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    <title>The University as Giant App | Los Angeles Review of Books</title>
    <dc:date>2026-06-27T06:12:17+00:00</dc:date>
    <link>https://lareviewofbooks.org/article/rule-world-education-power-stanford-tech-theo-baker/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Theo Baker’s book about Stanford offers a shockingly frank look at a campus that is as tightly governed as a Siberian labor camp—one perhaps designed by Sergey Brin."

...

"It might be argued that Silicon Valley, like the army, the church, and the American Bar Association, is free to identify, recruit, and train new members as they please. What kind of a university is this, then? A metaphor comes to mind. Stanford is the harbinger of the university-as-giant-app, a networked series of buildings, professors, classrooms, donors, faculty, trustees, and back-office staff designed to turn out a small but predictable number of next-generation tech titans. Like other apps, it feels like a highly engineered tool geared to customer convenience, though only a carefully selected group of human beings is allowed to use the program—and the real operator is Silicon Valley itself, whose screen taps summon the Stanford within Stanford, fresh from the warehouse."]]></description>
<dc:subject>stanford highered highereducation arjunappadurai eugenics billionaires neoliberalism siliconvalley academia theobaker 2026 governance technofeudalism sergeybrin jdsalinger nepobabies frederickterman skunkworks ivyleague hooverinstitution ronaldreagan georgeschultz miltonfriedman condoleezzarice war diplomacy casbs caltech mit kazuoishiguro peterthiel marcandreessen elonmusk samaltman socialdarwinism whistleblowing pronatalism geneticengineering ethics marctessier-lavigne science engineering xairatherapeutics johnshopkins technology bayarea thorsteinveblen us vc venturecapital speculation wealth privilege exclusivity race class gender</dc:subject>
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    <title>Being in the World (full, award winning, Heidegger/Hubert Dreyfus documentary) - YouTube</title>
    <dc:date>2026-03-26T03:11:45+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=fcCRmf_tHW8</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["A celebration of human beings and our ability, through the mastery of physical, intellectual and creative skills, to find meaning in the world around us.

a film by Tao Ruspoli

Inspired by the work of Hubert Dreyfus & his reading of Martin Heidegger.
With Hubert Dreyfus, Ryan Cross, Sean D Kelly, Austin Peralta, Mark Wrathall, Iain Thomson, Leah Chase, Manuel Molina,Tony Austin, John Haugeland, Taylor Carman, HIroshi Sakaguchi, Jumane Smith.

""Being in the World" is a film that educates one through both the senses and the intellect and, by its end, it provides a powerful but gentle reminder that we, the individuals, must take back our rightful place at the center of philosophy and we do so everyday simply by being in the world. Instead of a narrative or a series of long lectures, we are taken on a ride to visit various practitioners of the arts— primarily musicians—who simply "do" their art. These vignettes are juxtaposed with a series of philosophers, most of whom seem connected in terms of their ideas and interpretations of the German philosopher Martin Heidegger, who talk about the idea of "being in the world." I found this back-and-forth composition created a certain fluidity thanks to the way the information delivered both tickled my senses and intellect in equal measure. By the end, the aforementioned message slowly sank in and that is what created what is now a genuine appreciation for having viewed the film because I look at my life experience differently.

First of all, this work does not require any special education or training to be understood and enjoyed, although I don't think many would argue that the subject matter alone would unfortunately dissuade many simply because that is the nature of society but the fact that the average citizen is not interested in philosophy, or course, is no fault of the film. Ironically, the very message that one doesn't need to be steeped in philosophy to undertake and enjoy a life rife with meaning is one of the primary themes of the film. This theme might be summed up by stating that by simply "being in the world," we surpass all of the formalized activities associated with what engaging in "philosophy" has come to mean in the modern western world.

Although we're never hit over the head with it, it is the German philosopher Martin Heidegger who stands firmly at the center of the film as it is his iconoclastic work which inspires the ideas that undergird the messages of the various speakers. The fact that Heidegger's work is infamous for being difficult to approach even for the initiated student of philosophy is what makes this film such a gem; the more I think about the film the wider I grin because I can see more clearly how what I initially mistook for an aesthetically pleasing ride with a dose of didacticism ended up being a "reeducation" regarding how important simply "being in the world" and performing our "art" (which I take to mean profession, hobbies, etc.) is in terms of understanding where philosophy has taken us collectively.

"Being in the World" is a small film. Although the film is beautifully composed and we move around the globe, it is obvious that this was accomplished with a comparatively small budget and for me this only adds to the sense of intimacy and trust the work exudes; this is a labor of love, an authentic work of art, and it was created in order to share a message far removed from the commercial world.

It was the feeling with which I was left, however, that sets this movie apart from other, similar films. Walking away from this I felt encouraged and valued by the filmmaker and the "players." Rather than some stale exposition or preachy sermon about why I should change my mind about my life based on some epistemological tendency, I was reminded that my being in the world is what constitutes my life's meaning.""

[Three excerpts on Aeon:

First excerpt is here:

"I am, therefore I think – how Heidegger radically reframed being"
https://aeon.co/videos/i-am-therefore-i-think-how-heidegger-radically-reframed-being
https://www.youtube.com/watch?v=v727rFg9aKk

Second excerpt is here:

"True mastery demands going beyond the rules to learn for yourself"
"Embrace risk - Heidegger’s philosophy of everyday life | Being in the World"
https://aeon.co/videos/true-mastery-demands-going-beyond-the-rules-to-learn-for-yourself
https://www.youtube.com/watch?v=82_JqODbSjo

Third excerpt is here:

"As technologies mine our attention, we must look to artists"
"Technology flattens our humanity. Artists deepen it. | Being in the World"
https://aeon.co/videos/as-technologies-mine-our-attention-we-must-look-to-artists
https://www.youtube.com/watch?v=Js0URaCKvvE ]]]></description>
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<item rdf:about="https://www.theverge.com/tech/885252/jeffrey-epstein-bitcoin-cryptocurrency-connections">
    <title>Jeffrey Epstein saw promise in Bitcoin — and its far-right supporters | The Verge</title>
    <dc:date>2026-03-10T05:43:37+00:00</dc:date>
    <link>https://www.theverge.com/tech/885252/jeffrey-epstein-bitcoin-cryptocurrency-connections</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Epstein may not have fully understood crypto, but he helped shape its culture anyway."

[See also:

"EPSTEIN’S FINGERPIRINTS on Crypto and the GOP!"
https://www.youtube.com/watch?v=sjhLySez3Jk

"Nearly every right-wing, authoritarian, or anti-democratic movement in tech, crypto, and politics can trace a line back to Jeffrey Epstein’s network. From influencing Peter Thiel to funding far-right youth movements, Epstein’s reach extended far beyond his crimes.

In this episode of The Left Hook, tech journalist and author David Morris joins the conversation to connect the dots between Epstein, crypto, AI, gaming, and the rise of modern right-wing culture. We explore how wealth, access, and secrecy allowed Epstein and his allies to build an ecosystem that continues to shape politics, technology, and power today.

Watch to understand the shocking legacy of Epstein’s influence—and how it still impacts global politics and tech."

https://thelefthook.substack.com/p/how-jeffrey-epstein-seeded-the-great ]]]></description>
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<item rdf:about="https://www.dropsitenews.com/p/canary-mission-blacknest-doxxing-israel-potestors-united-states">
    <title>BlackNest: Inside Canary Mission’s Secret Web of Unlisted Sites</title>
    <dc:date>2026-01-07T06:10:15+00:00</dc:date>
    <link>https://www.dropsitenews.com/p/canary-mission-blacknest-doxxing-israel-potestors-united-states</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["One Canary Mission-affiliated website, BlackNest, reveals the group's internal operations, plans to expand, and how they celebrate deportations and firings"]]></description>
<dc:subject>jacquelinesweet cnarymission blacknest zionism doxing doxxing us donaldtrump trumpism deporations palestine policy zohranmamdani mit harvard dartmouth stanford colleges universities highered highereducation academia academicfreedom freespeech freedomofspeech palestinianyouthmovement abdelrahmanelgendy mahmoudkhalil bobvylan ice megamotshalom israel socialmedia antisemitism philippecohen shefing</dc:subject>
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<item rdf:about="https://chrishedges.substack.com/p/the-trillion-dollar-war-machine-w">
    <title>The Trillion Dollar War Machine (with William D. Hartung) | The Chris Hedges Report</title>
    <dc:date>2026-01-02T07:31:19+00:00</dc:date>
    <link>https://chrishedges.substack.com/p/the-trillion-dollar-war-machine-w</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["The military-industrial-complex has grown into a monster so powerful that even its earliest critics likely never foresaw its evolution. In the age of Big Tech's rising power, can anything stop it?"

...

"The military-industrial-complex (MIC) is unique in its ability to pull untold flows of tax revenue into “defensive” infrastructure that benefits no one other than the private sector manufacturing and investing in it. The machine, which perpetuates itself through an incestuous milieu that lobbies for war and defense spending, wages psychological warfare on citizens and engages in corrupt backroom deals, has risen to once unthinkable heights of influence and power since Dwight D. Eisenhower first warned Americans of its growing presence in 1961.

Political scientist William D. Hartung joins this episode of The Chris Hedges Report to discuss his and Ben Freeman’s new book, The Trillion Dollar War Machine, which contextualizes the growth of the MIC behind the backdrop of Silicon Valley’s increasing radicalism and integration into American military infrastructure, as well as the Trump administration’s chaotic and unabashed foreign policy.

These tech elites push for automated warfare, domestic surveillance, and the full diffusion of any line still separating the corporate and public sectors. In essence, they symbolize how significantly Western capital has grown since Eisenhower’s warning — bolstering a corporate state bent on maximizing profit through warfare and manufacturing reliance on its often faulty products both in the public and private sector.

Empowered by the Trump administration, the trillion dollar war machine only looks to grow — and Hartung says that it will harm the entire nation in its endless quest for domination."

[direct link to video:
https://www.youtube.com/watch?v=4mxti7sPPD0 ]]]></description>
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<item rdf:about="https://2ndbreakfast.audreywatters.com/days-gone-by/">
    <title>Days Gone By</title>
    <dc:date>2025-12-31T21:38:39+00:00</dc:date>
    <link>https://2ndbreakfast.audreywatters.com/days-gone-by/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["What a terrible year. Good riddance to today being the very last of it.

Way back when I used to publish things on Hack Education, I was always proud of my end-of-year stories -- the series of articles I posted annually that tried to chronicle all the incredibly awfulness that ed-tech had wrought in the prior months [https://hackeducation.com/2019/12/31/what-a-shitshow ]. It was important, I believed, to remember and reflect; capitalism and technology work hand-in-hand to encourage us to forget, to move on. I toyed with the idea of doing the same thing here, on Second Breakfast; but new site, new name, new distribution mechanism... it seems best to leave some things behind.

Or more accurately, I’m not sure I have the stamina right now to revisit the horrors of 2025 in detail, the kind of detail that I’d carefully track in those Hack Education essays. It has, since the very first days of January -- Trump’s inauguration, surrounded and applauded by Silicon Valley’s leaders -- been dangerous, disastrous, deadly, inside and outside of schools.

And I’ve received one too many email newsletters in the past week or so in which someone boasted that they’d had ChatGPT identify the important themes and trends for the year for them -- a good reminder that these sorts of seasonal prompts for content production (lists after lists after lists after lists) have never really been about inquiry or criticism, but more about the churning out of data for someone else’s algorithmic machinery. It’s insulting. It’s undignified. But it’s the future that some men sure seem to yearn for.

That said, I do think I'd be remiss to not make a few observations here on December 31, particularly before the usual suspects launch into the new year peddling the very same bullshit they've tried to have us choke down with a smile for decades now. (Indeed, 2026 marks the 100th anniversary of Sidney Pressey's landmark article that launched the whole teaching machine industry [https://mitpress.mit.edu/9780262546065/teaching-machines/ ]: "A simple apparatus which gives tests and scores-- and teaches." I'll have more to say about that anniversary in the coming weeks.)

Artificial intelligence has, no doubt, sucked all the proverbial oxygen out of the proverbial room in education and education technology. It is not just the top of the year-end list; it is the list. (And as I noted above, too many people let the technology “generate” the list for them.) “AI” seemed to be almost all that anyone could talk about, certainly all that many hope to sell. Of course, this is why the ed-tech amnesia does matter: the myriad of ed-tech products with some sort of algorithmic teaching and testing and bureaucratic classroom-management procedures -- built and sold that way for decades now -- have all rebranded as "AI," and "AI" has been inserted into almost every single piece of software, whether you like it or not.

And you shouldn't. It's bad fucking news. It's bad for thinking. It's bad for learning. It's bad for teaching. It's bad for research. It's bad for knowledge. It's bad for justice. It’s bad for democracy. It's bad for humanity. It's bad for the planet. Everyone knows it [https://blog.ayjay.org/everyone-knows/ ], as Alan Jacobs recently wrote. But plenty of folks are out there hustling hustling hustling. They’re willing to ignore the bad, in no small part because that's what their privilege affords them.

<blockquote>It is difficult to get a man to understand something, when his salary depends on his not understanding it – Upton Sinclair</blockquote>

As the Department of Justice slowly releases more documents relating to Jeffrey Epstein, perhaps it's worth reminding people of this convicted sex offender's connection not just to artificial intelligence, but to those working in AI and ed-tech specifically. Bill Gates. Marvin Minsky. Roger Schank. Joi Ito. Whether or not these men -- or any of the men listed in Epstein's "little black book" -- were engaged in child sex trafficking is beside the point: they were willing to ignore its occurrence, willing to continue their own access to money and power and influence at the expense of the health and safety of girls.

And so it continues: the willingness of those supporting some "AI" future to overlook the real harms, the substantive exploitation, the actual violence in order to maintain their own access to money and power and influence.

It's par for the course, I suppose. Because "the big story" in "AI" doesn't necessarily involve this new generative "AI" hoopla, but rather an older, even more dangerous version of / vision for the technology: prediction, facial recognition, geolocation, surveillance, policing. "The big story" in education and "AI" isn't necessarily students using the technology to cheat themselves of learning or teachers using the technology to automate their profession away; but rather the usage of "AI" by ICE -- with the assistance of every major technology company, not just Palantir [https://www.nytimes.com/2025/12/03/business/dealbook/palantir-alex-karp-ice-trump.html ]-- to identify [https://www.404media.co/cbp-quietly-launches-face-scanning-app-for-local-cops-to-do-immigration-enforcement/ ], mis-identify [https://www.404media.co/how-a-us-citizen-was-scanned-with-ices-facial-recognition-tech/ ], harass, arrest, imprison, and deport people. Hundreds of thousands of people. People in our communities. People in and around our schools. Our neighbors. Our co-workers. Our students. Our teachers. Families. Parents. Children.

This is the story of what "AI" means in education – or part of it, at least. “AI” is central to the move towards techno-authoritarianism [https://www.authoritarian-stack.info/ ], a move that of course will target democratic institutions – institutions tasks with building knowledge and building human capacity – first.

"AI" is, after all, an endeavor undeniably intertwined with eugenics [https://bookshop.org/p/books/disabling-intelligences-legacies-of-eugenics-and-how-we-are-wrong-about-ai-rua-m-williams/b5e49f6b89f846a8?ean=9783032026644&next=t&next=t&affiliate=93920 ]. It is fundamentally a reactionary effort – despite all the rhetoric about it being future-facing – an effort inseparable from the anti-diversity initiatives undertaken throughout governments and corporations this year. "AI" is a backlash to civil rights movements, a backlash to the advancements of the past few decades that shifted (ever so slightly) the power away from white men.

You can see this in the onslaught of "AI" hype, almost entirely vocalized by men – the Sams and the Marks and the Peters and the Jasons so deeply aggrieved at having to share the stage, the mic, the platform, the workplace, the classroom, the world with women, with Black people, with queer folk, with people with disabilities, with indigenous people, with refugees, with non-English speakers, with Muslims, with anyone from the majority world. And this isn't simply a matter of representation in their datafied corpus – although that still matters. "AI" means erasure, epistemic erasure – all writing, all images, all sounds, all expression squeezed towards the middle, the mundane, the Man. AI is a silencing; "AI" is genocidal [https://www.theguardian.com/world/2025/dec/30/israeli-military-big-tech ]. Its acceptance, begrudging or willful, means the normalization of this violence – of its harms to ourselves and to one another and to the environment; of its demands for efficiency and optimization; of its sing-song allure of sycophantic mediocrity at the expense of creativity, spontaneity, diversity, life.

