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  </channel><item rdf:about="https://www.dukeupress.edu/before-the-fire-dogs-steal-the-sun">
    <title>Before the Fire Dogs Steal the Sun: An Elegy, by Crystal Mun-hye Baik (2026)</title>
    <dc:date>2026-07-04T09:14:53+00:00</dc:date>
    <link>https://www.dukeupress.edu/before-the-fire-dogs-steal-the-sun</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["In Before the Fire Dogs Steal the Sun, Crystal Mun-hye Baik offers an intimate cultural history of war, illness, banishment, and estrangement through the experiential lens of her family. Beginning with her father's death and mother's psychiatric hold in 2022, Baik situates her parents’ lives within the enmeshed narratives of Japanese colonialism, war, and transoceanic migration, examining Korean diasporic grief as a felt form of thinking and writing, rather than an object of study. In doing so, she reckons with diasporic genealogies of precarity that have configured the everyday lives of her parents and ancestral communities. Blending different genres from narrative prose to visual essay, epistles to ancestral mourning rites, Before the Fire Dogs Steal the Sun is a meditation on the personal and ethical entanglements scholars must confront when they are implicated in the histories of violence they study.

...

“In Before the Fire Dogs Steal the Sun, Baik balances research and storytelling with expert precision. Her beautifully crystalline prose illuminates the historical depth of intimate lives and the personal stakes of social experiences. Sentence after sentence, insight after insight, this elegy grips the reader and holds them in communal embrace until the very last word. A monumental achievement.” - Vinh Nguyen, author of The Migrant Rain Falls in Reverse

“Although rooted in Baik’s deeply personal experience—her mother’s painful break from reality after her husband’s death—reading this book felt like looking into a mirror. A gift to all of us shaped by militarized diasporas and the unfinished business of war, Before the Fire Dogs Steal the Sun: An Elegy moves between memoir and cultural analysis with power and grace. In the wake of profound loss, Baik pieces together a diasporic family history from makeshift archives scattered across borders and time, offering a speculative yet searingly candid account. This is a brilliant work—moving, engaging, and quietly radical. It will stay with you, and in the best way, restore you.” - Jinah Kim, author of Postcolonial Grief: The Afterlives of the Pacific Wars in the Americas

...

Crystal Mun-hye Baik is Associate Professor and Chair of the Department of Gender and Sexuality Studies at the University of California, Riverside and is the author of Reencounters: On the Korean War and Diasporic Memory Critique.

...

Table Of Contents

Note to Readers  vii
An End Is a Return to the Beginning  1
I. Father
The Eye of the Storm  23
The Wind Phone  45
II. Mother
A Cooking Lesson  67
The Diasporic Family Album  98
III. The Memory Keeper
Grief and Return  117
Posthumous Translation  147
IV. Invocation
A Protection Spell / Cristiana Kyung-hye Baik  159
Acknowledgments  163
Notes  169
Bibliography  177
Index  183
Credits  187"

[mentioned here by Javier Arbona:

"Descolonización del patrimonio en Puerto Rico con Rafael Capó García y Javier Arbona-Homar • Sur-Urbano"
https://open.spotify.com/episode/53hnMibTVpbKx7C0OfvhAi ]]]></description>
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    <title>&quot;Second Nature&quot;: Elliot Page on New Film Exploring Animal World Beyond the Binary - YouTube</title>
    <dc:date>2026-06-25T06:48:27+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=tUSb_qnHjtg</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["A new documentary explores a growing body of scientific research documenting the wide range of gender and sexual diversity found in the animal kingdom, from pregnant male seahorses to matriarchal monkey troops. "Second Nature," directed by queer filmmaker Drew Denny, is narrated by Oscar-nominated actor Elliot Page, who says he joined the project because "I was so moved by it and found it so affirming as a trans and queer person." 

Learning about animal life beyond binary concepts of sex and gender was life-changing, Denny shares about her inspiration for the film. "I finally felt in my body, for the first time, that I belong here on Earth, just like anybody else." Featuring interviews with evolutionary biologists and eye-opening footage of the natural world, "Second Nature" is now showing in major cities across the United States."

[transcript:
https://www.democracynow.org/2026/6/24/second_nature_elliot_page

contintues:
https://www.democracynow.org/2026/6/24/actor_elliot_page_on_growing_up ]]]></description>
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<item rdf:about="https://www.chronicle.com/article/my-students-cant-read">
    <title>Opinion | My Students Can’t Read</title>
    <dc:date>2026-06-09T07:17:42+00:00</dc:date>
    <link>https://www.chronicle.com/article/my-students-cant-read</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["The generational collapse in literacy is measurable, persistent, and likely to get worse."

[archived:
https://archive.is/WvW1F ]

"Six weeks into the term, I assigned my rhetoric and writing students a 20-page article. It was the same length I had assigned for five years and the same length I had read without complaint as an undergraduate a decade ago. Not one student finished it.

When I asked why, a student answered honestly: It was too long, and she kept losing track of what the paper was about. This was not a remedial class: These were students who had cleared the admissions process and written essays good enough to get them here. Yet a routine academic reading assignment had defeated them.

Every generation of professors has complained that their students cannot read. The lament is usually overblown, but data have caught up to anecdote, and what I am seeing in my classroom is no longer a hunch. There is a measurable, generational collapse in sustained reading and writing, and the academy is responding to it with improvisation and exhaustion rather than the structural overhaul it requires.

In February 2024, Adam Kotsko, who teaches in the Shimer Great Books School at North Central College, wrote in Slate that students who once handled 30 pages of reading per class meeting now seem “intimidated by anything over 10 pages and seem to walk away from readings of as little as 20 pages with no real understanding.” Crucially, he added that this is “not a matter of laziness on the part of the students” but of underlying skills they were never given a chance to build.

The Chronicle of Higher Education’s 2024 investigation found the same pattern across institutions as different as the Stevens Institute of Technology and Wellesley College, where the average SAT exceeds 1400. Nicholaus Gutierrez, an assistant professor at Wellesley, told The Chronicle that the baseline for what students consider a reasonable amount of work has dropped so noticeably that he has cut his readings accordingly; a 750-word essay now strikes many students as long. At Stevens, the science and technology studies associate professor Theresa MacPhail described following the mantra of “meet your students where they are” for so long that she has begun to feel “like a cruise director organizing games of shuffleboard.”

Worse, the national data tell the same story in colder language. On the 2011 National Assessment of Educational Progress (NAEP) writing assessment, which is the most recent comprehensive writing benchmark, only 24 percent of 12th graders reached the Proficient level, and just 3 percent reached Advanced; another 21 percent scored below Basic. The reading side of the ledger is worse, and getting worse fast: The 2024 NAEP results released in September 2025 show 12th-grade reading scores at the lowest level recorded since the assessment began in 1992. Thirty-two percent of 12th graders now score below NAEP Basic in reading, meaning that, in the assessment’s own language, they likely “cannot draw general conclusions based on concepts presented explicitly in a text.” And yet more than half of these same seniors reported being accepted to a four-year college. That last sentence is the whole problem in one line: We are admitting a cohort that cannot read at a college level and are pretending otherwise.

Why is this happening? One reason, of course, is smartphones.

I came into teaching as a skeptic of the anti-smartphone argument: I had a phone in my pocket throughout high school and college in the 2010s, and I read long books anyway. I now think I was wrong, because the neuroscience has caught up. In a 2017 paper, Adrian F. Ward and colleagues at the University of Texas at Austin’s McCombs School of Business showed that the mere presence of a participant’s smartphone — whether that be face down, powered off, untouched, or across the desk out of vision — measurably reduces available working memory and fluid intelligence on cognitive tests, with the largest effects on the most phone-dependent users. A 2022 study by Motoyasu Honma and colleagues at Japan’s Showa University used near-infrared spectroscopy to compare reading on a smartphone with reading the same passage on paper, and found that smartphone reading produced overactivity in the prefrontal cortex, suppressed sigh generation, and led to general lower comprehension scores; the authors argued that the sigh inhibition and prefrontal overload were causally linked to the comprehension decline.

So when a student tells me they “kept losing track” of a 20-page article, I have to acknowledge that they may be describing a measurable neurological condition. The neural pathways that support sustained attention are built by use, and they atrophy without it. Your body is a use-it-or-lose-it system, and the brain is no exception.

Another reason for the decline in student reading capability is increasing reliance on generative AI. In June 2025, Nataliya Kosmyna and colleagues at the MIT Media Lab released a preprint titled “Your Brain on ChatGPT.” They divided 54 participants into three groups writing SAT-style essays — one using ChatGPT, the second group using a search engine, the last group using nothing — and monitored brain activity with a 32-channel EEG. The ChatGPT group showed the lowest neural connectivity of the three, with up to 55 percent reduced connectivity compared with the brain-only group, and “consistently underperformed at neural, linguistic, and behavioral levels.” Eighty-three percent of LLM users could not quote a single line from essays they had written minutes earlier. When the LLM group was forced to write without AI in a follow-up session, their brain activity did not bounce back to baseline; the researchers coined the term “cognitive debt” for the lingering deficit.

This is the first neurophysiological evidence that early reliance on LLMs measurably alters the brain’s engagement with writing tasks, and it is consistent with what those of us in front of classrooms are watching happen in real time. When I assign analysis, I am not trying to extract a polished product; I am trying to put the student’s mind through resistance in order to make it stronger. Offloading the struggle to a chatbot does not “free students up for higher-order work.” It deprives them of building the strength to do any substantial cognitive work at all.

