Pinboard (robertogreco)
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recent bookmarks from robertogrecoresin watch lab2024-01-20T20:36:28+00:00
https://resin.watch/
robertogrecoresinwatchlab resin microbrands colorado watches 2024 experimental experimentation materials watchcanon unproduct nonproducthttps://pinboard.in/https://pinboard.in/u:robertogreco/b:0ec34a6c8360/Experimental Publishing Compendium: Practice: Annotating2024-01-01T03:35:43+00:00
https://compendium.copim.ac.uk/practices/53
robertogrecoannotation via:justinpickard web ebooks marginalia hypertext form digital experimentation experimental hyperlinks hyperlinking text reviews reviewing howweread howwewrite reading writing toolkit onlinetoolkit webdev webdesign publishinghttps://pinboard.in/https://pinboard.in/u:robertogreco/b:9beafed1aab0/Perspectives: Susie Taylor - YouTube2023-12-29T06:52:25+00:00
https://www.youtube.com/watch?v=8fLsVPegwqM
robertogrecoweaving origami textiles susietaylor sanjose 2023 kaysekimachi trudeguermonprez art fiberart arts craft process looms innovation invention creativity problemsolving bmcm+ac cloth experimentation johanssonprojects artists bauhaus blackmountaincollege bmchttps://pinboard.in/https://pinboard.in/u:robertogreco/b:83195ce767e3/El Sonido: Helado Negro: Ecos of Healing on Apple Podcasts2023-07-14T07:15:12+00:00
https://podcasts.apple.com/us/podcast/helado-negro-ecos-of-healing/id1677011949?i=1000621120832
robertogrecoelsonido 2023 heladonegro music albinacabrera músicalatina latinamerica español spanish miami nyc robertocarloslange electronica lidopimienta luisalfredodelvalle kristisword juanamolina luizabrina kelmanduran nickhakim rosalía badbunny colombia perú brasil brazil puertorico us mercedessosa alfredozitarrosa atahualpa nicómedessantacruz latinx clubfonograma reggaeton raeggaeton reguetón reggaetón experimentation collaboration creativity soundhealling collectives language víctorjarahttps://pinboard.in/https://pinboard.in/u:robertogreco/b:4d20e4ef42fb/Children and Technology - by L. M. Sacasas2023-06-15T21:57:22+00:00
https://theconvivialsociety.substack.com/p/children-and-technology
robertogrecolmsacasas education children 2020 childhood technology wonder neilpostman consumption consumerism conviviality ivanillich albertborgmann storytelling stories poetry teaching howweteach parenting resistance mediation experimentation limits limitations constraintshttps://pinboard.in/https://pinboard.in/u:robertogreco/b:83607cbbf7c0/Why Language is Always Changing with Valerie Fridland - Factually! - 214 - YouTube2023-06-14T15:24:34+00:00
https://www.youtube.com/watch?v=z3zfMUBTDl0
robertogrecovaleriefridland adamconover 2023 language english rules linguistics sociolinguistics influence gatekeeping evolution change howwespeak marginalization race racism society icelandic german malleability class standards standardization prescriptivism power access howwewrite writing communication tradition moralism morality judgement grammar vocabulary pronunciation wordchoice history noamchomsky wordorder structure brain humans functionalism rhetoric conversation dialog discourse slang creativity location innovation experimentation words ethnicity subcultures dragculture nonconformity speech toughness rebellion aave vernacular solidarity companionship familiarity informal community informality easy comfort counterculture edginess outsiders appropriation vikings norsehttps://pinboard.in/https://pinboard.in/u:robertogreco/b:70ea7b440072/There's Nothing Unnatural About a Computer2023-05-03T16:57:32+00:00
https://www.growbyginkgo.com/2023/03/14/theres-nothing-unnatural-about-a-computer/
robertogreco2023 jamesbridle computers computing multispecies morethanhuman intelligence ai artificialintelligence nature howwethink indigeneity indigenous knowledge claireevans unschooling deschooling being waysofbeing sensors sensing allthesenses birds birding birdwatching plants plumbing gardening relationships systems networks climatechange technology society sustainability slow small human humans bodies understanding aborigines memories libraries archives archiving culture oraltradition stories storytelling transmission observation time change speculation speculativedesign animals data place perception experimentation experientiallearning place-based wildfires entanglement anthropocene australia greece earthquakes extinction sustainedobservation knowledgetransmission howwelearn unshooling deachooling preservation survival internetofanimalshttps://pinboard.in/https://pinboard.in/u:robertogreco/b:8a4b5b04f89a/The Dawn of Everything w/ David Wengrow - The Dig2021-11-15T20:36:11+00:00
https://www.thedigradio.com/podcast/the-dawn-of-everything-w-david-wengrow/
robertogrecodavidrengrow astrataylor 2021 davidgraeber thedawnofeverything history anthropology archaeology alternative society civilization hunter-gatherers technology agriculture socialinequality inequality power domination information relationships politics cahokia americanbottom economics control violence hierarchy knowledge commodities production oralhistory algonquin horizontality candyrock debate participatorydemocracy directdemocracy abandonment change rejection pueblos monopolies revolt enlightenment wyandot wendat huron indigeneity indigenous georgessioui lahontan adario kondiaronk kandiaronk iroquois slavery antislavery marxism time linearity modesofproduction economy indigenouscritique europe freedom equality labor class ows occupywallstreet democracy scale social families community communities africa northamerica kinship clans cities globalization culture groupsize borders passports regions nationstates egalitarianism urban urbanism language megasites science academia highered highereducation teotihuacánhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:fe6a389f7c42/Childhoods in More Just Worlds: An International Handbook, Edited by Timothy Kinard and Gaile S. Cannella – Myers Education Press2021-11-05T00:35:43+00:00
https://myersedpress.presswarehouse.com/browse/book/9781975504113/Childhoods-in-More-Just-Worlds
robertogrecochildren unschooling mariakromidas timothykinard gailecannella 2021 deschooling justicee socialjustice conviviality multispecies morethanhuman place placebasededucation education learning howwelearn teaching howweteach childhood experientiallearning relationships sallybarnes suegrieshaber emilymurphy hannahdyer parenting innocence politics play thereselindgren sweden us neoliberalism environment environmentaljustice kyliesmith caseymyers marektesar mindyblaise claireo’callaghan creativity experimentation pedagogy luzmurillo literacy josémartínezhinestroza agency liberation freedom i-fanglee becoming christopherbrown davidbarry daheiku refusal resistance schools schooling schoolreadiness theodoralightfoot jennyritchie decolonization colonialism colonization well-being newzealand maori aoterroa mereskerrett mandypierlejewski gyulavamosi romani uk preschool mladoivanovic migration immigration michaelo’loughlin renatadeassis bodeis globalization curriculum equity inequality multiculturalism anhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:89d3175078c7/Interviews: Aneil Rallin and Kartika Budhwar - YouTube2021-10-20T15:26:53+00:00
https://www.youtube.com/watch?v=VHuolyg4WZE
robertogrecoaneilrallin kartikabudhwar writing howwewrite reading howwetread collaboration form education academia academics highereducation highered experimentation whiteness alternative queer immigration language english americanenglish teaching howweteach progressive progressivism radical radicalism activism change place being essays fiction genre pedagogy learning howwelearn clarity communication conversation interviews india ushttps://pinboard.in/https://pinboard.in/u:robertogreco/b:66088e70eaa0/Audrey Watters on the history of teaching machines in our schools and the misuse of ed tech today | Talk Out of School2021-09-27T21:01:46+00:00
https://talk-out-of-school.simplecast.com/episodes/audrey-watters-on-the-history-of-teaching-machines-in-our-schools-and-the-misuse-of-ed-tech-today
robertogrecoaudreywatters 2021 edtech education technology freedomschools bfskinner teachingmachines schools imperialism mechanization learning howwelearn howweteach history schooling schooliness capitalism economics danieltanner billgates industry children humanism kevinkelly whattechnologywants training standardization standardizedtesting gatesfoundation policy politics allengolston mariosavio personalization exploitation inevitability resistance business schooldistricts relationships social luddites luddism testproctoring privacy contracts data information datagathering surveillance surveillancecapitalism shoshanazuboff marketing corporations privatization investments branding equity inequality individualization individualism collectivism theranos elizabethholmes ethics experimentation consent society software faketilyoumakeithttps://pinboard.in/https://pinboard.in/u:robertogreco/b:aa1849f2c5b0/Transcript: Ezra Klein Interviews Alison Gopnik - The New York Times2021-07-02T21:22:02+00:00
https://www.nytimes.com/2021/04/16/podcasts/ezra-klein-podcast-alison-gopnik-transcript.html
robertogrecoalisongopnik 2021 ezraklein children care psychology philosophy consciousness caregiving canon howwethink meditation howwelearn play learning exploration multispecies neuroscience brains human humans school unschooling executivefunction beginnersmind buddhism noticing teaching howweteach education preschool nurturing goals goalsetting focus attention decisionmaking purpose numinous self perception senses allthesenses waysofbeing neotenty film fiction sciencefiction ai artificialintelligence intelligence experimentation intuition impulse caretaking safety security control allsortshttps://pinboard.in/https://pinboard.in/u:robertogreco/b:04f0eb47f9ea/Democracy in Action - YouTube2020-11-10T02:27:37+00:00
https://www.youtube.com/watch?v=Apbl6Iuqkvc
