold memories for us of others slip away. A bookstore closes. An old house that was red gets painted blue. Roger Ebert dies. And the things we went back to – subconsciously or consciously – to remind us of someone start to disappear as well. And that’s kinda-almost-maybe-coulda-cried sad.

But, the bright side (and there is a bright side), is we also continue living in increments. How crazy is it that we pass something of ourselves onto seemingly inanimate objects? Or TV personalities that we’ve never actually met? They hold something of us for the people who know us – and hold the key. Like one of those old lock boxes in train stations. And that makes me kinda-almost-maybe-coulda-smiled happy. And definitely worth a thumbs up.

The question then becomes – what memories are you unconsciously creating for others? What people, places, and things are you loading with meaning that won’t fully sink in until you ship out… or at least, move cross country?"]]></description>
<dc:subject>rogerebert 2013 death relationships incremental increments memory memories connections triggers subconscious</dc:subject>
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<item rdf:about="http://www.designculturelab.org/2013/03/31/5-things-about-ubiquitous-computing-that-make-me-nervous/">
    <title>5 Things About Ubiquitous Computing That Make Me Nervous | Design Culture Lab</title>
    <dc:date>2013-03-31T18:19:10+00:00</dc:date>
    <link>http://www.designculturelab.org/2013/03/31/5-things-about-ubiquitous-computing-that-make-me-nervous/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["[I]t is difficult to develop a critical perspective whilst in school that includes the possibility of *not* designing something, simply because we force them to make things."

"[O]ur imaginations are not as strong when we come to the task of redesigning design itself."

"to understand … *process* as a form of social, cultural, political, ethical, etc. *agency*"

***

"1. Technological determinism & defeatism

Or, the cultural belief that technological development and progress is inevitable, and we have to adapt.

2. Technological solutionism

Or, the cultural belief that technology is the best solution to life’s problems.

3. Quantification imperatives

Or, the cultural belief that everything can and should be measured, and that everyday life would be better if all our decisions were based on these data.

4. Connection & sharing imperatives

Or, the cultural belief that everyday life would be better if more information was transmissible and accessible to people.

5. Convenience & efficiency imperatives

Or, the cultural belief that people would be better off if there were more technologies to make daily life more convenient, and common tasks more efficient."

"Like many students facing a critique of their practice, they struggled to understand how they could proceed. Some still focussed on how to provide the right solutions to the right problems (I asked who should get to decide what is right); others wanted to know how they could predict the likelihood of something bad happening (I pointed back to #3); and a few wanted ethical guidelines (I wondered if this fell under #2, or if I needed to add a #6, Prescriptive imperatives). Taking a more pedagogical perspective, a couple of students recognised that it is difficult to develop a critical perspective whilst in school that includes the possibility of not designing something, simply because we force them to make things."

"A few students even accused me of being defeatist and anti-technology in my critique, but I responded that I never said that ubicomp shouldn’t be designed, and neither did I say that we couldn’t create technologies in more critical, or interrogative ways. A serious problem, I think, is that our imaginations are not as strong when we come to the task of redesigning design itself. Design still suffers, for example, from having contradictory interests in sustainability and planned obsolescence, and still responds to the perils of mass production through the design of small-run luxury goods. In these, and other cases, one problem is simply substituted for another–and the solutionist imperative encourages us to respond by designing and producing more and more in turn.

In my class this term we’re using Anne Balsamo’s Designing Culture as a starting point for identifying when, where and how designers make decisions. For all our focus on teaching students to design digital and physical products, I don’t think we’re doing a good enough job of getting them to understand their process as a form of social, cultural, political, ethical, etc. agency. There is still, I think, too much emphasis on design process as some sort of mythical, mystical, essentially ineffable, act of creation.

This problem, I think, is further compounded in more critical approaches, where design effectively begins and ends with the creative act."

…

"By articulating “things that make me nervous” instead of talking about “things that are bad,” I had hoped to help students realise that critique is also not a final act. I wanted them to keep moving, to keep acting–but with greater awareness, responsibility and accountability. Critique shouldn’t stop us from acting or, in my opinion, tell us how to act. Critical awareness should help us situate ourselves, make active decisions to do some things and not others, and accept the consequences of these actions for ourselves and others."

***

[See also: 

"And indeed true “interrogative” works, in my estimation, are best when they suspend questions indefinitely. They press and hold two or more opposing functions or symbolic/expressive gestures together at once, without resolve."

"resisting the seduction of “solutions” in design where “problems” become invisible" 

http://hastac.org/forums/disability-moving-beyond-access-academy 

and 

"Sometimes *not* building is the right answer, but it is not one that architects are trained to recommend." 

http://www.wired.com/wired/archive/8.06/koolhaas_pr.html ]]]></description>
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    <title>Tupperwolf: Anonymous asked: How the hell do you find all these interesting things you post to your reading Twitter? How do you go searching for these veins?</title>
    <dc:date>2013-02-24T21:29:10+00:00</dc:date>
    <link>http://vruba.tumblr.com/post/40879189256/how-the-hell-do-you-find-all-these-interesting-things</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Veinily is a useful way of seeing it. You never find an interesting thing on its own. And things are rarely interesting in themselves: everything makes sense as a product of its causes, after all. What are interesting are things in certain contexts, making connections that you could not have anticipated, doing kinds of things you did not know could be done.

Ignore rebels. Ignore lawgivers. Look for people who are sincerely willing to be either or neither, as the situation demands. Look for ones who (1) love the world as it is and (2) see how to make it better. People who rely on only one of those qualities tend to be more famous, more firework-y, and uninteresting."]]></description>
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    <title>Above the Silos: Social Reading in the Age of Mechanical Barriers (Travis Alber &amp; Aaron Miller) | Book: A Futurist's Manifesto</title>
    <dc:date>2012-09-04T06:15:28+00:00</dc:date>
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    <dc:creator>robertogreco</dc:creator><description><![CDATA[[See also: http://book.pressbooks.com/table-of-contents ]

"A book and its patterns, and the place we sit reading it, and the person we fall in love with, can become forever tied together. It is at this level that reading interests and addicts us. We think of it as a solitary act, but it’s often the connections we make back to the real world that make it so rewarding. These connections are sometimes even more interesting when made across larger gulfs. Fake worlds, or extinct ones, can interest us more than the one we live in. We’re fascinated by fictional characters when they mimic or reflect real personalities. Even the most outlandish science fiction can be interesting in this way, because of the allegory, or the grand sense of scale that crisply dramatizes contemporary issues, or the parallels we can make between even the most alien worlds and our own. It’s these very large, meaningful connections that are the ultimate goal of reading. It’s the understanding we gain, or at least feel we gain, about the world we live in, and the people…"]]></description>
<dc:subject>bookfuturism books oreilly o'reillymedia 2012 readsocial.net readsocial socialreading ebooks bookglutton groupreading browsers bookgluttony howweread networks connections via:litherland social reading aaronmiller travisalber browser</dc:subject>
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</item>
<item rdf:about="http://caterina.net/2012/08/11/in-the-january/">
    <title>11 year old boys make a neighborhood « Caterina.net</title>
    <dc:date>2012-08-14T04:32:04+00:00</dc:date>
    <link>http://caterina.net/2012/08/11/in-the-january/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[[Laure gave me a copy of this beautiful book.]