There is a final factor that is contributing to this decline in reading skills, and that is that the students arriving in my classroom today are the first cohort to have experienced Common Core-influenced reading instruction across the entirety of their K–12 schooling. Whatever the standards’ original intent, the on-the-ground implementation in many districts replaced sustained reading with the practice of pulling “evidence” from disconnected short passages, the same format used on the standardized tests that increasingly determine school funding. The education scholar Natalie Wexler, among others, has documented this pivot in detail: Students drilled on “finding the main idea” in two-paragraph excerpts never build the stamina or background knowledge that longform reading requires. The pandemic then added fuel to a fire that was already burning. NAEP scores for 13-year-olds dropped sharply in 2022 and have not recovered. A 2023 EdWeek survey found that 24 percent of secondary-school administrators described pandemic learning loss in English and language arts as “severe or very severe.”

In July 2025, the journalist Mary Harrington argued in The New York Times that “thinking is becoming a luxury good.” The ability to read deeply and reason at length is fragmenting along class lines as ultra-processed digital media replaces text in everyday life, much as ultra-processed food has replaced cooking. Her longer treatment of the subject in First Things makes the more provocative case that we are witnessing the end of print culture itself, and with it the end of the cognitive substrate on which modern liberal democracy was built.

I see this stratification in the classroom and on the page every week. My students from districts that protected sustained reading through small class sizes, strict phone policies, and faculty who refused to teach to the test all arrive with their attention relatively intact. My students from districts that surrendered to devices and standardized testing arrive cognitively winded. A democracy that requires a literate electorate is now training one fraction of that electorate out of literacy while marketing to the other a “deep work” lifestyle as a luxury good. The students who cannot read a 20-page article today are the voters who will not be able to read a bill, or the jurors who cannot follow a closing argument, tomorro

I do what I can in my own classroom to address the problems. I break 20-page articles into two halves and assign the first half with explicit analytical tasks. I require exploratory writing before formal drafts. I model (visibly, on the board) how to track an argument across pages or distinguish a source’s claim from my own analysis. I make structured peer review explicit, because the workshop format I used to take for granted now collapses into “this is good” and “maybe add more details” the moment I step back.

But I want to be plain about the limits of what an individual instructor can do, and all of these solutions have costs. Scaffolding a 20-page article into halves compromises the integrity of the argument I am asking students to engage, just as modeling note-taking in a credit-bearing rhetoric course is using a college slot to teach a middle-school skill. None of the syllabi I teach are designed to deliver this type of cognitive rehabilitation, and pretending otherwise has produced credential inflation. We cannot keep conferring degrees on students who cannot do what the degree is supposed to certify.

I’m afraid I don’t have answers. I do, however, have some questions that may point us in the right direction. If higher education is going to respond to the reading crisis as a structural problem rather than a private burden carried by composition instructors and adjuncts, it has to stop avoiding the following questions: If a majority of incoming students cannot read at a level the curriculum requires, are we admitting students we cannot serve, or offering a curriculum we cannot provide?

Why are first-year writing and reading-intensive general-education courses still the most adjunctified, lowest-paid, highest-load corner of the university, at the precise moment when their work has become the most important work the institution does? What is the responsible institutional response for AI usage: Is it a syllabus statement, or a sequencing principle that requires students to demonstrate the cognitive work themselves before AI assistance is permitted?

Why are most college classrooms still phone-permissive by default? K–12 districts from Florida to California are now banning phones bell to bell; higher education has somehow lagged behind the public schools. Universities benefit from a pipeline they did not build and refuse to repair. What would it mean for a university system to invest seriously in the reading instruction happening in the high schools that feed it, rather than treating remediation as something to be quietly outsourced to first-year composition instructors?

The thing I am no longer willing to do is pretend this is a temporary adjustment period, or that “students will adapt.” They will not adapt on their own. The conditions that produced this collapse are still in place: the phones, the algorithmic feeds, the test-prep excerpts, staffing models that load the reading-intensive work onto the most precarious faculty, and now the chatbots that finish students’ sentences before they’ve even begun to think of them. If we want literate citizens, we will have to rebuild the conditions for literacy deliberately, against the grain of every incentive currently pointed the other way. I know the academy has the will to do that. It also has the obligation."]]></description>
<dc:subject>tylerjagt reading education highered highereducation colleges universities ai artificialintelligence academia attention teens literacy smartphones research society 2026 chatbots llms chatgpt thinking howwethink howweread</dc:subject>
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</item>
<item rdf:about="https://walledgardenedu.substack.com/p/the-right-tool-for-the-right-hands">
    <title>The Right Tool for the Right Hands - by Andrew Cantarutti</title>
    <dc:date>2026-06-05T09:33:09+00:00</dc:date>
    <link>https://walledgardenedu.substack.com/p/the-right-tool-for-the-right-hands</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Why the Same Tool Can Help a Teacher and Harm a Student"

[via:
https://2ndbreakfast.audreywatters.com/at-what-cost/ ]]]></description>
<dc:subject>andrewcantarutti education learning howwlearn teaching howweteach tools 20206 google clasroom edtech lms efficiency productivity administration gradebooks software communication lessonplanning ai artificialintelligence assessment grammarly quillbot writing howwewreite research audiobooks attention coding design production</dc:subject>
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</item>
<item rdf:about="https://pmic2026.wordpress.com/submissions/">
    <title>Submissions – Performativity(ies) of Memory(ies) Interdisciplinary Conference 2026</title>
    <dc:date>2026-05-23T05:15:56+00:00</dc:date>
    <link>https://pmic2026.wordpress.com/submissions/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Recommended topics:

• Shared memory of experiences and knowledge
• Participatory research and practice as testimony of (the) memory
• Community-generated memory and political identity(ies)
• Representation of memory and practice-as-research
• Processes of re-creation/re-contextualization
• Identity, narrative(s) and memory sharing
• Artificial and digital memory
• From “stock memory” to “flux memory”
• Memory and the irruption of the Real]]></description>
<dc:subject>memory knowledge 2026 sharedmemory participatory research identity narrative</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:ba297dfb0b00/</dc:identifier>
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<item rdf:about="https://buildcognitiveresonance.substack.com/p/an-illustrated-guide-to-resisting">
    <title>An illustrated guide to resisting &quot;AI is inevitable&quot; in education</title>
    <dc:date>2026-04-15T06:40:04+00:00</dc:date>
    <link>https://buildcognitiveresonance.substack.com/p/an-illustrated-guide-to-resisting</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["1. Ask the AI-in-education enthusiast to clarify their premise."

...

"2. Ask the AI-in-education enthusiast if they are familiar with recent research indicating that generative AI leads to widespread “cognitive surrender.”"

...

"3. If you feel the need to pile on with research, consider citing to this recent report from Stanford showing the complete lack of empirical research to support the use of AI in education."

...

"4. Ask the AI-in-education enthusiast if they are familiar with any of the recent efforts led by students pushing back hard on the intrusion of AI into their education."

...

"5. Politely point out that Sal Khan, perhaps the most prominent advocate for the capacity of AI to “revolutionize“ education, has recently changed his tune."

...

"6. Direct the AI-in-education enthusiast to the PureGenius website to see if they get the joke."

...

"7. Ask the AI-in-education enthusiast if they are familiar with the broader pushback against the intrusion of education technology into schools led by educators and parents."

...

"8. Gently remind the AI-in-education enthusiast that we have evidence in our own lifetime that highly addictive products marketed to children that cause serious harm are something we can address through policy and norms."

...

"9. If the AI-in-education enthusiast has the audacity to cite f***ing AlphaSchool as counterexample and “proof of what’s possible,” liberally reference any or all the myriad reasons this is one of the most embarrassing possible arguments they could make."

...

"10. If all else fails, try appealing to the poetry of human existence. But don’t hold your breath."]]></description>
<dc:subject>benjaminriley 2026 ai artificialintelligence resistance education edtech criticalthinking research academia highered highereducation colleges universities schools schooling pedagogy salmankhan chromebooks policy norms alphaschool humanity humanism poetry josephfasano salkhan</dc:subject>
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</item>
<item rdf:about="https://www.koozarch.com/essays/on-remaining-porous-research-as-a-lived-practice">
    <title>On Remaining Porous: research as a lived practice – KoozArch</title>
    <dc:date>2026-03-29T01:54:09+00:00</dc:date>
    <link>https://www.koozarch.com/essays/on-remaining-porous-research-as-a-lived-practice</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["In an era where institutional gravity favours the speed of "solutions" and the clarity of measurable outcomes, what does it mean to simply hold space for the unresolved? This essay marks a year of collaboration with the Nieuwe Instituut, reflecting on a decade of its Research Fellowship Programme — supporting the work of dozens of scholars and practitioners. Following contributions from former fellows, in this essay Delany Boutkan and Federica Notari advocate for a shift from the institution as a concrete host to a porous body."]]></description>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:evaposas"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:life"/>
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<item rdf:about="https://davekarpf.beehiiv.com/p/can-ai-replace-social-science-researchers">
    <title>Can AI Replace Social Science Researchers?</title>
    <dc:date>2026-03-10T06:28:00+00:00</dc:date>
    <link>https://davekarpf.beehiiv.com/p/can-ai-replace-social-science-researchers</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["It matters quite a bit that Claude Code has just gotten good at 6,000-8,000 word journal articles just at a time when higher education is crumbling under an extended assault. It shapes the dynamics, and makes everything go so much worse.