robertogrecoblackmountaincollege bmc democracy johndewey 2020 jaymiller education highered participatory experience experimentation experientiallearning learning howwelearn highereducation johnandrewrice liberalarts practice history consensus governance decisionmaking conflict inclusion inclusivity politics refuge immigration inclusiveness equality jasonmillerhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:56d9f3a1eaa4/Politics at Black Mountain College - Digital Exhibition - Black Mountain College Museum + Arts Center2020-10-16T02:47:42+00:00
https://www.blackmountaincollege.org/politicsdigitalportal/
robertogrecoblackmountaincollege bmc education gender race community fbu workprogram democracy johnandrewrice experimentation unschooling deschooling learning politics benshahn integration almastonewilliams asheville josephinelevine bmcm+achttps://pinboard.in/https://pinboard.in/u:robertogreco/b:fba360de1ea1/Catherine Burke: Colin Ward and Anarchist Educational Concepts of the 1960s and ’70s: “We make the road by walking.” | Mediathek 785042020-09-29T18:19:28+00:00
https://hkw.de/en/app/mediathek/video/78504
robertogrecocatherineburke colinward 2019 education unschooling deschooling 1960s 1970s learning anarchism anarchy children walking architecture upbringing schools bodies control freedom liberation urban urbanism geography jonathanmiller design schooling borderlands borders barriers edges liminalspaces wemaketheroadbywalking paulofreire feet classroom teaching howweteach pedagogy cooperation collaboration space alecclegg progressive measurement assessment streetwork 1973 incidentallearning informallearning anthonyfyson thechooli’dlike edwardblishen containment enclosure relationships experimentation experience experientialeducation place purpose community situatedlearning johndewey cities play creativity radicalism peripheries radicaleducation art arts curriculum walls peterperi stewardstreetschool thechildinthecity horizontality democracy environment roaming exploration verticality permeability meaning meaningmaking interpretation sensemaking carletonwashburne paulgoodman open openness openclassrooms socializatiohttps://pinboard.in/https://pinboard.in/u:robertogreco/b:5f7f82db7d79/Hypnotic Devices Program Preview - Supernova Previews2020-09-16T04:39:23+00:00
https://watch.supernova.video/supernova-2020-official-program-previews/videos/hypnotic-devices-program-preview
robertogrecohypnoticdevices games gaming videogames animation interactivefiction nobynobyboy keitatakahashi experimentation experimental form multiliteracies papersplease studiooleomingus davidoreilly shedreamselsewhere virtualreality vr supernova film adamrobinsonyu ashorthike bearwarp blusterblunder studiozevere queenbeegames spinch taleoftales theendlessforest underaporcelainsun tjhughes palomadawkins nour museumofsymmetry adamgryu lucaspope toplayhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:8846a6329d81/Dan 태영 on Twitter: "It is absolutely wild and unjust that in many/most schools, you can be *expelled* for having bad grades. Imagine that you were on a hike on a mountain with a group. The group says: if you fall behind, we will kick you out of our gr2020-08-20T01:46:38+00:00
https://twitter.com/dantaeyoung/status/1272275976454537216
robertogrecosocial workers can move like cops. public health workers can move like cops. academics can move like cops. teachers and school administrators can move like cops. policing is built into the fabric of so many of our public institutions and infrastructure. we must undo that.
Is it really a place for learning, or a place for fear and competition? Institutions of supposed learning have been sites of policing where you have to be “good enough” to not be exiled. This is deeply violent and policing and harmful. Grading is part of this: a tool of policing
Learning has been systematically harmed by teaching: a culture of grades and exile as primary forms of punishment. As a teacher I can “feel” the expectations and uncertainties of school culture from my students. Institutions of teaching don’t easily support cultures of learning.
This makes me incredibly angry. Every class, it takes a while to get to a place where we can experiment and find things together: the norms of the school is so strong, in all of us. What do we expect, having spent time in schools that hold a carceral mindset? Or an elitist one?
There are alternatives: treat classes like reading groups, or a exploratory research group, where you discover things together. There is only an us. Knowledge isn’t transmitted from teacher to student, rather, learning is about playing together, finding more ways to play together
Learning isn’t lectures; it’s co-learning / cooperative / collective organizing. So many good thinkers and practioners and writings along this line Montessori, Vygotsky, Illich, Ranciere, La Paperson, Jo Freeman. (Do you know any - esp by bipoc?)
Where are the places where learning (not teaching) is really supported and celebrated? Where are the centers of learning that put learning first, that really let us remember what it’s like to discover and explore and be curious, that can actively undo trauma around schools?
Imagine teachers without the inner cop, prison. It’s one thing to do it in a classroom, but we NEED to feel this energy across an entire institution, a joyous co-conspiratory energy of researching and finding and sharing with each other. Full of support, care, mutual respect.
so grateful to @jeffreymoro for articulating so clearly the category of educational “cop shit” (“any pedagogical technique or technology that presumes an adversarial relationship between students and teachers”) & the need to get it out of the classroom https://twitter.com/jeffreymoro/status/1228345239984918528
<3 [bell hooks, teaching to transgress] [image with the following quote]
Traditional education deemphasizes the reality that professors are in the classroom to offer something of ourselves to the students. The erasure of the body encourages us to think that we are listening to neutral, objective facts, facts that are not particular to who is sharing the information. We are invited to teach information as though it does not emerge from bodies.
Significantly, those of us who a re trying to critique biases in the classroom have been compelled to return to the body to speak about ourselves as subjects in history. We are all subjects in history. We must return ourselves to a state of embodiment in order to deconstruct the way power has been traditionally orchestrated in the classroom , denying subjectivity to some groups and according it to others. By recognizing subjectivity and the limits of identity, we disrupt that objectification that is so necessary in a culture of domination.
- bell hooks
Some other actual steps to do: don’t have grades / have pass-fail grades / actively encourage risk-taking (and incorporate in grade metrics, if grades are required) so that students are encouraged to explore new territory and projects that may not work well
The teacher can be a facilitator, not a lecturer, and class time should be facilitated like a collective organizing meeting: cooperative, organized around group discussions, readings, projects, sharing. The teacher is like an field trip leader through a landscape of learning
A mistake (I’ve made before) is also for the teacher to “do nothing”, let students do “anything”, which is akin to a field trip that goes nowhere. A really good field trip does all the planning and logistics to mobilize planes, trains, so that a group can then explore further
Another mistake is to erase the teacher/student distinction altogether, which in my opinion is unethical and confusing because instead it conceals a power relationship that is present, rather than being open about it and altering it to be more about accountability
the joyous moments in teaching have been about exploration, opt-in curiosity, moments in the classroom open to the unknown, a shared discussion and rumination about finding and thinking about projects, of sharing resources together, of giving each other feedback
Teachers and students are roles upheld by an institution and a power relation. The learner is an identity that can’t be forced upon anyone, only chosen by each person. The best learning contexts are when everyone in the classroom, including the “teacher” is a learner.
What would an abolitionist, anti-policing approach to schools? What are the opposite of grades? What would this look like at a level larger than the classroom, but at the scale of the cohort, a community?
Schools are not just microcosms of society; they are future societies. They are self-fulfilling prophecies, in that they train us to recreate the societies we experience inside of them. An abolitionist caring society would have caring, supportive, anti-policing schools.
classes where you learn how to dance and move your body. classes where you learn how to facilitate a meeting, make working groups. spaces where you realize that nobody is in control / everyone has agency. classes where everyone is oriented in a circle, listening to each other.
oriented in the same direction, like a school of fish, trying to find something together. oriented outwards, as if we are exploring a city of thought and agree to meet back in a few hours, with photos and notes of things we’ve discovered.
classes where suggestions upon suggestions from everyone builds on each other, hilariously, and together we try something new out and see what happens. classes where rigor is generous, rigor is solid and firm and friendly. classes where nobody knows what will happen at the end!!
What did your schools teach you about its societies? about how to live, and what you wanted or didn’t want? About power, and policing, and safety? What was the most safe and exciting learning environment (school or not) you have been part of?