"In the January 2012 issue of The Believer, there is an interview with cartographer Denis Wood, who created Everything Sings, a representation of Boylan Heights, NC, where he lives and raised his children. The maps are not typical maps, instead they depict, according to the article (I don’t have this book, though I’m ordering it!) “the light that fills the streets, the delivery routes of local newspapers, the face of pumpkins in front of homes at Halloween”, among others. Wood says:

"I wanted to think about what a neighborhood is. What makes a neighborhood a neighborhood? What are the characteristics of neighborhoodness? There’s a theorist named Leonard Bowden who had the idea that neighborhoods are created by eleven-year-old preadolescent males. Intheir running through the neighborhood and connecting families together, crossing fences, going into homes that their parents would go into, and knowing people that their parents would never even acknowledge, they create the neighborhood. Not girls, because girls were not given the privilege of raning like the boys were, and not older boys, because they were being directed by the school toward classmates at a distance.""

[The interview: http://www.believermag.com/issues/201201/?read=interview_wood ]]]></description>
<dc:subject>cities books maps mapping caterinafake neighborhoods edg srg thechildinthecity communities leonardbowden northcarolina boylanheights place meaning catalysts bonds connections bindingagents deniswood</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:856b00f53f71/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:bindingagents"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:deniswood"/>
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</item>
<item rdf:about="http://www.newyorker.com/online/blogs/books/2012/07/how-to-use-semicolons.html">
    <title>Semicolons; So Tricky : The New Yorker</title>
    <dc:date>2012-08-10T23:44:34+00:00</dc:date>
    <link>http://www.newyorker.com/online/blogs/books/2012/07/how-to-use-semicolons.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["[I]t still seems to have a vestigial interrogative quality to it, a cue to the reader that the writer is not finished yet; she is holding her breath."

"With a period, the four words sink at the end: SHE LOOKED at me. The semicolon keeps the words above water: because of that semicolon, something about her look is going to be significant."

"If I had invented the interrogative ellipsis, I think I’d have gone with “Punctuation???” Or maybe “Punctuation;” it would have the effect of suggesting that you supply your own subtitle."]]></description>
<dc:subject>connections seams marynorris 2012 semicolons language communication grammar writing semicolon seamlessness</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:b8edde715527/</dc:identifier>
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</item>
<item rdf:about="http://metropolism.com/magazine/2011-no5/documenta-13-100-notes/english">
    <title>Metropolis M » Magazine » 2011 No5 » dOCUMENTA (13) Thinks Ahead</title>
    <dc:date>2012-05-15T16:29:34+00:00</dc:date>
    <link>http://metropolism.com/magazine/2011-no5/documenta-13-100-notes/english</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["A collection of notes is a curious archive of attempts. Attempts to understand the language we use, the logic we trace, and the images we generate to understand life today. Carolyn Christov-Bakargiev, the artistic director of dOCUMENTA (13), would say that these notebooks are “worlding” exercises, weaving and stringing together different potentials.’"

"we are really interested in exploring artistic research. Artists, like scientists, are pioneers when it comes to creating new forms of connectivity between worlds that seem to have nothing in common with each other. They embark on the endless study of everything that contributes to different formulations of what we call reality. Taking artistic research seriously means accepting disorganisation within the relationship between disciplines that deal with contemporary art. The rise of cultural studies, critical theory, and the many variations of post-Marxist understanding of the relationship between art and economics is the fruit of…"]]></description>
<dc:subject>sketchbooks worldbuilding worlding sensemaking meaningmaking meaning cv howwethink howwecreate howwelearn howwework research art multidisciplinary crossdisciplinary crosspollination interdisciplinary interdisciplinarity artisticresearch connections potentials sketching drawing language logic deschooling unschooling glvo notebooks 2012 carolynchristov-bakargiev chusmartinez documenta(13) documenta understanding notetaking notes learning makingsense</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:cac50eb6fced/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:carolynchristov-bakargiev"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:chusmartinez"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:documenta(13)"/>
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</item>
<item rdf:about="http://88constellations.net/">
    <title>88 Constellations for Wittgenstein</title>
    <dc:date>2012-05-11T06:03:45+00:00</dc:date>
    <link>http://88constellations.net/</link>
    <dc:creator>robertogreco</dc:creator><dc:subject>wittgenstein constellations astronomy connections via:litherland</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:0fe0cf274c17/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:constellations"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:astronomy"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:via:litherland"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://5880.me/20120429/jd-notes/">
    <title>Notes from a six-day workshop with Johanna Drucker at MIT (April 2012) - 5880</title>
    <dc:date>2012-05-01T14:55:31+00:00</dc:date>
    <link>http://5880.me/20120429/jd-notes/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Notes from a six-day workshop with Johanna Drucker at MIT (April 2012)

[ALL APOLOGIES FOR MIS/INFORMATION BELOW. THESE ARE UNEDITED NOTES WRITTEN IN THE MOMENT AT MIT HYPERSTUDIO]"]]></description>
<dc:subject>2012 instagram datamining attribution augmentedreality gps alancole alphabethistoriography historiography pantographia databases credit granularity visualtheory interfacedesign interface gis discovery search navigation narration narrative design hyperstudio brooklynbeta digitalhumanities continuity flow cabinetsofcuriosity structure scale collaborativeproduction authoringtools stevemambert readability reading.am connections serendipity ecologyoftools language complexity reading anthologies pinboard maps mapping conversation visualization temporality folksonomy tagging tags computation analytics collaboration collaborativewriting annotation traffic users walking local content notes johannadrucker maxfenton ar</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:9c50c36f65c4/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:authoringtools"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:stevemambert"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:reading.am"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:serendipity"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:ecologyoftools"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:language"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:complexity"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:reading"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:anthologies"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:pinboard"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:johannadrucker"/>
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</item>
<item rdf:about="http://metalab.harvard.edu/2012/02/twitter-nprs-morning-edition-and-dreams-of-flatland/">
    <title>Twitter, NPR’s Morning Edition, and Dreams of Flatland | metaLAB (at) Harvard</title>
    <dc:date>2012-02-22T07:24:12+00:00</dc:date>
    <link>http://metalab.harvard.edu/2012/02/twitter-nprs-morning-edition-and-dreams-of-flatland/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["“Wellman is finding that Twitter isn’t flat,” Vidantam says—as if Tom Friedman’s chimerical “flatness” (the analytic value of which has proven to be nil) is the only possible quality of transformative political agency.