Imagine adding these new tools to the research community at a time when resources were plentiful. (Universities hiring more tenure track lines, research budgets expanding, etc.) Those are circumstances where we, collectively, have the time and space to treat Claude Code as an exciting tool that can (a) save time on some existing projects, (b) open up new avenues for research in other projects, and (c) is a complete dead-end in still others. Cool. Fascinating. What an actually-fun time to be working in the field. Let’s all try things out, see how it goes, and then meet at a series of conferences to talk it through.

We are instead adding these tools after decades of shredding the university system, along with a year-plus of full-frontal assault. That is basically the worst precursor for the introduction of this particular new technology! It’s also, just generally, the worst context for conducting social science research. Researchers in online mis- and disinformation have faced years of harassment (from Members of Congress!) just because they studied things that powerful people would prefer were not studied. Universities are in a defensive crouch, trying to figure out what people, activities, and entire departments they can get rid of to keep the government from making an example of them.

This is all very bad! And there isn’t much that individual researchers can do about it. (Join AAUP. Take collective action. We stand together or we all fall apart.) But what a decidedly inopportune time to introduce a new tool that can do a lot of things, some of which will help you answer interesting research questions, and others of which will help you game the journal metrics so that hopefully you’re the last-remaining-winner-of-the-game-we-ended-up-playing.

The best thing a researcher can do right now is focus on “What questions do I actually want to answer?” Then do the work of ANSWERING IT. Scratch that intellectual itch. Engage in the pleasure of finding things out. If Claudebot is a useful tool, then tinker with it. But don’t focus on chasing the journal metrics. They’re collapsing anyway.

And, for the discipline as a whole, let’s remember that the metrics aren’t the thing we were meant to pursue. We are indeed in crisis, but not because of Claudebot. The whole system of knowledge-produciton has been defunded, attacked, and sent into a spiraling decline.  That isn’t an AI story. Let’s not fool ourselves by pretending otherwise."]]></description>
<dc:subject>davekarpf 2026 ai artificialintelligence socialscience socialsciences research technology anthropic claude academia highered highereducation colleges universities claudecode chatbots llms</dc:subject>
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    <title>Psychopathy is a zombie idea. Why does it cling on? | Aeon Essays</title>
    <dc:date>2026-03-04T03:55:16+00:00</dc:date>
    <link>https://aeon.co/essays/psychopathy-is-a-zombie-idea-why-does-it-cling-on</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Virtually everything you think you know about psychopathy has been thoroughly debunked. Why does this zombie idea live on?"]]></description>
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<item rdf:about="https://unherd.com/2026/02/why-your-kid-hates-learning-apps/?edition=us">
    <title>The plot to replace teachers with tech</title>
    <dc:date>2026-02-28T17:14:52+00:00</dc:date>
    <link>https://unherd.com/2026/02/why-your-kid-hates-learning-apps/?edition=us</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["The popular i-Ready platform dulls young minds"

[archived:
https://archive.ph/hsvbh

via:

https://www.frontporchrepublic.com/2026/02/seeds-scribes-and-jeremiahs/

"John Allen Wooden eviscerates a major player in the ed-tech industry: “Partisan tribalists may blame their favorite villains — lazy union teachers and woke-ness for the Right, structural racism and poverty for the Left. But both political parties have been equally guilty of legislating more and more standardized testing over the past 25 years, creating an ideal environment for Big Tech to hawk ‘data-based’ panaceas like i-Ready. Marketed as a high-tech solution to lagging scores on government-mandated tests, i-Ready is used across 30-plus US states and a staggering 70% of the top-100 school districts, covering nearly half of elementary- and middle-school children. This, even though i-Ready has never been proved to successfully teach, immerses already-screen-addled kids in yet more screens, and in all likelihood is making America’s children quantifiably dumber.”"

and 

https://social.ayjay.org/2026/02/28/this-story-about-a-universally.html

"This story about a universally despised, utterly useless, and yet widely deployed e-learning app should remind us of a key truth: American schools at all levels will buy and mandate the use of anything that promises them cost savings. (And “cost savings” = “employing fewer humans.”) "]]]></description>
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    <title>Sinophobic Sinophilia | Issue 52 | n+1 | The Editors</title>
    <dc:date>2026-02-16T07:11:07+00:00</dc:date>
    <link>https://www.nplusonemag.com/issue-52/the-intellectual-situation/sinophobic-sinophilia/</link>
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<item rdf:about="https://www.youtube.com/watch?v=2yVJffNplJc">
    <title>The New Satanic Panic Is Here - YouTube</title>
    <dc:date>2026-01-24T17:16:13+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=2yVJffNplJc</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[[See also:
https://www.usermag.co/p/the-new-satanic-panic-is-here ]

"Are Smartphones & Social Media Really Causing a Teen Mental Health Crisis?

Are smartphones and social media actually destroying teen mental health, or is this just another moral panic? I critically examine the growing narrative that phones, apps, and screen time are responsible for rising anxiety, depression, and harm among teenagers. 
 
These claims, popularized by politicians, journalists, interest groups like the Heritage Foundation, and authors like Jonathan Haidt (The Anxious Generation), are being used to justify mass surveillance laws, deplatforming marginalized people, and implementing policies that actually harm kids and reward big tech. 
 
They allow lawmakers to scapegoat users, and institute draconian surveillance laws instead of enacting meaningful regulation. Haidt and others boosting this moral panic have pushed debunked claims about how social media can turn kids LGBTQ. Haidt has pushed false and misogynistic claims that young liberal women suffer from more "anxiety." He is on the board of Bari Weiss' unaccredited reactionary right wing University. 

Using peer-reviewed studies, media analysis, and real-world examples, this episode breaks down:

- Why smartphones became the default scapegoat for teen mental health
- How correlation is repeatedly confused with causation
- Ho weak and misleading data is driving major public policy decisions
- How moral panics spread through podcasts, news media, and social platforms
- Who is actually harmed by phone bans and social media crackdowns
- Why girls, LGBTQ youth, and marginalized teens are the most harmed

I also explore how internet scares like the Momo Challenge illustrate the dangers of fear-based policy making, and why banning technology doesn’t solve any of the root issues of kids' mental health issues like social isolation, economic stress, lack of mental health care, and inequality.

If you’re interested in:

- Teen mental health
- Social media & smartphones
- Internet culture and moral panics
- Education policy and school phone bans
- Digital rights and youth safety

this video will challenge what you’ve been told by the mainstream media, but please keep an open mind!"]]></description>
<dc:subject>taylorlorenz 2026 socialmedia jonathanhait web internet online mentalhealth conservatism censorship inequality momochallenge smartphones moralpanic mashablackburn lgbtq policy bariweiss heritagefoundation anxiety reactionaries screentime depression teens youth research media technology change history novels comicbooks comics telephones phones television tv radio fredricwertham children childhood adolescence addiction beepers columbine videogames games gaming bans tiktok isolation fear danahboyd mobility walkability suburbia freetime leisure homework play parenting panic surveillance economics wealthdisparity work labor pandemic covid-19 coronavirus misogyny rightwing right recession economy unemployment instability capitalism publicpolicy poverty precarity guns stress mainstreammedia social connection</dc:subject>
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<dc:identifier>https://pinboard.in/u:robertogreco/b:082a3d9fbf89/</dc:identifier>
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<item rdf:about="https://podcasts.apple.com/us/podcast/sold-a-story/id1649580473">
    <title>Sold a Story - Podcast - Apple Podcasts</title>
    <dc:date>2026-01-22T07:10:36+00:00</dc:date>
    <link>https://podcasts.apple.com/us/podcast/sold-a-story/id1649580473</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Millions of kids can't read well. Scientists have known for decades how children learn to read, but many schools don't know about the research. They buy teacher training and books that are rooted in a disproven idea. In Sold a Story, Emily Hanford investigates four authors and a publishing company that have made millions selling this idea."

[Also here:

https://features.apmreports.org/sold-a-story/

"There's an idea about how children learn to read that's held sway in schools for more than a generation — even though it was proven wrong by cognitive scientists decades ago. Teaching methods based on this idea can make it harder for children to learn how to read. In this podcast, host Emily Hanford investigates the influential authors who promote this idea and the company that sells their work. It's an exposé of how educators came to believe in something that isn't true and are now reckoning with the consequences — children harmed, money wasted, an education system upended."

Episodes:

1: The Problem
https://podcasts.apple.com/us/podcast/1-the-problem/id1649580473?i=1000583258897

"Lee Gaul watches his daughter’s lessons during Zoom school and discovers a dismaying truth: She can't read. Little Zoe isn't the only one. Sixty-five percent of fourth graders in the United States are not proficient readers. Kids need to learn specific skills to become good readers, and in many schools, those skills are not being taught."

2: The Idea
https://podcasts.apple.com/us/podcast/2-the-idea/id1649580473?i=1000583260845

"Sixty years ago, Marie Clay developed a way to teach reading she said would help kids who were falling behind. They’d catch up and never need help again. Today, her program remains popular, and her theory about how people read is at the root of a lot of reading instruction in schools. But Marie Clay was wrong."

3: The Battle
https://podcasts.apple.com/us/podcast/3-the-battle/id1649580473?i=1000584047815

"President George W. Bush made improving reading instruction a priority. He got Congress to provide money to schools that used reading programs supported by scientific research. But backers of Marie Clay’s ideas saw Bush’s Reading First initiative as a threat."

4: The Superstar
https://podcasts.apple.com/us/podcast/4-the-superstar/id1649580473?i=1000584885997

"Teachers sing songs about Lucy Calkins. The longtime professor at Columbia University’s Teachers College is one of the most influential people in American elementary education today. Her admirers call her books bibles. Why didn't she know that scientific research contradicted reading strategies she promoted?"