(Also! I’ve been collecting a very incomplete set of resources here around pedagogy: https://are.na/dan-taeyoung/active-pedagogy and cooperative practices https://are.na/dan-taeyoung/facilitation-conversation-strategies-not-concepts )
More thoughts:
Gifted programs are so deeply problematic. I wonder if it’s a white supremacy dynamic, the formation of an “elite” / for certain students “gifted” by an extrahuman force (suspiciously like manifest destiny). And more often than not, it harms even the kids who go through it twitter.com/davidhuber_/st
”]]>dantaeyoung 2020 grades grading education learning punishment competition fear coercion violence policing harm schools schooling highered highereducation teaching howweteach howwelearn unschooling deschooling culturesoflearning lcproject openstudioproject knowledge cooperation collaboration play hardfun organizing montessori vygotsky ivanillich jofreeman lapaperson maxkreminski melaniehoff bellhooks grade assessment fieldtrips abolitionism society capitalism pedagogy copshit jacquesrancière jeffreymoro risktaking readinggroups horizontality canon discovery power minimalviableutopia sharing experimentation colearninghttps://pinboard.in/https://pinboard.in/u:robertogreco/b:c75dd2fff83f/Pigeon Pedagogy2020-08-01T22:33:05+00:00
http://hackeducation.com/2020/07/29/pigeon-pedagogy
robertogrecopedagogy audreywatters 2020 bfskinner personalization pigeons dogs animals education learning howwelearn conditioning humanity machines edtech training unlearning unschooling schooling badges notifications alerts gamification behaviorism behavior experimentation psychology labrats johndewey edwardthorndike puzzles teaching howweteach ellencondliffelagemannhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:18eebe6763d4/Q&A: Canisia Lubrin speaks to Dionne Brand about her two new books, The Blue Clerk and Theory | Quill and Quire2020-07-13T22:43:18+00:00
https://quillandquire.com/omni/qa-canisia-lubrin-speaks-to-dionne-brand-about-her-two-new-books-the-blue-clerk-and-theory/
robertogreco2018 dionnebrand howwewrite interviews canisialubrin present presence narrative theory ideology hierarchy norms conforming life living conflict experimentation poetry change kamaubrathwaite tidalectics collecting accumulation noticing place language knowledge imagination wilsonharris theblueclerk fiction writing timehttps://pinboard.in/https://pinboard.in/u:robertogreco/b:0924d921fb52/Manu Prakash // Finding Sublime in the Mundane - YouTube2020-07-07T16:16:40+00:00
https://www.youtube.com/watch?v=M8f4R9l1Pg8
robertogrecomanuprakash 2019 unschooling observing science children childhood microscopes india learning howwelearn highschool schooling education discovery experimentation experience academia academics observation understanding creativity curiosity citizenscience microscopy experientiallearning lcproject openstudioprojecthttps://pinboard.in/https://pinboard.in/u:robertogreco/b:cbe5debf3b98/Extra-curricular2020-06-15T20:31:16+00:00
http://extra-curricular.org/
robertogrecoself-directed self-directedlearning self-organizedlearning learning art design arteducation education unschooling deschooling jacoblindgren experimentation lcproject openstudioproject tcsnmyhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:5290f0764024/Strelka Institute - Beatriz Colomina: Towards a Radical Pedagogy2020-04-13T07:31:54+00:00
https://strelka.com/en/videos/event/2014/09/12/beatriz-colomina-towards-a-radical-pedagogy
robertogrecobeatrizcolomina education experimentation alternative alted radical architecture unschooling deschooling disobedience annapoznyak brandanmcgetrick nikitatokarev 2014 pedagogy howwelearn teaching howweteach chile carbondale buckminsterfuller ritoque opencity ucv pucv mercecunningham princeton cooperunion institutions ulm bmc blackmountaincollege ead valparaíso godofredoiommi albertocruz design ciudadabierta amereida lcproject openstudioproject collaboration horizontality collaborative activism giancarlodecarlo 1968 anarchism occupation antfarm manfredotafuri globaltools 1960s 1970s phds research denisescottbrown robertventuri ucberkeley harvard yale blackpanthers blackpantherparty cedricprice mexico 1967 france italy coldwar hierarchy resistance revolution representation art brazil brasil india mit protest ecology environment radicalism formalism tradition tcsnmy sfsh progressive remkoolhaas timidity professionalization neoliberalism risk security stability bureaucracy conversation srg multidisciplinary crohttps://pinboard.in/https://pinboard.in/u:robertogreco/b:a399d20452f1/CommPlayground2019-11-18T19:42:41+00:00
https://sites.google.com/ucsd.edu/commplayground/
robertogrecocommplayground ucsd pedagogy seminars conversation exchange via:javierarbona academia knowledgeproduction readinggroups presentations experimentation altedu competition play flatness horizontality games honesty sincerity creativity ideas classideas lcproject openstudioproject rules egos playgrounds fun bullies bullyinghttps://pinboard.in/https://pinboard.in/u:robertogreco/b:1f3afa1ec96e/Valuing the World, with Mariana Mazzucato | Dissent Magazine2019-10-12T22:17:04+00:00
https://www.dissentmagazine.org/online_articles/booked-mariana-mazzucato-the-value-of-everything-wealth-innovation-interview
robertogrecomarianamazzucato economics katearanoff 2019 books toread policy value valuecreation innovation invention wealth inequality history politics us uk karlmarx adamsmith davidricardo venturecapital technology siliconvalley physiocrats gdp rethinkingeconomics unschooling climatechange racism poverty globalwarming green regulation johnmaynardkeynes josephschumpeter multipliereffect corporations csr power governance government nationalization privatization arpa-e darpa nih experimentation stevejobs elonmusk investment research pharmaceuticals health healthcare medicine development solyndra tesla spacex energy solarcity peterthiel libertarianism alternative keynes unlearningeconomics unlearning deschoolinghttps://pinboard.in/https://pinboard.in/u:robertogreco/b:8dfd74e290df/Methods Toolkit – Designing Methodologies2019-09-25T21:21:05+00:00
http://www.wordsinspace.net/designingmethods/spring2018/category/methods-toolkit/
robertogrecotoolkits shannonmattern analysis design methods research syllabus ethnography oralhistory srg onlinetoolkit methodology epistemology critical criticalapproaches closereading howweread reading contentanalysis rhetoric discourse materials objects canon mediamaking histiry visual sound sonic designresearch actor-networktheory theory quantitative qualitative audience interviews irbs ethics focusgroups surveys howto tutorials sensoryethnography experimentation experiments autoethnography observation participation participatory participatoryaction sampling statistics digital digitalethnogreaphy writing howwewrite resources reference bibliographieshttps://pinboard.in/https://pinboard.in/u:robertogreco/b:3a3426e846f5/The Radical Experimental College in the Blue Ridge Mountains — The James G. Martin Center for Academic Renewal2019-09-15T16:51:19+00:00
https://www.jamesgmartin.center/2019/04/the-radical-experimental-college-in-the-blue-ridge-mountains/
robertogrecoBMC embraced the utopian ideals of the progressive education movement, stating that the arts should be the centrepiece of the curriculum, whether it be weaving and knitting, painting and sculpting, or music and photography. The lofty—if rather fuzzy—ideal: to “better educate citizens for participation in a democratic society.”
If the campus climate on self-styled progressive institutions like Evergreen State College is any indication, an experimental progressive college today may become a threat to free expression and academic inquiry. Instead of an antidote to a corporatized and uniform college education, a similar approach might result in the suppression of individualized thought and art. A 1952 college bulletin that Scheffler noted, for instance, stated, “The way of handling facts—and himself amid the facts—is more important than the facts themselves.” A loyalty to a political conception of “progress” can undermine the value of an experimental approach today. Black Mountain College may have been lucky to exist in the 1950s that allowed it to avoid present concerns and preserve its mythical status.