But “let’s be clear: AI" is not the only technology being wielded right now to control bodies, to control minds, to control labor, to control knowledge. And here's where the incessant focus on "AI" -- whether it be promotion or critique -- easily serves to further impoverish our understanding of what's happening in education. Among the other important stories of 2025: the banning of books [https://thelibrariansfilm.com/ ]; the banning of cellphones in the classroom [https://www.afterbabel.com/ ]; age-restrictions on social media [https://www.pbs.org/newshour/world/australia-to-enforce-social-media-age-limit-of-16-with-fines-up-to-33-million ]; the re-emergence of the “standards” (and standardized testing) cadre [https://www.theatlantic.com/podcasts/archive/2025/10/the-david-frum-show-margaret-spellings-school-testing/684489/ ]; the digital surveillance and silencing (and firing) of professors [https://www.theguardian.com/us-news/2025/oct/10/academics-professors-charlie-kirk ] for what’s on the syllabus, what’s discussed in class -- all efforts, to one degree or another, to limit access to information. To certain kinds of information, of course. To acquiesce to “AI” is to surrender to what Neil Postman so presciently called Technopoly [https://bookshop.org/p/books/technopoly-the-surrender-of-culture-to-technology-neil-postman/411fadc13061d77a?ean=9780679745402&next=t&next=t&affiliate=93920 ] – the monopolistic control of knowledge and information and media, the control of our very understanding of ourselves and the world around us, in the hands of a small handful of fascistic tech billionaires.

And look, I’ll be the first to suggest that we’d all be well-served to step away from our digital devices, to spend much much much less time on the Internet. Put your phone away while you eat and while you walk down the street, for crying out loud. “Touch grass.” Read a book. Read a book to your children. Please.

But I’m wary of many of the efforts to curb children’s access to technology because these initiatives are, at their heart, often not about the tech (and certainly not about structural redress) but about curbing children’s access to knowledge. These are efforts at stifling children’s self-discovery – particularly around questions of gender identity – and their discovery of like-minded community.

***

<blockquote>"Narrative power, maybe all power, was never about flaunting the rules, yelling at a cop, making trouble – it was about knowing that, for a privileged class, there existed a hard ceiling on the consequences.

    And on the heels of that realization, a converse one: I began to suspect that the principles holding up this place might not withstand as much as I first thought. That the entire edifice of equality under law and process, of fair treatment, could just as easily be set aside to reward those who belong as to punish those who don't. A hard ceiling for some, no floor for others."

    – Omar El Akkad, One Day Everyone Will Have Always Been Against This [https://bookshop.org/p/books/one-day-everyone-will-have-always-been-against-this-omar-el-akkad/4191784c40750b09?ean=9780593804148&next=t&next=t&affiliate=93920 ]</blockquote>

***

There’s a refrain you’ll often hear, that “the kids are alright.” I get it. It’s comforting to think that, despite all the horrors that surround them – environmental destruction, genocide, school shootings, immigration raids, anti-trans policies, economic inequality, homelessness, mental health crises, job insecurity (hell, job non-existence [https://nymag.com/intelligencer/article/ai-replacing-entry-level-jobs-gen-z-careers.html ], some say) – that younger folks are good and strong and resilient. And maybe some are. Maybe some can put on a good face. They can still go through the motions. They over-schedule; they over-achieve. What choice is there, really? Right?

But what if they aren’t okay? (I mean, crikey, what if none of us grownups really are either? And I’m looking right at those of you lulled by the siren call of “AI," driving this ship straight into the rocks. But I'm looking at, I'm looking to all of us.)

A day doesn’t go by where I don’t think about my son – about my own losses, my own grief in the face of this abysmal world we have built for our children. And since this summer, barely a day has gone by when I haven’t thought about Adam Raine, the 16-year-old who died by suicide after lengthy discussions -- encouragement, even -- from ChatGPT [https://www.nytimes.com/2025/08/26/technology/chatgpt-openai-suicide.html ]. And for the past few weeks now I think about the Reiner family too, a very famous stand-in, I suppose, for all the families who have chronically mentally ill children – violent or not, adult or not, in or not in active addiction. I’d say “you have no idea what it’s like” but so many of us do. More than we care to admit, more than we care to talk about, and obviously – fucking hell – more than we care to address.

“The purpose of a system is what it does,” the cybernetician Stafford Beer famously said. It is clear to me what the purpose of “AI,” what the purpose of ed-tech is. 2025 made it oh so clear. Sure, people still like to talk about innovation and enhancement. They wave their hands around excitedly – some "think bigger!" gesture, extolling some imaginary shiny future of cognitive speed and efficiency. But the purpose of these systems is what they do. And look what they have done.

Everyone knows. Everyone sees it. Some of us try to convince ourselves otherwise. But it's right there. The purpose of the system is extraction. The purpose is obedience. The purpose is compliance. The purpose is death – death of agency and death of dignity and death of joy.

We have much work to do to make our institutions – educational and otherwise – into something else. We cannot do it chained to the technologies that are designed to stop us from ever even thinking about becoming free.

But we can do it.

***

Today’s bird is the starling, which has been called one of the worst invasive species [https://www.invasivespeciesinfo.gov/terrestrial/vertebrates/european-starling ] in the world, brought to the US from Europe in the late nineteenth century, according to one story at least, by Eugene Schieffelin [https://en.wikipedia.org/wiki/Eugene_Schieffelin ], an ornithologist who thought it'd be neat to introduce into the US – via a release in Central Park in the case of the starling – every bird mentioned in Shakespeare's works. (Good grief, the hell men will unleash just to get you to pay attention to western literature.)

I see starlings almost every day in the park – during warmer months at least. Close up, their plumage is striking: an iridescent purple and green. Their beak is yellow. Their calls are comprised of squeaks and clicks, but they're known to mimic other birds. (Hotspur tries to teach a starling to say "Mortimer" in Henry IV, Part 1.)

Starlings are aggressive birds, attacking and displacing other species and, according to the USDA at least [https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1023&context=nwrcinvasive ], causing hundreds of millions of dollars of damage to agricultural crops every year. But what happens when we mark up the world – who belongs, who belongs where – into "native" and "invader" and "alien" [https://www.allaboutbirds.org/news/essay-are-starlings-really-invasive-aliens/ ]?

Starlings are "gregarious," meaning their flocks are often very large. Very very large – roosts can be comprised of over one million birds. Their swarm-like flights are called murmurations; and these are beautiful, almost musical, magical feats of coordination.

We don't know why the birds move this way; there's so much we do not know about the beings with whom we inhabit this world (although I'm sure ChatGPT, that other shiny invasive species specious, would surely tell you that it knows.)"]]></description>
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    <title>Every Scientific Empire Comes to an End - The Atlantic</title>
    <dc:date>2025-07-31T19:57:36+00:00</dc:date>
    <link>https://www.theatlantic.com/science/archive/2025/07/science-empire-america-decline/683711/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["America’s run as the premiere techno-superpower may be over."

[archived:
https://archive.ph/Qp5Hz ]

"Not since the Red Scare, when researchers at the University of California had to sign loyalty oaths, and those at the University of Washington and MIT were disciplined or fired for being suspected Communists, has American science been so beholden to political ideology. At least during the McCarthy era, scientists could console themselves that despite this interference, federal spending on science was surging. Today, it’s drying up.

Three-fourths of American scientists who responded to a recent poll by the journal Nature said they are considering leaving the country. They don’t lack for suitors. China is aggressively recruiting them, and the European Union has set aside a €500 million slush fund to do the same. National governments in Norway, Denmark, and France—nice places to live, all—have green-lighted spending sprees on disillusioned American scientists. The Max Planck Society, Germany’s elite research organization, recently launched a poaching campaign in the U.S., and last month, France’s Aix-Marseille University held a press conference announcing the arrival of eight American “science refugees.”"

...

"Every scientific empire falls, but not at the same speed, or for the same reasons. In ancient Sumer, a proto-scientific civilization bloomed in the great cities of Ur and Uruk. Sumerians invented wheels that carried the king’s war chariots swiftly across the Mesopotamian plains. Their priest astronomers stood atop ziggurats watching the sky. But the Sumerians appear to have over-irrigated their farmland—a technical misstep, perhaps—and afterwards, their weakened cities were invaded, and the kingdom broke apart. They could no longer operate at the scientific vanguard.

Science in ancient Egypt and Greece followed a similar pattern: It thrived during good times and fell off in periods of plague, chaos, and impoverishment. But not every case of scientific decline has played out this way. Some civilizations have willfully squandered their scientific advantage.

Spanish science, for example, suffered grievously during the Inquisition. Scientists feared for their lives. They retreated from pursuits and associations that had a secular tinge and thought twice before corresponding with suspected heretics. The exchange of ideas slowed in Spain, and its research excellence declined relative to the rest of Europe. In the 17th century, the Spanish made almost no contribution to the ongoing Scientific Revolution.

The Soviets sabotaged their own success in biomedicine. In the 1920s, the U.S.S.R. had one of the most advanced genetics programs in the world, but that was before Stalin empowered Trofim Lysenko, a political appointee who didn’t believe in Mendelian inheritance. Lysenko would eventually purge thousands of apostate biologists from their jobs, and ban the study of genetics outright. Some of the scientists were tossed into the Gulag; others starved or faced firing squads. As a consequence of all this, the Soviets played no role in the discovery of DNA’s double-helix structure. When the ban on “anti-Marxist” genetics was finally lifted, Gordin told me, the U.S.S.R. was a generation behind in molecular biology and couldn’t catch up.

But it was Adolf Hitler who possessed the greatest talent for scientific self-harm. Germany had been a great scientific power going back to the late 19th century. Germans had pioneered the modern research university by requiring that professors not only transmit knowledge but advance it, too. During the early 20th century, German scientists racked up Nobel Prizes. Physicists from greater Europe and the U.S. converged on Berlin, Göttingen, and Munich to hear about the strange new quantum universe from Max Born, Werner Heisenberg, and Albert Einstein.

When the Nazis took over in 1933, Hitler purged Germany’s universities of Jewish professors and others who opposed his rule. Many scientists were murdered. Others fled the country. Quite a few settled in America. That’s how Einstein got to Princeton. After Hans Bethe was dismissed from his professorship in Tübingen, he landed at Cornell. Then he went to MIT to work on the radar technology that would reveal German U-boats during the Battle of the Atlantic. Some historians have argued that radar was more important to Allied victory than the Manhattan Project. But of course, that, too, was staffed with European scientific refugees, including Leo Szilard, a Jewish physicist who fled Berlin the year that Hitler took power; Edward Teller, who went on to build the first hydrogen bomb; and John von Neumann, who invented the architecture of the modern computer.

In a very short time, the center of gravity for science just up and moved across the Atlantic Ocean. After the war, it was American scientists who most regularly journeyed to Stockholm to receive medals. It was American scientists who built on von Neumann’s work to take an early lead in the Information Age that the U.S. has still not relinquished. And it was American scientists who developed the vaccines for polio and measles.

During the postwar period, Vannevar Bush, head of the U.S. Office of Scientific Research and Development under FDR, sought to make America’s advantage in the sciences permanent. Bush hadn’t liked the way that the U.S. had to scramble to staff up the radar and atomic-bomb projects. He wanted a robust supply of scientists on hand at American universities in case the Cold War turned hot. He argued for the creation of the National Science Foundation to fund basic research, and promised that its efforts would improve both the economy and national defense.

Funding for American science has fluctuated in the decades since. It spiked after Sputnik and dipped at the end of the Cold War. But until Trump took power for the second time and began his multipronged assault on America’s research institutions, broad support for science was a given under both Democratic and Republican administrations. Trump’s interference in the sciences is something new. It shares features with the science-damaging policies of Stalin and Hitler, says David Wootton, a historian of science at the University of York. But in the English-speaking world, it has no precedent, he told me: “This is an unparalleled destruction from within.”

I reached out to the office of Michael Kratsios, the president’s science and technology adviser, several times while reporting this story. I asked whether Kratsios, who holds the role that once belonged to Vannevar Bush, had any response to the claim that the Trump administration’s attack on science was unprecedented. I asked about the possibility that its policies will drive away American researchers, and will deter foreigners from working in American labs. I was hoping to find out how the man responsible for maintaining U.S. scientific dominance was engaging with this apparent slide into mediocrity. I did not receive a reply.

All is not yet lost for American science. Lawmakers have already made clear that they do not intend to approve Trump’s full requested cuts at the NIH, NSF, and NASA. Those agencies will still have access to tens of billions of dollars in federal funds next year—and blue-state attorneys general have won back some of this year’s canceled grants in court. Research institutions still have some fight left in them; some are suing the administration for executive overreach. Universities in red states are hoping that their governors will soon summon the courage to take a stand on their behalf. “Politically speaking, it’s one thing to shut down research at Harvard,” Steven Shapin, a science historian at the school, told me. “It’s another thing to shut down the University of Arkansas.”

The U.S. government doesn’t bankroll all of American scientific research. 

Philanthropists and private companies support some of it, and will continue to. The U.S. shouldn’t face the kind of rapid collapse that occurred in the Soviet Union, where no robust private sector existed to absorb scientists. But even corporations with large R&D budgets don’t typically fund open-ended inquiry into fundamental scientific questions. With the possible exception of Bell Labs in its heyday, they focus on projects that have immediate commercial promise. Their shareholders would riot if they dumped $10 billion into a space telescope or particle collider that takes decades to build and generates little revenue.

A privatized system of American science will be distorted toward short-term work, and people who want to run longer-term experiments with more expensive facilities will go elsewhere. “American science could lose a whole generation,” Shapin said. “Young people are already starting to get the message that science isn’t as valued as it once was.”

If the U.S. is no longer the world’s technoscientific superpower, it will almost certainly suffer for the change. America’s technology sector might lose its creativity. But science itself, in the global sense, will be fine. The deep human curiosities that drive it do not belong to any nation-state. An American abdication will only hurt America, Shapin said. Science might further decentralize into a multipolar order like the one that held during the 19th century, when the British, French, and Germans vied for technical supremacy.

Or maybe, by the midway point of the 21st century, China will be the world’s dominant scientific power, as it was, arguably, a millennium ago. The Chinese have recovered from Mao Zedong’s own squandering of expertise during the Cultural Revolution. They have rebuilt their research institutions, and Xi Jinping’s government keeps them well funded. China’s universities now rank among the world’s best, and their scientists routinely publish in Science, Nature, and other top journals. Elite researchers who were born in China and then spent years or even decades in U.S. labs have started to return. What the country can’t yet do well is recruit elite foreign scientists, who by dint of their vocation tend to value freedom of speech.

Whatever happens next, existing knowledge is unlikely to be lost, at least not en masse. Humans are better at preserving it now, even amid the rise and fall of civilizations. Things used to be more touch-and-go: The Greek model of the cosmos might have been forgotten, and the Copernican revolution greatly delayed, had Islamic scribes not secured it in Baghdad’s House of Wisdom. But books and journals are now stored in a network of libraries and data centers that stretches across all seven continents, and machine translation has made them understandable by any scientist, anywhere. Nature’s secrets will continue to be uncovered, even if Americans aren’t the ones who see them first.

In 1990, Roald Sagdeev moved to America. He found leaving the Soviet Union difficult. His two brothers lived not far from his house in Moscow, and when he said goodbye to them, he worried that it would be for the last time. Sagdeev thought about going to Europe, but the U.S. seemed more promising. He’d met many Americans on diplomatic visits there, including his future wife. He’d befriended others while helping to run the Soviet half of the Apollo-Soyuz missions. When Carl Sagan visited the Soviet Space Research Institute in Moscow, Sagdeev had shown him around, and the two remained close.

To avoid arousing the suspicions of the Soviet authorities, Sagdeev flew to Hungary first, and only once he was safely there did he book a ticket to the U.S. He accepted a professorship at the University of Maryland and settled in Washington, D.C. It took him years to ride out the culture shock. He still remembers being pulled over for a traffic infraction, and mistakenly presenting his Soviet ID card.

American science is what ultimately won Sagdeev over to his new home. He was awestruck by the ambition of the U.S. research agenda, and he liked that it was backed by real money. He appreciated that scientists could move freely between institutions, and didn’t have to grovel before party leaders to get funding. But when I last spoke with Sagdeev, on July 4, he was feeling melancholy about the state of American science. Once again, he is watching a great scientific power in decline. He has read about the proposed funding cuts in the newspaper. He has heard about a group of researchers who are planning to leave the country. Sagdeev is 92 years old, and has no plans to join them. But as an American, it pains him to see them go."]]></description>
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<item rdf:about="https://chrishedges.substack.com/p/the-persecution-of-francesca-albanese">
    <title>The Persecution of Francesca Albanese</title>
    <dc:date>2025-07-10T02:39:41+00:00</dc:date>
    <link>https://chrishedges.substack.com/p/the-persecution-of-francesca-albanese</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["The sanctioning by the Trump administration of Francesca Albanese, the United Nations Special Rapporteur, is an ominous harbinger of the end of the rule of international law."

...

"When the history of the genocide in Gaza is written, one of the most courageous and outspoken champions for justice and the adherence to international law will be Francesca Albanese, the United Nations Special Rapporteur, who today the Trump administration is sanctioning. Her office is tasked with monitoring and reporting on human rights violations that Israel commits against Palestinians.