5: The Company
https://podcasts.apple.com/us/podcast/5-the-company/id1649580473?i=1000585724130

"Teachers call books published by Heinemann their bibles. The company's products are in schools all over the country. Some of the products used to teach reading are rooted in a debunked idea about how children learn to read. But they've made the company and some of its authors millions."

6: The Reckoning
https://podcasts.apple.com/us/podcast/6-the-reckoning/id1649580473?i=1000586531339

"Lucy Calkins says she has learned from the science of reading. She's revised her materials. Fountas and Pinnell have not revised theirs. Their publisher, Heinemann, is still selling some products to teach reading that contain debunked practices. Parents, teachers and lawmakers want answers."

7: Your Words
https://podcasts.apple.com/us/podcast/7-your-words/id1649580473?i=1000612584598

"Voicemails, emails, tweets: We got a lot of messages from people after they heard Sold a Story. In this episode, we bring you some of their voices. A 10-year-old figures out why he has struggled to read. A mom stays up late to binge the podcast. A teacher confirms what he's suspected for years — he's not really teaching kids how to read."

8: The Impact
https://podcasts.apple.com/us/podcast/8-the-impact/id1649580473?i=1000613478838

"Across the country, school districts are dropping textbooks, state legislatures are going so far as to ban teaching methods, and everyone, it seems, is talking about "the science of reading." Things have been changing since Sold a Story was released. In this episode, we tell you about some of the changes and what we think about them."

9: The Aftermath
https://podcasts.apple.com/us/podcast/9-the-aftermath/id1649580473?i=1000651386152

"Schools around the country are changing the way they teach reading. And that is having major consequences for people who sold the flawed idea we investigated in Sold a Story. But Lucy Calkins, Irene Fountas and Gay Su Pinnell are fighting back — and fighting to stay relevant. And so are organizations that promoted their work: the Reading Recovery Council of North America and the publisher Heinemann."

10: The Details
https://podcasts.apple.com/us/podcast/10-the-details/id1649580473?i=1000652106532

"Some of the teachers, students, parents and researchers we met in Sold a Story talk about the impact the podcast has had on their lives and in schools — and share some of their hopes and concerns about the "science of reading" movement."

11: The Outlier
https://podcasts.apple.com/us/podcast/11-the-outlier/id1649580473?i=1000694254052

"There's a school district in eastern Ohio where virtually all the students become good readers by the time they finish third grade. Many of the wealthiest places in the country can't even say that. And Steubenville is a Rust Belt town where the state considers almost all the students "economically disadvantaged." How did they do it?"

12: The Evidence
https://podcasts.apple.com/us/podcast/12-the-evidence/id1649580473?i=1000696465281

"There's a name for the program at the heart of Steubenville's remarkable reading results. It's called Success for All. It's been around for decades, and numerous studies have shown it's effective. But relatively few school districts use it. We trace the history of the program and why it's never really caught on."

13: The List
https://podcasts.apple.com/us/podcast/13-the-list/id1649580473?i=1000698031283

"Steubenville became a model of reading success. Then a new law in Ohio put it all at risk. In this episode, we look at the "science of reading" lists some states are making, why the program Steubenville has been using for 25 years isn't getting on many of these lists, and the surprising power of one curriculum review group."

14: The Cuts
https://podcasts.apple.com/us/podcast/14-the-cuts/id1649580473?i=1000722904221

"Education research is at a turning point in the United States. The Trump administration is slashing government funding for science and dismantling the Department of Education. We look at what the cuts mean for the science of reading — and the effort to get that science into schools."

There are some bonus episodes too.

"Hard to Read: How American Schools Fail Kids with Dyslexia
There are proven ways to help people with dyslexia learn to read, and a federal law that's supposed to ensure schools provide kids with help. But across the country, public schools are denying children proper treatment and often failing to identify them with dyslexia in the first place."

"Hard Words: Why Aren't Our Kids Being Taught to Read?
Scientific research has shown how children learn to read and how they should be taught. But many educators don't know the science and, in some cases, actively resist it. As a result, millions of kids are being set up to fail."

"At a Loss for Words: What's Wrong with How Schools Teach Reading
For decades, schools have taught children the strategies of struggling readers, using a theory about reading that cognitive scientists have repeatedly debunked. And many teachers and parents don't know there's anything wrong with it."

"What the Words Say
A false assumption about what it takes to be a skilled reader has created deep inequalities among U.S. children, putting many on a difficult path in life."

"Brains On: How Do We Learn to Read — and Why is It Hard?
This week we have an episode of a show called Brains On. It’s a science podcast for kids from our colleagues at APM. In this episode, Emily joins the Brains On hosts to talk about how people learn to read. Grab the kids in your life and listen to this special episode made for kids and curious adults.

"Emily Hanford LIVE from Planet Word with Reid Lyon and Margaret Goldberg
Early in her teaching career, Margaret Goldberg was skeptical of the science of reading. Today, she is working with neuroscientist Reid Lyon to bring it into more classrooms. Lyon and Goldberg joined Sold a Story host Emily Hanford for a live conversation about the challenges of translating research into practice. The event was part of the Eyes on Reading series at Planet Word, a museum in Washington, D.C., dedicated to words and language."]]]></description>
<dc:subject>reading education schools policy 2022 curriculum emilhanford christopherpeak heinemann lucycalkins marieclay howweread learning howwelearn schooling georgewbush leegaul fountasandpinnell publishing reidlyon margaretgoldberg children dyslexia inequality cogntion law research steubenville successforall irenefoundtas gaysupinnell textbooks soldastory</dc:subject>
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    <title>The Age of Academic Slop is Upon Us - by Seva Gunitsky</title>
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    <link>https://hegemon.substack.com/p/the-age-of-academic-slop-is-upon</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["what happens when AI automates "normal science"?"]]></description>
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<item rdf:about="https://www.frontporchrepublic.com/2026/01/in-praise-of-bibliographies/">
    <title>In Praise of Bibliographies, by Christine Norvell (2026) - Front Porch Republic</title>
    <dc:date>2026-01-15T20:47:16+00:00</dc:date>
    <link>https://www.frontporchrepublic.com/2026/01/in-praise-of-bibliographies/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Accessible and hospitable."

...

"Whenever I’ve taught research methods to middle school and high school students, I’ve often claimed a magic resource exists for the object of their research. Sometimes, just sometimes, a scholar, author, or historian is so fluent in their topic that they clearly credit numerous others in a single text. And that book is magic in its ability to point to ideas, connections, subtopics, and other books and journals. I attempt to inspire my students to read bibliographies and endnotes with that in mind, to think of it like an investigation. Some do find a magic resource, but only a few experience the thrill of the hunt and the sigh of relief that help has been found.

Sometimes you find that magic book in a bibliography; sometimes it’s hiding in an old-school footnote, “See Charles Augustus Milverton for further thoughts on acquiring the personal correspondence of others (Blackmailing for Everyone, 1880).” I look it up, and there it is. Milverton has already done a chunk of research and written on the very thing I need! I order the book immediately. If only it were always this easy.

I found this to be true years ago in my own research stacks when I was reading lots of Willa Cather’s short and long fiction. The fiction I could find easily, but I also had to know what other scholars had already said. I wouldn’t want my research interest (or thesis!) to duplicate another’s. In my early Cather research, I was borrowing books from within the local library system and through interlibrary loans. Some books were helpful. Many were not. It’s the age-old riddle of research work, much like perusing a flea market looking for a valuable antique. I had to determine what was valuable to me. That Cather culling helped me know what to invest in and literally purchase for my own library.

I distinctly remember Sharon O’Brien’s Willa Cather: The Emerging Voice (Oxford University Press, 1987). O’Brien wove biography and literary analysis together, which was easy to see at the end of each chapter in her extensive footnotes. That, along with a thorough subject index, made it a handy resource.

Predating O’Brien’s work, though, was James Woodress’s Willa Cather: Her Life and Art (University of Nebraska Press, 1970). His “Bibliography and Notes” section was and is a wonder! Woodress introduced it “as a convenience for the reader,” and it was—a convenience store gas station with everything you could want. Woodress first listed Cather’s works in order, a perfectly normal and expected aid, but then he detailed all the books written about her before his book was published in 1970, all before the Wiki lists of the internet existed. Chapter by chapter, Woodress proceeded to explain where he found his information and where he made his connections. He credited all of those in the Cather community who had gone before him and made it incredibly easy to find needed resources. It was much more than an annotated bibliography.

Here’s an example. Chapter 4 is titled “Literary Debut,” and Woodress’s bibliographic notes begin by mentioning where the Nebraska State Journal letters were reprinted in Europe and in The World and the Parish. He kindly says fellow scholar Brown needs to update his notes about this fact. Then Woodress lists two articles from 1903 and 1958 before describing where Cather’s original version of the poem “Prairie Dawn” was published before she made “substantive changes.” For anyone trying to chase connections between her letters and publications or researching the fine points of a given year, Woodress is like a brilliant investigator, generously sharing his notes for every chapter

For decades, many books across subjects have included a “Further Reading” section, perhaps providing a statement or brief paragraph for certain resources. It’s not a new practice, but it’s hardly standard. I have hope that that is changing. In “Bibliographies for the People: How Trade Books Can Effectively Communicate Our Expertise,” Rhiannon Garth Jones and Matthew Gabriele offer a newer idea, an extension of traditional annotation. Jones and Gabriele describe how they came to write their bibliographies, hospitably catering to both the academic and the public reader, to those who had asked them as historians, Where do I start to learn about . . .?