Reflecting on Black Mountain, Jonathan Palmer of Mendocino College and Maria Trombetta of San Francisco State University asked, “Does the educational structure of the college system impede our learning?” College access has expanded greatly since Black Mountain College closed its doors. But so has the influence of state and federal governments. The direct and indirect government funds have also brought standards, regulations, and a bevy of strings attached to the money. Many students can now get a rigorous college education at an affordable price, and employers don’t question the quality of their diplomas. But Black Mountain College serves as a reminder that American higher ed has also lost a certain freewheeling, experimental approach that served students who didn’t find a place in the traditional system.”]]>bmc blackmountaincollege 2019 anthonyhennen progressive highered highereducation howwelearn learning education democracy danielscheffler burtkimmelman experimentation josephbathantihttps://pinboard.in/https://pinboard.in/u:robertogreco/b:570444f90712/The Pedagogy of Design in the Age of Computation: Mindy Seu - YouTube2019-05-08T07:26:50+00:00
https://www.youtube.com/watch?v=ZM9mRYpnD7E
robertogrecomindyseu 2019 hypertest wholeearthcatalog survivalcatalog feminism activism publishing bibliographies history design pedagogy computation mailart art counterculture democracy rayjohnson neutrality bias politics elitism lucylippard correspondence usps networks accessibility aesthetics reciprocity benvautier guybleus steewartband kevinkelly annabanana yokoono horizontality samhart decentralization decentralizedweb p2p experimentation chuckwelch robertfillou georgebrecht cyberfeminism iosifkiraly counternarrative online web internet frontierism hyperlinks tools susanrennie kirstengrimstad megmiller grassroot revolution alessandroludovico links expeience nancyfraser alternative diy discourse patriarchy johnfisk 1960s 1970s 1980s 1990s vnsmatrix sadieplant manifestos cooperation mutualaid claireevans liberation corneliasollfrank dat beakerbrowser p2ppublishing p2pweb distributed brianhuddleston stephschapowal sampanter maps mapping connections connectivity mubshirbaweja nfbc nfb dwebhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:fb46d5feac08/Are.na Blog / Unlearning hierarchy at the Free School of Architecture2019-04-26T19:15:22+00:00
https://www.are.na/blog/free-school-of-architecture
robertogrecounlearning hierarchy horizontality elishacohen lillicarr karinaandreeva tessaforde 2019 freeschools 2017 2018 unschooling interdisciplinary freeness inclusivity responsibility decisionmaking participation participatory experimentation experience architects architecture design are.nahttps://pinboard.in/https://pinboard.in/u:robertogreco/b:bd02f28540f0/College of Theseus | Easily Distracted2019-01-28T06:29:07+00:00
https://blogs.swarthmore.edu/burke/blog/2019/01/24/college-of-theseus/
robertogrecohampshirecollege 2018 timothyburke history disruption colleges universities experimentation alternative greenmounaincollege newburycollege 2019 highereducation highered maverickcollegeshttps://pinboard.in/https://pinboard.in/u:robertogreco/b:639056a7571b/Nick Kaufmann on Twitter: "Civic tech needs to study history and explore the "usable past". Everyone in #civictech / @codeforamerica network should read Professor Light's upcoming book States of Childhood, ill attempt to summarize her talk below, although2018-12-14T21:51:06+00:00
https://twitter.com/nickkauf/status/1071196293001830400
robertogreconickkaufmann urbanism urban cities jenniferlight children lcproject openstudioproject sfsh tcsnmy civics civictech technology history codeforamerica smartcities boston cleveland philadelphia williamgeorge modelrepublics simulations simulation gregorybateson play seriousplay seriousness education johndewey milaukee labor work colinward thechildinthecity housing governance policy activism participatory participation experimentation experience experientiallearning volunteerism makerspaces openmaine maine learning howwelearn ervinggoffmanhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:d1c214d0f62d/Surveillance Kills Freedom By Killing Experimentation | WIRED2018-11-29T04:17:21+00:00
https://www.wired.com/story/mcsweeneys-excerpt-the-right-to-experiment/
robertogrecofreedom surveillance authoritarianism privacy 2018 bruceschneier experimentation ostracization prohibition history legalization society liberty creativity unschooling deschooling us parenting schooling learning howwelearn behaviorhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:efbcf4658b98/Overgrowth - e-flux2018-11-25T23:04:31+00:00
https://www.e-flux.com/architecture/overgrowth/
robertogrecoThe metaphor of grassroots is apt here. Bamboo is a grass, a rhizomatic plant system that easily tends towards becoming an invasive species in its capacity to spread without seed and fruit. Given the new incursions of the global sustainability regime into third world forests to procure a material aestheticized as eco-friendly, what would it take for the state to render this ubiquitous material into a value added and replicable commodity? On one hand, scaffolding offers the site of forming and performing the subjectivity of the unskilled laborer—if not in making the scaffolding, then certainly in using it. Bamboo poles for scaffolding remain raw commodities, without scope for much value addition; a saturated marketplace where it can only be replaced by steel as building projects increase in complexity. On the other hand, bamboo produces both the cottage industry out of a forest-dwelling subject, on the margins of the state, occupying space into which this market can expand.
Bamboo is a material in flux—what it signifies is not transferable from one scale to another, or from one time to another. In that sense, bamboo challenges how we see the history of materials. In addition to its foundational architectural function as scaffolding, it acts as a metaphorical scaffolding as well: it signifies whatever its wielders might want it to, be it tradition, poverty, sustainability, or a new form of eco-chic luxury. Bamboo acts more as a scaffolding for meaning than a material with physical properties of flexibility and strength. Scaffolding, both materially and metaphorically, is a site of politics; a space that opens up and disappears, one that requires much skill in making.
Edgar Pieterse: "Incorporation and Expulsion"
https://www.e-flux.com/architecture/overgrowth/221603/incorporation-and-expulsion/
However, what is even more important is that these radically localized processes will very quickly demand spatial, planning, and design literacy among urban households and their associations. The public pedagogic work involved in nurturing such literacies, always amidst action, requires a further institutional layer that connects intermediary organizations with grassroots formations. For example, NGOs and applied urban research centers with knowledge from different sites (within a city and across the global South) can provide support to foster these organizational literacies without diminishing the autonomy and leadership of grassroots movements. Intermediary organizations are also well placed to mediate between grassroots associations, public officers, private sector interests, and whoever else impinge on the functioning of a neighborhood. Thinking with the example of Lighthouse suggests that we can think of forms of collective economic practice that connect with the urban imperatives of securing household wellbeing whilst expanding various categories of opportunity. The transformative potential is staggering when one considers the speed with which digital money systems and productive efficiencies have taken off across East Africa during the past five years or so.
There is unprecedented opportunity today to delink the imperatives of just urban planning from conventional tropes about economic modernization that tend to produce acontextual technocracy. We should, therefore, focus our creative energies on defining new forms of collective life, economy, wellbeing, invention, and care. This may even prove a worthwhile approach to re-signify “growth.” Beyond narrow economism there is a vast canvas to populate with alternative meanings: signifiers linked to practices that bring us back to the beauty of discovery, learning, questioning, debate, dissensus, experimentation, strategic consensus, and most importantly, the courage to do and feel things differently.
Ingerid Helsing Almaas: "No app for that"
https://www.e-flux.com/architecture/overgrowth/221609/no-app-for-that/
Conventionally, urban growth is seen in terms of different geometries of expansion. Recent decades have also focused on making existing cities denser, but even this is thought of as a process of addition, inscribed in the conventional idea of growth as a linear process of investments and profits. But the slow process of becoming and disappearance is also a form of growth. Growth as slow and diverse accretion and shedding, layering, gradual loss or restoration; cyclical rather than linear or expansive. Processes driven by opportunity and vision, but also by irritation, by lack, by disappointment. In a city, you see these cyclical processes of accretion and disruption everywhere. We just haven’t worked out how to make them work for us. Instead, we go on expecting stability and predictability; a city with a final, finished form.
Peter Buchanan: "Reweaving Webs of Relationships"
https://www.e-flux.com/architecture/overgrowth/221630/reweaving-webs-of-relationships/
Helena Mattsson and Catharina Gabrielsson: "Pockets and Folds"
https://www.e-flux.com/architecture/overgrowth/221607/pockets-and-folds/
Moments of deregulations are moments when an ideology of incessant growth takes over all sectors of life and politics. Returning to those moments allows us to inquire into other ways of organizing life and architecture while remaining within the sphere of the possible. Through acts of remembrance, we have the opportunity to rewrite the present through the past whereby the pockets and folds of non-markets established in the earlier welfare state come into view as worlds of a new becoming. These pockets carry the potential for new political imaginaries where ideas of degrowth reorganize the very essence of the architectural assemblage and its social impacts. These landscapes of possibilities are constructed through desires of collective spending—dépense—rather than through the grotesque ideas of the wooden brain.
Angelos Varvarousis and Penny Koutrolikou: "Degrowth and the City"
https://www.e-flux.com/architecture/overgrowth/221623/degrowth-and-the-city/
The idea of city of degrowth does not attempt to homogenize, but rather focus on inclusiveness. Heterogeneity and plurality are not contrary to the values of equity, living together and effective sharing of the resources. Difference and plurality are inherent and essential for cities and therefore diverse spatial and social articulations are intrinsic in the production of a city of degrowth. They are also vital for the way such an idea of a city could be governed; possibly through local institutions and assemblies that try to combine forms of direct and delegative democracy.