Albanese, who regularly receives death threats and endures well-orchestrated smear campaigns directed by Israel and its allies, valiantly seeks to hold those who support and sustain the genocide accountable. She lambasts what she calls “the moral and political corruption of the world” that allows the genocide to continue. Her office has issued detailed reports documenting war crimes in Gaza and the West Bank, one of which, called “Genocide as colonial erasure,” [https://www.un.org/unispal/document/genocide-as-colonial-erasure-report-francesca-albanese-01oct24/ ] I have reprinted as an appendix in my latest book, “A Genocide Foretold.” [https://www.penguinrandomhouse.com/books/786808/a-genocide-foretold-by-chris-hedges/ ]

She has informed private organizations that they are “criminally liable” for assisting Israel in carrying out the genocide in Gaza. She announced that if true, as has been reported, that the former British prime minister David Cameron threatened to defund and withdraw from the International Criminal Court (ICC) after it issued arrest warrants for Israeli Prime Minister Benjamin Netanyahu and former defense minister Yoav Gallant, which Cameron and the other former British prime minister Rishi Sunak could be charged with a criminal offense for, under the Rome Statue. The Rome Statue criminalizes those who seek to prevent war crimes from being prosecuted.

She has called on top European Union (EU) officials to face charges of complicity of war crimes over their support for the genocide, saying that their actions cannot be met with impunity. She was a champion [https://www.aa.com.tr/en/middle-east/un-rapporteur-says-madleen-gaza-flotilla-carries-humanity-along-with-aid/3591857 ] of the Madleen flotilla that sought to break the blockade of Gaza and deliver humanitarian aid, writing that the boat which was intercepted by Israel, was carrying not only supplies, but a message of humanity.

You can see the interview I did with Albanese here. [https://www.youtube.com/watch?v=wbakVaOGgOk ]

Her latest report [https://www.ohchr.org/sites/default/files/documents/hrbodies/hrcouncil/sessions-regular/session59/advance-version/a-hrc-59-23-aev.pdf ] lists 48 corporations and institutions, including Palantir Technologies Inc., Lockheed Martin, Alphabet Inc. (Google), Amazon, International Business Machine Corporation (IBM), Caterpillar Inc., Microsoft Corporation and Massachusetts Institute of Technology (MIT), along with banks and financial firms such as BlackRock, insurers, real estate firms and charities, which in violation of international law, are making billions from the occupation and the genocide of Palestinians.

You can read my article on Albanese’s most recent report here [https://chrishedges.substack.com/p/profiting-from-genocide ].

Secretary of State Marco Rubio condemned [https://www.abc.net.au/news/2025-07-10/francesca-albanese-marco-rubio-sanctions-israel-gaza/105514754 ] her support for the ICC, four of whose judges have been sanctioned by the U.S. for issuing arrest warrants for Netanyahu and Gallant last year. He criticized Albanese for her efforts to prosecute American or Israeli nationals who sustain the genocide, saying she is unfit for service as a special rapporteur. Rubio also accused Albanese of having "spewed unabashed antisemitism, expressed support for terrorism, and open contempt for the United States, Israel, and the West." The sanctions will most likely prevent Albanese from travelling to the U.S. and will freeze any assets she may have in the country.

The attack against Albanese presages a world without rules, one where rogue states, such as the U.S. and Israel, are permitted to carry out war crimes and genocide without any accountability or restraint. It exposes the subterfuges we use to fool ourselves and attempt to fool others. It reveals our hypocrisy, cruelty and racism. No one, from now on, will take seriously our stated commitments to democracy, freedom of expression, the rule of law or human rights. And who can blame them? We speak exclusively in the language of force, the language of brutes, the language of mass slaughter, the language of genocide.

“The acts of killing, the mass killing, the infliction of psychological and physical torture, the devastation, the creation of conditions of life that would not allow the people in Gaza to live, from the destruction of hospitals, the mass forced displacement and the mass homelessness, while people were being bombed daily, and the starvation — how can we read these acts in isolation?” Albanese asked in an interview [https://www.youtube.com/watch?v=aOfDPD9mxv4 ] I did with her when we discussed her report, “Genocide as colonial erasure.”

The militarized drones, helicopter gunships, walls and barriers, checkpoints, coils of concertina wire, watchtowers, detention centers, deportations, brutality and torture, denial of entry visas, apartheidesque existence that comes with being undocumented, loss of individual rights and electronic surveillance, are as familiar to desperate migrants along the Mexican border, or attempting to enter Europe, as they are to Palestinians.

This is what awaits those who Frantz Fanon [https://www.youtube.com/watch?v=9xCSFhtip_M ] calls “the wretched of the earth.”

Those that defend the oppressed, such as Albanese, will be treated like the oppressed."]]></description>
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</item>
<item rdf:about="https://www.bloodinthemachine.com/p/a-moral-crusade-against-ai-takes">
    <title>A moral crusade against AI takes shape - by Brian Merchant</title>
    <dc:date>2025-06-22T16:25:14+00:00</dc:date>
    <link>https://www.bloodinthemachine.com/p/a-moral-crusade-against-ai-takes</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["The pope takes on AI, chatbots abet a mental health crisis, and per MIT, generative AI use impairs learning. The Critical AI report, June 22nd edition."]]></description>
<dc:subject>brianmerchant ai artificialintelligence openai chatgpt samaltman popeleoxiv robertprevost popeleoxiii 1891 luddism luddites neoluddism neoluddites workers labor humanism industrialrevolution society property trade siliconvalley technology resistance facebook meta rohingas myanmar snapchat popefrancis towerofbabel llms language languages english internet web online howweread reading writing howwewrite thinking howwethink vatican catholicism catholicchurch morality ethics highered highereducation mit csu ohiostate howwelearn learning criticalthinking generativeai teaching howweteach calstate genai californiastateuniversity california</dc:subject>
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<item rdf:about="https://www.democracynow.org/2025/5/30/mccarthyism_universities">
    <title>“Worse Than McCarthyism”: Historian Ellen Schrecker on Trump’s War Against Universities &amp; Students | Democracy Now!</title>
    <dc:date>2025-05-31T05:17:18+00:00</dc:date>
    <link>https://www.democracynow.org/2025/5/30/mccarthyism_universities</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["We speak with esteemed historian scholar Ellen Schrecker about the Trump administration’s assault on universities and the crackdown on dissent, a climate of fear and censorship she describes as “worse than McCarthyism.”

“During the McCarthy period, it was attacking only individual professors and only about their sort of extracurricular political activities on the left. … Today, the repression that’s coming out of Washington, D.C., it attacks everything that happens on American campuses,” says Schrecker. “The damage that the Trump administration is doing is absolutely beyond the pale and has never, never been equaled in American life with regard to higher education.”

Schrecker is the author of many books about the McCarthy era, Cold War politics and right-wing attacks on academic freedom. Her recent piece for The Nation is headlined “Worse Than McCarthyism: Universities in the Age of Trump.”"

[video on YouTube:
https://www.youtube.com/watch?v=OqH4T55nUCU

See also (referenced within:

"A Tumultuous Spring Semester Finally Comes to a Close
The biggest mistake that some universities have made is to presume that the White House is operating in good faith. It is "
https://www.newyorker.com/magazine/2025/06/02/a-tumultuous-spring-semester-finally-comes-to-a-close

"Worse Than McCarthyism: Universities in the Age of Trump
The target then was the nonexistent threat of Communist teachers; today, it’s the supposed radicalism of the academy and its alleged failure to fight antisemitism."
https://www.thenation.com/article/society/mccarthyism-universities-trump-attacks/ ]]]></description>
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<item rdf:about="https://varnelis.net/works_and_projects/on-the-golden-age-of-blogging/">
    <title>On the Golden Age of Blogging - varnelis.net</title>
    <dc:date>2025-05-04T19:46:35+00:00</dc:date>
    <link>https://varnelis.net/works_and_projects/on-the-golden-age-of-blogging/</link>
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    <dc:creator>robertogreco</dc:creator><description><![CDATA["It’s been an idea for over three decades. How did the clock that will run for 10,000 years become a reality?"]]></description>
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<item rdf:about="https://chrishedges.substack.com/p/americas-academic-gulag-w-mit-student">
    <title>America's Academic Gulag (with MIT Student Activists) | The Chris Hedges Report</title>
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    <link>https://chrishedges.substack.com/p/americas-academic-gulag-w-mit-student</link>
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<item rdf:about="https://www.youtube.com/watch?v=wBz68F1vTlw">
    <title>Trump’s intrusive demons and Israel’s ‘enlightened cause’ | Norman Finkelstein | The Big Picture - YouTube</title>
    <dc:date>2024-11-17T04:02:48+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=wBz68F1vTlw</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Has Donald Trump peeled back the veil on America's toxicity?

What will his second term mean for Israel, Palestine and the pursuit of justice?

This week on The Big Picture Podcast, we welcome back Norman Finkelstein, political scientist, author and legal scholar, to talk about the aftermath of the US elections, Israel’s war in Gaza and shifting tactics of the Palestine movement.

Finkelstein has spent his career chronicling in excruciating detail the Israel-Palestine conflict from the perspective of international law, and feels that much of the conversation has framed it the wrong way. 

It’s not that Israel is betraying the laws of war, it’s actually “following the logic of genocide”.

His most recent book ‘I’ll Burn That Bridge When I Get To It’ took a surprising turn, scrutinising the prevalence of identity politics and cancel culture, which Finkelstein argues has undermined movements for justice and left the space open for malicious actors."]]></description>
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<item rdf:about="https://x.com/carolinesinders/status/1172847985081966592?lang=en">
    <title>caroline sinders on X: &quot;In case we needed more proof over how kinda gross Neri Oxman is (building with melanin when you’re white+Israeli with no discourse on colonialism is, in fact, problematic), she willingly and knowingly took Epstein money. We’ve</title>
    <dc:date>2024-08-08T17:12:03+00:00</dc:date>
    <link>https://x.com/carolinesinders/status/1172847985081966592?lang=en</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["In case we needed more proof over how kinda gross Neri Oxman is (building with melanin when you’re white+Israeli with no discourse on colonialism is, in fact, problematic), she willingly and knowingly took Epstein money. We’ve known since 2015 he’s bad. 
https://bostonglobe.com/metro/2019/09/13/meeting-with-epstein-led-gift-and-now-regrets/0SPYm0hSg8iNh3JdDwPICP/story.html "]]></description>
<dc:subject>nerioxman billackman 2024 jeffretepstein mit carolinesinders</dc:subject>
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<item rdf:about="https://www.sense-of-rebellion.com/">
    <title>A Sense of Rebellion</title>
    <dc:date>2024-06-17T18:23:36+00:00</dc:date>
    <link>https://www.sense-of-rebellion.com/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["These mavericks crave responsive tech. And a more humane AI. But are they humane & responsive enough to deliver?

A Podcast Series by Evgeny Morozov. Original music by Brian Eno.

Forget the military or Silicon Valley: we owe our smart technologies - from toothbrushes to beds - to a band of eccentric 1960s hippies. Hidden away in a secretive, privately funded lab on Boston’s waterfront, these visionaries developed intimate, personal technologies a decade before Steve Jobs.

But their rebellion was fraught with obstacles: the military-industrial complex, corporate resistance, and the founders’ larger-than-life personalities. As Silicon Valley adopted their ideas, the lab's vision for more humane and diverse technologies was twisted into something entirely different.

A decade in the making, this podcast unravels their captivating and often tragic tale. It's all here: Cold War psychiatry, Maoism, LSD, the Rockefellers, Scientology, CIA’s forays into extrasensory perception, and even the advent of tech libertarianism."

...

"HIGHLIGHTS

A Sense of Rebellion is written, presented, and produced by Evgeny Morozov, one of Big Tech’s first and fiercest critics. He is the author of THE NET DELUSION (2011) and TO SAVE EVERYTHING, CLICK HERE (2013), both listed among 100 notable books of the year by The New York Times. In 2018, Politico named him one of Europe’s 28 most influential people.

This is the second installment in Morozov’s podcast trilogy on the “tech rebels who failed” (The Santiago Boys, on Chile’s short-lived experiment in cybernetic socialism, was the first).

Part Cold War thriller, part psychological drama, part history of AI that may have been, A Sense of Rebellion offers a whirlwind tour through the pre-history of the digital revolution.

The podcast’s soundtrack features a dozen original tracks by Brian Eno.

WHY IT MATTERS

Drawing on a decade of archival research – including during Morozov’s doctoral studies at Harvard - the podcast sheds light on the paths not taken in the development of digital technologies. All of them (including AI) could have been more radical, subversive, and humane.

Today’s interactive technologies prize efficiency and predictability but only at the cost of making us less aware of their often detrimental effects (see mounting concerns about disinformation, filter bubbles, surveillance, etc).

But what if interactive technologies were not just about getting things done but also about broadening our horizons? What if their effects were not hidden but rather immediately made visible? And what if AI was not about cutting humans out of the loop, but, rather, about allowing us to develop new talents and sensibilities?

THE STORY

Forget the military or Silicon Valley: we owe our smart toothbrushes and smart beds to a wild bunch of eccentric hippies from the 1960s. Toiling in a privately funded, secretive lab on Boston’s waterfront, they sought more intimate and personal technologies a whole decade before Steve Jobs!

Yet, the military industrial complex, the resistance from corporate America, and the lab founders’ larger-than-life personalities get in the way of their ambitions.

The podcast ventures into the most unexpected territory: from the fortunes of the Cold War psychiatry to the rise and fall of far-left Maoist groups in Europe, from CIA’s adventures in extra-sensory perception to the emergence of tech libertarianism in the counterculture of the 1960.

THE PEOPLE

The lab at the center of the podcast foreshadows tech startups of the 2000s, with all their excesses, flaws, and utopian ambitions.

The characters behind that secretive lab are truly fascinating. Among them:

Warren Brodey (1924- ): a 100-year-old founder of family therapy turned tech guru turned radical leftist political activist.

Peter Oser (1926-1970): a great grandson of John D. Rockefeller who’s dabbled in Scientology, black magic, and early artificial intelligence.

Avery Johnson (1932-1988): a nerdy heir to the Palmolive fortune who turned an ex-quarry of his into a cybernetic playground.

PRAISE FOR THE SANTIAGO BOYS

“Dramatic and illuminating...Surprisingly riveting.”
Los Angeles Times

“You can hear the care that has gone into the research...The writing is smart, stylish and contains some terrific blink-and-you’ll-miss-them details...Doesn’t shrink from complex ideas and credits its audience with intelligence, curiosity, and, above all, staying power. Like the best podcasts, it leaves you feeling a little bit cleverer for having heard it.”
Financial Times

“As gripping as a Netflix thriller... Perhaps the most important political thriller of the last years...from one of the most important and critical theorists of digitalization...”
Frankfurter Allgemeine Zeitung (Germany)

“Particularly attentive to the hidden, secret, and violent uses of technology... - the so-called Dark Tech.”
Corriere della Sera (Italy)

“A rich podcast... a beautiful and important production that first and foremost shows how thoroughly political technology is...”
De Correspondent (Netherlands)"]]></description>
<dc:subject>evgenymorozov brianeno podcasts via:javierarbona ai artificialintelligence hippies 1960s californianideology scientology cia extrasensoryperception maoism psychiatry coldwar rockerfellers libertarianism technosolutionism technology resistance rebellion militaryindustrialcomplex corporations siliconvalley stevejobs personaltechnologies boston environmentaltechnologylab manifestos ecology christiangrote 1970s davidwestphal jeanettelerman bengiemendlowitz michaellemle richardwilliams averyjohnson warrenbrodey francettecerulli sanseasmith janebrodey peteroser 1970 2015 tools et&amp;t softarchitecture intelligentenvironments gestapo sibylmoholy-nagy architecture design engineering joeseale jimbever cybernetics billycarrigan craogcassarino benjaminbrodey johnbrodey pilotschoofortheblind familytherapy nicholasnegroponte bonniewax lisabrodey 2014 movefastandbreakthings disruption marhsallmcluhan humanecologyfund lsd chestnutlodge counterculture computers computing networks diversity frankherbert dune narcissism freedom</dc:subject>
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    <title>Class Consciousness for Billionaires | The New Yorker</title>
    <dc:date>2024-05-19T00:43:07+00:00</dc:date>
    <link>https://www.newyorker.com/magazine/2024/05/20/as-gods-among-men-guido-alfani-book-review</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["We used to think the rich had a social function. What are they good for now?"]]></description>
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<item rdf:about="https://www.compactmag.com/article/behind-the-ivy-intifada/">
    <title>Behind the Ivy Intifada | Compact</title>
    <dc:date>2024-05-10T03:31:21+00:00</dc:date>
    <link>https://www.compactmag.com/article/behind-the-ivy-intifada/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Shafik’s appointment as the 20th president of Columbia University in 2023 was historic. She is the first woman to occupy that role, and its first leader “of Arab Muslim origin.” According to identitarian logic, Shafik’s gender and her ethnic, religious, and immigrant background should have rendered her especially sensitive to social-justice concerns and uniquely capable of responding to the crisis in a constructive way.

But Shafik is far more than an immigrant woman of Arab and Muslim background. She is also, for one thing, a literal baroness. And prior to her role at Columbia University, she served as the vice president of the World Bank, the deputy managing director of the International Monetary Fund, the deputy governor of the Bank of England, and the vice chancellor of the London School of Economics. This background is much more essential for understanding how events have played out at Columbia University than Shafik’s ethnicity, faith, or gender.