In last year’s revolutions, it wasn’t flatness that gave social media its power. It was its hyperlocality, its novel blending of intimate communities and witness at a distance.

Other work in which Wellman is involved argues for the richness of real-world community life that gets instantiated in Twitter. In a paper called “Imagining Twitter as an Imagined Community,” Wellman & his coauthors find that Twitter networks are “the basis for a real community, even though Twitter was not designed to support the development of online communities. There they conclude that “studying Twitter is useful for understanding how people use new communication technologies to form new social connections and maintain existing ones.”

Here’s the thing: Twitter is part of the “real world.”"]]></description>
<dc:subject>networks hyperlocal flatness connections place language nationality borders barrywellman shankarvidantam andycarvin tejucole communitites thomasfriedman worldisflat 2012 matthewbattles community twitter sociology socialmedia geography horizontality horizontalidad</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:3fef5de451aa/</dc:identifier>
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</item>
<item rdf:about="http://www.poynter.org/latest-news/top-stories/160301/5-provocative-ideas-sparked-by-women-in-media/">
    <title>5 provocative ideas sparked by women in media | Poynter.</title>
    <dc:date>2012-01-27T08:34:16+00:00</dc:date>
    <link>http://www.poynter.org/latest-news/top-stories/160301/5-provocative-ideas-sparked-by-women-in-media/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["From the many, many ideas Popova has sparked in my brain, one has stuck more stubbornly than any other: We need to start treating discovery, connection and sharing as creative acts."

"Why do these heady observations on nostalgia matter for busy media professionals? Because I’d argue there’s real opportunity in our affinity for nostalgia. Think of Instagram: I’d argue it’s taken off partly because its filters lend an artificial veneer of nostalgia to those in-the-moment digital photos; they instantly make a moment seem more distant or unrecoverable."

[via: http://bettyann.tumblr.com/post/16433811360 ]]]></description>
<dc:subject>humor comedy longform homicidewatch discovery connections curation instagram 2012 nostalgia connection sharing cv media journalism mariapopova mattthompson creativity</dc:subject>
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<item rdf:about="http://www.youtube.com/watch?&amp;v=uTprAVmG204">
    <title>Books In Browsers 2011: James Bridle, &quot;Books as Data&quot; - YouTube</title>
    <dc:date>2012-01-26T03:36:39+00:00</dc:date>
    <link>http://www.youtube.com/watch?&amp;v=uTprAVmG204</link>
    <dc:creator>robertogreco</dc:creator><dc:subject>bookmarking change publishing contents longformtext text translation digitization piracy design art breadth velocity socialdata annotation commonplacebooks experience readmill information social depth ebooks hyperlinks twitter history networks bookshelves connections libraries footnotes notes marginalia context longreads digitalshorts penguin booksinbrowsers digital books jamesbridle 2011</dc:subject>
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<item rdf:about="http://www.elearnspace.org/blog/2011/10/30/a-few-simple-tools-i-want-edu-startups-to-build/">
    <title>elearnspace › A few simple tools I want edu-startups to build [Quote is just one of three tools discussed]</title>
    <dc:date>2011-10-30T20:16:09+00:00</dc:date>
    <link>http://www.elearnspace.org/blog/2011/10/30/a-few-simple-tools-i-want-edu-startups-to-build/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Geoloqi for curriculum…it combines your location with information layers. For example, if you activate the Wikipedia layer, you’ll receive updates when you are in a vicinity of a site based on a wikipedia article. One of the challenges with traditional classroom learners is the extreme disconnect between courses and concepts. Efforts to connect across subject silos are minimal. However, connections between ideas and concepts amplifies the value of individual elements. If I’m taking a course in political history, receiving in-context links and texts when I’m near an important historical site would be helpful in my learning. Mobile devices are critical in blurring boundaries: virtual/physical worlds, formal/informal learning."]]></description>
<dc:subject>georgesiemens stephendownes geoloqi geolocation rss email grsshopper visualization 2011 informallearning learning education patternrecognition sensemaking connections place meaning mobilelearning atemporality crossdisciplinary interdisciplinarity interdisciplinary multidisciplinary wikipedia media context location makingsense</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:0af0569b8ef6/</dc:identifier>
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</item>
<item rdf:about="http://mleddy.blogspot.com/2010/10/stefan-hagemann-guest-writer-how-to.html">
    <title>Orange Crate Art: Stefan Hagemann, guest writer: How to answer a professor</title>
    <dc:date>2011-08-15T23:58:12+00:00</dc:date>
    <link>http://mleddy.blogspot.com/2010/10/stefan-hagemann-guest-writer-how-to.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Be interested in a lot of things: Some questions are designed to test your command of a set of facts, and some leave little room for interpretation. Once in awhile, a question might even permit a “yes” or “no” answer. But often you’ll be dealing with open-ended questions, ones about which there is much to say and from many angles. Recognize that most open-ended questions range across academic disciplines and areas of interest, and do your best to develop a good grasp of the world around you. Good question-answerers read widely, talk to their peers and professors, attend on-campus events such as plays and concerts, and (I’m guessing here) subscribe to PBS and NPR. Good question-answerers also listen. If you know a little bit about the world around you and make an effort to experience your immediate environment, you may be surprised by your ability to add outside knowledge to your answers. Broad experience equals (or at least increases the chance for) serendipity."]]></description>
<dc:subject>serendipity interested interestingness interesting stefanhagemann howto teaching learning education experience pbs npr knowledge generalists via:lukeneff 2010 noticing connections observation listenting inquiry honesty power relationships universities colleges highereducation highered interestedness</dc:subject>
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<item rdf:about="http://snarkmarket.com/2011/6937">
    <title>Children of Troy « Snarkmarket</title>
    <dc:date>2011-06-09T05:41:23+00:00</dc:date>
    <link>http://snarkmarket.com/2011/6937</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["This little correspondence cracked like lightning in my head. I mean, it’s no big deal; it’s a small thing, it’s a letter, they were both in Michigan, it makes perfect sense. And yet, and yet: Clifton Wharton, president of Michigan State University, and Marguerite Hart, librarian of Troy—a tangible thread connected them. And as soon as you realize that, you can’t help but imagine the other threads, the other connections, that all together make a net, woven before you were born, before you were even dreamed of—a net to catch you, support you, lift you up. Libraries and universities, books and free spaces—all for us, all of us, the children of Troy everywhere.

What fortune. Born at the right time."