]]]>growth degrowth architecture overgrowth 2018 nickaxel matthewdalziel phineasharper nikolaushirsch ceciliesachsolsen mariasmith ateyakhorakiwala edgarpieterse ingeridhelsingalmaas peterbuchanan helenamattsson catharinagabrielsson angelosvarvarousis pennykoutrolikou 2019 anthropocene population sustainability humans civilization economics policy capitalism karlmarx neoliberalism systemsthinking cities urban urbanism urbanplanning urbanization ecology consumption materialism consumerism oslo bymelding stability change predictability design africa southafrica postcolonialism ethiopia nigeria housing kenya collectivism dissensus experimentation future learning questioning debate discovery wellbeing intervention care technocracy modernization local grassroots materials multiliteracies ngos autonomy shigeruban mumbai bamboo burkinafaso patrickkeré vikramadityaprakash lecorbusier pierrejeanneret modernism shivdattsharma chandigarh india history charlescorrea scaffoldinghttps://pinboard.in/https://pinboard.in/u:robertogreco/b:b4ca3bc72e1a/Black Mountain College: "The Grass-Roots of Democracy" - Open Source with Christopher Lydon2018-10-23T21:15:04+00:00
http://radioopensource.org/black-mountain-college/
robertogrecobmc blackmountaincollege rutherickson louismenand teddreier theodoredreier sebastiansmee taylordavis williamdavis 2016 robertcreeley jacoblawrence josefalbers robertrauschenberg annialbers davidtudor franzkline mercecunningham johncage charlesolson buckminsterfuller johndewey democracy art music film poetry cytwombly bauhaus experientiallearning howwelearn education johnandrewrice unschooling deschooling schools schooling learning howelearn howweteach pedagogy christopherlydon abstractexpressionism popart jacksonpollock arthistory history arts purpose lcproject openstudioproject leapbeforeyoulook canon discovery conflict artists happenings openness rural community highered highereducation curriculum willemdekooning small control conversation interdisciplinary transdisciplinary mitmedialab medialab chaos utopia dicklyons artschools davidbowie experimentation exploration humanity humanism humility politicshttps://pinboard.in/https://pinboard.in/u:robertogreco/b:818d7b184745/Dodie Bellany: Academonia2018-10-21T23:41:31+00:00
http://www.krupskayabooks.com/bellamy.htm
robertogrecowriting howwewrite books dodiebellany institutions proscriptiveness academonia academia highered highereducation akirakurosawa levistrauss marvingaye alicemonroe michaelmoore quanyin cinderella ladyjanegrey foucault institutionalization julianaspahr brucebenderson bricolage literature linearity form feedom structure language senses sensory postmodernism dilettantism culture bayarea experimental experimentation art arts funding streetculture 2006 michelfoucaulthttps://pinboard.in/https://pinboard.in/u:robertogreco/b:8efe30c984fa/Carol Black: Alternatives to Schooling on Vimeo2018-10-21T08:14:26+00:00
https://vimeo.com/126183982
robertogrecocarolblack unschooling deschooling education learning howelearn schools schooling happiness alternative work play experimentation development children age segregation experience experientialeducation readiness compulsion control authoritarianism authority power standardization centralization publicschools corporations corporatism compulsory agesegregaton sfsh tcsnmy lcproject openstudioproject conviviality ivanillich community howwelearn 2015 institutions institutionalizations diversityhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:15a2d351bd50/🔠 Jack and the Magic Key | Buttondown2018-07-08T02:06:02+00:00
https://buttondown.email/robinrendle/archive/fbd3ee30-eb41-42a0-a9e4-51c63f75e059
robertogrecoMy idea for a class is you just sit in the classroom and read aloud until everyone is smiling, and then you look around, and if someone is not smiling you ask them why, and then you keep reading—it may take many different books—until they start smiling, too."]]>robinrendle education curiosity boredom 2018 parenting play maryreuffle learning howwelearn unschooling engagement resourcefulness cv experimentation creativity keys scrappiness lcproject openstudioproject nexttonothinghttps://pinboard.in/https://pinboard.in/u:robertogreco/b:cc6ea17f411e/MIT Center for Advanced Visual Studies Special Collection2018-02-25T21:55:18+00:00
http://act.mit.edu/cavs/
robertogrecoarchives art installation cvs mit science technology experimentation collectionshttps://pinboard.in/https://pinboard.in/u:robertogreco/b:54acb8935f9c/Harvard EdCast: Lifelong Kindergarten | Harvard Graduate School of Education2017-12-19T19:51:27+00:00
https://www.gse.harvard.edu/news/17/12/harvard-edcast-lifelong-kindergarten
robertogrecomitchresnick lifelongkindergarten mitmedialab 2017 interviews kindergarten play projects projectbasedlearning passion collaboration experimentation creativity medialab scratch making pbl teaching sfsh learning howweteach howwelearn risks risktaking education schools lcproject openstudioproject curiosity schooling unschooling deschooling mindstorms writing coding programming leaning creating lego reasoninghttps://pinboard.in/https://pinboard.in/u:robertogreco/b:25ebf381686a/Teacher Tom: Our Catastrophic Imaginations2017-11-18T19:10:10+00:00
http://teachertomsblog.blogspot.com/2017/10/our-catastrophic-imaginations.html
robertogrecotomhobson children risk play risktaking safety sfsh experimentation 2017 schools swings playgrounds injury care caring wrestling carefulnesshttps://pinboard.in/https://pinboard.in/u:robertogreco/b:be78889ccd88/Impakt Festival 2017 - Performance: ANAB JAIN. HQ - YouTube2017-11-14T06:32:57+00:00
https://www.youtube.com/watch?v=o341S4xh1r0
robertogrecoanabjain 2017 superflux death aging transience time temporary abundance scarcity future futurism prototyping speculativedesign predictions life living uncertainty film filmmaking design speculativefiction experimentation counternarratives designfiction futuremaking climatechange food homegrowing smarthomes iot internetofthings capitalism hope futures hopefulness data dataviz datavisualization visualization williamplayfair society economics wonder williamstanleyjevons explanation statistics wiiliambernstein prosperity growth latecapitalism propertyrights jamescscott objectivity technocrats democracy probability scale measurement observation policy ai artificialintelligence deeplearning algorithms technology control agency bias biases neoliberalism communism present past worldview change ideas reality lucagatti alextaylor unknown possibility stability annalowenhaupttsing imagination ursulaleguin truth storytelling paradigmshifts optimism annegalloway miyamotomusashi annatsinghttps://pinboard.in/https://pinboard.in/u:robertogreco/b:0eae1abc104e/srishti archive | Designing Spaces for Learning - Talk by Geetha Narayanan2017-10-14T21:51:05+00:00
http://cema.srishti.ac.in/birdseyeview/items/show/69
robertogrecogeethanarayanan education learning design architecture experimentation pedagogy 2010 context culture consciousness schooldesignhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:a0c3688d59f5/things weren't better then, they just spent less time nostalgic for the past2017-07-28T22:20:06+00:00
https://tinyletter.com/jomc/letters/things-weren-t-better-then-they-just-spent-less-time-nostalgic-for-the-past
robertogrecojoannemcneil 2017 vr ar virtualreality augmentedreality mtv musicvideos art advertising michelgondry spikejonze antoinefuqua davidflincher jonathandayton valeriefaris experimentation unexpected surprise creativity artmarkethttps://pinboard.in/https://pinboard.in/u:robertogreco/b:e88b5cc4f557/The Art of Teaching2017-06-27T05:07:36+00:00
http://taeyoonchoi.com/artofteaching/#/
robertogrecotaeyoonchoi education teaching purpose routine ritual silence flow conflict communication structure nurture authority kojinkaratani jean-lucnancy community howweteach pedagogy learning howwelearn eyeo2017 unlearning curriculum syllabus sfpc schoolforpoeticcomputation art craft beauty utility generosity sfsh tcsnmy lcproject openstudioproject classideas cv reciprocity gifts kant discretion instruction discipline johndewey bmc blackmountaincollege justice annialbers stndardization weaving textiles making projectbasedlearning materials progress progressive unschooling deschooling control experimentation knowledge fabrication buckminsterfuller constructivism constructionism georgehein habit freedom democracy paulofreire judithbutler sunaurataylor walking christinesunkim uncertainty representation intervention speculation simulation christopheralexander objectives outcomes learningoutcomes learningobjectives remembering creativity evaluation application analysis understanding emancipation allankaprow judychicago shttps://pinboard.in/https://pinboard.in/u:robertogreco/b:7bd2f4fe549b/What Babies Know About Physics and Foreign Languages - The New York Times2016-08-01T15:25:05+00:00
http://www.nytimes.com/2016/07/31/opinion/sunday/what-babies-know-about-physics-and-foreign-languages.html
robertogrecoalisongopnik 2016 children learning unschooling deschooling howwelearn parenting education schools scientists science experimentation observation davidbuttelmann gyorgygergely haroldbekkering ildikokiraly andrewmeltzoff policy imitation howweteach teaching daphnabuchsbaum babies instruction creativityhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:b65105222a3b/Learning Despite School — LifeLearn — Medium2016-07-27T23:22:33+00:00
https://medium.com/lifelearn/learning-despite-school-d0879be9464f#.6bwc28ncy
robertogrecoeducation unschooling deschooling learning informal informallearning schools social training finland play competition freeplay howwlearn howweteach teaching hobbies constructivism experimentation 2016 schedules time independence timemanagement planning criticalthinking accountability metacognition laotzu tarmotoikkanen competence motivation stress anxietyhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:eedb9590da74/The year of the splinter site » Nieman Journalism Lab2015-12-23T00:31:27+00:00
http://www.niemanlab.org/2015/12/the-year-of-the-splinter-site/
robertogrecokatiezhu scale journalism 2015 news media spintersites fragmentation small socialmedia twitter facebook buzzfeed instagram experimentation skunkworks statusquo sbnation polygon theawl splitsider thebillfold thehairpin audience multiplicity nytimes pop-upshttps://pinboard.in/https://pinboard.in/u:robertogreco/b:a3298dea231c/The Pickle: A Conversation About Making Digital Books — Medium2015-12-09T05:43:34+00:00