In light of her professional history and affiliations, it would be easy to view someone like Shafik as endowed with extraordinary power and freedom. It would be easy to assume she has wide discretion in shaping how events play out on campus and beyond. This is true, in a sense. But it isn’t the full story. 

The sociologist Max Weber argued that while bureaucrats wield impressive power and social prestige, the influence and honor they enjoy is never truly theirs to possess. Instead, it typically derives from their office. If they are pushed out of their position or institution, their wealth and status tend to vanish precipitously, as well. In order to avoid this outcome, Weber concluded, bureaucrats tend to avoid alienating anyone with the capacity to strip them of their rank and prestige (even to the point of compromising their integrity or alienating large swaths of the rest of society to ingratiate themselves with elite gatekeepers).

Another great 20th-century sociologist, Pierre Bourdieu, described people like Shafik as the “dominated faction of the dominant class.” They are elites, to be sure, but their position is contingent on continued patronage from wealthy people or the state—and on association with prestigious institutions, such as universities or media outlets, that themselves are dependent on patronage from other elites and the government. As a consequence, although some dominated elites may regard themselves as rebels or speakers of uncomfortable truths—and in some cases, they leverage their clout to push elites or institutions in particular directions—they also tend to know their limits, and generally take care not to cross any lines that would result in their expulsion from the corridors of influence. 

Insofar as she is eager to cling to her position at Columbia and advance to other comparably prestigious posts later in her career, Shafik isn’t free. She has little choice but to go, hat in hand, and prostrate herself before lawmakers and donors. When Democratic lawmakers called on her and the trustees to clear the encampments or resign, and President Biden condemned the students occupying Hamilton Hall, Shafik knew what she had to do. And she acted as she was expected to on the day these calls went out. 

In responding to the protests as she did, Minouche Shafik wasn’t acting as an individual following whatever convictions she may (or may not) have held. She was acting as an agent of Columbia University, which serves a very particular set of functions in society. Columbia University is many things. Some have described it as a massive hedge fund with a world-class research university attached to it. Superficially, this isn’t far from the truth. Nearly half of Columbia’s $13.6 billion endowment is invested in equities, with another third in hedge funds. Another 14 percent of the endowment is invested in real estate, rendering Columbia the largest private landowner in the Big Apple. Put simply, Columbia University is a vast enterprise. However, its main business is not speculating on stocks and real estate—that’s more of a side hustle.

Columbia’s core product is the reproduction and legitimation of social inequality. This is the source of the university’s multibillion-dollar endowment, derived primarily from donations by alumni and their families, who are invested in that enterprise’s success. Universities in general, and elite schools in particular, exist largely to launder wealth into perceptions of “merit.” They help the children of wealthy and well-connected families reproduce their social position and feel like they “earned” it. 

As my academic adviser Shamus Khan has powerfully illustrated, students from non-traditional elite-school backgrounds—like me—play an important role in this legitimation scheme. As long as at least some are attending because of their exceptional grit or talent, the children of privilege who make up the majority of the student body can come to believe that they are at a school like Columbia because they are geniuses and scrappy bootstrappers, too—because those are apparently the type of people the university selects for. These same impressions then allow elite institutions to primarily hire the rich kids who graduate from these schools under the auspices of “merit”: By virtue of graduating from Columbia, they must be especially gifted (and not merely privileged). 

As I detail in my forthcoming book, the truth is that elite institutions like Columbia primarily select for highly conscientious and capable conformists. If you are sufficiently talented and prolific, the conformity expectations can be slackened slightly (a win-win that helps other conformists understand themselves and the institution as more “edgy” than they really are); and if you are sufficiently wealthy, deficits in capability or conscientiousness can be overlooked or worked around. But the modal student is not an idiosyncratic genius or a billionaire kid who failed his way to the top.

Instead, as Noam Chomsky pointed out decades ago, colleges and universities—and consequently, the symbolic professions—are overwhelmingly composed of the kind of people who showed up to school every day and on time, had the right kinds of extracurriculars, turned in their assignments punctually and according to the instructions, mastered regurgitating the information that the teachers provided in a form that said teachers found aesthetically pleasing. The kids who craved approval from teachers and other authority figures, who took pride in their grades, believing that their academic records say something meaningful about themselves. Those who did well on standardized tests, often believing (again) that their high scores say something meaningful about themselves. Those who were willing to delay gratification virtually indefinitely.

This is how such students end up with the sterling attendance and disciplinary records, the high GPA, and the glowing letters of recommendation that ease their path to selective colleges. These same dispositions allow them to flourish in college and, later, in the symbolic professions. As economist Bryan Caplan has demonstrated, the main signal telegraphed to employers by college degrees is that these are the kind of people who are willing to endure drudgery, degradation, and busy work (such as is required to obtain a college degree); who see things through to completion (which is why a degree, even an associate’s degree, gives a bigger boost on the job market than several years of schooling without a degree); who will follow the rules; who will complete tasks on time and according to specifications.

These selection patterns, which define higher education writ large, are most pronounced of all at top-tier institutions. Places like Columbia are filled with people who have spent little to no time outside of what Daniel Markovits called The Meritocracy Trap (the title of his 2019 book on the subject). Everything is a competition. Everything is a chance to build one’s brand. Everything is a risk or opportunity to move up or down the ladder. Even social-justice activism. 

I say all this as someone who received a doctorate from Columbia. And I must confess, I loved my time there, and continue to feel a deep affection and gratitude toward the institution. While enrolled, I was offered unparalleled resources. My mentors and colleagues were truly excellent. The undergraduates I worked with were bright, earnest, ambitious, and highly invested in getting good grades (if markedly less committed to learning—and unaware of and unbothered by their ignorance). For all these reasons, it has been heartbreaking to see the campus riven by conflict, locked down, and purged. Compared to most other campuses, the way things played out at Columbia was extreme. However, as my mentor Saskia Sassen emphasizes, extreme cases can “make sharply visible what might otherwise remain confusingly vague.”"

...

"Comparatively, most of the people castigating the demonstrators seem largely indifferent to the catastrophe in Gaza and seem to possess an even less coherent vision of social change. President Biden, for instance, stated that although peaceful protest is protected in America, “dissent must never lead to disorder.” But Stonewall, now widely celebrated by Democratic politicians, was a literal riot, and ostensibly “nonviolent” civil-rights campaigns have always had an intimate relationship with violence and coercion. The idea that social change primarily occurs through positive, pleasant, and non-disruptive means is silly and out of step with most of human history."

...

"In truth, there is very little at stake on any side of the struggles at Columbia University, and ultimately, everyone will be just fine. Sooner or later, most of the students will proceed to their well-remunerated jobs—protesters, counter-protesters, and neutral parties alike. Whether Shafik manages to hold on at Columbia or ultimately gets pushed out, she will spend the rest of her days filthy rich. Likewise, even in the unlikely event that Davadai is terminated for his many indiscretions, he already has a promising second career lined up as a right-aligned influencer. Columbia, too, will fare well. The school is older than America, and it isn’t going anywhere anytime soon. All those people vowing not to send their kids to the Ivies are lying to others and possibly themselves (or perhaps their offspring were unlikely to gain admission in the first place).

The French philosopher Jean Baudrillard observed that “behind every image, something has disappeared.” The Ivy League Intifada is no exception. The only people in this story who face genuine suffering have been almost completely absent from “the discourse” over the last several weeks: namely, the people of Gaza.

While Americans obsess over tents on the Columbia quad, hundreds of thousands of displaced people are sleeping in tents in Rafah. They are not “unsheltered” because the university revoked their access to the campus, but because their homes and communities were leveled by a campaign of destruction with few analogs in modern history. And even their tents are being bombed.

It isn’t even possible in theory for Gazans to carry out campus demonstrations, because every single university in Gaza has been destroyed by Israel. Instead of dealing with the inconvenience of being unable to access the dining hall or hang out on the quad—and rather than stressing out over whether they’ll land their dream job or if others are saying mean things about them (that make them feel emotionally “unsafe”—the people of Gaza are witnessing their loved ones killed in front of their eyes, are undergoing amputations without anesthesia, and literally starving to death. There is nowhere left for them to flee, but a ground invasion seems imminent despite Hamas ostensibly agreeing to a ceasefire.

It is obvious why Biden, House Republicans, and others determined to support Benjamin Netanyahu’s war would rather talk about student protesters instead of the fate of Gaza. Mainstream media outlets, meanwhile, recognize that campus culture-war stories get far more clicks and are far easier to produce than responsible reporting on bleak international events. 

For their part, the student activists seem to genuinely want to raise awareness about the plight of Gazans—albeit ideally in a way that enhances their own clout. In a recent editorial for The Guardian, leaders of the Columbia protest movement urged everyone to listen to their perspectives, and elevate their voices, so they might raise the salience of the crisis in Gaza. The actual conflict they are ostensibly trying to end received only a single oblique mention in the last sentence of the piece. The rest of the article was focused on the struggles Columbia students have faced and calls for them to get still more attention relative to other stakeholders. In truth, Columbia students don’t need your attention. They don’t need your support. They don’t need your solidarity.

Attention is finite. Energy is finite. Time is finite. Resources are finite. Save your concern and your efforts for the crisis in Gaza. Don’t let the farce at Columbia obscure the tragedy that the protests were supposed to call attention to in the first place."]]></description>
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<item rdf:about="https://www.theatlantic.com/magazine/archive/2024/03/facebook-meta-silicon-valley-politics/677168/">
    <title>The Rise of Techno-authoritarianism - The Atlantic</title>
    <dc:date>2024-04-28T18:08:06+00:00</dc:date>
    <link>https://www.theatlantic.com/magazine/archive/2024/03/facebook-meta-silicon-valley-politics/677168/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Silicon Valley has its own ascendant political ideology. It’s past time we call it what it is."

...

"The new technocrats claim to embrace Enlightenment values, but in fact they are leading an antidemocratic, illiberal movement."

...

"in 1961, in his farewell address, President Dwight Eisenhower warned the nation about the dangers of a coming technocracy. “In holding scientific research and discovery in respect, as we should,” he said, “we must also be alert to the equal and opposite danger that public policy could itself become the captive of a scientific-technological elite. It is the task of statesmanship to mold, to balance, and to integrate these and other forces, new and old, within the principles of our democratic system—ever aiming toward the supreme goals of our free society.”

Eight years later, the country’s first computers were connected to ARPANET, a precursor to the World Wide Web, which became broadly available in 1993. Back then, Silicon Valley was regarded as a utopia for ambitious capitalists and optimistic inventors with original ideas who wanted to change the world, unencumbered by bureaucracy or tradition, working at the speed of the internet (14.4 kilobits per second in those days). This culture had its flaws even at the start, but it was also imaginative in a distinctly American way, and it led to the creation of transformative, sometimes even dumbfoundingly beautiful hardware and software.

For a long time, I tended to be more on Andreessen’s end of the spectrum regarding tech regulation. I believed that the social web could still be a net good and that, given enough time, the values that best served the public interest would naturally win out. I resisted the notion that regulating the social web was necessary at all, in part because I was not (and am still not) convinced that the government can do so without itself causing harm (the European model of regulation, including laws such as the so-called right to be forgotten, is deeply inconsistent with free-press protections in America, and poses dangers to the public’s right to know). I’d much prefer to see market competition as a force for technological improvement and the betterment of society.

But in recent years, it has become clear that regulation is needed, not least because the rise of technocracy proves that Silicon Valley’s leaders simply will not act in the public’s best interest. Much should be done to protect children from the hazards of social media, and to break up monopolies and oligopolies that damage society, and more. At the same time, I believe that regulation alone will not be enough to meaningfully address the cultural rot that the new technocrats are spreading.

Universities should reclaim their proper standing as leaders in developing world-changing technologies for the good of humankind. (Harvard, Stanford, and MIT could invest in creating a consortium for such an effort—their endowments are worth roughly $110 billion combined.)

Individuals will have to lead the way, too. You may not be able to entirely give up social media, or reject your workplace’s surveillance software—you may not even want to opt out of these things. But there is extraordinary power in defining ideals, and we can all begin to do that—for ourselves; for our networks of actual, real-life friends; for our schools; for our places of worship. We would be wise to develop more sophisticated shared norms for debating and deciding how we use invasive technology interpersonally and within our communities. That should include challenging existing norms about the use of apps and YouTube in classrooms, the ubiquity of smartphones in adolescent hands, and widespread disregard for individual privacy. People who believe that we all deserve better will need to step up to lead such efforts.

Our children are not data sets waiting to be quantified, tracked, and sold. Our intellectual output is not a mere training manual for the AI that will be used to mimic and plagiarize us. Our lives are meant not to be optimized through a screen, but to be lived—in all of our messy, tree-climbing, night-swimming, adventuresome glory. We are all better versions of ourselves when we are not tweeting or clicking “Like” or scrolling, scrolling, scrolling.

Technocrats are right that technology is a key to making the world better. But first we must describe the world as we wish it to be—the problems we wish to solve in the public interest, and in accordance with the values and rights that advance human dignity, equality, freedom, privacy, health, and happiness. And we must insist that the leaders of institutions that represent us—large and small—use technology in ways that reflect what is good for individuals and society, and not just what enriches technocrats.

We do not have to live in the world the new technocrats are designing for us. We do not have to acquiesce to their growing project of dehumanization and data mining. Each of us has agency.

No more “build it because we can.” No more algorithmic feedbags. No more infrastructure designed to make the people less powerful and the powerful more controlling. Every day we vote with our attention; it is precious, and desperately wanted by those who will use it against us for their own profit and political goals. Don’t let them."

[See also:
https://pinboard.in/u:robertogreco/b:d99ae96c3567 ]]]></description>
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<item rdf:about="https://www.thenation.com/article/activism/gaza-solidarity-encampments-campus-crackdown-palestine/">
    <title>The Crackdown on Campus Protests Is Happening Everywhere | The Nation</title>
    <dc:date>2024-04-27T00:26:17+00:00</dc:date>
    <link>https://www.thenation.com/article/activism/gaza-solidarity-encampments-campus-crackdown-palestine/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Across the US, pro-Palestine students have faced repression, suspension, and arrest. We asked more than a dozen students to share how their schools have restricted the right to protest."

]]></description>
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<item rdf:about="https://hammerandhope.org/article/palestine-mass-movement-gaza">
    <title>The New Movement for Palestine</title>
    <dc:date>2024-04-10T07:42:44+00:00</dc:date>
    <link>https://hammerandhope.org/article/palestine-mass-movement-gaza</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Global outrage over Israel’s attacks on Gaza has produced a broad-based mass movement never before witnessed on the question of Palestine."]]></description>
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<item rdf:about="https://www.youtube.com/watch?v=H7y8cSaccZs">
    <title>Mustafa Barghouti - his life story, why Oslo failed, the media, racism and Gaza | UNAPOLOGETIC - YouTube</title>
    <dc:date>2024-03-21T21:11:17+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=H7y8cSaccZs</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Over the course of a lengthy discussion, Mustafa Barghouti recollects his life from growing up as a child in Ramallah, which was then controlled by Jordan, to the present Israeli assault on Gaza. 

Topics covered include how the 1967 War and subsequent Israeli occupation changed his life and propelled him to become a medical doctor and into political activism, studying medicine abroad. He describes life under occupation and the hopes that the First Intifada brought, the failed Oslo peace process and his role in those negotiations, how he was shot in 1996 by Israeli security forces, the decades-long brutality of the Israeli army, the Second Intifada, the death of Yasser Arafat, Palestinian elections in 2006 and the civil war, the siege of Gaza. He talks about the 7 October, how the media perceives the current assault by Israel on Gaza, and the future of Palestinian liberation.

Filmed on 22nd February 2024

Topic breakdown
00:00 - Intro
00:37 - Growing up in Ramallah
02:44 - Impact of the 1967 War and occupation
05:55 - How occupation changed regular life
07:17 - How long did you think the occupation will last
08:54 - Why did you study Medicine in Russia
10:54 - Student life abroad
13:25 - Life after returning home
15:00 - The occupation tightening it's grip on Palestinians
17:24 - Contributions as a medical doctor
18:55 - Palestinian resistance before the 1987 uprising
21:38 - The first uprising and hope
23:37 - Circumstances around the Oslo peace process
26:35 - Israel's policy of breaking bones
28:30 - The Oslo accords
33:00 - How Oslo was doomed to fail
34:31 - Netanyahu come to power in 1996
37:10 - thoughts on the 2nd uprising
39:20 - Reflections on Yasser Arafat
41:39 - 2006 election and civil war and siege
45:27 - The situation on October 6th
49:02 - October 7th and crisis in Gaza
55:13 - Response to Israel's genocide and US position
59:45 - appearing in the media
1:11:00 - Media bias and racism
1:14:30 - Israel's intentions in Gaza
1:18:30 - Inadequate world reaction
1:22:15 - the way forward for Palestinians
1:24:00 - hopes for the year 2050"]]></description>
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<item rdf:about="https://www.youtube.com/watch?v=Qh0eg3IJN3M">
    <title>&quot;A kind of intergenerational civil war&quot; with Peter Beinart - YouTube</title>
    <dc:date>2024-03-16T17:13:06+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=Qh0eg3IJN3M</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["The brothers welcome Peter Beinart to the show to discuss the role of the Gaza genocide in the generational transformation taking place in the United States (including within Jewish communities across the country), as well as the campaign to redefine antisemitism to include criticism of Zionism and the Zionist state, and the many pathways leading from Zionism to democracy and freedom for all."

