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  </channel><item rdf:about="https://pablohelguera.substack.com/p/building-strange-oases">
    <title>Building Strange Oases - Beautiful Eccentrics</title>
    <dc:date>2026-06-05T05:34:51+00:00</dc:date>
    <link>https://pablohelguera.substack.com/p/building-strange-oases</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["What we often call creativity, innovation, research, or artistic practice may be understood as socially sanctioned forms of play. The adult does not stop playing; the adult learns to disguise play under other names.

This realization has important implications for participatory art. Too often, participatory projects assume that they must teach participants something entirely new. But perhaps the task is subtler. Perhaps the role of participatory art is not to introduce play into people’s lives but to reveal forms of play that are already present there.

In this sense, participatory art resembles the Platonic concept of anamnesis: the idea that learning is not the acquisition of new knowledge but the recollection of something we already possess. The teacher does not deposit knowledge into the student. Rather, the teacher creates the conditions through which the student recognizes something that was already latent within them.

The same may be true of participation. A successful participatory artwork does not force people into unfamiliar territory. It helps them become conscious of capacities they already exercise every day: imagining alternatives, inhabiting different perspectives, negotiating rules, collaborating with others, and navigating uncertainty. The artwork becomes a mirror in which participants encounter forms of knowledge they already possess but rarely have the opportunity to see.

I sometimes wonder whether the growing interest in participation, interactivity, social practice, and collaborative forms of art reflects a broader condition of contemporary life. We spend much of our time being evaluated, measured, categorized, and asked to justify our actions through tangible outcomes. Under such conditions, spaces in which exploration can occur without immediate consequence become increasingly rare.

What artists often create, consciously or unconsciously, are temporary refuges from these pressures. Not escapes from reality, but suspensions of some of reality’s demands. Spaces in which people can momentarily set aside the need to be correct, efficient, productive, or certain.

The most successful participatory works are rarely those that ask people to do something entirely unfamiliar. Rather, they offer recognizable frameworks—stores, libraries, classrooms, games, celebrations, performances, archives, playgrounds. We know how to inhabit these forms. The artist’s task is not to invent a world from nothing but to subtly reorganize a familiar one.

Play grants us permission. Permission to imagine alternatives. Permission to experiment without certainty. Permission to occupy different roles. Permission to ask “what if?” Permission, for a moment, to stop performing adulthood and to engage with the world through curiosity rather than obligation.

In this sense, the artistic oasis is not a place where we become children again. It is a place where we remember capacities that adulthood has taught us to conceal.

That, I believe, is the deepest promise of participatory art. Not that it teaches us something we did not know, but that it helps us recognize something we have known all along.

Perhaps that is why Pessoa’s garden continues to resonate. It was never simply a place from childhood. It was a reminder that somewhere within ordinary life there remains a territory governed by different rules. We enter it briefly, and then return. But for a moment, play is its master."]]></description>
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    <title>A Conversation with Jerome Bruner - Beautiful Eccentrics</title>
    <dc:date>2026-03-13T05:09:02+00:00</dc:date>
    <link>https://pablohelguera.substack.com/p/a-conversation-with-jerome-bruner</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["On possibility, dialogue, and the creative nature of learning."]]></description>
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    <title>Together: The Rituals Pleasures and Politics of Cooperation with Richard Sennett - YouTube</title>
    <dc:date>2019-01-08T22:06:37+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=qf0gLjfd_RY&amp;t=2075s</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["New York University sociologist and historian Richard Sennett addresses the phenomenon of why people tend to avoid engaging with others who are different, leading to a modern politics of the tribe rather than the city. In this thought-provoking talk, Sennett offers ideas on what might be done to encourage people to live with others who are racially, ethnically, religiously or economically unlike themselves.  [3/2012] [Public Affairs] [Show ID: 23304]"]]></description>
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    <title>Networked Learning as Experiential Learning | EDUCAUSE</title>
    <dc:date>2016-02-04T08:04:15+00:00</dc:date>
    <link>http://er.educause.edu/articles/2016/1/networked-learning-as-experiential-learning</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["No one believes that knowing the alphabet and sounding out words mean that a person possesses the deep literacy needed for college-level learning. Yet our ideas about digital literacy are steadily becoming more impoverished, to the point that many of my current students, immersed in a "walled garden" world of apps and social media, know almost nothing about the web or the Internet. For the first time since the emergence of the web, this past year I discovered that the majority of my sophomore-level students did not understand the concept of a URL and thus struggled with the effective use and formation of hyperlinks in the networked writing class that VCU's University College affectionately calls "Thought Vectors in Concept Space"—a phrase attributed by Kay to Engelbart and one that describes the fundamentally experiential aspect of networked learning.5 My students appeared not to be able to parse the domains in which they published their work, which meant that they could not consistently imagine how to locate or link to each other's work by simply examining the structure of the URLs involved. If one cannot understand the organizing principles of a built environment, one cannot contribute to the building. And if one cannot contribute to the building, certain vital modes of knowing will be forever out of reach.