https://medium.com/@EliHorowitz/the-pickle-a-conversation-about-making-digital-books-6540fdffb233#.r2iiiljk9
robertogrecoelihorowitz 2015 books creativity publishing economics tv television playfulness play making experimentation future thepickleindex storytelling scalability scale platforms suddenoak russellquinn fluidity looseness glvo srghttps://pinboard.in/https://pinboard.in/u:robertogreco/b:a1f58d9132b7/Digital Pedagogy as Empowered Choice | bavatuesdays2015-08-16T05:53:47+00:00
http://bavatuesdays.com/digital-pedagogy-as-empowered-choice/
robertogrecojimgroom digitl digitalpedagogy pedagogy 2015 adomainofone'sown cyberinfrastructure mikecaulfield andrewrikard audreywatters kinlane choice empowerment education technology ownership open lms decentralization power highered experimentationhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:14ac333a59a1/more-than-human lab - On anthropology, not ethnography, and design2015-06-12T07:04:14+00:00
http://morethanhumanlab.tumblr.com/post/121308092025/on-anthropology-not-ethnography-and-design
robertogrecotimingold design designanthropology ethnography anthropology listening criticalinquiry inquiry speculativedesign experimentation observation holism criticaldesign open-ended unfinished comparison via:anne openendedhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:505940f16ead/Eric Socolofsky - How We Used To, How We Will - YouTube2015-05-08T06:49:07+00:00
https://www.youtube.com/watch?v=_wGYzYyLZkk
robertogrecoflcikr ericsocolofsky 2015 experimentation innovation deductiveinnovationhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:8a8491bc98b0/EXPERIENCE ECONOMIES2015-04-20T02:22:43+00:00
http://experienceeconomies.tumblr.com/
robertogrecoexperienceeconomies experience art science humanities lcproject openstudioproject projectideas rebeccauchill gavinkroeber performance culture culturalinquiry messiness experimentation convivialityhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:39de67947ac4/The Creation and Destruction of Habits2015-02-15T18:31:38+00:00
http://www.ribbonfarm.com/2014/08/26/the-creation-and-destruction-of-habits/
robertogrecoculture humans ideology venkateshrao 2014 habits growth frontiers balance tradition ritual sociopathy conservatism liberalism individualism mindfulness cluelessness comforts empiricism derping depression experimentation beauty marginalization pricelessness comfort complexity ritualization makework mummification sacralization sacredness virtue justification life living behavior manicdepression civilization ritualshttps://pinboard.in/https://pinboard.in/u:robertogreco/b:ff718d088f10/Listening for Student Voices - Hybrid Pedagogy2015-01-29T22:18:28+00:00
http://www.hybridpedagogy.com/journal/listening-for-student-voices/
robertogrecoeducation teaching lcproject tcsnmy openstudioproject learning howwelearn howweteach chrisfriend seanmichaelmorris 2013 pedagogy school paulofreire studentvoice autonomy experimentationhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:5a13688681c4/Hooked on labs2014-12-10T11:15:31+00:00
http://thelongandshort.org/issues/season-two/hooked-on-labs.html
robertogrecocharlesleadbeater labs laboratories studios lcproject openstudioproject 2014 1660 roberthooke experimentation uncertainty debate social howwelearn problemsolving science experiments curiosity knowledgehttps://pinboard.in/https://pinboard.in/u:robertogreco/b:053e99f61df3/Filtered for top-notch long reads ( 5 Dec., 2014, at Interconnected)2014-12-10T10:37:14+00:00
http://interconnected.org/home/2014/12/05/filtered
robertogrecoYou can send any kind of message (text, image, voice, etc), and [the bot will] reply, either in an automated fashion or by routing it to a human somewhere. The interface is exactly the same as for chatting with your friends, save for one difference: it has menus at the bottom with shortcuts to the main features of the account.
A couple more features:
Other than that, every feature you can use in a normal chat is available here. WeChat even auto-transcribes the voice messages (mentioned before) into text before passing them to the third-party server running the account. Official accounts can also push news updates to their subscribers. Every media outlet operates one ...
I'm into this, I'm into this. Our western way for interacting with companies (assuming the shitty voice menu things are wildly out-dated) is websites, which we browse. But instead of browsing, a conversation?
So... cultural difference between China and the west, or just one of those forks in the road? Or a glimpse of the future?
2.
Hooked on Labs [http://thelongandshort.org/issues/season-two/hooked-on-labs.html ] (thanks Iain) draws a line between the practice of Robert Hooke in the 1660s and the modern trend for companies to have "labs."
Labs are places where people conduct experiments to test out theories. The new labs proliferating outside the hard sciences are a symptom of the spread of experimentalism as an ideology for how we should shape the future. Curiosity is at the core of experimentalist culture: it holds that knowledge should develop by being testable and therefore provisional ...
I like that the answer to "how should we invent?" can be not a process but a location. Other answers might be "a studio," and "the field," both of which suggest a variety of processes and practices without being pinned down.
I guess my recent preoccupation with coffee mornings is about the same thing. Can the "coffee morning" as a place, with all its informality (which I am desperate to preserve), be a way to dowse the scenius, to allow invention to occur without process?
Also coffee.
And this bit:
One vital source of this conversational approach to science was Copenhagen and the culture that Niels Bohr created around his institute for theoretical physics and his nearby home.
...which reminds me of this terrific story about the development of the theory of electron spin and how it came together as Bohr travelled across Europe by train.
At the beginning of the trip:
Bohr's train to Leiden made a stop in Hamburg, where he was met by Pauli and Stern who had come to the station to ask him what he thought about spin. Bohr must have said that it was very very interesting (his favorite way of expressing that something was wrong), but he could not see how an electron moving in the electric field of the nucleus could experience the magnetic field necessary for producing fine structure.
And as Bohr travels from town to town, he meets scientists, hears arguments, develops his view, and carries information. Great story.
I think of the interactions between scientists as the hidden particles that don't show up in the traces of a cloud chamber. They're there, busy - multiple - far denser and richer and messier than the clean interactions of the citations in scientific papers or at conferences - the invisible trillions of forks that are left out of Feynman diagrams. Those interactions are what really matter, and their stories are the most interesting of all."]]>mattwebb 2014 china chinese interface input chat communication internet web online browsing conversation wechat labs openstudioproject charlesleadbeater nielsbohr experiments experimentation experimentalism curiosity classideas invention place studios lcproject informal informallearning informality scenius process howwelearn messiness interaction culture difference frontiers ushttps://pinboard.in/https://pinboard.in/u:robertogreco/b:c42b0cc9fcfe/We Don’t Need New Models, We Need a New Mindset | Art Museum Teaching2014-09-26T07:09:28+00:00
http://artmuseumteaching.com/2014/09/25/we-dont-need-new-models-we-need-a-new-mindset/
robertogrecochange museums museumeducation 2014 complexity organizations models paradigmshifts theory karinamangu-ward practice bestpractices experience difference funding strategicplanning corevalues values experimentation failure art arteducation leadership evaluation purpose governance audience income revenuehttps://pinboard.in/https://pinboard.in/u:robertogreco/b:81ec2338a8da/A Thousand Rivers: What the modern world has forgotten about children and learning.2014-08-10T20:58:30+00:00
http://schoolingtheworld.org/a-thousand-rivers/
robertogreco“Spontaneous reading happens for a few kids. The vast majority need (and all can benefit from) explicit instruction in phonics.”
This 127-character edict issued, as it turned out, from a young woman who is the “author of the forthcoming book Brilliant: The Science of How We Get Smarter” and a “journalist, consultant and speaker who helps people understand how we learn and how we can do it better.”
It got under my skin, and not just because I personally had proven in the first grade that it is possible to be bad at phonics even if you already know how to read. It was her tone; that tone of sublime assurance on the point, which, further tweets revealed, is derived from “research” and “data” which demonstrate it to be true.
Many such “scientific” pronouncements have emanated from the educational establishment over the last hundred years or so. The fact that the proven truths of each generation are discovered by the next to be harmful folly never discourages the current crop of experts who are keen to impose their freshly-minted certainties on children. Their tone of cool authority carries a clear message to the rest of us: “We know how children learn. You don’t.
So they explain it to us.
The “scientific consensus” about phonics, generated by a panel convened by the Bush administration and used to justify billions of dollars in government contracts awarded to Bush supporters in the textbook and testing industries, has been widely accepted as fact through the years of “No Child Left Behind” and “Race to the Top,” so if history is any guide, its days are numbered. Any day now there will be new research which proves that direct phonics instruction to very young children is harmful, that it bewilders and dismays them and makes them hate reading (we all know that’s often true, so science may well discover it) — and millions of new textbooks, tests, and teacher guides will have to be purchased at taxpayer expense from the Bushes’ old friends at McGraw-Hill.
The problems with this process are many, but the one that I’d like to highlight is this: the available “data” that drives it is not, as a matter of fact, the “science of how people learn.” It is the “science of what happens to people in schools.”
This is when it occurred to me: people today do not even know what children are actually like. They only know what children are like in schools.