By way of example, Gabriele describes how he and his co-author in The Bright Ages: A New History of Medieval Europe (Harper, 2021) created their “Further Reading” section. Like Woodress, they proceed with a chapter-by-chapter approach, introducing readers to “general overviews, cutting-edge scholarship on specific topics, and, perhaps most important, primary sources in translation.” It’s a passion project. They share their expertise while acknowledging the scholars before them. They call it a discursive bibliography, “an invitation to the reader to explore the past with us as historians.”

Jones also includes a traditional bibliography in her All Roads Lead to Rome: Why We Think of the Roman Empire Daily, but in addition to these chapter-by-chapter notes, she chose to include a separate section with citations for publicly accessible resources like podcasts, public essays and blogs, open-access translations of primary sources, and trade books or books available for free online. Jones calls it citation ethics, properly acknowledging fellow scholars but also making a way for interested readers. Accessibility and hospitality are intentional.

I think authors should revel in their investigative work and model all the good research methods for our students. What if bibliographies were not required afterthoughts of citation ethics but instead showcases? I’ve only mentioned a few creative forms of bibliographies, endnotes, and “Further Reading” sections. There are so many in publication already, and there should be many more in the future. As I finished my “discursive” bibliography for a completed manuscript, I’m happy to acknowledge that I found three magic resources, books that meant everything to me in my meandering research, authors that freely shared their knowledge and passion, allowing me to connect parts of my life and new ideas to those of the past. I hope to do the same."]]></description>
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    <title>The Ethnographer′s Way: A Handbook for Multidimensional Research Design, by Kristin Peterson and Valerie Olson (2024)</title>
    <dc:date>2025-12-25T16:08:45+00:00</dc:date>
    <link>https://www.dukeupress.edu/the-ethnographers-way</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["The Ethnographer’s Way guides researchers through the exciting process of turning an initial idea into an in-depth research project. Kristin Peterson and Valerie Olson introduce “multidimensioning,” a method for planning projects that invites scholars to examine their research interests from all angles. Researchers learn to integrate seemingly disparate groups, processes, sites, and things into a unified conceptual framework. The handbook’s ten modules walk readers step-by-step, from the initial lightbulb moment to constructing research descriptions, planning data gathering, writing grant and dissertation proposals, and preparing for fieldwork. Designed for ethnographers and those working across disciplines, these modules provide examples of multidimensional research projects with exercises readers can utilize to formulate their own projects. The authors incorporate group work into each module to break the isolation common in academic project design. In so doing, Peterson and Olson’s handbook provides essential support and guidance for researchers working at all levels and stages of a project."]]></description>
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    <title>Meet the New Right-Wing Tech Intelligentsia</title>
    <dc:date>2025-12-18T19:00:30+00:00</dc:date>
    <link>https://bayareacurrent.com/meet-the-new-right-wing-tech-intelligentsia/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Libs and the far-right ‘link and build’ in the Bay’s tech publication scene."]]></description>
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</item>
<item rdf:about="https://www.wired.com/story/openai-economic-research-team-ai-jobs/">
    <title>OpenAI Staffer Quits, Alleging Company’s Economic Research Is Drifting Into AI Advocacy | WIRED</title>
    <dc:date>2025-12-10T19:19:17+00:00</dc:date>
    <link>https://www.wired.com/story/openai-economic-research-team-ai-jobs/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Four sources close to the situation claim OpenAI has become hesitant to publish research on the negative impact of AI. The company says it has only expanded the economic research team’s scope."]]></description>
<dc:subject>openai ai artificialintelligence economics research samaltman 2025 tomcunningham maxwellzeff jasonkwon robfriedlander aaronchatterji policy politics darioamodei anthropic davidsacks donaldtrump trumpism maga crypto cryptocurrencies ethics chrislehane airbnb billclinton</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:4a1f3428e20b/</dc:identifier>
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<item rdf:about="https://www.youtube.com/watch?v=IVvnLTvwcfY">
    <title>Racconta Ismaele - Trailer - YouTube</title>
    <dc:date>2025-12-08T01:49:22+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=IVvnLTvwcfY</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Quattro episodi per esplorare il mondo sommerso dei cetacei, dei loro suoni, dei loro rapporti sociali.

Partendo dalla storia della baleneria e passando per l’arte, la filosofia, la scienza. Il tutto ripercorrendo la rotta del Pequod e di Moby Dick, il libro mondo di Melville che racchiude tutto. 

“Racconta Ismaele” è un podcast di Chora Media in collaborazione con Palazzo Ducale di Genova, realizzato in occasione della mostra “Moby Dick – La Balena. Storia di un mito dall’antichità all’arte contemporanea”, curata insieme a TBA21

Scritto e raccontato da Simone Pieranni

In collaborazione con Leonardo Mazzeo e Tommaso De Lorenzis"

[See also:

https://palazzoducale.genova.it/mostra/moby-dick-la-balena/

"Da secoli l’uomo è stato affascinato dalle balene e, fin dall’antichità, sono nati miti e leggende, credenze e racconti che ne hanno messo in luce la natura simbolica e ambivalente: da una parte esseri mostruosi in grado di inghiottire navi e portare distruzione, dall’altra creature benevole, regine dell’oceano.

Una delle più grandi icone letterarie è Moby Dick, il romanzo di Herman Melville pubblicato nel 1851. In esso, il capitano Achab insegue ossessivamente una gigantesca balena bianca in una storia piena di simbolismo e riflessioni filosofiche.

Palazzo Ducale di Genova ospita una grande mostra collettiva che prende le mosse proprio dal capolavoro dell’autore americano e ne scandaglia le molteplici interpretazioni sia storiche che simboliche: dalla lotta tra l’uomo e la Natura al conflitto tra il bene e il male, dai sentimenti di passione e vendetta ai temi del viaggio e della scoperta.

Partendo proprio da questa molteplicità, Moby Dick – La Balena, costruisce un percorso che accompagna il visitatore alla scoperta di un universo artistico multiforme passando dall’arte medievale a quella più contemporanea, dalla storia della navigazione all’illustrazione.

La mostra presenta grandi installazioni video, sculture, arpioni, tele, fotografie e incisioni che indagano i grandi temi di questa straordinaria opera attraverso un viaggio tra epoche storiche, punti di vista e adattamenti. Si parte dall’arte visiva, ma si approda alla musica, al cinema, alla scienza e alla biologia grazie il filtro della letteratura.

Dalla prima edizione italiana dell’opera con la celebre traduzione di Cesare Pavese alla riproduzione di una capanna della tradizione Inuit, dalla riproduzione audio dei misteriosi “canti” delle balene a preziose stampe giapponesi raffiguranti scene di caccia. E poi imbarcazioni, ornamenti con denti di balena e grandi installazioni artistiche che, con ipnotiche immagini a colori, faranno guardare l’oceano… con gli occhi di Moby Dick.

I temi della mostra si intrecceranno con la storia marinara della città di Genova e con il Santuario Internazionale dei Cetacei del Mar Ligure.

La mostra si avvale dei contributi, oltre che della rete dei Musei civici di Genova, anche di molte altre prestigiose istituzioni museali e culturali tra cui il MUCIV (Museo delle Civiltà di Roma), il Museo e Real Bosco di Capodimonte di Napoli, l’Opificio delle Pietre Dure di Firenze, la Triennale di Milano, Gallerie d’Italia di Milano e il MART – Museo di Arte Moderna e Contemporanea di Trento e Rovereto.

Chora Media produrrà un podcast di quattro puntate con interventi di musicisti, registi teatrali, attori, scrittori e gli stessi artisti presenti in mostra. I quattro episodi racconteranno uno degli aspetti del nostro rapporto con le balene: bellezza, conflitto, mito, ricerca.

I temi dell’esposizione, infine, verranno approfonditi da un ricco programma di conferenze e di laboratori educativi per famiglie e studenti, oltre a visite guidate e workshop tematici.

Ad arricchire la mostra, un’esperienza immersiva cinematografica originale in Virtual Reality ispirata a Moby Dick, a cura della società WAY Experience. L’esperienza, della durata di circa 15 minuti, ricostruisce alcune scene chiave della storia a bordo del Pequod e accompagna lo spettatore attraverso le tappe fondamentali del viaggio: la vita dell’equipaggio sulla nave, l’incontro con la Balena Bianca e il leggendario confronto finale tra Achab e Moby Dick.

Artisti in mostra

A Constructed World, Mario Airò, John Akomfrah, Elisabetta Benassi, Guy Ben-ner, Agostino Bonalumi, Dadamaino, Tacita Dean, Mark Dion, Giovanni Gariboldi, Clara Hastrup, Carsten Holler, Emilio Isgrò, Joan Jonas, Francesco Jodice, Claudia Losi, Jumana Manna, Piero Manzoni, Arturo Martini, Fausto Melotti,` Marzia Migliora, Mauro Panichella, Pino Pascali, Paola Pivi, Alberto Rosselli, Thomas Ruff, Libero Rutilo, Elena Konig Scavini, Mario Sturani, Turi Simeti, Teresa Solar, Alberto Tadiello, Wu Tsang, Janaina Tschäpe, Cosima Von Bonin, Dominique White, Ines Zenha"

https://palazzoducale.genova.it/pdf/mostra_mobydick/guida-moby-dick-it.pdf
https://www.paolamanfredi.com/eventi/moby-dick-palazzo-ducale-genova/
https://nosalpes.eu/fr/2025/11/15/moby-dick-mythe-art-et-nature-au-palais-ducal-de-genes/
https://www.artein.it/moby-dick-palazzo-ducale/

***

EPISODES

"Racconta Ismaele Ep.1 - La balena nella storia"
https://www.youtube.com/watch?v=1pF1EoCPAuE

"Dai primi uomini che la guardavano con sospetto e ammirazione, fino a quando non si è pensato che potesse essere non solo fonte di cibo, ma di soldi: ripercorriamo la storia del complicato rapporto tra uomo e balena, che oggi cerca di trovare un nuovo equilibrio."