[…]

"And it’s not the librarian laughing and crying at the same time here; it’s me. Every time I’ve read these letters, it’s me."]]></description>
<dc:subject>snarkmarket robinsloan libraries troy cityoftroy books memories memory childhood reading librarians connections knowledge freespaces letters universities michigan michiganstate ebwhite isaacasimov cliftonwharton margueritehart johnburns 1971 2011 publiclibraries education learning experience comments</dc:subject>
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<item rdf:about="http://www.dachisgroup.com/2011/04/the-future-is-podular/">
    <title>The future is podular « Dachis Group Collaboratory</title>
    <dc:date>2011-05-01T05:35:14+00:00</dc:date>
    <link>http://www.dachisgroup.com/2011/04/the-future-is-podular/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Pods don’t answer every business problem. Like any other strategic decision, choice to go podular involves inherent risks & tradeoffs. A podular system is certainly not the most efficient or consistent way to conduct business. There is more redundancy in this kind of system, which usually means greater cost. When units are autonomous, activity will also be more variable, which means it will be less consistent.

The bet you are making with a podular strategy is that the increase in value to customers, paired w/ increased resiliency in your operations, will more than offset the increases in costs. It’s a fundamental tradeoff & thus a design decision: the more flexible and adaptive you are, the less consistent your behavior will be. The benefit, though, is that you unleash people to bring more of their intelligence, passion, creative energy & expertise to their work. If you’re in an industry where these things matter (& who isn’t), then you should take a look at podular design."]]></description>
<dc:subject>management socialbusiness hierarchy mesh meshnetworks autonomy redundancy motivation flexibility tcsnmy administration leadership organization organizations passion creativity nodes networks networkedlearning networkculture decisionmaking connectivism connections efficiency chains empowerment democracy business dachisgroup podular 2011</dc:subject>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:efficiency"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:chains"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:empowerment"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:democracy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:business"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:dachisgroup"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:podular"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2011"/>
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</item>
<item rdf:about="https://twitter.com/oddhack/status/59890800720494592">
    <title>Twitter / @Francis Barton: In my dream last night I w ...</title>
    <dc:date>2011-05-01T03:52:52+00:00</dc:date>
    <link>https://twitter.com/oddhack/status/59890800720494592</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["In my dream last night I was explaining in depth to work colleagues who @rogre is, and why his delicious.com links are so good."]]></description>
<dc:subject>francisbarton ego rogre del.icio.us connections dreams internet web cv</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:15d9f43bb45f/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:ego"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:rogre"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:del.icio.us"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:connections"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:dreams"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:web"/>
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</item>
<item rdf:about="http://www.nytimes.com/2011/04/26/science/26lab.html">
    <title>Joichi Ito Named Head of M.I.T. Media Lab - NYTimes.com</title>
    <dc:date>2011-04-26T05:23:51+00:00</dc:date>
    <link>http://www.nytimes.com/2011/04/26/science/26lab.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["For centuries diplomas have been synonymous w/ the nation’s universities.

That makes MIT’s decision to name a 44-year old Japanese venture capitalist who attended, but did not graduate, from 2 American colleges as director of one of the world’s top computing science laboratories an unusual choice…

Mr. Ito first attended Tufts where he briefly studied computer science but wrote that he found it drudge work. Later he attended the U of Chicago where he studied physics, but once again found it stultifying…later wrote of his experience: “I once asked a professor to explain the solution to a problem so I could understand it more intuitively. He said, ‘You can’t understand it intuitively. Just learn the formula so you’ll get the right answer.’ That was it for me.”

Mr. Ito’s colleagues minimize the fact that he is w/out academic credentials. “He has credibility in an academic context,” said Lawrence Lessig…"]]></description>
<dc:subject>mit medialab joiito larrylessig innovation dropouts postcredentials credentials alternative alternativeeducation learningbydoing 2011 creativecommons unschooling deschooling connectivism connections mozilla venturecapital mitmedialab vc</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:91e47f432c20/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:joiito"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:innovation"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2011"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:unschooling"/>
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</item>
<item rdf:about="http://outrospection.org/2011/04/19/754">
    <title>Podcast: Empathy, mutual aid and the anarchist prince</title>
    <dc:date>2011-04-25T03:50:45+00:00</dc:date>
    <link>http://outrospection.org/2011/04/19/754</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Peter Kropotkin was one of the greatest thinkers of the nineteenth century, who managed to multi-task as a Russian prince, renowned geographer and revolutionary anarchist. In this interview with Phonic FM, a wonderful community radio station based in Exeter, I discuss how Kropotkin’s ideas about ‘mutual aid’ relate to my own work on empathy, and why Kropotkin is a prophet for the art of living in the twenty-first century. The interview lasts around 50 minutes."]]></description>
<dc:subject>peterkropotkin empathy anarchism romankrznaric outrospection mutualaid history 2011 podcasts tolisten philosophy science politics peacebuilding ethics interviews lcproject unschooling deschooling society policy law cognitiveempathy affectiveempathy perspective understanding radicalsocialchange socialchange conversation learning crosspollination crossdisciplinary strangers conversationmeals interdisciplinary facilitating connectivism connections generalists cooperation cooperativegroups</dc:subject>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:conversationmeals"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:interdisciplinary"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:facilitating"/>
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</item>
<item rdf:about="http://www.avclub.com/articles/sarah-vowell,53450/">
    <title>Sarah Vowell | Books | Interview | The A.V. Club [via: http://snarkmarket.com/2011/6762]</title>
    <dc:date>2011-03-23T07:54:42+00:00</dc:date>
    <link>http://www.avclub.com/articles/sarah-vowell,53450/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["And when I first saw one of those [banyan] trees, I thought, “That is how I think.” Little thoughts just sprout off and drip down and take root, and then they end up supporting more and more tendrils of thought, until it all coheres into one thing, but it’s still rickety-looking and spooky. I like to think that my tangents have a point. I do love a tangent. I think part of it is inherent within the discipline of non-fiction.

I always found that when I was a college student and researching my papers always the night before—and this was before the Internet—I’d be in the library and I’d find one thing, and see something else and want to follow that, which now is how the Internet has taught us to think, to click on link after link after link. But there is something inherent in research that fosters that way of thinking, and then there’s this other interesting thing, and that builds and builds…"]]></description>
<dc:subject>classideas tangents libraries howwework howwelearn distraction cv christianity colonialism hawaii indigenousrights missionaries sarahvowell nonfiction fiction writing mind internet web exploration meandering thinking connections</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:cde6b1453ee1/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:christianity"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:hawaii"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:missionaries"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:sarahvowell"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:nonfiction"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:fiction"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:writing"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:mind"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:internet"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:web"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:exploration"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:meandering"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:thinking"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:connections"/>
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</item>
<item rdf:about="http://www.toutfait.com/issues/volume2/issue_5/articles/gerrard/gerrard.html">
    <title>&quot;Wittgenstein Plays Chess with Duchamp or How Not to Do Philosophy: Wittgenstein on Mistakes of Surface and Depth&quot; by Steven B. Gerrard</title>
    <dc:date>2011-03-14T02:10:44+00:00</dc:date>
    <link>http://www.toutfait.com/issues/volume2/issue_5/articles/gerrard/gerrard.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["We should not think of the difficulty or resistance here as a psychological matter, as an individual’s  quirk.  Wittgenstein’s sights were broader, surveying (and diagnosing) his whole culture.  As he wrote in the Foreword to Philosophical Remarks:

"This book is written for such men as are in sympathy with its spirit. This spirit is different from the one which informs the vast stream of European and American civilization in which all of us stand. That spirit expresses itself in an onwards movement, in building ever larger and more complicated structures; the other in striving after clarity and perspicuity in no matter what structure."