Schools as we know them have existed for a very short time historically: they are in themselves a vast social experiment. A lot of data are in at this point. One in four Americans does not know the earth revolves around the sun. Half of Americans don’t know that antibiotics can’t cure a virus. 45% of American high school graduates don’t know that the First Amendment of the Constitution guarantees freedom of the press. These aren’t things that are difficult to know. If the hypothesis is that universal compulsory schooling is the best way to to create an informed and critically literate citizenry, then anyone looking at the data with a clear eye would have to concede that the results are, at best, mixed. At worst, they are catastrophic: a few strains of superbacteria may be about to prove that point for us.
On the other hand, virtually all white American settlers in the northeastern colonies at the time of the American Revolution could read, not because they had all been to school, and certainly not because they had all been tutored in phonics, which didn’t exist at the time. Thomas Paine’s Common Sense, not exactly light reading, sold over 500,000 copies in its first year of publication, the equivalent of a book selling sixty million copies today. People learned to read in a variety of ways, some from small one-room schools, but many from their mothers, from tutors, traveling ministers, apprentice’s masters, relatives, neighbors, friends. They could read because, in a literate population, it is really not that difficult to transmit literacy from one person to the next. When people really want a skill, it goes viral. You couldn’t stop it if you tried.
In other words, they could read for all the same reasons that we can now use computers. We don’t know how to use computers because we learned it in school, but because we wanted to learn it and we were free to learn it in whatever way worked best for us. It is the saddest of ironies that many people now see the fluidity and effectiveness of this process as a characteristic of computers, rather than what it is, which is a characteristic of human beings.
In the modern world, unless you learn to read by age 4, you are no longer free to learn in this way. Now your learning process will be scientifically planned, controlled, monitored and measured by highly trained “experts” operating according to the best available “data.” If your learning style doesn’t fit this year’s theory, you will be humiliated, remediated, scrutinized, stigmatized, tested, and ultimately diagnosed and labelled as having a mild defect in your brain.
How did you learn to use a computer? Did a friend help you? Did you read the manual? Did you just sit down and start playing around with it? Did you do a little bit of all of those things? Do you even remember? You just learned it, right?”
…
"City kids who grow up among cartoon mice who talk and fish who sing show tunes are so delayed in their grasp of real living systems that Henrich et al. suggest that studying the cognitive development of biological reasoning in urban children may be “the equivalent of studying “normal” physical growth in malnourished children.” But in schools, rural Native children are tested and all too often found to be less intelligent and more learning “disabled” than urban white children, a deeply disturbing phenomenon which turns up among traditional rural people all over the world."
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"Human cognitive diversity exists for a reason; our differences are the genius – and the conscience – of our species. It’s no accident that indigenous holistic thinkers are the ones who have been consistently reminding us of our appropriate place in the ecological systems of life as our narrowly-focused technocratic society veers wildly between conservation and wholesale devastation of the planet. It’s no accident that dyslexic holistic thinkers are often our artists, our inventors, our dreamers, our rebels. "
…
"Right now American phonics advocates are claiming that they “know” how children learn to read and how best to teach them. They know nothing of the kind. A key value in serious scientific inquiry is also a key value in every indigenous culture around the world: humility. We are learning."
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"“It is in our idleness, in our dreams, that the submerged truth sometimes comes to the top,” a great artist once said. Science is a tool of breathtaking power and beauty, but it is not a good parent; it must be balanced by something broader, deeper, older. Like wind and weather, like ecosystems and microorganisms, like snow crystals and evolution, human learning remains untamed, unpredictable, a blossoming fractal movement so complex and so mysterious that none of us can measure or control it. But we are part of that fractal movement, and the ability to help our offspring learn and grow is in our DNA. We can begin rediscovering it now. Experiment. Observe. Listen. Explore the thousand other ways of learning that still exist all over the planet. Read the data and then set it aside. Watch your child’s eyes, what makes them go dull and dead, what makes them brighten, quicken, glow with light. That is where learning lies."]]>carolblack 2014 education learning certainty experts science research data unschooling deschooling schooliness schooling compulsoryschooling history literacy canon parenting experimentation listening observation noticing indigeneity howwelearn howweteach wisdom intuition difference diversity iainmcgilchrist truth idleness dyslexia learningdifferences rosscooper neurodiveristy finland policy standards standardization adhd resistance reading howweread sugatamitra philiplieberman maori aboriginal society cv creativity independence institutionalization us josephhenrich stevenjheine aranorenzayan weird compulsory māori colonization colonialismhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:f0bfaf1b7466/A Community of Artists: Radical Pedagogy at CalArts, 1969-72 (East of Borneo)2014-08-08T20:04:00+00:00
http://www.eastofborneo.org/articles/a-community-of-artists-radical-pedagogy-at-calarts-1969-72
robertogrecoWhat remains of primary importance to me […] is the sense that we were connecting to a much larger enterprise than trying to advance our artistic careers, or to make art for art’s sake. It was precisely our commitment to the activist politics of women’s liberation, to a burgeoning theory and practice of feminism, and to a larger conversation about community, collectivity and radical history, which has given me lasting connections to people and a continuing sense of being part of a cultural and political resistance, however fragmentary the expression of this may be in my life today.
Despite his own conflicts with the institute, Blau holds a similar perspective: “During the time I was there (I cannot speak for it now), it was—like the Bauhaus or Black Mountain—not only a school but very much what Disney wanted, a community of the arts, in which students and teachers trained together, performed together, constructed ‘environments’ together and even somehow managed—where the particular work was not of a communal nature—to leave each other alone.”
CalArts today is a school rather than an anti-school, with grades (low pass/pass/high pass), a timetable for graduation, and for the first time in its history, a syllabus in every classroom. Yet an investment in radical pedagogy persists, with a loose consensus that the educational situations that work best often involve field trips and social outreach, project-based learning, and “mentoring” as opposed to “teaching.” The notion that faculty are to treat students as artists and colleagues prevails, with its attendant benefits and difficulties. The question of what form the delivery of content should take is a live one. Time and space are continually contested, and an openness to what might be places constant pressure on what is.
Just last year, the institute carved out a “commons” time from the heavily scheduled individual school curricula in which students can come together across disciplines to collaborate—in some sense, a return to its origins. Although, to paraphrase Marcuse, an art school can only be truly free in a free society—i.e., art becomes life only when life is also opened up to creative change—the promise of this commingling endures. Indeed, the Gesamtkunstwerk that preserves a vision of emancipated social life in times of political conservatism holds even greater possibilities in our own era of renewed resistance and collective action."]]>calarts cv history education 1960s 1970s robertfitzpatrick roydisney waltdisney robertcorrigan mariosalvo herbertblau fluxus judithadler melpowell janetsarbanes mauricestein feminism freedom tcsnmy lcproject openstudioproject alisonknowles petervanriper allankaprow dickhiggins emmettwilliams jamestenney namjunepaik owensmith judychicagomiriamschapiro johnbaldessari herbertmarcuse art arteducation radicalism communes communalism interdisciplinary crosspollination crossdisciplinary transdisciplinary multidisciplinary experimentation blackmountaincollege bmc pedagogy teaching howweteach deschooling capitalism unschooling power control democracy anti-teaching anti-schools artschools altgdp activism community relationships bauhaus collectivism society grades grading schedules timelines syllabus projectbasedlearning 2014 1969 1970 1971 1972 pbl radicalpedagogy artschool syllabihttps://pinboard.in/https://pinboard.in/u:robertogreco/b:909ba3f359b3/Mark Allen Artist Lecture on Vimeo2014-07-10T04:54:12+00:00
https://vimeo.com/79830872
robertogrecomarkallen collaboration participatoryart 2013 poetry art lcproject openstudioproject capitalism machineproject events learning education museums howwelearn arts audience process howwework experimentation gender curiosity identity titles ambiguity adaptability makerspaces hackerspaces community communitycenters collectives horizontality organizations flexibility accessibility humor riskaversion risk institutions failure risktaking curationhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:c1fa0e34afc1/cityofsound: Essay: 'Designing Finnishness', for 'Out Of The Blue: The Essence and Ambition of Finnish Design' (Gestalten)2014-05-12T05:39:28+00:00
http://www.cityofsound.com/blog/2014/05/essay-designing-finnishness-for-out-of-the-blue-gestalten.html
robertogreco"The press conference is over, and in comes Jari Litmanen, from behind the door. And I looked at his face and I looked at his eyes, and I recognised something in those eyes. And I thought, this is a man with a great willpower. Because he was not shy, not timid, but he was modest. He is not a man who will raise his voice, or bang with his fist on the table and say, ‘We do it this way.’ No, he was more of a diplomat, not wanting to be a leader, but being a leader." [Former AFC Ajax team manager David Endt, on legendary Finnish footballer Jari Litmanen]
Finland has proven that it can take care of itself locally and globally. At home, its sheer existence is a tribute to fortitude, guile and determination, never mind the extent to which it has lately thrived. Globally, through Nokia, Kone, Rovio and others, through its diplomatic and political leadership, and through its design scene in general, it has punched well above its weight. Having been a reluctant leader, like Litmanen, will Finland once again step up to help define a new age, a post-industrial or re-industrial age? Unlike 1917, there are few obvious external drivers to force Finns to define Finnishness. So where will the desire for change come from?