[also here:
https://directory.libsyn.com/episode/index/id/30396718
https://sites.libsyn.com/495388/a-kind-of-intergenerational-civil-war-w-peter-beinart ]]]></description>
<dc:subject>makdisistreet 2024 sareemakdisi ussamamakdisi karimmakdisi palestine gaza israel zionism democracy freedom genocide generations us antisemitism supremacy apartheid colonialism colonization expulsion displacement dispossession erasure settlercolonialism jvp media journalism ifnotnow orthodoxy history ethics adl aipac republicans politicy policy power ethnonationalism universities colleges highered highereducation academia jonathangreenblatt upenn columbia mit harvard elisestefanik anc southafrica joebiden cynicsm complexity antizionism plo onestatesolution peterbeinart jihad nakba antidefamationleague brownuniversity</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:718262998219/</dc:identifier>
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<item rdf:about="https://www.theguardian.com/education/2024/jan/03/bill-ackman-billionaire-attacks-claudine-gay-harvard-twitter-x">
    <title>‘A bully’: the billionaire who led calls for Claudine Gay’s Harvard exit | Harvard University | The Guardian</title>
    <dc:date>2024-01-04T01:45:14+00:00</dc:date>
    <link>https://www.theguardian.com/education/2024/jan/03/bill-ackman-billionaire-attacks-claudine-gay-harvard-twitter-x</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["US hedge fund manager Bill Ackman posts 4,000-word screed decrying ‘racism against white people’ after Gay’s departure"]]></description>
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    <title>Norman Finkelstein Discusses Palestine, the Harvard Controversy, and Attacks on Academic Freedom!!! - YouTube</title>
    <dc:date>2024-01-03T23:55:10+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=DI0cE8gu2Wo</link>
    <dc:creator>robertogreco</dc:creator><dc:subject>normfinkelstein normanfinkelstein marclamonthill 2024 academia integrity malcolmx martinlutherkingjr mlk truth justice wealth fame fortune claudinegay plagiarism highered highereducation palestine academicfreedom tenure behavior noamchomsky intellect intellectuals christ israel morality alandershowitz sacrifice anarchism history workers labor robberbarons capitalism unions edwardross johndewey mccarthyism inequality antisemitism upenn mit harvard lizmagill sallykornbluth billionaires billionaireclass billclass stevensalaita civility depauluniversity holocaust power law legal conservatives elisestefanik vivekramaswamy charlesogletree laurencetribe briahnajoygray robbysoave aaup scottnearing edwardalsworthross universityofcaliforniapress publishing jesus jesuschrist redscare</dc:subject>
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<item rdf:about="https://www.youtube.com/watch?v=0xtP7CVSJGY">
    <title>Peter Beinart &amp; Omer Bartov on UPenn President Resignation, Gaza &amp; the Weaponization of Antisemitism - YouTube</title>
    <dc:date>2023-12-11T22:21:01+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=0xtP7CVSJGY</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["University of Pennsylvania President Elizabeth Magill voluntarily resigned her position Saturday after a House Education Committee hearing last Tuesday on how colleges have handled antisemitism. Magill has faced demands to resign since September, when she refused to bow to pressure to cancel the Palestine Writes Literature Festival on campus. More universities face accusations that they have failed to protect Jewish students since the October 7 Hamas incursion into southern Israel amid a broader effort to restrict pro-Palestinian speech on campus. We speak with Peter Beinart, professor of journalism at the City University of New York and the editor-at-large of _Jewish Currents_, and with Omer Bartov, a professor of Holocaust and genocide studies at Brown University. "This whole discussion seems to me to be the least important issue,"  says Bartov. "What is most important now is that Israel now has been conducting a war for weeks and weeks in which it has killed thousands and thousands of Palestinians.""]]></description>
<dc:subject>upenn harvard us peterneinart omerbartov 2023 israel palestine highered highereducation elizabethmagill zionism jintifada antisemitism gaza elisestefanik genocide politics mit claudinegay sallykornbluth islamophobia rhetoric language</dc:subject>
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<item rdf:about="https://www.youtube.com/watch?v=8-mcz6vJPd8">
    <title>Cities After… The Threat of Mega-Landlords - YouTube</title>
    <dc:date>2023-03-08T02:40:39+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=8-mcz6vJPd8</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["[S03 E04] The Threat of Mega-Landlords

In this episode of Cities After…, Prof. Robles-Durán discusses the growing prevalence of corporate landlords and their devastating impact on affordable housing and homeownership. The mass acquisition of single-family homes and apartment buildings by private investment companies, backed by global finance and, often, as Prof. Robles-Durán reveals our own pension funds, capitalizes on our basic need for housing as a human right and turns it into a profit-making enterprise. This phenomenon grows out of the capitalist-fed dream of private homeownership, which has never been truly accessible to the masses. We need community land trusts, cooperative housing, and to put an end to the predatory commodification of housing before it’s too late. 

Cities After... is a bi-weekly podcast about the future of cities; grounded in our daily urban struggles, it is part dystopian and part utopian. The intention is to entice civic imagination into action, because a more just and sustainable urban future is possible.

Miguel Robles-Durán is an urbanist with expertise in the design and analysis of complex urban systems and urban political-ecology. He is an associate professor of urbanism and director of the graduate urban programs at The New School / Parsons School of Design in New York City. Read his full bio on our website.
https://www.democracyatwork.info/cities_after

Cities After... is a @democracyatwrk production, made possible by audience donations. Consider donating to Democracy at Work with a monthly or one-time gift. Our monthly supporters are invaluable to us, in that they allow us to plan for the future, and commit to bringing you more media from an anti-capitalist and pro-workplace democracy perspective. Thank you."]]></description>
<dc:subject>megalandlords miguelrobles-durán privateequity housing realestate capitalism latecapitalism democracy cities urba urbanism inequality landlords speculation investment politics economics finance financialization globalfinancialcrisis greatrecession spain españa blackstone property mortgages stephenschwarzman mit yale oxford homeownership housingjustice privateproperty marxism karlmarx renters renting shelter citiesafter latestagecapitalism</dc:subject>
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<item rdf:about="https://library.memoryoftheworld.org/#/book/7fa1139f-a2f2-47e7-a974-8d4f767c0cd3">
    <title>American Ethnographic Film and Personal Documentary: The Cambridge Turn (2013), by Scott MacDonald [Memory of the World Library]</title>
    <dc:date>2021-07-25T19:55:20+00:00</dc:date>
    <link>https://library.memoryoftheworld.org/#/book/7fa1139f-a2f2-47e7-a974-8d4f767c0cd3</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[“American Ethnographic Film and Personal Documentary is a critical history of American filmmakers crucial to the development of ethnographic film and personal documentary. The Boston and Cambridge area is notable for nurturing these approaches to documentary film via institutions such as the MIT Film Section and the Film Study Center, the Carpenter Center and the Visual and Environmental Studies Department at Harvard. Scott MacDonald uses pragmatism’s focus on empirical experience as a basis for measuring the groundbreaking achievements of such influential filmmakers as John Marshall, Robert Gardner, Timothy Asch, Ed Pincus, Miriam Weinstein, Alfred Guzzetti, Ross McElwee, Robb Moss, Nina Davenport, Steve Ascher and Jeanne Jordan, Michel Negroponte, John Gianvito, Alexander Olch, Amie Siegel, Ilisa Barbash, and Lucien Castaing-Taylor. By exploring the cinematic, personal, and professional relationships between these accomplished filmmakers, MacDonald shows how a pioneering, engaged, and uniquely cosmopolitan approach to documentary developed over the past half century.”

[See also:
https://www.ucpress.edu/book/9780520275621/american-ethnographic-film-and-personal-documentary#table-of-contents ]]]></description>
<dc:subject>film filmmaking scottmacdonald sensoryethnographylab ethnography ethnographicfilm boston cambridge mitfilmsection filmstudycenter carpentercenter harvard mit johnmarshall alfredguzzetti rossmcelwee robmoss ninadavenport steveascher jeannejordan michelnegroponte johngianvito alexanderolch amiesiegel ilisabarbash luciencastaing-taylor</dc:subject>
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<item rdf:about="https://strelka.com/en/videos/event/2014/09/12/beatriz-colomina-towards-a-radical-pedagogy">
    <title>Strelka Institute - Beatriz Colomina: Towards a Radical Pedagogy</title>
    <dc:date>2020-04-13T07:31:54+00:00</dc:date>
    <link>https://strelka.com/en/videos/event/2014/09/12/beatriz-colomina-towards-a-radical-pedagogy</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[[direct link to video: https://vimeo.com/109790299 ]

“Beatriz Colomina architectural historian tells about the influence of radical pedagogical experiments on post-war architecture 

Among the many factors that influence the architecture formed the second half of the twentieth century, we should not ignore the role of teaching. Pedagogical experiments were innovative for the time, violated the formalities, instead of amplifying and distributing them. That period is characterized by collective disobedience to the bureaucracy and capital, cold and Vietnam wars. American environment grew out of the consumption of plastic and mass-produced objects. Sci-fi novels are reflected in the achievements of the brave new world of computer technology, gadgets and spaceships. Architecture could not stay away from such changes. She tried to assert his claim to the new territory. Do something similar happen today?

Beatriz Colomina - architectural historian, the Founding Director of Media and Modernity Program at Princeton. Most of Beatriz works are dedicated to architecture and modern institutions of representation, in particular the print media, photography, advertising, cinema and television. Her best-known works are: Privacy and Publicity:Modern Architecture as Mass Media (International Award of the American Institute of Architects 1995), Sexuality and Space (International Book Award 1993). Beatriz has lectured around the world, including the Museum of Modern Art in New York, the Architectural Institute of Japan in Tokyo, Center for Contemporary Art and Architecture in Stockholm.

After the lecture there will be a discussion «New architectural education».

Participants:

Beatriz Colomina - architectural historian, the Founding Director of Media and Modernity Program at Princeton

Nikita Tokarev - architect, director at The Moscow School of Architecture (MARCH)

Brendan McGetrick -  writer, lecturer at Strelka Institute, co-curator Fair Enough in the Russian pavilion at the Venice Architecture Biennale

Moderator:

Anna Poznyak -  Strelka Institute alumni, analyst at the Program Committee of the Moscow Urban Forum”]]></description>
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<item rdf:about="https://www.theatlantic.com/ideas/archive/2019/09/problem-sugar-daddy-science/598231/">
    <title>The Problem With Sugar-Daddy Science - The Atlantic</title>
    <dc:date>2019-09-19T15:51:56+00:00</dc:date>
    <link>https://www.theatlantic.com/ideas/archive/2019/09/problem-sugar-daddy-science/598231/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["The pursuit of money from wealthy donors distorts the research process—and yields flashy projects that don’t help and don’t work."]]></description>
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<item rdf:about="https://www.wired.com/story/tyranny-neurotypicals-unschooling-education/">
    <title>The Educational Tyranny of the Neurotypicals | WIRED</title>
    <dc:date>2018-11-18T01:37:22+00:00</dc:date>
    <link>https://www.wired.com/story/tyranny-neurotypicals-unschooling-education/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Ben Draper, who runs the Macomber Center for Self Directed Learning, says that while the center is designed for all types of children, kids whose parents identify them as on the autism spectrum often thrive at the center when they’ve had difficulty in conventional schools. Ben is part of the so-called unschooling movement, which believes that not only should learning be self-directed, in fact we shouldn't even focus on guiding learning. Children will learn in the process of pursuing their passions, the reasoning goes, and so we just need to get out of their way, providing support as needed.

Many, of course, argue that such an approach is much too unstructured and verges on irresponsibility. In retrospect, though, I feel I certainly would have thrived on “unschooling.” In a recent paper, Ben and my colleague Andre Uhl, who first introduced me to unschooling, argue that it not only works for everyone, but that the current educational system, in addition to providing poor learning outcomes, impinges on the rights of children as individuals.

MIT is among a small number of institutions that, in the pre-internet era, provided a place for non-neurotypical types with extraordinary skills to gather and form community and culture. Even MIT, however, is still trying to improve to give these kids the diversity and flexibility they need, especially in our undergraduate program.

I'm not sure how I'd be diagnosed, but I was completely incapable of being traditionally educated. I love to learn, but I go about it almost exclusively through conversations and while working on projects. I somehow kludged together a world view and life with plenty of struggle, but also with many rewards. I recently wrote a PhD dissertation about my theory of the world and how I developed it. Not that anyone should generalize from my experience—one reader of my dissertation said that I’m so unusual, I should be considered a "human sub-species." While I take that as a compliment, I think there are others like me who weren’t as lucky and ended up going through the traditional system and mostly suffering rather than flourishing. In fact, most kids probably aren’t as lucky as me and while some types are more suited for success in the current configuration of society, a huge percentage of kids who fail in the current system have a tremendous amount to contribute that we aren’t tapping into.

In addition to equipping kids for basic literacy and civic engagement, industrial age schools were primarily focused on preparing kids to work in factories or perform repetitive white-collar jobs. It may have made sense to try to convert kids into (smart) robotlike individuals who could solve problems on standardized tests alone with no smartphone or the internet and just a No. 2 pencil. Sifting out non-neurotypical types or trying to remediate them with drugs or institutionalization may have seemed important for our industrial competitiveness. Also, the tools for instruction were also limited by the technology of the times. In a world where real robots are taking over many of those tasks, perhaps we need to embrace neurodiversity and encourage collaborative learning through passion, play, and projects, in other words, to start teaching kids to learn in ways that machines can’t. We can also use modern technology for connected learning that supports diverse interests and abilities and is integrated into our lives and communities of interest.

At the Media Lab, we have a research group called Lifelong Kindergarten, and the head of the group, Mitchel Resnick, recently wrote a book by the same name. The book is about the group’s research on creative learning and the four Ps—Passion, Peers, Projects, and Play. The group believes, as I do, that we learn best when we are pursuing our passion and working with others in a project-based environment with a playful approach. My memory of school was "no cheating,” “do your own work,” "focus on the textbook, not on your hobbies or your projects," and "there’s time to play at recess, be serious and study or you'll be shamed"—exactly the opposite of the four Ps.

Many mental health issues, I believe, are caused by trying to “fix” some type of neurodiversity or by simply being insensitive or inappropriate for the person. Many mental “illnesses” can be “cured” by providing the appropriate interface to learning, living, or interacting for that person focusing on the four Ps. My experience with the educational system, both as its subject and, now, as part of it, is not so unique. I believe, in fact, that at least the one-quarter of people who are diagnosed as somehow non-neurotypical struggle with the structure and the method of modern education. People who are wired differently should be able to think of themselves as the rule, not as an exception."]]></description>
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<item rdf:about="http://stockyardinstitute.org/">
    <title>Stockyard Institute</title>
    <dc:date>2018-05-26T03:43:29+00:00</dc:date>
    <link>http://stockyardinstitute.org/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["The Stockyard Institute , founded by Jim Duignan, associate professor, is an arts and pedagogical initiative that establishes collaborative, community-wide arts and education projects with youth, teachers, artists and residents deep inside Chicago communities. The Stockyard Institute coordinates with area schools, youth centers, cultural organizations, and community facilities to design and organize temporary public art projects and sustainable art and education programs. Since its inception in 1995, the Stockyard Institute has connected with thousands of DePaul University students, local teachers, youth and community residents building, teaching, exhibiting, exchanging and publishing projects in Chicago, the U.S. and around the world. Duignan’s work and models have been published by The Atlantic Monthy, A Blade of Grass Foundation, Prestel Publishing, New Art Examiner, Artforum, Chicago Reader, Whitewalls, Proximity Magazine, New City, Palm Press, Routledge, AREA Chicago, Green Lantern Press and the New York Times. Recent projects, artworks, and ideas of the Stockyard institute and Jim Duignan have been exhibited at the Hyde Park Art Center and Smart Museum (2017), Chicago Cultural Center, Reykjavik Art Museum, Public Art Saint Paul, (2016), Brooklyn’s interference Archive and 6018North in Chicago (2015), and Hul House Museum, Kochi-Muziris Biennial, Sullivan Galleries, EXPO Chicago, and Columbia College (2014).

 

(2017 MIT Nomination)

Over the past 20 years, across Chicago neighborhoods, Jim has been quietly leading an underground educational network called Stockyard Institute. Born and raised deep in the city, trained from self-education as an artist and from community education as an Eagle Scout, Jim took up residence in an abandoned school in the Back of the Yards neighborhood in 1995, where he began to work with community youth. In the early days, Jim invited youth to talk openly about the violence that marked their everyday lives– an unheard of practice in city pedagogy, which has always emphasized teaching children to look away from difficult knowledge and refrain from formally expressing emotionally-charged, authentic lived experiences– and invited them to express the needs that sprung from the everyday neighborhood through making collaborative sculpture. Together, they created the “gang-proof suit,” a symbol of the freedom youth yearned for, to walk without fear of being overtaken in the streets, to be liberated from the systems of schools and culture that made them feel locked in place with their fates sealed.  From this initial gesture, Jim established Stockyard Institute as a vector space, bringing resources, knowledge, skill-building, and opportunities together from various parts of the city underground to create a network of civic love only seen at the street level, under the radar, and often against the rules of massive Chicago city institutions that direct from the top.  Who gets to say what’s worth doing, being, or becoming? For whose benefit are they saying this?  What happens when the neighborhood leads its own education?  What happens when the youth are invited to make the tools they need to be liberated from cycles of oppression?