In these matters the individual needs neither psychoanalysis nor shock therapy; it is philosophy that is required:  a philosophical striving after clarity and perspicuity, a philosophical straining (and training) to constantly conquer temptation anew and to see the sense visible amidst the nonsense and the nonsense clothed as sense."]]></description>
<dc:subject>philosophy art games chess marcelduchamp wittgenstein clarity perspicuity sensemaking connections psychoanalysis shocktherapy complexity simplicity philosophicalremarks stevengerrard seeing seeingtheworld perception nonsense sense cv makingsense</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:59b4cc932fe5/</dc:identifier>
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</item>
<item rdf:about="http://berglondon.com/blog/2011/02/23/totems-and-city-avatars/">
    <title>Totems and City Avatars – Blog – BERG</title>
    <dc:date>2011-02-26T21:56:28+00:00</dc:date>
    <link>http://berglondon.com/blog/2011/02/23/totems-and-city-avatars/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[At one point during City Tracking, I commented that I still felt a connection to London during my time in San Francisco through the bike-key on my keyring (above)…

The bike-key has no functionality without the service: it’s just an RFID tag inside a piece of plastic. The service itself is unavoidably located in London. The computer systems that run it do not have to be, but the bikes themselves – the critical hardware within the service – cannot be located anywhere else.

The city and the service are tied together.

And so, for me, that keyfob that I pass through my fingers when I pick my keys up, or fidget with them in my pocket, is not just a service avatar; it’s an avatar for a city…

On my keyring, everywhere I go, I carry a piece of London."]]></description>
<dc:subject>tomarmitage berg berglondon avatars cities london inception memory totems objects socialobjects memoryobjects keyfobs connections physical representation</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:d01970969a4f/</dc:identifier>
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</item>
<item rdf:about="http://www.newyorker.com/reporting/2011/01/17/110117fa_fact_brooks?currentPage=all">
    <title>What the science of human nature can teach us : The New Yorker</title>
    <dc:date>2011-01-22T17:33:17+00:00</dc:date>
    <link>http://www.newyorker.com/reporting/2011/01/17/110117fa_fact_brooks?currentPage=all</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["cognitive revolution…provides different perspective on our lives…emphasizes relative importance of emotion over pure reason, social connections over individual choice, moral intuition over abstract logic, perceptiveness over I.Q…

We’ve spent generation trying to reorganize schools to make them better, but truth is people learn from people they love…

…she communicated distinction btwn mental strength & mental character…stressed importance of collecting conflicting information before making up mind…calibrating certainty level to strength of evidence…enduring uncertainty for long stretches as answer became clear…correcting for biases…

…gifts he was most grateful for had been passed along by teachers & parents inadvertently…official education was mostly forgotten or useless…

There weren’t even words for traits that matter most—having sense of contours of reality, being aware of how things flow, having ability to read situations the way a master seaman reads rhythm of ocean."]]></description>
<dc:subject>psychology neuroscience science brain culture toshare tcsnmy learning whatmatters emotions emotionalintelligence eq davidbrooks uncertainty relationships teaching education careers consciousness cognitiverevolution cognition morality preceptiveness cv observation connections connectivism love bias character certainty reality schools unschooling deschooling people society flow experience racetonowhere fulfillment happiness subconscious shrequest1</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:cc6847c4d8ff/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:eq"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:davidbrooks"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:careers"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:consciousness"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:cognitiverevolution"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:cognition"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:preceptiveness"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:cv"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:love"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:schools"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:unschooling"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:deschooling"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:people"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:society"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:racetonowhere"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:subconscious"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:shrequest1"/>
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</item>
<item rdf:about="http://santafelead.org/2011/01/464/">
    <title>Chaos Theory at Play in the Middle School: A Redeeming Vision | Santa Fe Leadership Center</title>
    <dc:date>2011-01-17T22:56:14+00:00</dc:date>
    <link>http://santafelead.org/2011/01/464/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["…rarely do I make it to the end of day & look back at a purposeful, sustained march…In spite of ability to adapt to unexpected & turn surprise into teachable moment, teachers…are often uncomfortable w/ change & uncertainty…there may be something inherent about middle schoolers that requires, even dictates, a more flexible, free flowing style of management…There is probably no age group in a greater state of flux & transformation…In some ways, life in MS may mirror…world of quantum physics.…random events that seem to defy pattern & determinism…relationships btwn students, teacher & parents give meaning to our action…in seemingly endless series of encounters…saving grace, redeeming motif that makes it all worth it is the quality of the relationships & one’s ability to alter & affect life in MS by the humanity, kindness & humor one brings to each new crisis/encounter/situation."