Yet educators seeking to provide what Carl Rogers called the "freedom to learn" continue to work on those digital high-impact practices.6 It is a paradoxical task, to be sure, but it is one worth attempting—particularly now, when "for the first time in the still-short span of human history, the experience of creating media for a potentially large public is available to a multitude."7 Students' experience of what Henry Jenkins has articulated as the networked mediation of "participatory culture" must extend their experience to school as well.8 School as a site of the high-impact practice of learner-built, instructor-facilitated, digitally networked learning can transform the experience of education even as it preserves, and scales, our commitment to the education of the whole person.

The web was designed for just this kind of collaboration. One does not need permission to make a hyperlink. Yet one does need "the confident insight, the authority of media-making" to create meaning out of those links. Such confidence and authority should be among the highest learning outcomes available to our students within what Mimi Ito and others have described as "connected learning."9 Learner-initiated connections that identify both the nodes and the lines between them, instead of merely connecting the dots that teachers have already established (valuable as that might be), co-create what Lawrence Stenhouse argues is "the nature of knowledge . . . as distinct from information"—"a structure to sustain creative thought and provide frameworks for judgment." Such structures can encourage an enormously beneficial flowering of human diversity, one that lies beyond the reach of prefabricated outcomes: "Education as induction into knowledge is successful to the extent that it makes the behavioural outcomes of the students unpredictable."10

Offering students the possibility of experiential learning in personal, interactive, networked computing—in all its gloriously messy varieties—provides the richest opportunity yet for integrative thinking within and beyond "schooling." If higher education can embrace the complexity of networked learning and can value the condition of emergence that networked learning empowers, there may still be time to encourage networked learning as a structure and a disposition, a design and a habit of being."]]></description>
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    <title>Understanding and learning outcomes | Gardner Writes</title>
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    <title>The Humane Representation of Thought on Vimeo</title>
    <dc:date>2015-03-07T22:46:11+00:00</dc:date>
    <link>https://vimeo.com/115154289</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Closing keynote at the UIST and SPLASH conferences, October 2014.
Preface: http://worrydream.com/TheHumaneRepresentationOfThought/note.html

References to baby-steps towards some of the concepts mentioned:

Dynamic reality (physical responsiveness):
- The primary work here is Hiroshi Ishii's "Radical Atoms": http://tangible.media.mit.edu/project/inform/
- but also relevant are the "Soft Robotics" projects at Harvard: http://softroboticstoolkit.com
- and at Otherlab: http://youtube.com/watch?v=gyMowPAJwqo
- and some of the more avant-garde corners of material science and 3D printing

Dynamic conversations and presentations:
- Ken Perlin's "Chalktalk" changes daily; here's a recent demo: http://bit.ly/1x5eCOX

Context-sensitive reading material:
- http://worrydream.com/MagicInk/

"Explore-the-model" reading material:
- http://worrydream.com/ExplorableExplanations/
- http://worrydream.com/LadderOfAbstraction/
- http://ncase.me/polygons/
- http://redblobgames.com/pathfinding/a-star/introduction.html
- http://earthprimer.com/

Evidence-backed models:
- http://worrydream.com/TenBrighterIdeas/

Direct-manipulation dynamic authoring:
- http://worrydream.com/StopDrawingDeadFish/
- http://worrydream.com/DrawingDynamicVisualizationsTalk/
- http://tobyschachman.com/Shadershop/