"Racconta Ismaele Ep.2 - La balena come conflitto"
https://www.youtube.com/watch?v=hRhYxvIMTBs

"Se oggi consideriamo la balena una creatura da proteggere, è perché per tanti anni l’abbiamo considerata come un oggetto da sfruttare, smembrare, usare a nostro piacimento. Dal ponte di comando del Pequod, la balena è stata sempre sinonimo di conflitto: con lei, ma anche con noi stessi."

"Racconta Ismaele Ep.3 - La balena come mito"
https://www.youtube.com/watch?v=1uTqVcQthpI

"Achab l’ha fatta diventare la sua ossessione, trascinando i marinai con sé fino alle viscere dell’oceano. La balena è simbolo e icona ancor prima di Moby Dick. A partire dal mito di chi, come Giona, in quel ventre c’è stato. E ne è poi uscito per raccontarlo."

"Racconta Ismaele Ep.4 -La balena come ricerca"
https://www.youtube.com/watch?v=RQU0XjlisuA

"Come la nave che salpa dal porto e solca i mari, la ricerca del senso è il motore dell’essere umano. Alcune volte abbiamo provato a trovarlo pure negli abissi, tra creature così diverse da noi: alieni, sì, eppure allo stesso tempo così simili. Chissà se abbastanza da poterci entrare in contatto."]]]></description>
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<dc:source>https://pinboard.in/</dc:source>
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</item>
<item rdf:about="https://www.theatlantic.com/ideas/2025/11/colleges-ai-education-students/685039/">
    <title>Colleges Are Preparing to Self-Lobotomize - The Atlantic</title>
    <dc:date>2025-12-08T00:18:57+00:00</dc:date>
    <link>https://www.theatlantic.com/ideas/2025/11/colleges-ai-education-students/685039/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["The skills that students will need in an age of automation are precisely those that are eroded by inserting AI into the educational process."

...

"The most responsible way for colleges to prepare students for the future is to teach AI skills only after building a solid foundation of basic cognitive ability and advanced disciplinary knowledge. The first two to three years of university education should encourage students to develop their minds by wrestling with complex texts, learning how to distill and organize their insights in lucid writing, and absorbing the key ideas and methods of their chosen discipline. These are exactly the skills that will be needed in the new workforce. Only by patiently learning to master a discipline do we gain the confidence and capacity to tackle new fields. Classroom discussions, coupled with long hours of closely studying difficult material, will help students acquire that magic key to the world of AI: asking a good question.

After having acquired this foundation, in students’ final year or two, AI tools can be integrated into a sequence of courses leading to senior capstone projects. Then students can benefit from AI’s capacity to streamline and enhance the research process. By this point, students will (hopefully) possess the foundational skills required to use—rather than be used by—automated tools. Even if students continue to enter college underprepared and overreliant on tech that has impeded their cognitive development, universities have a responsibility to prepare them for an uncertain future. And although our higher-education institutions are not suited to predicting how a new technology will evolve, we do have centuries of experience in endowing young minds with the deep knowledge and flexible intelligence needed to thrive in a world of unceasing technological change."]]></description>
<dc:subject>michaelclune 2025 ai artificialintelligence colleges universities highereducation highered academia education automation chatgpt kentberridge terryrobinson addiction michaelpolanyi gabrielrossman llms convenience efficiency knowledge justinreich thinking howwethink writing howwewrite science michaelbloomberg cognition skills discussion discourse research inquiry</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:6f5983710120/</dc:identifier>
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</item>
<item rdf:about="https://undark.org/2025/12/04/opinion-science-style/">
    <title>Science Needs to Embrace the Idea of Style</title>
    <dc:date>2025-12-05T07:24:37+00:00</dc:date>
    <link>https://undark.org/2025/12/04/opinion-science-style/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["How do individual scientists approach their work? These stylistic differences can influence the process of discovery."]]></description>
<dc:subject>cbrandonogbunu 2025 science style howwework writing howwewrite scientificstyle research scientists biases subjectivity homogenization</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
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<item rdf:about="https://www.hcn.org/articles/the-mystery-of-wildlife-and-a-world-beyond-our-understanding/">
    <title>The mystery of wildlife and a world beyond our understanding - High Country News</title>
    <dc:date>2025-11-26T20:35:18+00:00</dc:date>
    <link>https://www.hcn.org/articles/the-mystery-of-wildlife-and-a-world-beyond-our-understanding/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Science is essential to managing wildlife populations, but there are limits to what we know."]]></description>
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<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:feb4e245a5f0/</dc:identifier>
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<item rdf:about="https://www.youtube.com/watch?v=3LnHruJPPsY">
    <title>Against Brainrot — how to read &amp; write more online - YouTube</title>
    <dc:date>2025-11-17T19:36:45+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=3LnHruJPPsY</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["People are panicking about the literacy crisis, about waning attention spans and why technology is making everything worse. But some people — like writer, software designer, and literary critic Celine Nguyen — have managed to not only retain their engagement with art and culture and literature, but actually deepen it with the help of the internet and social media.

In this conversation, Celine talks through how she went from tech to art school, taught herself to be a literary critic, and learned to love social media, Substack, and AI. 

[00:00:00] Jumping from Silicon Valley to the art world
[00:11:00] The internet and “research as leisure activity”
[00:26:34] Contrarian optimism about AI and art
[00:48:57] How can we measure progress in culture?
[01:04:47] Celine’s personal tech/media habits

Follow Celine's work at personalcanon.com and Jasmine at jasmi.news."

[transcript:
https://jasmi.news/p/celine-nguyen

notes here too:
https://www.personalcanon.com/p/ten-thousand-takes-on-tech-culture ]]]></description>
<dc:subject>celinenguyen jasminesun art literacy literature technooptimism siliconvalley optimism contrarianism ai artificialintelligence progress culture media technology internet web online substack socalmedia literarycriticism humanities philosophy compsci walterbenjamin specialization howweread howwewrite karlmarx dialecticalmaterialism davidharvey reading education learning howwelearn criticaltheory stanford communication access accessibility sensemaking makingsense generalists lingo translation jargon ideology worldview disruption information knowledge abstraction decontextualization algorithms amateurs research amateurism zeyneptufekci extremism context discovery writing geography radicalization venkateshrao consciousness metrics analytics socialmedia discourse conversation attention creativity forums hierarchy llms slop aislop economics ecosystems commercialart culturalproduction publishing excess</dc:subject>
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<item rdf:about="https://abusablepast.org/imperial-mobilities-geographical-imaginaries-a-conversation-between-javier-arbona-homar-and-emily-mitchell-eaton/">
    <title>Imperial Mobilities, Geographical Imaginaries: A Conversation Between Javier Arbona-Homar and Emily Mitchell-Eaton – The Abusable Past</title>
    <dc:date>2025-10-30T17:58:00+00:00</dc:date>
    <link>https://abusablepast.org/imperial-mobilities-geographical-imaginaries-a-conversation-between-javier-arbona-homar-and-emily-mitchell-eaton/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["In the Abusable Past’s latest installment of “What We’re Reading,” we invited Javier Arbona-Homar and Emily Mitchell-Eaton to discuss their recently released books. Taken together, Arbona-Homar’s Explosivity: Following What Remains(University of Minnesota Press, 2025) and Mitchell-Eaton’s New Destinations of Empire: Mobilities, Racial Geographies, and Citizenship in the Transpacific United States (University of Georgia Press, 2024) deftly trace the complex relationships between colonialism, mobility, and memory. In this wide-ranging conversation, they walk readers through how they came to their research, what it’s like to study empire in unlikely places, and how to think about the materiality of decolonial politics. "]]></description>
<dc:subject>2025 javierarbona emilymitchell-eaton geography imperialism research method colonialism colonization mobility memory place decolonization materiality</dc:subject>
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<item rdf:about="https://www.koozarch.com/essays/xigagueta-a-vessel-for-contemporary-art-writing-and-thinking">
    <title>Xigagueta: A Vessel for Contemporary Art, Writing and Thinking – KoozArch</title>
    <dc:date>2025-10-26T19:13:13+00:00</dc:date>
    <link>https://www.koozarch.com/essays/xigagueta-a-vessel-for-contemporary-art-writing-and-thinking</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["An alternative subtitle for this piece is Diidxa’ rului’ ca neza — translated from the author’s mother tongue, this means ‘the word that shows the way’."]]></description>
<dc:subject>art writing thinking languagae translation 2025 xigagueta howwethink howwewrite embodiment memory imagination creation reflection anthropology life righttolife humanrights evaposas nieuweinstituut nations nationswithoutastate statelessness state states 2018 research bodies objects territory binnizá diidxazá dormancy oaxaca tehuantepec mexico libraries chiapas miguelcovarrubias diegorivera indigeneity indigenous race mestizo society discrimination ikoots chinanteco zoque chontal ayuuk collectives ombeayiüts hegemony poetry narrative sublevation dellalvarado diegomatus anapalacios oraltradition language languages uniónhidalgo sierramadresur lagunasuperior chicapa esteroguié espiritusanto victorfuentes galeríagubidxa globalization local small textiles textilejustice belonging identity land crime extraction extractivism silence loneliness technology emancipation transgression isthmusoftehuentepec wisdom meaning meaningmaking zá fernandomagariño binnigula'sa guendaabiani' gabriellópezchi</dc:subject>
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</item>
<item rdf:about="https://theshearforce.substack.com/p/why-there-hasnt-been-a-chatgpt-moment">
    <title>Why There Hasn't Been a ChatGPT Moment Yet in Manufacturing</title>
    <dc:date>2025-10-15T06:07:45+00:00</dc:date>
    <link>https://theshearforce.substack.com/p/why-there-hasnt-been-a-chatgpt-moment</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["The Invisible Kernel War Between the U.S. and China and the Race to Industrial AI"]]></description>
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<item rdf:about="https://www.youtube.com/watch?v=tCaxixDC-o4">
    <title>The China Model (AI, Politics, Media) ft. Tianyu Fang - YouTube</title>
    <dc:date>2025-10-06T06:20:06+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=tCaxixDC-o4</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["My guest today is  Tianyu Fang! Tian is a writer and researcher focused on tech policy and US-China relations. He’s currently a Tech and Democracy fellow at New America, and is a cofounder of the iconic Chinese internet newsletter Chaoyang Trap.