[Linkrot workaround: http://santafelead.org/464/ ]]]></description>
<dc:subject>middleschool cv teaching learning quantumphysics chaostheory predictablity messiness tomrosenbluth relationships tcsnmy lcproject slowlearning slow flexibility growth adolescence pedagogy flow structure planning education unpredictability humor grace kindness connectivism connections quantummechanics quantumtheory</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:17ac45a1c950/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:quantumtheory"/>
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</item>
<item rdf:about="http://kottke.org/10/12/james-burkes-connections-online">
    <title>James Burke's Connections online</title>
    <dc:date>2010-12-24T09:42:20+00:00</dc:date>
    <link>http://kottke.org/10/12/james-burkes-connections-online</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Every episode of the classic science/history series Connections (as well as Connections 2 and 3) is available online at YouTube."]]></description>
<dc:subject>jamesburke connections science history towatch technology culture documentary</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:d1025305f217/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:history"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:technology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:culture"/>
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</item>
<item rdf:about="http://designobserver.com/feature/networks-before-the-internet/23058/">
    <title>Alexandra Lange: Networks Before the Internet: Observers Room: Design Observer</title>
    <dc:date>2010-12-11T18:06:48+00:00</dc:date>
    <link>http://designobserver.com/feature/networks-before-the-internet/23058/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["On the wall at the Noguchi Museum's excellent new show, On Becoming an Artist: Isamu Noguchi & His Contemporaries, 1922-1960, is the flow chart above, reducing the artistic collaborations of a lifetime to a series of black lines. Charts like these are a bit of an obsession for mid-century design historians. There's one on the cover of Gordon Bruce's monograph on Eliot Noyes. Metropolis published this chart of Philip Johnson's many tentacles. Charles Eames even doodled one of his own. They are a quick & pseudo-scientific way to make an important point: the worlds of art, design & architecture at mid-century were small, & all the players closely entwined. We think of Noguchi as a sort of Zen genius, Gordon Bunshaft as a pushy corporate pawn, but the two worked together for years. Bunshaft may have given Noguchi his best commissions, like Connecticut General, below, & even had a Noguchi at his lovely Hamptons house. Our idea of the personalities breaks down in the face of data."]]></description>
<dc:subject>isamunoguchi eames gordonbunshaft modernism networks art artists design connections philipjohnson architecture designobserver alexandercalder constantinbrancusi johncage fridakahlo buckminsterfuller florenceknoll stuartdavis louiskahn richardneutra crosspollination hermanmiller georgenelson alexandralange</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:af03b39a4e49/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:hermanmiller"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:georgenelson"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:alexandralange"/>
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</item>
<item rdf:about="http://text-patterns.thenewatlantis.com/2010/11/making-connections.html">
    <title>Text Patterns: making connections</title>
    <dc:date>2010-11-13T07:56:27+00:00</dc:date>
    <link>http://text-patterns.thenewatlantis.com/2010/11/making-connections.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["We need some faculty who are irresponsible to their disciplines & responsible first to integrating & connecting knowledge. This is a precise & concise summation of what I’ve tried to do for many years now. There’s a price to be paid for this kind of thing, of course: expanded interests do not yield expanded time. The day’s number of hours remain constant…So the more I explore topics, themes, books, films — whatever — outside the usual boundaries of my official specialization, the less likely it is that I will read every new article, or even every new book, in “my field."…Is the unswerving focus on a specifically bounded area of specialization the sine qua non of scholarship? Is it even intrinsic to scholarship? Is there not another model of scholarship whose primary activity is “integrating and connecting knowledge”?

I think there is such a model…I’ll be looking for new and interesting connections for the rest of my life. That’s how my mind works…"]]></description>
<dc:subject>academia scholarship interdisciplinary multidisciplinary generalists knowledge specialists crossdisciplinary connections specialization</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:aba3a8feb5da/</dc:identifier>
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</item>
<item rdf:about="http://smartpei.typepad.com/robert_patersons_weblog/2010/09/fixing-education-the-social-environment-is-the-key.html">
    <title>Robert Paterson's Weblog: Fixing Education - #The Social Environment is the Key</title>
    <dc:date>2010-10-31T22:01:57+00:00</dc:date>
    <link>http://smartpei.typepad.com/robert_patersons_weblog/2010/09/fixing-education-the-social-environment-is-the-key.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["The average class size is 12. This is in the realm of conversation that has an upper limit of close to 20. It means that many clases are about 8 which is the ideal human social design for conversation. When groups are over 23 conversation is impossible. There are two many possible connections.

Yes smaller classes are better. But reducing a class size from 34 to 26 achieves nothing. The Zone is 13 or less with 8 being best. Not a matter of opinion just as the laws of gravity are not a matter for debate either."]]></description>
<dc:subject>groups groupsize dunbar dunbarnumber schools education learning conversation robertpatterson teaching social environment resilience empathy lcproject tcsnmy socialresponsibility connections</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:4def332705f4/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:dunbarnumber"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:robertpatterson"/>
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</item>
<item rdf:about="http://snarkmarket.com/2010/6351">
    <title>A family resemblance of obsessions « Snarkmarket</title>
    <dc:date>2010-10-13T02:18:07+00:00</dc:date>
    <link>http://snarkmarket.com/2010/6351</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Blogs — the best blogs — are public diaries of preoccupations. The reason why they are preoccupations is that you need someone who is continually pushing on the language to regenerate itself. The reason why they are public is so that those generations and regenerations and degenerations can find their kin, across space, across fame, across the likelihood of a connection, and even across time itself, to be rejoined and reclustered together.

Because that is how language and language-users are reborn; that is how the system, both artificial and natural, loops backward upon and maintains itself; because that is how a public and republic are made, how a man can be a media cyborg, and also become a city. That’s how this place where we gather becomes home."]]></description>
<dc:subject>timcarmody language blogs blogging definitions cyborgs regenerations degenerations connections neologisms words time etymology ego cv obsessions obsession snarkmarket robinsloan timmaly family-resemblance meaning conversation gamechanging perspective learning understanding misunderstanding wittgenstein</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:8bac898af588/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:robinsloan"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:gamechanging"/>
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</item>
<item rdf:about="http://varnelis.net/network_culture/the_financialization_of_everyday_life">
    <title>The Financialization of Everyday Life | varnelis.net</title>
    <dc:date>2010-09-06T18:38:35+00:00</dc:date>
    <link>http://varnelis.net/network_culture/the_financialization_of_everyday_life</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["For future generations, the experience of rediscovering long-lost friends will be unfamiliar. Similarly, new friends are all too easy to make. If alienation was in part the product of feeling alone in a city or in mass society, misunderstood and unable to find others like oneself, today the Internet makes it possible for us to connect to a massive number of dispersed, networked publics brought together around particular taste cultures. Through social networking sites, we come to regard each other as intimates even before we have met. Intimacy is now a matter of keeping up the "telecocoon," the steady, ambient conversation that keeps individuals together regardless of how far apart they are."]]></description>
<dc:subject>kazysvarnelis networks networkedpublics urban urbanism isolation alienation cities mobility connections dispersion ambient ambientconversation ambientintimacy looseties etiquette internet web social socialnetworking</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:53de7e3db4e8/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:looseties"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:web"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:social"/>
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</item>
<item rdf:about="http://innovationunit.wordpress.com/2010/07/21/shakespeare-would-have-wanted-the-kids-at-kingsmead-school-to-study-the-simpsons/">
    <title>Shakespeare would have wanted the kids at Kingsmead school to study the Simpsons « Disciplined Innovation</title>
    <dc:date>2010-07-26T05:43:18+00:00</dc:date>
    <link>http://innovationunit.wordpress.com/2010/07/21/shakespeare-would-have-wanted-the-kids-at-kingsmead-school-to-study-the-simpsons/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["People who don’t understand education often think that a teacher’s job is to introduce students to unfamiliar things. Actually, the best teachers help their students to look at familiar things with new eyes – so physics teaches students to look at suspension bridges in a new way, biology completely alters their understanding of saliva, and learning about the Holocaust completely transforms what they think when someone calls somebody else ‘queer’ on the playground. It’s wonderful when a teacher introduces you to something that you’ve never encountered before, but it’s just as wonderful when teachers turn the everyday into something rich and strange."]]></description>
<dc:subject>pedagogy shakespeare exposure education teaching tcsnmy connections meaning everyday perspective</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:c57edc1695ea/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:pedagogy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:shakespeare"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:tcsnmy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:connections"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:meaning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:everyday"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:perspective"/>
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</item>
<item rdf:about="http://www.davidbyrne.com/art/tree_drawings/index.php">
    <title>DavidByrne.com - Tree Drawings / Arboretum</title>
    <dc:date>2010-07-25T16:04:48+00:00</dc:date>
    <link>http://www.davidbyrne.com/art/tree_drawings/index.php</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Drawing/diagrams in the form of trees, which both elucidate & obsfucate roots of contemporary phenomena & terminology. Sort of like borrowing evolutionary tree format & applying it to other, often incompatible, things. In doing so a kind of humorous disjointed scientism of mind heaves into view.