Modes of understanding:
- Jerome Bruner: http://amazon.com/dp/0674897013
- Howard Gardner: http://amazon.com/dp/0465024335
- Kieran Egan: http://amazon.com/dp/0226190390

Embodied thinking:
- Edwin Hutchins: http://amazon.com/dp/0262581469
- Andy Clark: http://amazon.com/dp/0262531569
- George Lakoff: http://amazon.com/dp/0465037712
- JJ Gibson: http://amazon.com/dp/0898599598
- among others: http://en.wikipedia.org/wiki/Embodied_cognition

I don't know what this is all about:
- http://worrydream.com/ABriefRantOnTheFutureOfInteractionDesign/
- http://worrydream.com/ABriefRantOnTheFutureOfInteractionDesign/responses.html

---

Abstract:

New representations of thought — written language, mathematical notation, information graphics, etc — have been responsible for some of the most significant leaps in the progress of civilization, by expanding humanity’s collectively-thinkable territory.

But at debilitating cost. These representations, having been invented for static media such as paper, tap into a small subset of human capabilities and neglect the rest. Knowledge work means sitting at a desk, interpreting and manipulating symbols. The human body is reduced to an eye staring at tiny rectangles and fingers on a pen or keyboard.

Like any severely unbalanced way of living, this is crippling to mind and body. But it is also enormously wasteful of the vast human potential. Human beings naturally have many powerful modes of thinking and understanding. 

Most are incompatible with static media. In a culture that has contorted itself around the limitations of marks on paper, these modes are undeveloped, unrecognized, or scorned.

We are now seeing the start of a dynamic medium. To a large extent, people today are using this medium merely to emulate and extend static representations from the era of paper, and to further constrain the ways in which the human body can interact with external representations of thought.

But the dynamic medium offers the opportunity to deliberately invent a humane and empowering form of knowledge work. We can design dynamic representations which draw on the entire range of human capabilities — all senses, all forms of movement, all forms of understanding — instead of straining a few and atrophying the rest.

This talk suggests how each of the human activities in which thought is externalized (conversing, presenting, reading, writing, etc) can be redesigned around such representations.

---

Art by David Hellman.
Bret Victor -- http://worrydream.com "

[Some notes from Boris Anthony:

"Those of you who know my "book hack", Bret talks about exactly what motivates my explorations starting at 20:45 in https://vimeo.com/115154289 "
https://twitter.com/Bopuc/status/574339495274876928

"From a different angle, btwn 20:00-29:00 Bret explains how "IoT" is totally changing everything
https://vimeo.com/115154289 
@timoreilly @moia"
https://twitter.com/Bopuc/status/574341875836043265 ]]]></description>
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<dc:subject>math mathematics seymourpapert 1971 teaching howweteach education understanding jeromebruner</dc:subject>
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<item rdf:about="https://plus.google.com/events/c67c9rk920s1rd3invjtd4assf4">
    <title>Interview with Alan Kay - Google+</title>
    <dc:date>2014-06-20T20:43:53+00:00</dc:date>
    <link>https://plus.google.com/events/c67c9rk920s1rd3invjtd4assf4</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[[notes to come later]

[direct link to YouTube video: https://www.youtube.com/watch?v=TY-hBgYLJqc ]]]></description>
<dc:subject>alankay gardnercampbell 2014 interviews education unschooling deschooling learning howwelearn howweteach discernment skepticism power organizations control psychology technology computers internet media jeromebruner cargocult schools teaching rules conformity curriculum dougengelbart xeroxparc criticalthinking criticism highereducation autodidacts self-directedlearning literacy history anthropology children society print printing books parenting crapdetection neilpostman subversion mavericks complicity systemsthinking memorization interveninginasystem highered autodidactism suppression</dc:subject>
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<dc:identifier>https://pinboard.in/u:robertogreco/b:02a05e4f83fd/</dc:identifier>
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<item rdf:about="http://www.macosonline.org/">
    <title>(Hu)mans: A Course of Study</title>
    <dc:date>2014-06-20T20:39:52+00:00</dc:date>
    <link>http://www.macosonline.org/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["What is human about human beings? How did they get that way? How can they be made more so?"