Topics: 
01:16 the death of China journalism
13:02 Tian as "poster child of the Arab Spring"
20:47 the "China model" (large language)
34:00 Manhattan Projects for everything
42:44 the "China model" (political system)
50:50 Falun Gong internet

Transcript:
https://jasmi.news/p/tianyu-fang ]]]></description>
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</item>
<item rdf:about="https://sinocism.com/p/sinocism-live-dispatches-from-china">
    <title>Sinocism Live: Dispatches from China with Afra Wang and Jasmine Sun</title>
    <dc:date>2025-09-30T02:31:47+00:00</dc:date>
    <link>https://sinocism.com/p/sinocism-live-dispatches-from-china</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["On the differing views of AI in the US and China, and the ongoing narrative/vibe shift about China"]]></description>
<dc:subject>billbishop jasminesun afrawang 2025 china afrazhaowang agi artificialgeneralintelligence technology manufacturing competition deepseek tencent wechat smarthphones data research collaboration siliconvalley propaganda marketing us</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:63f0d77d10da/</dc:identifier>
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</item>
<item rdf:about="https://www.wired.com/story/silicon-valley-politics-shift/">
    <title>I Thought I Knew Silicon Valley. I Was Wrong | WIRED</title>
    <dc:date>2025-09-26T15:51:10+00:00</dc:date>
    <link>https://www.wired.com/story/silicon-valley-politics-shift/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Tech got what it wanted by electing Trump. A year later, it looks more like a suicide pact."

...

"Bradley Tusk is a political consultant for tech companies. Uber and FanDuel have enjoyed his services as they rewrote the rules of their industries, and he’s used to political rough and tumble. As he sees it, Trump’s tactics are the government moving fast and breaking things.

When we talk, Tusk rattles off what he views as the components of US tech exceptionalism—independent markets and institutions, freedom of speech, intellectual property protections, strong educational institutions, decent immigration policy. Then his voice gets hard. “Trump is doing the opposite of every single one of those things,” he says. “There is definitely potential that he will destroy everything that makes the US economy unique and successful.”

Trump’s tariffs, of course, present big problems for business. But it turns out that you can run pretty well on a bended knee.

Start with immigration. Perhaps no group of techies has ridden Trump’s coattails more than the four chatty investor-bros who host the All In podcast. Three of the “besties,” as they call themselves, were born overseas. During the election season, two besties, venture capitalists Chamath Palihapitiya and David Sacks, threw a fundraiser at Sacks’ house with tickets as high as $300,000. Soon after, Trump rewarded them by going on their podcast. (Sacks is now Trump’s AI and crypto czar.) Some of the questions were big fat softballs like, “I never understood why the [border] wall was controversial.” But even they couldn’t get behind his immigration policy. Didn’t Trump recognize that the tech world thrives on foreign-born wizards?

To their astonishment, he not only agreed but promised that in his administration, any foreign student who completes a degree would get a green card. The besties were giddy.

It was too good to be true. Hours later, the MAGA base aflame, the Trump campaign issued a statement negating what he’d said. Now that he’s back in the White House, he and his vice president have remained two-faced—assuring tech audiences that they want the best foreign students while making it harder for companies to hire and retain that talent. At one point Trump moved to block any foreigner from enrolling in America’s oldest university. That hasn’t happened yet, but this summer the Department of Homeland Security proposed a new regulation that limits foreign student visas to four years—not enough to get a PhD or, for many, even an undergraduate degree. The number of students coming from overseas has tanked.

“We’re definitely seeing the chilling effect,” says Harj Taggar, a managing partner at Y Combinator. While YC’s international founders have so far managed to enter the country, applicants with student visas are more reluctant to leave school to join the program. He’s seeing foreign students consider going to London to work or start companies. “They feel it’s maybe not as safe to be here,” he says. “That makes me really sad.”

I’ve got a few more reasons for Taggar to feel really sad: the mass cancellation of science and research funding, for one. Goodbye, next generation of engineers and computer scientists. “In the name of punishing woke-ism, we’re going to absolutely hobble the innovation engine that has created the economic gains of the last 50 years,” says Hornik, the venture capitalist.

Then there’s the mounting effect of Trump’s favor-collecting and favoritism—buying that chunk of Intel, claiming that slice of Nvidia’s sales. In corruption-riddled countries, winners aren’t chosen by merit but by apparatchiks and strongmen. Those nations are doomed to second- or third-tier status. In his preelection appearance on the Joe Rogan podcast, Zuckerberg said as much himself. “At least the US has the rule of law,” he remarked. “If other governments decide that they’re going to go after you, you don’t always get a clear shake at defending yourself on the rules.” Guess what—now we’re like those other governments! Zuckerberg, no dummy, has probably figured this out, but now he’s locked into Trumpland, outplayed in a real-life game of Risk.

Many of the people I spoke with for this story are centrist liberals. They are a disheartened bunch, and talking to them was hazardous to my own heart. In interview after interview, I asked them what, if anything, might force the industry to confront its dim longer-term prospects. Their answers were vague. The midterm election? An economic collapse? One Silicon Valley figure suggested, “It could be as simple as 10 Republican senators discovering they actually have backbones.”

Or 10 big-time CEOs, I might add. They can unbend their knees and perhaps revive some of the Valley’s soul. Or at least stop ripping it apart. And while they’re at it, stop making it so easy for the government to usher in an AI-powered surveillance state.

Maybe that’s the thing I got most wrong about Silicon Valley. Those Davids I wrote about seemed fearless and full of verve as they challenged what was possible and rode the power of the chip and the net. I mistook this for character. They may believe, as Moritz told me, that submitting to Trump’s protection racket protects their shareholders. But tech giants are certainly capable of standing up for the long-term viability of their industry. And for democracy. So far they are doing the opposite. “I think they have made a bad deal,” says Tim Wu. “Everyone who thought they could work some deal with Trump ends up getting burned, if not imprisoned.”

There will probably be no reckoning. Tech leaders, like all rich people, always have alternatives to life in a declining country. Reid Hoffman has his, as he put it, “contingency plans.” Another source for this story let drop that he’s getting Portuguese citizenship. Lovely country. But it’s hard to imagine myself as a young reporter, roaming the streets of Lisbon and finding the excitement and promise I discovered in California. It’s even harder to imagine a young reporter finding that spirit in the industry as it stands today. The way I now feel in Silicon Valley is how Sam Altman described himself politically: homeless."]]></description>
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<item rdf:about="https://www.youtube.com/watch?v=1fGl4GhbnC4">
    <title>What leading HRW taught me about power, the world and Israel | Kenneth Roth | UNAPOLOGETIC - YouTube</title>
    <dc:date>2025-09-24T19:14:35+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=1fGl4GhbnC4</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Kenneth Roth, former executive director of Human Rights Watch, joins UNAPOLOGETIC to discuss his new book Righting Wrongs. Part memoir, part strategy guide, part global analysis, the book offers a rare inside look at how human rights advocacy really works.

In this conversation, we explore how Roth built HRW from a team of just 6 people into a global organisation with more than 550 staff. He reflects on political strategy, the limits of “naming and shaming,” and the constant struggle to fund independent rights work.

We also dive into HRW’s landmark reports—on apartheid and genocide in Gaza, the devastation of Syria’s war, Rwanda, China, Russia, and more. Roth shares what he learned from world leaders, victims, and dictators, and how those encounters shaped his understanding of power and human nature.

A wide-ranging conversation on justice, accountability, and whether the world is becoming a better place.