Published by McSweeney's...Straight from sketchbook, smudges & all, plus a 4-foot foldout guide. It’s an eclectic blend of faux science, automatic writing, satire, & an attempt to find connections where none were thought to exist—a sort of self-therapy, allowing the hand to say what the voice cannot. Irrational logic, it’s sometimes called. The application of logical scientific rigor * form to basically irrational premises. To proceed, carefully & deliberately, from nonsense, with a straight face, often arriving at a new kind of sense. The world keeps opening up, unfolding, & just when we expect it to be closed—to be a sealed, sensible box—it shows us something completely surprising."

[via: http://bobulate.com/post/849400482/blood-sweat-and-felt-markers ]]]></description>
<dc:subject>davidbyrne information design visualization infographics culture books diagrams art maps mcsweeneys sensemaking logic diagramming order ordering terminology scientismofmind fauxscience automaticwriting satire connections forcedconnections irrationallogic drawings mapping makingsense</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:d89cd4136b21/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:scientismofmind"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:automaticwriting"/>
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</item>
<item rdf:about="http://www.ethanzuckerman.com/blog/2010/07/13/tedglobal-steve-johnson-chance-favors-the-connected-mind/">
    <title>…My heart’s in Accra » TEDGlobal: Steve Johnson – Chance favors the connected mind</title>
    <dc:date>2010-07-16T05:52:58+00:00</dc:date>
    <link>http://www.ethanzuckerman.com/blog/2010/07/13/tedglobal-steve-johnson-chance-favors-the-connected-mind/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Johnson has been thinking about coffeehouses because he’s interested in question, Where Do Good Ideas Come From? (more or less...his new book.) He tells us that we have shortcomings in our language in discussing ideas. Our language – flash of insight, stroke of genius, epiphany – focus on ideas as atomic & disconnected. But an idea is a network – it’s a new configuation w/in your brain. How do you get your brain into new places where ideas can form?...

Great ideas aren’t flashes of insights – they’re the cobbling together of diverse ideas into a new configuation. So we need to let go of the image of Netwon, the apple & discovery of gravity. It’s rarely about individual contemplation – it’s more about the sort of chaotic, free-flowing ideas that happen in the coffeehouse or around dinner table. We need to build spaces like this, including in their offices...

People tend to compress their stories of discovery into a Eureka moment. In truth, most great ideas a “slow hunches”."]]></description>
<dc:subject>stevenjohnson ted chance crosspollination crossdisciplinary interdisciplinary connections innovation mind hunches coffeehouses ideas conversation design ethanzuckerman brain discovery howwework workplace tcsnmy lcproject schooldesign science coffeeshops</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:5eba008a858b/</dc:identifier>
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</item>
<item rdf:about="http://www.ulrikereinhard.com/stories/50787/">
    <title>Who is Who: Sir Ken Robinson - The Element</title>
    <dc:date>2010-07-09T21:27:58+00:00</dc:date>
    <link>http://www.ulrikereinhard.com/stories/50787/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["If you don't love what yo do - you are not in the element. This is in short the message of Sir Ken Robinson's latest book." [Interview here: http://blip.tv/file/3862851 ]
]]></description>
<dc:subject>education innovation kenrobinson tcsnmy standardization reform change gamechanging history schools schooling industrial work linear unschooling deschooling agesegregation purpose convenience howardgardner adhd learning theelement fads conformism customization diversity process understanding cv outcomes connections howwework howwelearn creativity engagement curriculum linearity</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:d3b354c49ffb/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:kenrobinson"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:history"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:howardgardner"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:understanding"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:cv"/>
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</item>
<item rdf:about="http://www.psychologytoday.com/articles/200710/the-privacy-paradox">
    <title>The Privacy Paradox</title>
    <dc:date>2010-07-05T02:29:28+00:00</dc:date>
    <link>http://www.psychologytoday.com/articles/200710/the-privacy-paradox</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["physically healthy but emotionally fragile & easily dejected...may not be clinically depressed, but suffer from...dysthymia, mild, low-level, pervasive depression that saps life of beauty, even as one continues to function.

problem may lie in frayed connections to friends, relatives, coworkers, & especially 10s-100s of strangers we pass every day. Punishing schedules & myriad affiliations provide ties that are illusory. People experience profound dissonance because they are in company of others but not truly connected...

In contrast...our ancestors probably sat & talked & worked in close proximity to family & friends...

Introverts may experience the pull of privacy especially acutely. If you are a highly sensitive person, you may be more perceptive about social cues, such as others' feelings, language & tone of voice. The endless nuanced emotional information can be overwhelming, urging you to withdraw. So you may have to push yourself all the harder to be around others."