Over the past 20 years in Chicago, Jim has been a shadow helper of unparalleled impact, who is almost never seen in person except inside communities, and never seems to credit himself for his enormous efforts by name, only saying work is done by “Stockyard Institute.”  When I asked him why he always says this name, or says that work is done, “by us,” he replied (and I must paraphrase), “I speak in collective terms because all of this work is equally shared. Youth risk something when we create a radio station and they speak their voices into the neighborhood, sharing their true stories. It empowers them, and it is a big deal to stake a claim to one’s own life experiences. All of our contributions are equally important.” Currently, at the age many people are considering retirement or have retired, Jim is quietly beginning a new project, building a new peace center inside the converted classroom of an operating public school in the Humboldt Park neighborhood, which ranks among the city’s neighborhoods most affected by violent crimes.  These examples only reflect a tiny fraction of the number of works for goodness Jim has engineered over his lifetime, without monetary budget to speak of, but with strong networks of relationships and bonds between individuals committed to uplifting fellow Chicago residents, who scrap together what is needed from what is around in the urban plenty. This work is directly disobedient to the systems of education that say there is official knowledge that is most important, that schools have it, that all people must buy into it in order to ever have any chance of having “the American dream.” On the contrary, Jim has accumulated a life’s work of examples of what transformations are possible when the streets are not seen as a place of deficit but potential, when urban children are not seen as deficient people who need to be molded into proper citizens, but powerful people with vision, force, community spirit, civic pride, and the brightest possible future.

Where schools become pipelines to prisons, in a zero-tolerance society where students must accept a binary choice of either (1) blindly and uncritically complying with orders (which often reproduce oppression and disenfranchise kids of color, queer youth, immigrant youth, homeless youth, and others in the urban majority), (2) or dropping out of school and being cast out of social options, Jim Duignan is proposing that we have to look for a third option, and a fourth, and a fifth, and 3 million more: by creating meaningful, anti-institutional education that centers around the lives of urban youth, rebuilt from scratch in collaboration each time, mindfully embracing all of the complications of reality that mark survival tactics, he has transformed the lives of countless individual urban youth, like himself, and has been central to the creation of a network of resource sharing in the underground of civically-engaged creativity, ingenuity, and care in Chicago. This work is slow, patient, underground, durational, and built in bonds of keeping one’s word over decades.

-Rachel L. S. Harper

Nomination for the MIT Disobedience Award 2017

Contact Jim Duignan at stockyardinstitute@gmail.com"]]></description>
<dc:subject>jimduignan mit art arts education lcproject openstudioproject youth</dc:subject>
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<item rdf:about="http://act.mit.edu/cavs/">
    <title>MIT Center for Advanced Visual Studies Special Collection</title>
    <dc:date>2018-02-25T21:55:18+00:00</dc:date>
    <link>http://act.mit.edu/cavs/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Welcome to the online repository of MIT's Center for Advanced Visual Studies (CAVS) Special Collection, part of the Program in Art, Culture and Technology (ACT) Archives and Special Collections.

The CAVS Special Collection documents a nearly 45 year history of collaborative and time-based productions generated by the tenure of over 200 internationally recognized artist-fellows. This digitized, “virtual museum” includes images, publications, posters, documents, portfolios, videos and other materials of historic importance documenting the process of creating art-science-technology projects at CAVS. This site presents experimental ways in which to explore collection materials.

The Works page connects users to CAVS art works and projects, which can be browsed chronologically, or by subject or format.

The People page provides several methods for browsing artists, scientists, and others affiliated with CAVS.

The About page includes more information about CAVS, ACT, and this project.

You may also browse a randomized 3-dimensional environment of collection materials below (double click an image to view the item record)."

[via https://twitter.com/paperarchitect/status/967563932620742656
".@ACTMIT launched the online repository of the CAVS (Center for Advanced Visual Studies) archive! Super excited for this weird and wonderful website, and the important works within: http://act.mit.edu/cavs/ "

via: https://twitter.com/shannonmattern/status/967656022058897409
"More Shannon Mattern Retweeted Ann Lui
So much amazing material here, documenting an important center for experimentation in art/science/tech -- and such a fitting interface. A great case study for ppl studying + developing digital collections." ]]]></description>
<dc:subject>archives art installation cvs mit science technology experimentation collections</dc:subject>
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<item rdf:about="https://vimeo.com/143620419">
    <title>30 years of collaboration towards empowering children to be creative thinkers on Vimeo</title>
    <dc:date>2016-08-04T19:42:27+00:00</dc:date>
    <link>https://vimeo.com/143620419</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["For the past 30 years, the LEGO Group and the MIT Media Lab have collaborated on projects based on a shared passion for learning through play. Today, the LEGO Foundation and MIT's Lifelong Kindergarten group continue this tradition, exploring new ways to engage children in creative, playful learning experiences."]]></description>
<dc:subject>seymourpapert lego mitchresnick scratch mindstorms lifelongkindergarten mit medialab mitmedialab education learning children coding creativity 2015</dc:subject>
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<item rdf:about="http://www.theatlantic.com/technology/archive/2016/06/tech-and-other-peoples-problems/488297/">
    <title>Ethan Zuckerman: Solving Other People's Problems With Technology - The Atlantic</title>
    <dc:date>2016-07-27T23:32:59+00:00</dc:date>
    <link>http://www.theatlantic.com/technology/archive/2016/06/tech-and-other-peoples-problems/488297/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["In other words, is it possible to get beyond both a naïve belief that the latest technology will solve social problems—and a reaction that rubbishes any attempt to offer novel technical solutions as inappropriate, insensitive, and misguided? Can we find a synthesis in which technologists look at their work critically and work closely with the people they’re trying to help in order to build sociotechnical systems that address hard problems?

Obviously, I think this is possible — if really, really hard — or I wouldn’t be teaching at an engineering school. But before considering how we overcome a naïve faith in technology, let’s examine Snow’s suggestion. It’s a textbook example of a solution that’s technically sophisticated, simple to understand, and dangerously wrong."

…

"The problem with the solutionist critique, though, is that it tends to remove technological innovation from the problem-solver’s toolkit. In fact, technological development is often a key component in solving complex social and political problems, and new technologies can sometimes open a previously intractable problem. The rise of inexpensive solar panels may be an opportunity to move nations away from a dependency on fossil fuels and begin lowering atmospheric levels of carbon dioxide, much as developments in natural gas extraction and transport technologies have lessened the use of dirtier fuels like coal.

But it’s rare that technology provides a robust solution to a social problem by itself. Successful technological approaches to solving social problems usually require changes in laws and norms, as well as market incentives to make change at scale."

…

"Of the many wise things my Yale students said during our workshop was a student who wondered if he should be participating at all. “I don’t know anything about prisons, I don’t have family in prison. I don’t know if I understand these problems well enough to solve them, and I don’t know if these problems are mine to solve.”

Talking about the workshop with my friend and colleague Chelsea Barabas, she asked the wonderfully deep question, “Is it ever okay to solve another person’s problem?”

On its surface, the question looks easy to answer. We can’t ask infants to solve problems of infant mortality, and by extension, it seems unwise to let kindergarten students design educational policy or demand that the severely disabled design their own assistive technologies.

But the argument is more complicated when you consider it more closely. It’s difficult if not impossible to design a great assistive technology without working closely, iteratively, and cooperatively with the person who will wear or use it. My colleague Hugh Herr designs cutting-edge prostheses for U.S. veterans who’ve lost legs, and the centerpiece of his lab is a treadmill where amputees test his limbs, giving him and his students feedback about what works, what doesn’t, and what needs to change. Without the active collaboration with the people he’s trying to help, he’s unable to make technological advances.

Disability rights activists have demanded “nothing about us without us,” a slogan that demands that policies should not be developed without the participation of those intended to benefit from those policies.

Design philosophies like participatory design and codesign bring this concept to the world of technology, demanding that technologies designed for a group of people be designed and built, in part, by those people. Codesign challenges many of the assumptions of engineering, requiring people who are used to working in isolation to build broad teams and to understand that those most qualified to offer a technical solution may be least qualified to identify a need or articulate a design problem. This method is hard and frustrating, but it’s also one of the best ways to ensure that you’re solving the right problem, rather than imposing your preferred solution on a situation."

…

"It is unlikely that anyone is going to invite Shane Snow to redesign a major prison any time soon, so spending more than 3,000 words urging you to reject his solution may be a waste of your time and mine. But the mistakes Snow makes are those that engineers make all the time when they turn their energy and creativity to solving pressing and persistent social problems. Looking closely at how Snow’s solutions fall short offers some hope for building better, fairer, and saner solutions.

The challenge, unfortunately, is not in offering a critique of how solutions go wrong. Excellent versions of that critique exist, from Morozov’s war on solutionism, to Courtney Martin’s brilliant “The Reductive Seduction of Other People’s Problems.” If it’s easy to design inappropriate solutions about problems you don’t fully understand, it’s not much harder to criticize the inadequacy of those solutions.

What’s hard is synthesis — learning to use technology as part of well-designed sociotechnical solutions. These solutions sometimes require profound advances in technology. But they virtually always require people to build complex, multifunctional teams that work with and learn from the people the technology is supposed to benefit.

Three students at the MIT Media Lab taught a course last semester called “Unpacking Impact: Reflecting as We Make.” They point out that the Media Lab prides itself on teaching students how to make anything, and how to turn what you make into a business, but rarely teaches reflection about what we make and what it might mean for society as a whole. My experience with teaching this reflective process to engineers is that it’s both important and potentially paralyzing, that once we understand the incompleteness of technology as a path for solving problems and the ways technological solutions relate to social, market, and legal forces, it can be hard to build anything at all.

I’m going to teach a new course this fall, tentatively titled “Technology and Social Change.” It’s going to include an examination of the four levers of social change Larry Lessig suggests in Code, and which I’ve been exploring as possible paths to civic engagement. The course will include deep methodological dives into codesign, and will examine using anthropology as tool for understanding user needs. It will look at unintended consequences, cases where technology’s best intentions fail, and cases where careful exploration and preparation led to technosocial systems that make users and communities more powerful than they were before.

I’m “calling my shot” here for two reasons. One, by announcing it publicly, I’m less likely to back out of it, and given how hard these problems are, backing out is a real possibility. And two, if you’ve read this far in this post, you’ve likely thought about this issue and have suggestions for what we should read and what exercises we should try in the course of the class — I hope you might be kind enough to share those with me.

In the end, I’m grateful for Shane Snow’s surreal, Black Mirror vision of the future prison both because it’s a helpful jumping-off point for understanding how hard it is to make change well by using technology, and because the U.S. prison system is a broken and dysfunctional system in need of change. But we need to find ways to disrupt better, to challenge knowledgeably, to bring the people they hope to benefit into the process. If you can, please help me figure out how we teach these ideas to the smart, creative people I work with—people who want to change the world, and are afraid of breaking it in the process."]]></description>
<dc:subject>technology technosolutionism solutionism designimperialism humanitariandesign problemsolving 2016 ethanzuckerman design blackmirror shanesnow prisons socialchange anthropology medialab courtneymartin nutraloaf soylent codesign evgenymorozov olcp wikipedia bias racism empathy suziecagle mitmedialab mit systems systemsthinking oculusrift secondlife vr virtualreality solitaryconfinement incarceration change changemaking ethnography chelseabarabas participatory participatorydesign larrylessig</dc:subject>
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    <title>History of the Future, Art &amp; Technology from 1965 - Yesterday | Casey Reas | The Gray Area Festival - YouTube</title>
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<item rdf:about="http://www.hybridpedagogy.com/journal/can-learn-homeschooling/">
    <title>What We Can Learn from Homeschooling - Hybrid Pedagogy</title>
    <dc:date>2015-01-29T22:30:11+00:00</dc:date>
    <link>http://www.hybridpedagogy.com/journal/can-learn-homeschooling/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["I explain all of this not to suggest that homeschooling creates prodigies. It doesn’t, although some homeschoolers are advanced students. My daughter is a regular, bright kid who is flourishing because she has had the opportunity to follow a personal educational path with guidance and participation from the adults in her life. She has had the opportunity to work several grades ahead in her areas of strength and take her time with math, ultimately winding up ahead there, too. In addition, she has far more options for elective study. When I was in high school, I had to choose between orchestra and chorus. There wasn’t time for both. Using free or low-cost resources, my daughter has been able to pursue subjects that are important to her: art, music, computer programming, creating videos, writing novels, and reading — lots and lots of reading. She earns PE credit by taking karate classes, where she is always working towards the next goal of a tournament or belt test. Offering a selection of electives that aren’t necessarily offered by the school, and allowing students to choose several of them would either be impossible in or highly disruptive to the current system. Most kids in traditional school are riding atop an educational super tanker, huge, powerful, and slow to stop or change course, but because we can work outside that system, we’ve been able to speed around on a jet ski.

Let me clarify that I am not using personal learning to mean “personalized learning,” the theory advocating adaptive learning as a panacea for the efficiency problems seen in educating children. Education is a messy process. Like human history itself, it’s not linear but iterative, and we need to pay attention to where each child is on that somewhat unpredictable journey. I am an educational technology advocate who would agree that adaptive learning software is good (even fun) for learning certain things, and technology, used thoughtfully, is a tremendous tool in the hands of practiced educators. However, I would also assert that personal learning ultimately prioritizes human relationships, both faculty/student and students/peers. As in the case of my daughter’s math class, using telecommuting technologies may simply allow us to extend our network of faculty and peers beyond geographical constraints.

If we build this kind of flexibility with accountability into the curriculum, will teaching look different? Yes, and in many ways it will be more difficult. It will require working one on one with students in a very intense way. The hours may be longer, the scheduling different, and more will be expected in terms of collaboration, preparation, and continuing professional development. Finally, because such highly qualified professionals will require more compensation, they may be working with larger class sizes. That’s not ideal, just realistic. I suggest, though, that being an educator in this sort of environment will also be infinitely more rewarding. When educators become facilitators or even, as Chris Friend and Sean Michael Morris argue, “lab managers,” the student truly moves to the center of his or her own learning. If we prepare them, over time, to take control of that learning, then even when some require additional help, students are more likely to thrive."

…

"The University of Pennsylvania admissions page welcomes homeschooled applicants as “academically talented and often courageous pioneers who chart non-conventional academic paths.” The University of Arizona has a dedicated recruiter for homeschooled students, just as they do for each county in the state. MIT claims that they have long accepted homeschooled students, who become “successful and vibrant members of our community.” If the point of an education is to foster the kind of “intellectual vitality” noted by Reider in his search for Stanford University applicants, why wouldn’t we take what we’ve learned from homeschooling successes and apply it to the education of all our students? Forget iPads. Students need what homeschooling offers: autonomy, versatility, and freedom — in other words, jet skis."]]></description>
<dc:subject>melanieborrego education srg edg glvo unschooling deschooling learning colleges universities admissions 2015 chrisfriend seanmichaelmorris autonomy homeschool versitality freedom howwelearn howweteach messiness relationships personalization personalizedlearning personallearning flexibility johnholt stanford ucriverside mit leifnelson finland upenn ucr</dc:subject>
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<item rdf:about="http://www.lelaboratoirecambridge.com/">
    <title>Le Laboratoire Cambridge</title>
    <dc:date>2014-10-18T13:57:54+00:00</dc:date>
    <link>http://www.lelaboratoirecambridge.com/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Le Laboratoire Cambridge is a unique art and design center that invites visitors to explore the experiments and wonders of innovators of all kinds discovering at frontiers of science - from leading artists and designers to chefs and master perfumers. Founded in 2007 in Paris by renowned inventor, writer, and Harvard Professor David Edwards, Le Laboratoire now opens in Cambridge as the new center of ArtScience Labs, a global organization dedicated to the development of the most radical ideas that transform the way we learn, imagine and evolve. The design, and architecture, of Le Laboratoire Cambridge, is the work of French designer Mathieu Lehanneur and the American architects Zeke Brown and Josh Fenollosa."

[via: http://www.wired.com/2014/10/on-learning-by-doing/ ]

[previously:
https://pinboard.in/u:robertogreco/b:a3d471d9f3f3
https://pinboard.in/u:robertogreco/b:2efadd789363 ]]]></description>
<dc:subject>massachusetts 2014 2007 art science mathieulehanneur zekebrown joshfenollosa davidedwards lelaboratoire design lcproject openstudioproject boston mit cambridge</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
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</item>
<item rdf:about="http://www.media.mit.edu/about/principles">
    <title>The Principles at MIT Media Lab</title>
    <dc:date>2014-06-13T04:37:50+00:00</dc:date>
    <link>http://www.media.mit.edu/about/principles</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["There are nine or so principles to work in a world like this:

Resilience instead of strength, which means you want to yield and allow failure and you bounce back instead of trying to resist failure.