Finland, and Finnishness, is not immune to the problems facing other European countries; the Eurocrisis, domestic xenophobia, industrial strife. Challenging these is difficult for an engineering culture not yet used to working with uncertainty, and in collaboration.
That requires this sense of openness to ambiguity, to non-planning, which is quite unlike the traditional mode of Finnishness. And yet there are also valuable cues in Finnishness, such as in the design—or undesign, as Leonard Koren would have it—of Finnish sauna culture.
"Making nature really means letting nature happen, since nature, the ultimate master of interactive complexity, is organized along principles too inscrutable for us to make from scratch. … Extraordinary baths … are created by natural geologic processes or by composers of sensory stimulation working in an intuitive, poetic, open-minded—undesign—manner." (Koren, ibid.)
Equally, the päiväkoti day-care system demonstrates a learning environment built with an agile structure that can follow where children wish to lead. The role of expertise—and every teacher in Finnish education is a highly-qualified expert—is not to control or enforce a national curriculum, but to react, shape, nurture and inspire. As such it could be a blueprint not only for education generally, but also for developing a culture comfortable with divergent learning, with exploration and experiment, with a broader social and emotional range, and with ambiguity.
Chess grandmaster Savielly Tartakower once said “Tactics is knowing what to do when there is something to do, strategy is knowing what to do when there is nothing to do.” Indeed, Finland's early development was driven by tactics—survival, consolidation and then growth in the face of a clear set of "things to do"; defeat the conditions, resist the neighbours, rebuild after war.
With that, came success, comfort and then perhaps the inevitable lack of drive. The country is relatively well off and stable, and perhaps a little complacent given the recent accolades.
Design in recent years has seen a shift towards the ephemeral and social—interaction design, service design, user experience design, strategic design and so on. Conversely, there has been a return to the physical, albeit altered and transformed by that new modernity, with that possibility of newly hybrid “things”: digital/physical hybrids possessing a familiar materiality yet allied with responsiveness, awareness, and character by virtue of having the internet embedded within. With its strong technical research sector, and expertise in both materials and software, Finland is well-placed. Connect the power of its nascent nanotech research sector—interestingly, derived from its expertise with wood—to a richer Finnish design culture capable of sketching social objects, social services and social spaces and its potential becomes tangible, just as with the 1930s modernism that fused the science and engineering of the day with design in order to produce Artek.
Finnish design could be stretched to encompass these new directions, the aforementioned reversals towards openness, ambiguity, sociality, flexibility and softness. Given that unique DNA of Finnishness — both designed and undesigned, both old and young—Finland is at an interesting juncture.
The next phase, then, is knowing what to do, despite the appearance of not having anything to do.
Buckminster Fuller, a guest at Sitra's first design-led event at Helsinki’s Suomenlinna island fortress in 1968, once said “the best way to predict the future is to design it.” Finland has done this once before; it may be that now is exactly the right time to do it again."]]>finland 2014 design danhill cityofsound sitra buckminsterfuller education strategy culture exploration experimentation ambiguity emergentcurriculumeurope undesign leonardkoren nature complexity simplicity davidendt jarilitmanen unproduct efficiency inefficiency clarity purity small slow sisu solitude silence barnraising helsinkihttps://pinboard.in/https://pinboard.in/u:robertogreco/b:7147498e00d9/Reclaim Teaching as a Creative Profession | A Stick in the Sand2014-05-01T16:49:05+00:00
http://www.ovenell-carter.com/100-conversations/reclaim-teaching-as-a-creative-profession/
robertogrecojohnseelybrown gutenbergparenthesis pedagogy learning howwelearn howweteach fieldwork ethnography teaching school mikeamante gatekeeping collaboration information 2014 productivity cv tcsnmy language print books massproduction isolation community literacy exploration theoryofknowledge problemsolving inquiry inquiry-basedlearning capture capturing cataloging 1:1 mobility sharing tagging visualization drawing writing storytelling sensemaking cartesianmodeloflearning gamification experimentation whatif constructivism social creativity agency conversation discovery twitter storify spreadsheets notetaking knowledge thinglink art workinginpublic flip-flop networks bradovenell-carter 1to1https://pinboard.in/https://pinboard.in/u:robertogreco/b:0cfa03882b5e/He’s not there – notes from “Jony Ive: The Genius Behind Apple’s Greatest Product”s by Leander Kahney | Magical Nihilism2014-02-07T01:20:20+00:00
http://magicalnihilism.com/2014/02/06/hes-not-there/
robertogrecojonyive apple design robertbrunner teams small engineering howwework education mindset experimentation markets appledesign collaboration workflow groupsize 2014 uk us academia jonathanivehttps://pinboard.in/https://pinboard.in/u:robertogreco/b:6fa6c4b6618d/No, there aren’t “two cultures” | Oscillator, Scientific American Blog Network2014-01-27T07:42:52+00:00
http://blogs.scientificamerican.com/oscillator/2014/01/21/no-there-arent-two-cultures/
robertogrecotwocultures thirdculture christinaagapakis science humanities 2014 via:anne culture dualism art transdisciplinary crossdisciplinary interdisciplinary multidisciplinary williamderesiewicz culturewars michaelsuk-youngchwe inquiry experimentation openinquiry criticalthinking scientism stereotypeshttps://pinboard.in/https://pinboard.in/u:robertogreco/b:21301212be7a/Wired 14.07: What Kind of Genius Are You?2014-01-03T20:54:05+00:00
http://www.wired.com/wired/archive/14.07/genius_pr.html
robertogrecolatebloomers creativity genius via:litherland danielpink conceptualists experimentation experimentalists persistence fscottfitzgerald jacksonpollock pablopicasso orsonwelles mayalin wolfgangmozart marktwain cézanne alfredhitchcock franklloydwright beethoven davidgaleson picassohttps://pinboard.in/https://pinboard.in/u:robertogreco/b:796002720b68/Mastering the Art of Sparking Connections2013-12-09T19:45:50+00:00
http://sparkcamp.com/sparking-connections/
robertogrecoevents sparkcamp amandamichel andypergam mattthompson amywebb planning values diversity improvisation comfort conferences discussion conversation howto loosely-joined intimacy publicity facilitation eventplanning unconferences experimentation perfection trust inclusion conferenceplanning accessibility inclusivity inlcusivityhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:77452f3da7ae/Architect Peter Zellner's Tijuana Experiment | San Diego | Artbound | KCET2013-11-27T08:11:40+00:00
http://www.kcet.org/arts/artbound/counties/san-diego/architect-peter-zellner-tijuana.html
robertogrecotijuana mexico architecture construction peterzellner mimizeiger practice 2013 design craft collaboration sciarc experimentation materials casaanaya california losangeles learning flexibilityhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:b596292eafd9/The Audacity: Thrun Learns A Lesson and Students Pay | tressiemc2013-11-20T17:49:49+00:00
http://tressiemc.com/2013/11/19/the-audacity-thrun-learns-a-lesson-and-students-pay/
robertogrecomooc moocs 2013 sjsu sebastiunthrun california education highered highereducation policy politics experimentation tressiemcmillancottomhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:bb535ad32622/Media Lab Conversations Series: Jack Schulze | MIT Media Lab2013-08-14T03:35:53+00:00
http://www.media.mit.edu/events/2013/08/01/media-lab-conversations-series-jack-schulze
robertogrecojackschulze kevinslavin technology 2013 mit medialab mitmedialab internetofthings berg design culture trust towatch video canon experimentation iteration designfiction hereandthere maps mapping light materials time materiality computing ambient ambientintimacy availabot littleprinter manufacturing linearity process making thinking billverplank ideo interaction handles buttons web internet bergcloud software humanities poetry invention entrepreneurship business systems coding culturalinvention comics julianbleecker products provocations film belief prototyping storytelling physicalcomputing london shoreditch persistence proximity sharing objects values cultureinvention utility google apple delight facebook media consumerelectronics electronics engagement berglondon iot linearhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:21ebe6343d05/Kenneth Goldsmith on How To Be Dumb2013-07-24T23:36:21+00:00
http://www.theawl.com/2013/07/being-dumb
robertogrecokennethgoldsmith 2013 dumb smart art creativity learning juries prizes experimentation failurehttps://pinboard.in/https://pinboard.in/u:robertogreco/b:38f195b685ba/Jazz-Inspired Leadership: Change Observer: Design Observer2013-07-19T02:24:40+00:00
http://changeobserver.designobserver.com/feature/jazz-inspired-leadership/37947/
robertogrecoleadership change administration jazz improvisation planning adaptation uncertainty flexibility learning wandaorlikowski experimentation prototyping risk risktakinghttps://pinboard.in/https://pinboard.in/u:robertogreco/b:d62a939df601/