…

"This archive contains the entire collection of pamphlets and booklets for children, as well as teacher’s instructional guides. The course was brought online by Dr. Wendy Saul, professor of education at UMSL, in collaboration with Peter Dow of Firsthand Learning. Permission to use the materials non-commercially is granted by Education Development Center, and the films accompanying the written materials are available from Documentary Educational Resources."

[See also: http://en.wikipedia.org/wiki/Man:_A_Course_of_Study ]]]></description>
<dc:subject>macos curriculum jeromebruner wendysaul peterdow anthropology sociology classideas projectideas teaching learning schools 1970s humanities asenbalikci</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:691b28c620a2/</dc:identifier>
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<item rdf:about="https://www.nfb.ca/film/through_these_eyes">
    <title>Through These Eyes by Charles Laird - NFB</title>
    <dc:date>2014-06-20T20:38:08+00:00</dc:date>
    <link>https://www.nfb.ca/film/through_these_eyes</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["An American elementary school program from the 1970s, Man: A Course of Study (MACOS), looked to the Inuit of the Canadian Arctic to help students see their own society in a new way. At its core was The Netsilik Film Series, an acclaimed benchmark of visual anthropology from the National Film Board that captured a year in the life of an Inuit family, reconstructing an ancient culture on the cusp of contact with the outside world. But the graphic images of the Netsilik people created a clash of values that tore rifts in communities across the U.S. and revealed a fragile relationship between politics and education. A fiery national debate ensued between academic and conservative forces.

Through These Eyes looks back at the high stakes of this controversial curriculum. Decades later, as American influence continues to affect cultures worldwide, the story of MACOS resonates strongly."

[See also: http://onf-nfb.gc.ca/en/our-collection/?idfilm=51241 ]

[MACOS: http://en.wikipedia.org/wiki/Man:_A_Course_of_Study ]

[via Alan Kay: https://plus.google.com/events/c67c9rk920s1rd3invjtd4assf4 ]]]></description>
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<item rdf:about="https://vimeo.com/36579366">
    <title>Bret Victor - Inventing on Principle on Vimeo</title>
    <dc:date>2012-02-15T05:50:04+00:00</dc:date>
    <link>https://vimeo.com/36579366</link>
    <dc:creator>robertogreco</dc:creator><dc:subject>purpose living life insight doing self-discovery experience modelessness causes craftsman problemsolving meaning meaningmaking specialization skills identity rightandwrong ideals richardstallman piaget jeromebruner alankay dougengelbart xeroxparc terrycavanagh larrytesler activism injustice justice morality responsibility animation mediaconnection teletype computing history analogdesign electronics comparisons data space understanding search visualization time braid making ideas programming 2012 connection discovery coding invention creativity principles bretvictor specialists jeanpiaget</dc:subject>
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</item>
<item rdf:about="http://mediatedcultures.net/news/published-the-old-revolution/">
    <title>Published: The Old Revolution</title>
    <dc:date>2012-02-12T00:03:57+00:00</dc:date>
    <link>http://mediatedcultures.net/news/published-the-old-revolution/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["…perhaps most importantly, [this revolution] is driven by what one might call a “rethinking the basics” movement, in which educators everywhere cannot help but see a disconnect between their traditional modes of teaching and the world in which we all now live.

As Dewey noted, the goal is not to counter traditional education and its strict organization with its perceived opposite (disorganization)—but instead to create what Web designers today might call an “architecture for participation.” The learning environments we need may be more fluid, adaptable, collaborative, and participatory, but they are not unstructured and unorganized. As Maurice Friedman noted while explaining Martin Buber’s educational philosophy, “The opposite of compulsion is not freedom but communion…” (1955). [Martin Buber: The Life of Dialogue, by Maurice S. Friedman, 1955]"
]]></description>
<dc:subject>culturewars learning history teachingasaconservingactivity backtobasics traditionalism pedagogy teaching teachingasasubversiveactivity charlesweingartner jonathankozol jeromebruner neilpostman gamechanging jaymathews johndewey progressive education change michaelwesch 2011 culturewar</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:a84ab78f691b/</dc:identifier>
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