[via: http://twitter.com/avantgame/status/17757813344 ] [Might explain why a full day of class at TCSNMY (mostly same kids all day), while tiring, leaves me feeling good, but a day interrupted by meetings leaves me in a funk.]]]></description>
<dc:subject>introverts privacy relationships modernity social work life psychology emotions anxiety depression dysthymia connections</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:b31b1b74cc4b/</dc:identifier>
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</item>
<item rdf:about="http://www.niemanlab.org/2010/06/why-link-out-four-journalistic-purposes-of-the-noble-hyperlink/">
    <title>Why link out? Four journalistic purposes of the noble hyperlink » Nieman Journalism Lab</title>
    <dc:date>2010-06-09T06:50:17+00:00</dc:date>
    <link>http://www.niemanlab.org/2010/06/why-link-out-four-journalistic-purposes-of-the-noble-hyperlink/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Links are good for storytelling. Links give journalists a way to tell complex stories concisely... Links keep the audience informed. Professional journalists are paid to know what is going on in their beat. Writing stories isn’t the only way they can pass this knowledge to their audience... Links are a currency of collaboration. When journalists use links to “pay” people for their useful contributions to a story, they encourage and coordinate the production of journalism... Links enable transparency. In theory, every statement in news writing needs to be attributed. “According to documents” or “as reported by” may have been as far as print could go, but that’s not good enough when the sources are online."
]]></description>
<dc:subject>storytelling web writing hypertext links journalism transparency collaboration jonathanstray nicholascarr sharing references connections information internet stories</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:1a6ad27dd9da/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:storytelling"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:writing"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:hypertext"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:links"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:jonathanstray"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:sharing"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:internet"/>
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</item>
<item rdf:about="http://john.jubjubs.net/2009/08/21/adventures-of-the-mind/">
    <title>Adventures of the Mind « John’s Blog</title>
    <dc:date>2010-05-16T22:09:58+00:00</dc:date>
    <link>http://john.jubjubs.net/2009/08/21/adventures-of-the-mind/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["...you never know when a decision you make is going to have a profound effect in your life. At least, I’ve never been able to tell. So my coping strategy — what I do to make everything work for me — is try to put myself into situations where there are tons of great choices, tons of great people, tons of great outcomes possible — so that it makes the odds that I make some really important & good choices that much better." [via: http://metacool.typepad.com/metacool/2010/05/metacool-john-lilly.html]
]]></description>
<dc:subject>choice serendipity importance planning cv vision purpose learning opportunity life decisions decisionmaking people connections conversation chance</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:ee7173de2921/</dc:identifier>
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<item rdf:about="http://joi.ito.com/weblog/2010/05/13/focusing-on-eve.html">
    <title>Focusing on everything - Joi Ito's Web</title>
    <dc:date>2010-05-16T22:08:29+00:00</dc:date>
    <link>http://joi.ito.com/weblog/2010/05/13/focusing-on-eve.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["One of the great thoughts in the book is the idea that you should set a general trajectory of where you want to go, but that you must embrace serendipity and allow your network to provide the resources necessary to turn any random events into a highly valuable one and that developing that network comes from sharing and connecting by helping others solve their problems and build things."
]]></description>
<dc:subject>2010 focus joiito serendipity ties social people connections messiness trajectory purpose cv conversation networks sharing time life flexibility chance opportunity</dc:subject>
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<item rdf:about="http://www.stevenberlinjohnson.com/2010/04/the-glass-box-and-the-commonplace-book.html">
    <title>stevenberlinjohnson.com: The Glass Box And The Commonplace Book [If you are looking at this, you are looking at my commonpace book—Delicious.]</title>
    <dc:date>2010-05-01T18:03:34+00:00</dc:date>
    <link>http://www.stevenberlinjohnson.com/2010/04/the-glass-box-and-the-commonplace-book.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["“commonplacing,”...transcribing interesting/inspirational passages from reading, assembling personalized encyclopedia of quotes...central tension btwn order & chaos, btwn desire for methodical arrangement, & desire for surprising new links of association...rereading of commonplace book becomes new kind of revelation...holds promise that some long-forgotten hunch will connect in new way w/some emerging obsession...words could be copied, re-arranged, put to surprising new uses in surprising new contexts. By stitching together passages written by multiple authors, w/out explicit permission/consultation, new awareness could take shape...connective power of web is stronger than filtering...partisan blogs usually 1 click away from opposites...[in] print or f2f groups [leap to] opposing point of view...rarer...reason web works wonderfully...leads us...to common places, not glass boxes...journalists, educators, publishers, software devs, & readers—keep those connections alive."
]]></description>
<dc:subject>hunches stevenjohnson ipad books print web google search connections commonplacebooks johnlocke thomasjefferson notetaking quotations quotecollections cv howwework connectivism recursion history creativity copyright context connectivity hypertext internet journalism language literature media reading writing technology research 2010 drm education learning patterns patternrecognition revelation</dc:subject>
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</item>
<item rdf:about="http://www.good.is/post/college-and-the-reputation-based-economy/">
    <title>College and the Reputation-based Economy - GOOD Education - GOOD</title>
    <dc:date>2010-04-05T21:15:52+00:00</dc:date>
    <link>http://www.good.is/post/college-and-the-reputation-based-economy/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["A young person without much money or connections can build whuffie by trading what they do have: time and energy. These days, you can contact just about anybody you admire or whose work you are interested in through the Internet and ask them if you can help them in any way, ask them to be your mentor, or just simply ask them a question.]]></description>
<dc:subject>deschooling unschooling education colleges universities schools diy socialnetworking meritocracy cv glvo change lcproject tcsnmy accreditation credentials connections money whuffie admissions highereducation</dc:subject>
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<item rdf:about="http://www.edge.org/q2010/q10_9.html#gopnik">
    <title>The World Question Center: The Edge Annual Question — 2010: How is the internet changing the way you think?: Alison Gopnik: The Strangers in the Crib</title>
    <dc:date>2010-01-13T03:50:32+00:00</dc:date>
    <link>http://www.edge.org/q2010/q10_9.html#gopnik</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Attention and learning work very differently in young brains. Young animals have much more wide-spread cholinergic transmitters than adults and their ability to learn doesn't depend on planned, deliberate attention. Young brains are designed to learn from everything new, or surprising or information-rich, even when it isn't particularly relevant or useful.]]></description>
<dc:subject>edge 2010 internet attention learning children generations connections tcsnmy reading experience information relevance</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:d406883108fa/</dc:identifier>
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<item rdf:about="http://www.nytimes.com/2009/08/11/science/11naming.html?pagewanted=all">
    <title>Reviving the Lost Art of Naming the World - NYTimes.com</title>
    <dc:date>2009-08-12T06:29:49+00:00</dc:date>
    <link>http://www.nytimes.com/2009/08/11/science/11naming.html?pagewanted=all</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["We are, all of us, abandoning taxonomy, the ordering and naming of life. We are willfully becoming poor J.B.R., losing the ability to order and name and therefore losing a connection to and a place in the living world.

No wonder so few of us can really see what is out there. Even when scads of insistent wildlife appear with a flourish right in front of us, and there is such life always — hawks migrating over the parking lot, great colorful moths banging up against the window at night — we barely seem to notice. We are so disconnected from the living world that we can live in the midst of a mass extinction, of the rapid invasion everywhere of new and noxious species, entirely unaware that anything is happening. Happily, changing all this turns out to be easy. Just find an organism, any organism, small, large, gaudy, subtle — anywhere, and they are everywhere — and get a sense of it, its shape, color, size, feel, smell, sound. Give a nod to Professor Franclemont and meditate, luxuriate in its beetle-ness, its daffodility. Then find a name for it. Learn science’s name, one of countless folk names, or make up your own. To do so is to change everything, including yourself. Because once you start noticing organisms, once you have a name for particular beasts, birds and flowers, you can’t help seeing life and the order in it, just where it has always been, all around you."
]]></description>
<dc:subject>via:preoccupations taxonomy language observation words naming names nature life order sustainability earth living awareness curiosity engagement learning biology science tcsnmy glvo edg srg invention meaning connections understanding animals plants carolkaesukyoon</dc:subject>
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