You pull instead of push. That means you pull the resources from the network as you need them, as opposed to centrally stocking them and controlling them.

You want to take risk instead of focusing on safety.

You want to focus on the system instead of objects.

You want to have good compasses not maps.

You want to work on practice instead of theory. Because sometimes you don’t why it works, but what is important is that it is working, not that you have some theory around it.

It disobedience instead of compliance. You don’t get a Nobel Prize for doing what you are told. Too much of school is about obedience, we should really be celebrating disobedience.

It’s the crowd instead of experts.

It’s a focus on learning instead of education."]]></description>
<dc:subject>mitmedialab mit joiito openstudioproject lcproject resilience failure practice praxis crowds expertise education learning howwelearn disobedience compliance compasses safety risk via:sebastienmarion medialab compass</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:4070ee3f7cfe/</dc:identifier>
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</item>
<item rdf:about="https://www.youtube.com/watch?v=XOLOLrUBRBY">
    <title>15-Yr-Old Kelvin Doe Wows M.I.T. - YouTube</title>
    <dc:date>2014-04-12T06:14:21+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=XOLOLrUBRBY</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["15-Year-Old Kelvin Doe is an engineering whiz living in Sierra Leone who scours the trash bins for spare parts, which he uses to build batteries, generators and transmitters. Completely self-taught, Kelvin has created his own radio station where he broadcasts news and plays music under the moniker, DJ Focus. 

Kelvin became the youngest person in history to be invited to the "Visiting Practitioner's Program" at MIT. THNKR had exclusive access to Kelvin and his life-changing journey - experiencing the US for the first time, exploring incredible opportunities, contending with homesickness, and mapping out his future. 

Here is a link to the Bobby Fala track in the video on SoundCloud: http://soundcloud.com/karen-kilberg/k...

Photos courtesy of Adam Cohn (http://www.adamcohn.com/) and Paula Aguilera


PRODIGIES is a bi-weekly series showcasing the youngest and brightest as they challenge themselves to reach new heights and the stories behind them.

Created and produced by @radical.media, THNKR gives you extraordinary access to the people, stories, places and thinking that will change your mind."]]></description>
<dc:subject>kelcindoe africa sierraleone mit engineering electronics edg music making makers</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:db2d72cb876c/</dc:identifier>
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<item rdf:about="http://www.youtube.com/watch?v=mB9NfEJ0ZVs">
    <title>▶ SKYCALL - YouTube</title>
    <dc:date>2013-09-24T19:07:03+00:00</dc:date>
    <link>http://www.youtube.com/watch?v=mB9NfEJ0ZVs</link>
    <dc:creator>robertogreco</dc:creator><dc:subject>drones droneproject mit senseablecitylab 2013</dc:subject>
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</item>
<item rdf:about="http://www.media.mit.edu/events/2013/08/01/media-lab-conversations-series-jack-schulze">
    <title>Media Lab Conversations Series: Jack Schulze | MIT Media Lab</title>
    <dc:date>2013-08-14T03:35:53+00:00</dc:date>
    <link>http://www.media.mit.edu/events/2013/08/01/media-lab-conversations-series-jack-schulze</link>
    <dc:creator>robertogreco</dc:creator><dc:subject>jackschulze 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 linear</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:21ebe6343d05/</dc:identifier>
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<item rdf:about="http://web.media.mit.edu/~silver/radlearning/">
    <title>RADical Design for LEARNING -- Survey Seminar and Practical Action Laboratory</title>
    <dc:date>2013-06-23T19:56:59+00:00</dc:date>
    <link>http://web.media.mit.edu/~silver/radlearning/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Wtf is going on? Why are people limping out of 20 years of schooling without directed motivation, a solid internal compass, or a commitment to passionately pursuing their interests? Let's examine why in a cozy, edgy, authentic seminar where we balance theory with real-world action (praxis). We'll study the radical learning greats such as Illich, Papert, and Llewelyn, with focused readings and videos followed by discussion. Whenever possible we'll try to have the authors or their direct students available for Q&A&Q. And through hands-on labs and projects we'll design and enact experience-based transformations, like improvised music, consciousness altering strategies, electronics workshops etc. We can't wait to see you realize your wonderful ideas!"]]></description>
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<item rdf:about="http://gizmodo.com/the-age-of-the-anti-logo-why-museums-are-shedding-thei-510739591">
    <title>The Age of the Anti-Logo: Why Museums Are Shedding Their Idenities</title>
    <dc:date>2013-06-13T06:55:27+00:00</dc:date>
    <link>http://gizmodo.com/the-age-of-the-anti-logo-why-museums-are-shedding-thei-510739591</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["This month, the Whitney Museum… unveiled a newly revamped identity courtesy of Experimental Jetset (and a website designed by Linked by Air), a trio of Dutch designers known for their theory-based work. Experimental Jetset describe their design as a “toolkit,” which is easily adaptable to contexts ranging from buttons to stationary to games. The sparse logomark itself is based on a heavy black Neue Haas Grotesk text, while a system of jagged lines forming a “W” change based on context.

According to the designers, the “responsive W” is meant to fit around news, artwork, and other pieces of content, like a simple black-and-white frame. “One of the main subjects we tried to explore was the notion of a graphic identity that wouldn't consists of a static, single logo,” they told me over email, “but one that would be able to change shape, reacting to ever-changing proportions and surfaces.”

…

But these days, developing a museum “brand” is a complicated chore. The visual identity of an arts institution has attract visitors and donors, and it also has to say something about the curatorial stance of a museum. That’s a difficult thing to convey in a single shape or form—and many museums, instead, are turning to “flexible” identities.

For example, the Brooklyn Museum of Art adopted a flexible logomark in 2004, designed by 2x4 to “better reflect the visitor-centered goals of the Museum.” Then there’s the Museum of Arts and Design, which adopted a Pentagram-designed customizable logotype in 2008. Perhaps the most famous—and successful—example of a flexible identity is MIT Media Lab’s algorithmic logo, designed by E Roon Kang and Richard The. Sure, Media Lab isn't an arts institution, but the logo set the tone for dozens of identities that came after it. The design is based on three spotlights, which change according to each permutation—there are over 40,000 unique logos available—and it was so successful because it spoke to what makes Media Lab so successful.

The notion of adaptivity and flexibility in graphic design seems to appeal particularly to the art world, which makes a modicum of sense: galleries and modern museums focus on visual culture as it evolves, and their graphic representation should reflect that. But as logos and identities get less specific and more scalable, is something lost in the exchange?

The original purpose of arts organizations like the Whitney was to guide the unwitting public through the currents of contemporary art with an unpretentious, decisive voice. As far as we can intuit anything about a museum from its identity, are we witnessing a curatorial crisis of confidence? Maybe, but maybe not. Either way, it’ll be interesting to see whether this elegant new identity outlasts its predecessor."]]></description>
<dc:subject>whitney branding design museums identity art medialab mit experimentaljetset brooklynmuseumofart museumofartsanddesign pentagram customization 2x4 adaptability flexibility graphicdesign 2013 logos mitmedialab</dc:subject>
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</item>
<item rdf:about="http://mas714.media.mit.edu/syllabus">
    <title>Syllabus | Technologies for Creative Learning</title>
    <dc:date>2013-02-27T06:42:46+00:00</dc:date>
    <link>http://mas714.media.mit.edu/syllabus</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["This course explores how new technologies can engage people in creative learning experiences – and transform the ways we think about learning. Students will experiment with new learning technologies, discuss educational ideas underlying the technologies, analyze design strategies for creating new technologies, and examine how and what people learn as they use these technologies."

[Wayback: http://web.archive.org/web/20120808072239/http://mas714.media.mit.edu/syllabus ]]]></description>
<dc:subject>syllabus learning creativity mit constructivism coding children technology computing computers scratch mindstorms ivanillich davidresnick seymourpapert mimiito henryjenkins barbararogoff alfiekohn caroldweck mihalycsikszentmihalyi sherryturkle jamespaulgee via:dianakimball readinglists education teaching programming syllabi</dc:subject>
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</item>
<item rdf:about="http://cau.mit.edu/">
    <title>MIT Center for Advanced Urbanism</title>
    <dc:date>2013-02-18T17:09:22+00:00</dc:date>
    <link>http://cau.mit.edu/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["The Center for Advanced Urbanism is committed to fostering a rigorous design culture for the large scale; by focusing our disciplinary conversations about architecture, urban planning, and systems thinking, not about the problems of yesterday, but of tomorrow. Alan Berger, Director of Research, and myself are motivated by the radical changes in our environment, and the role that high design and research can play in addressing these. We embrace conversations with the world's absolute top experts in planning, engineering, and technology, all at MIT, to feed and foster the growing field of large-scale design and research. We take pride in the fact that participants in the center do not just talk about things; they do projects, build things, and actively change our society out in the real world; and then come together to learn from each other's experiences, publish, and debate about future directions. The Center for Advanced Urbanism has been established at the initiative of the Dean and Chairs of the School of Architecture and Planning and reflects a renewed drive to excellence in urbanism.

—Alexander D'Hooghe, Director, Center for Advanced Urbanism"

[A video introduction is here: http://cau.mit.edu/news/cau-releases-urbanism-film and here https://vimeo.com/59435045 ]]]></description>
<dc:subject>mit cau centerforadvancedurbanism urbanism urbanplanning scale environment experience cities urban systemsthinking systems interdisciplinary future infill design planning engineering interurbanism suburbs suburbia society technology mitcau architecture</dc:subject>
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<item rdf:about="http://sciencecow.mit.edu/me/dyslexia.html">
    <title>science cow: Dyslexia at MIT</title>
    <dc:date>2013-01-08T02:58:32+00:00</dc:date>
    <link>http://sciencecow.mit.edu/me/dyslexia.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["The ability to read has long been linked in society’s mind to intelligence, but dyslexia is surprisingly common at MIT, to such an extent that…Nicholas Negroponte (a dyslexic himself), called it the MIT disease in his autobiography. Recent research has found that dyslexia is not related to IQ. It is, however, the most common learning disability, at MIT and elsewhere, affecting between 5% and 20% of the population.

The latest research is finding dyslexia’s roots in unexpected places, with unexpected consequences, disproving common misconceptions about dyslexia and learning disorders in general. We are beginning to find that dyslexia is not a disorder but a different way of experiencing and understanding the world around us, created by a different wiring and development of the brain with benefits as significant as its downsides."

"It is important for us to stop seeing dyslexia as a learning disability and start seeing it as an alternative way of perceiving and processing the world…"]]></description>
<dc:subject>bennetshaywitz neuropsychology fumikohoeft brain speech phonology tylerperrachione johngabrieli manuelcasanova xiaoluhis nadinegaab creativity fernetteeide writing reading literacy nicholasnegroponte mit dyslexicadvantage dyslexia via:irasocol</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:c2ed4e32fb4f/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:writing"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:nicholasnegroponte"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:mit"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:dyslexicadvantage"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:dyslexia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:via:irasocol"/>
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</item>
<item rdf:about="http://www.wired.co.uk/magazine/archive/2012/11/features/open-university?page=all">
    <title>Open university: Joi Ito plans a radical reinvention of MIT's Media Lab (Wired UK)</title>
    <dc:date>2012-11-16T04:06:31+00:00</dc:date>
    <link>http://www.wired.co.uk/magazine/archive/2012/11/features/open-university?page=all</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Welcome to Ito's vision for opening up the 27-year-old Media Lab, one in which — for example — urban agriculture might be researched in Detroit; the arts in Chicago; coding in London; and in which any bright talent anywhere, academically qualified or not, can be part of the world's leading "antidisciplinary" research lab. "Opening up the lab is more about expanding our reach and creating our network," explains Ito…

"Openness is a survival trait." …

By opening up the Media Lab, Ito hopes to move closer towards his goal of "a world with seven billion teachers", where smart crowds, adopting a resilient approach and a rebellious spirit, solve some of the world's great problems. His is a world of networks and ecosystems, in which unconstrained creativity can tackle everything from infant mortality to climate change. …"]]></description>
<dc:subject>christopherbevans networks hughherr nerioxman edboydens syntheticbiology academictenure academia tenure highered highereducation poverty small ayahbdeir littlebits dropouts walterbender frankmoss nicholasnegroponte communitydevelopment macarthurfoundation grey-lock petergabriel caafoundation michellekyddlee knightfoundation albertoibargüen sethgodin reidhoffman junecohen constructivism connectivism focus polymaths self-directedlearning networkedlearning periphery openstudioproject deschooling unschooling adaptability disobedience education learning practice compliance rebellion globalvoices creativecommons mozilla innovation sustainability consumerism resilience london chicago detroit medialab mit antidisciplinary lcproject openness open joiito mitmedialab transdisciplinary</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:8a124a210b1d/</dc:identifier>
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<item rdf:about="http://gamelab.mit.edu/games/a-slower-speed-of-light/">
    <title>A Slower Speed of Light | MIT Game Lab</title>
    <dc:date>2012-11-05T05:24:12+00:00</dc:date>
    <link>http://gamelab.mit.edu/games/a-slower-speed-of-light/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["…a first-person game prototype in which players navigate a 3D space while picking up orbs that reduce the speed of light in increments. Custom-built, open-source relativistic graphics code allows the speed of light in the game to approach the player's own maximum walking speed. Visual effects of special relativity gradually become apparent to the player, increasing the challenge of gameplay. These effects, rendered in realtime to vertex accuracy, include the Doppler effect (red- and blue-shifting of visible light, and the shifting of infrared and ultraviolet light into the visible spectrum); the searchlight effect (increased brightness in the direction of travel); time dilation (differences in the perceived passage of time from the player and the outside world); Lorentz transformation (warping of space at near-light speeds); and the runtime effect (the ability to see objects as they were in the past, due to the travel time of light). Players can choose to…"]]></description>
<dc:subject>mitgamelab mit gamedesign speedoflight videogames gamelab gaming science physics games</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:c08ab76ef5fa/</dc:identifier>
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</item>
<item rdf:about="http://thesprouts.org/">
    <title>sprout &amp; co.</title>
    <dc:date>2012-09-13T18:01:14+00:00</dc:date>
    <link>http://thesprouts.org/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["sprout is a community education and research organization devoted to creating and supporting the community-driven learning, teaching, and investigation of science. We're united by a passion to reclaim science as a richly personal and creative craft. Through our PROGRAMS & STUDIOS, we're working to make our vision real in Somerville.

You might say we're working to create a community college that lives up to its name—not a college in a community or a school in a building, but a community of people who work together as colleagues to explore questions they care about."

[From the Studios page]

"Our studios are a bit unusual. Here you can find out WHERE they are, how you can use them as a COWORKING space, a community VENUE, a WORKSHOP AND LABSPACE for independent investigation, or WHATEVER ELSE you have in mind. And if you're interested, you can read about WHY we run our studios the way we do."]]></description>
<dc:subject>deschooling unschooling schooldesign venues workshops labspace coworking glvo shaunalynnduffy alecresnick michaelnagle lcproject openstudioproject mit massachusetts somerville learning community diy sprout makerspaces hackerspaces education science design boston sprout&amp;co</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:3e9c3161d994/</dc:identifier>
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</item>
<item rdf:about="http://newsdiffs.org/">
    <title>NewsDiffs | Tracking Online News Articles Over Time</title>
    <dc:date>2012-08-15T22:38:16+00:00</dc:date>
    <link>http://newsdiffs.org/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["NewsDiffs archives changes in articles after publication.
Currently, we track nytimes.com, cnn.com, politico.com and the bbc.co.uk.

NewsDiffs, which was born out of the Knight Mozilla MIT hackathon in June 2012, is trying to solve the problem of archiving news in the constantly evolving world of online journalism.

The New York Times recently highlighted NewsDiffs in the public editors column (which had previously discussed the difficulties of revisions in the digital age).

You can browse our repository of articles. Or you can take a look at some of the examples of articles that have changed.

If you are a developer, you can check out the Github repository.

If you want updates, you can subscribe to our newsletter, or you can follow NewsDiffs on Twitter."

[via: http://contentsmagazine.com/articles/the-update/ ]]]></description>
<dc:subject>bbc politico cnn nytimes changes updates mit journalism news tracking newsdiffs</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:236a5f72cafd/</dc:identifier>
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</item>
<item rdf:about="http://www.makeymakey.com/">
    <title>MaKey MaKey: An Invention Kit for Everyone (Official Site)</title>
    <dc:date>2012-07-03T04:53:59+00:00</dc:date>
    <link>http://www.makeymakey.com/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["MaKey MaKey is an invention kit for the 21st century. Turn everyday objects into touchpads and combine them with the internet. It's a simple Invention Kit for Beginners and Experts doing art, engineering, and everything inbetween: 

The kit will include everything you see above: MaKey MaKey, Alligator Clips, USB Cable."]]></description>
<dc:subject>interface mit invention programming children interaction hardware diy arduino makeymakey coding</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:62ab47b6b361/</dc:identifier>
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</item>
<item rdf:about="http://www.technologyreview.com/blog/mimssbits/27846/">
    <title>Joi Ito's Near-Perfect Explanation of the Next 100 Years - Technology Review</title>
    <dc:date>2012-05-13T17:37:39+00:00</dc:date>
    <link>http://www.technologyreview.com/blog/mimssbits/27846/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["One hundred years from now, the role of science and technology will be about becoming part of nature rather than trying to control it.

So much of science and technology has been about pursuing efficiency, scale and “exponential growth” at the expense of our environment and our resources. We have rewarded those who invent technologies that control our triumph over nature in some way. This is clearly not sustainable.

We must understand that we live in a complex system where everything is interrelated and interdependent and that everything we design impacts a larger system.

My dream is that 100 years from now, we will be learning from nature, integrating with nature and using science and technology to bring nature into our lives to make human beings and our artifacts not only zero impact but a positive impact to the natural system that we live in."]]></description>
<dc:subject>systemsthinking systems complexsystems complexity environment growth scale sustainability 2012 technology science nature future biology singularity mit joiito singularitarianism</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:9b381fde9873/</dc:identifier>
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</item>
<item rdf:about="http://blog.speculist.com/scenarios/the-coffee-shop-take-over.html">
    <title>The Speculist » Blog Archive » In the Future Everything Will Be A Coffee Shop</title>
    <dc:date>2012-02-20T00:28:43+00:00</dc:date>
    <link>http://blog.speculist.com/scenarios/the-coffee-shop-take-over.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Eventually you could have local campuses becoming places where MITx students seek tutoring, network, & socialize—reclaiming some of the college experience they’d otherwise have lost.

Phil thought this sounded like college as a giant coffee shop. I agree. Every education would be ad hoc. It would be student-directed toward the job market she’s aiming for.

This trend toward…coffeeshopification…is changing more than just colleges:

Book Stores Will Shrink to Coffee Shops…

The Coffee Shop Will Displace Most Retail Shops…

Offices Become Coffee Shops…Again…

What Doesn’t Become a Coffee Shop?…

…houses of worship…

What will remain other than coffee shops? Upscale retail will remain…[for] experience…Restaurants remain. Grocery stores remain.

Brick and mortar retail stores will be converted to public spaces. Multi-use space will be in increasing demand as connectivity tools allow easy coordination of impromptu events…"
]]></description>
<dc:subject>restaurants multipurpose multi-usespace impromptuevents events coffeeshopification thirdspaces thirdplaces howwelearn howwework work enlightenment stevenjohnson amazonprime amazon shopping espressobookmachine coffeehouses coffeeshops coffee on-demandprinting highereducation higheredbubble highered information reading ebooks stephengordon future retail deschooling unschooling sociallearning self-directedlearning mitx mit learning srg glvo 2011 colleges education opencoffeeclubdresden 3dprinting ondemand ondemandprinting bookfuturism books cafes openstudioproject universities</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:b057e1e02917/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:information"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:stephengordon"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2011"/>
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</item>
<item rdf:about="http://www.japansociety.org/webcast/innovation-in-an-open-network">
    <title>Innovation in Open Networks</title>
    <dc:date>2011-11-11T19:54:32+00:00</dc:date>
    <link>http://www.japansociety.org/webcast/innovation-in-an-open-network</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Moore's Law and the Internet have dramatically lowered the cost of the creation and distribution of information, fundamentally changing the way we collaborate. We no longer live in a world of central control but rather in ecosystem of "small pieces loosely joined" with innovation on the edges. Open source software and open standards thrive in this environment and push the networks to be even more open, making it possible that the agility we see in software and consumer Internet services may spread to hardware. Joichi Ito will show what startups, the MIT Media Lab and citizen geiger counters in Japan have in common."]]></description>
<dc:subject>joiito opennetworks open 2011 towatch mitmedialab medialab mit japan smallpieceslooselyjoined control ecosystems lcproject unschooling deschooling innovation networks startups</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:e18de3cefe18/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:control"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:lcproject"/>
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</item>
<item rdf:about="http://en.wikipedia.org/wiki/Building_20">
    <title>Building 20 - Wikipedia</title>
    <dc:date>2011-11-01T21:54:28+00:00</dc:date>
    <link>http://en.wikipedia.org/wiki/Building_20</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Building 20 was a temporary wooden structure hastily erected during World War II on the central campus of the Massachusetts Institute of Technology. Since it was always regarded as "temporary", it never received a formal name throughout its 55-year existence. The three-floor structure housed the Radiation Laboratory (or "Rad Lab"), where fundamental advances in physical electronics, electromagnetic properties of matter, microwave physics, and microwave communication principles were made. After the Rad Lab shut down after the end of World War II, Building 20 served as a "magical incubator" for many small MIT programs, research, and student activities for a half-century before it was demolished in 1998."

[See also: http://www.eecs.mit.edu/building/20/ ]]]></description>
<dc:subject>building20 mit history temporary extendedtemporary persistence incubator radlab magicalincubartor place lcproject pop-ups popup</dc:subject>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:popup"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.youtube.com/watch?v=Wi0yqQN51Rg">
    <title>Mitchel Resnick 2011 Prize Winner - YouTube</title>
    <dc:date>2011-10-10T06:46:29+00:00</dc:date>
    <link>http://www.youtube.com/watch?v=Wi0yqQN51Rg</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Mitchel Resnick, Professor of Learning Research at the MIT Media Lab, develops new technologies and activities to engage people (especially children) in creative learning experiences, helping them learn to think creatively, reason systematically, and work collaboratively. His Lifelong Kindergarten research group developed ideas and technologies underlying the LEGO Mindstorms robotics kits and the Scratch programming environment and online community, used by millions of young people around the world. He also co-founded the Computer Clubhouse project, an international network of more than 100 after-school learning centers where youth from low-income communities learn to express themselves creatively with new technologies."]]></description>
<dc:subject>mit mitmedialab mitchresnick 2011 lifelongkindergarten scratch education learning constructivism projectbasedlearning tcsnmy schools design mindstorms lego legonxt wedo electronics coding programming children lcproject teaching pbl medialab</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:ecaca5dfc9cc/</dc:identifier>
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</item>
<item rdf:about="http://dmlcentral.net/blog/howard-rheingold/mitch-resnick-role-making-tinkering-remixing-next-generation-learning">
    <title>Mitch Resnick: The Role of Making, Tinkering, Remixing in Next-Generation Learning | DMLcentral</title>
    <dc:date>2011-09-15T04:40:10+00:00</dc:date>
    <link>http://dmlcentral.net/blog/howard-rheingold/mitch-resnick-role-making-tinkering-remixing-next-generation-learning</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["…best learning experiences come when people are actively engaged in designing things, creating things, & inventing things—expressing themselves.

…if we want people to really be fluent w/ new technologies & learn through their activities, it requires people to get involved as makers—to create things.

…best experiences come when…making use of the materials in the world around you, tinkering w/ things…coming up w/ a prototype, getting feedback…iteratively changing it…making new ideas, over & over…adapting to the current situation & the new situations that arise.

In our after school programs, we see many kids who have been unsuccessful in traditional educational settings become incredibly successful when they are given the opportunity to make, tinker, & remix.

…there are lessons for schools from the ways that kids learn outside of schools…

Over time, I do think we need to rethink educational institutions as a place that embraces playful experimentation."]]></description>
<dc:subject>tcsnmy mitchresnick mit mitmedialab medialab scratch mindstorms lego informallearning learning unschooling deschooling schools play prototyping making doing remix remixing remixculture self-expression technology lcproject howardrheingold makers creators iteration iterative wedo lifelongkindergarten education experimentation invention feedback 2011 toshare</dc:subject>
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</item>
<item rdf:about="http://www.hackeducation.com/2011/08/21/this-week-in-ed-tech-app-inventor-finds-a-new-home/">
    <title>This Week in Ed-Tech: App Inventor Finds a New Home | Hack Education</title>
    <dc:date>2011-08-22T05:58:53+00:00</dc:date>
    <link>http://www.hackeducation.com/2011/08/21/this-week-in-ed-tech-app-inventor-finds-a-new-home/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Fans of Google‘s Android App Inventor can breathe a sigh of relief. Following on last week’s news that Google planned to shut App Inventor down, the company announced that it was open sourcing the project and handing it over to MIT Media Lab. The Media Lab in turn, and with seed funding from Google, announced it would launch a new Center for Mobile Learning, focusing on how new mobile technologies can help enhance learning and utilizing App Inventor as its first project."

"Skillshare announced this week that it has raised $3.1 million from Union Square Ventures and Spark Capital to help extend its offerings. Skillshare allows anyone to offer a class — on or offline. A sign, perhaps of great and committed investors: USV’s Alfred Wenger has taught a Skillshare class on Bayesian probability."]]></description>
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</item>
<item rdf:about="http://blogs.reuters.com/mediafile/2011/07/20/the-difference-between-google-and-aaron-swartz/">
    <title>The difference between Google and Aaron Swartz | MediaFile</title>
    <dc:date>2011-07-22T04:13:04+00:00</dc:date>
    <link>http://blogs.reuters.com/mediafile/2011/07/20/the-difference-between-google-and-aaron-swartz/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Aaron’s arrest should be a wake up call to universities–evidence of how fundamentally broken this core piece of their architecture remains despite d ecades of progress in advancing communication and collaboration.

The MIT staff who called the FBI would have been served better by calling the chancellor to ask, “How have we created a system that forces 25 year-olds to sneak around in the basement, hiding hard-drives in closets in order ask basic and important questions about our work? Can’t we do better?”"]]></description>
<dc:subject>academia publishing openaccess aaronswartz datascraping law legal mit jstor technology 2011</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:caf3a8ad9fdc/</dc:identifier>
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</item>
<item rdf:about="http://www.newscientist.com/article/mg21128191.600-specs-that-see-right-through-you.html?full=true">
    <title>Specs that see right through you - tech - 05 July 2011 - New Scientist [&quot;Boring conversation? Accessories that decipher emotional cues could save your social life – or reveal that you're a jerk&quot;]</title>
    <dc:date>2011-07-20T22:18:28+00:00</dc:date>
    <link>http://www.newscientist.com/article/mg21128191.600-specs-that-see-right-through-you.html?full=true</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Picard handed me a pair of special glasses. The instant I put them on I discovered that I had got it all terribly wrong. That look of admiration, I realised, was actually confusion and disagreement. Worse, she was bored out of her mind. I became privy to this knowledge because a little voice was whispering in my ear through a headphone attached to the glasses. It told me that Picard was "confused" or "disagreeing". All the while, a red light built into the specs was blinking above my right eye to warn me to stop talking. It was as though I had developed an extra sense.

The glasses can send me this information thanks to a built-in camera linked to software that analyses Picard's facial expressions. They're just one example of a number of "social X-ray specs" that are set to transform how we interact with each other. …Our emotional intelligence is about to be boosted, but are we ready to broadcast feelings we might rather keep private?"]]></description>
<dc:subject>technology culture psychology nonverbalcommunication nonverbal communication listening rosalindpicard paulekman ranaelkaliouby simonbaron-cohen affectiva autism social faces mit</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:f355b0d2f341/</dc:identifier>
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<item rdf:about="http://web.mit.edu/newsoffice/2011/teaching-children-0630.html">
    <title>Don’t show, don’t tell? - MIT News Office</title>
    <dc:date>2011-07-03T09:49:22+00:00</dc:date>
    <link>http://web.mit.edu/newsoffice/2011/teaching-children-0630.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Cognitive scientists find that when teaching young children, there is a trade-off between direct instruction and independent exploration."]]></description>
<dc:subject>education learning teaching psychology pedagogy instruction inquiry inquiry-basedlearning play cognition cognitivesciences children humility patience howwelearn howweteach tcsnmy toshare lcproject unschooling deschooling schools schooliness 2011 mit</dc:subject>
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<item rdf:about="http://www.nytimes.com/interactive/2011/06/20/opinion/20110620-who-invented-email.html">
    <title>Errol Morris: Did My Brother Invent E-Mail With Tom Van Vleck? - Interactive Feature - NYTimes.com</title>
    <dc:date>2011-06-27T08:06:15+00:00</dc:date>
    <link>http://www.nytimes.com/interactive/2011/06/20/opinion/20110620-who-invented-email.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["MIT’s Compatible Time Sharing System, or CTSS, was one of the first operating systems to utilize “time-sharing,” which allowed many people to use a single mainframe computer simultaneously. Users accessed the computer at remote terminals — modified electric typewriters — that sent input to the computer and printed output on paper as the user typed code. In early 1965, two programmers, Tom Van Vleck and Noel Morris, wanted to send each other electronic messages, and created the e-mail program MAIL. To get a sense of what it felt like to use this early version of e-mail, try the programming game below. Your terminal will type lines of the actual CTSS MAIL code, with missing segments indicated by a blank. Use the clues to fill in the blanks and complete the lines of code. Then, using the MAIL program you just wrote, send a message to yourself or to a friend." ]]></description>
<dc:subject>mit email history ctss compatibletimesharingsystem errolmorris noelmorris tomvanvleck 2011 communication</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
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</item>
<item rdf:about="http://www.domusweb.it/en/op-ed/architecture-needs-to-interact/">
    <title>Architecture needs to interact - Op-Ed - Domus</title>
    <dc:date>2011-06-27T07:35:31+00:00</dc:date>
    <link>http://www.domusweb.it/en/op-ed/architecture-needs-to-interact/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Instead of bringing together users through machines, what if interaction design were reconceived to foster positive friction between different design disciplines? What would interaction design look like if it wasn't only (or even necessarily) digital, but if it genuinely melded architecture, industrial and product design, graphic design, art, video narrative, tiny technology, large scale networks, and so on? What would debates between the disciplines be like? What might win, and more importantly, what would they unearth about interaction design in general? What other disciplines might emerge and what new visions of the world might appear? The recognition that many other fields have dealt with these issues and continue to do so, may open up a larger conversation that reveals new relationships, isomorphisms, productive frictions—even interactions."]]></description>
<dc:subject>architecture design interdisciplinary multidisciplinary crossdisciplinary crosspollination mollywrightsteenson fredscharmen mit medialab nicholasnegroponte janejacobs christopheralexander cedricprice archigram reynerbanham urbancomputing interactiondesign networkarchitecture billmoggridge billverplank ideo philtabor 2011 mitmedialab</dc:subject>
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<item rdf:about="http://joi.ito.com/weblog/2011/04/25/joining-the-mit.html">
    <title>Joining the MIT Media Lab - Joi Ito's Web</title>
    <dc:date>2011-04-27T01:54:52+00:00</dc:date>
    <link>http://joi.ito.com/weblog/2011/04/25/joining-the-mit.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["In the press release announcing my appointment, Nicholas Negroponte, Media Lab co-founder and chairman emeritus says, "In the past 25 years, the Lab helped to create a digital revolution -- a revolution that is now over. We are a digital culture. Today, the 'media' in Media Lab include the widest range of innovations, from brain sciences to the arts. Their impact will be global, social, economic and political -- Joi's world."

I really felt at home for the first time in many ways. It felt like a place where I could focus - focus on everything - but still have a tremendous ability to work with the team as well as my network and broader extended network to execute and impact the world in a substantial and positive way."]]></description>
<dc:subject>mit education joiito 2011 interdisciplinary multidisciplinary medialab nicholasnegroponte digitalrevolution digitalculture change innovation brain science art crosspollination crossdisciplinary networks teamwork mitmedialab</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:84e93644a5ae/</dc:identifier>
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</item>
<item rdf:about="http://www.nytimes.com/2011/04/26/science/26lab.html">
    <title>Joichi Ito Named Head of M.I.T. Media Lab - NYTimes.com</title>
    <dc:date>2011-04-26T05:23:51+00:00</dc:date>
    <link>http://www.nytimes.com/2011/04/26/science/26lab.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["For centuries diplomas have been synonymous w/ the nation’s universities.

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

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

Mr. Ito’s colleagues minimize the fact that he is w/out academic credentials. “He has credibility in an academic context,” said Lawrence Lessig…"]]></description>
<dc:subject>mit medialab joiito larrylessig innovation dropouts postcredentials credentials alternative alternativeeducation learningbydoing 2011 creativecommons unschooling deschooling connectivism connections mozilla venturecapital mitmedialab vc</dc:subject>
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</item>
<item rdf:about="http://online.wsj.com/article/SB10001424052748704547604576263261679848814.html">
    <title>The Really Smart Phone - WSJ.com</title>
    <dc:date>2011-04-23T19:55:10+00:00</dc:date>
    <link>http://online.wsj.com/article/SB10001424052748704547604576263261679848814.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Researchers are harvesting a wealth of intimate detail from our cellphone data, uncovering the hidden patterns of our social lives, travels, risk of disease—even our political views."]]></description>
<dc:subject>mobile phones cellphones data statistics predictablity health predictions research 2011 politics policy movement travel behavior society psychology socialcontagion robertleehotz mit alexpentland humandynamiclaboratory sms texting twitter communication happiness smartphones socialnetworks</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:bb2873dba07b/</dc:identifier>
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