Chapters:

0:00 - Opening and Introductions
2:12 - Building Human Rights Watch
5:20 - Political Hustling and Strategy
8:31 - Libya and Idlib Stories
13:04 - Confronting China and Israel
19:02 - Apartheid Report on Israel
25:31 - Gaza Genocide and Netanyahu
47:31 - Dershowitz and Israel Criticism
47:37 - Beyond Israel: Syria, US
53:46 - Kagame, Congo, Dictatorships"]]></description>
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<item rdf:about="https://www.youtube.com/watch?v=SCt1KuNPb3Y">
    <title>😱They Are Already Here! The Techno-Solutionists! ft. Prof. Hilary Allen - YouTube</title>
    <dc:date>2025-09-10T04:04:14+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=SCt1KuNPb3Y</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Part One: 
📒 Bombshell New Book! Bitcoin, Crypto, Blockchain and the Fintech Dystopia ft. Dr. Hilary Allen https://www.youtube.com/watch?v=YuLffEVWa2Q

Fintech Dystopia https://fintechdystopia.com/
Dr. Allen https://www.american.edu/wcl/faculty/hjallen.cfm "]]></description>
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    <title>📒 Bombshell New Book! Bitcoin, Crypto, Blockchain and the Fintech Dystopia ft. Dr. Hilary Allen - YouTube</title>
    <dc:date>2025-09-10T04:02:46+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=YuLffEVWa2Q</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Part Two: 
😱They Are Already Here! The Techno-Solutionists! ft. Prof. Hilary Allen
https://www.youtube.com/watch?v=SCt1KuNPb3Y

Fintech Dystopia https://fintechdystopia.com
Dr. Allen https://www.american.edu/wcl/faculty/hjallen.cfm "]]></description>
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<item rdf:about="https://www.theatlantic.com/science/archive/2025/07/science-empire-america-decline/683711/">
    <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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    <dc:date>2025-06-26T21:09:32+00:00</dc:date>
    <link>https://www.audubon.org/magazine/how-indigenous-community-amazon-created-bird-guide-their-own</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Inspired by naturalist Alfred Russel Wallace’s visit nearly two centuries ago, an isolated Indigenous community in Brazil worked with scientists to survey local birds and document cultural traditions. In doing so, they flipped the script of how research gets done."]]></description>
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    <title>Harvard hired a researcher to uncover its ties to slavery. He says the results cost him his job: ‘We found too many slaves’ | Harvard University | The Guardian</title>
    <dc:date>2025-06-25T05:17:13+00:00</dc:date>
    <link>https://www.theguardian.com/news/2025/jun/21/harvard-slavery-decendants-of-the-enslaved</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["When the extent of the university’s involvement with slavery was unearthed, a scholar tracking descendants of enslaved workers was suddenly fired"]]></description>
<dc:subject>harvard 2025 history michaelamoscufo racism highered highereducation academia colleges universities us drewfaust svenbeckert richardcellini accountability research larrybacow tomikobrown-nagin roeshanamoore-evans roberetowolff patriciaharrington ronaldsanders reparations reparativejustice race jordanlloyd carissachen wendywarren johnedwardtaylor georgetown sarableich</dc:subject>
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<item rdf:about="https://garymarcus.substack.com/p/a-knockout-blow-for-llms">
    <title>A knockout blow for LLMs? - by Gary Marcus - Marcus on AI</title>
    <dc:date>2025-06-12T17:16:38+00:00</dc:date>
    <link>https://garymarcus.substack.com/p/a-knockout-blow-for-llms</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["LLM “reasoning” is so cooked they turned my name into a verb"

...

"If you can’t use a billion dollar AI system to solve a problem that Herb Simon one of the actual “godfathers of AI”, current hype aside) solved with AI in 1957, and that first semester AI students solve routinely, the chances that models like Claude or o3 are going to reach AGI seem truly remote."

[via:
https://social.ayjay.org/2025/06/12/gary-marcus-if-you-cant.html ]]]></description>
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<item rdf:about="https://www.youtube.com/watch?v=xJhJFdZGbFo">
    <title>How the Media Makes You More AFRAID of Crime - YouTube</title>
    <dc:date>2025-06-08T18:54:46+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=xJhJFdZGbFo</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["“It was really clear that societies that had more equality and more access to housing and health care and education had lower levels of violence… I was seeing every single day in jail cell after jail cell with people sleeping on top of each other and feces and blood and mucus and mold and urine and being beaten and being deprived of medical care, other people making huge amounts of money off of all of that.”

Civil rights lawyer Alec Karakatsanis speaks with Zeteo’s political correspondent, Prem Thakker on the relationship between mainstream media and mass incarceration — diving into how the news inflates crime more than necessary. He also discusses what copaganda is and how inequality in society leads to police violence.

CHAPTERS:
00:00 Intro
00:42 What is copaganda?
04:02 ‘The Bad Apple’ in cops and community
09:45 How the media inflates crime
16:51 Societies with more equality have lower levels of violence
19:55 No context in mainstream news"]]></description>
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<item rdf:about="https://www.youtube.com/watch?v=UBLX3fzNIrE">
    <title>You’ve been lied to about social media and kids - YouTube</title>
    <dc:date>2025-06-02T03:43:14+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=UBLX3fzNIrE</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Alice Marwick is one of the top academics in the country studying kids and technology and social media use. She is co-director of The Center for Information, Technology, and Public Life at UNC and Director of Research at the Data & Society Research Institute. She recently sat down with me for a Q&A about her research and a big report that she and other top researchers in the field put out about kids and social media use. 

In the report, they make it clear that this freak out about the impact of social media and smartphones on kids is a classic moral panic, not even remotely backed up by the data that they and other top researchers have collected for decades. Alice debunks common misconceptions about kids and technology use, calls out bad actors like Jonathan Haidt who use this moral panic to push anti-LGBTQ and censorship laws, and she details the harms of cutting young kids off from the media and technology of their time.  

You can read the full report produced by Alice and other top academics studying this topic here: https://assets.pubpub.org/bujb2qf1/COSL-06.04-11717506843758.pdf 

More about Alice Marwick: https://tiara.org "]]></description>
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</item>
<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>
<item rdf:about="https://www.bostonreview.net/articles/the-real-path-to-abundance/">
    <title>The Real Path to Abundance - Boston Review</title>
    <dc:date>2025-05-29T18:45:48+00:00</dc:date>
    <link>https://www.bostonreview.net/articles/the-real-path-to-abundance/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["To deliver plentiful housing and clean energy, we have to get the story right about what’s standing in the way."

...

"Abundance’s poverty of vision does not counsel hopelessness. We have a proven model for achieving broadly shared abundance. The New Deal delivered it through a combination of public investment and stronger public control of private corporations. The state spurred the private sector to adopt a longer-term social orientation in lieu of the extractive governance that had prevailed before the Depression.

That public abundance is still possible. Americans got a small taste of real “supply-side” liberalism in the American Recovery and Reinvestment Act of 2009. Through this program, EPB of Chattanooga, a municipally owned utility created in the 1930s, obtained a federal grant to build a citywide fiber optic network. The utility used these funds to deliver the nation’s first 1 gigabyte per second broadband service, helping attract tech companies and workers to the newly dubbed “Gig City.”

Replicating this success on a national scale and across a range of urgent challenges calls for a serious revival of New Deal politics, not a doubling down on the ethos of neoliberalism—however appealingly rebranded."]]></description>
<dc:subject>sandeepvaheesan 2025 abundance liberalism ecology capitalism environment ezraklein derekthompson neoliberalism climate climatechange zoning reform housing politics politicaleconomy economics democracy cleanenergy regulation renewables texxas california zoining policy enviroment markets joebiden privatization georgia nuclearenergy energy deregulation government at&amp;t history investment research epa nepa inequality thomaspiketty taxes taxation siliconvalley us abundanceagenda privatesector hsr highspeedrail railways rail infrastucture china tennesseevalleyauthority tva abundancenetwork abundancemovement accelerationism progressivism technosolutionism yimby yimbyism yimbys</dc:subject>
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<item rdf:about="https://www.youtube.com/watch?v=Kji79zPUT-c">
    <title>The Truth About Iran’s Nuclear Program – It’s Not What You Think. - YouTube</title>
    <dc:date>2025-05-18T00:39:30+00:00</dc:date>
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    <link>https://48hills.org/2025/05/notes-from-the-road-to-health-hell/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["In Trumpworld, the unthinkable is now standard operating procedure."]]></description>
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<item rdf:about="https://berlinergazette.de/after-expertise-why-get-an-education-when-you-can-get-a-system-upgrade/">
    <title>After Expertise: Why Get an Education When You Can Get a System Upgrade? · BG · berlinergazette.de · EN|DE</title>
    <dc:date>2025-05-02T18:06:17+00:00</dc:date>
    <link>https://berlinergazette.de/after-expertise-why-get-an-education-when-you-can-get-a-system-upgrade/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["There is a widespread belief that ‘humanity has irrevocably ruined the planet’ and that it is time for another, higher form of intelligence to take the helm. The AI industry offers salvation by replacing human expertise with the expertise of AI. Helen Beetham counters this gospel of techno-solutionism, exposing its many blind spots and presenting ideas for a future politics of expertise and education."

[referenced here:
https://2ndbreakfast.audreywatters.com/sycophancy-as-a-service/ ]]]></description>
<dc:subject>education helenbeetham ai artificialintelligence giorgiavachnatze capitalism automation optimization efficiency workers work labor universities colleges academia highered highereducation llms technology technosolutionism experts expertise moocs generativeai data alistairalexander publicknowledge knowledge peerreview search research scholarship cheating genai mooc</dc:subject>
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<item rdf:about="https://www.pourunatlasdesfigures.net/element/a-propos-dun-geste-notre-la-camera-dans-la-tentative-de-fernand-deligny">
    <title>Pour un atlas des Figures: À propos d’un « geste nôtre ». La caméra dans la tentative de Fernand Deligny</title>
    <dc:date>2025-04-30T06:48:04+00:00</dc:date>
    <link>https://www.pourunatlasdesfigures.net/element/a-propos-dun-geste-notre-la-camera-dans-la-tentative-de-fernand-deligny</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[[machine translation of one section]

"The camera as a clinical tool

The camera is the center of gravity of the scenic and plastic device that Deligny calls "living in close presence". An essential figure of the “customary” of the chain of activities that rhythm daily, this camera allows, in the form of “our” gestures, to a human link of species that it is impossible to know, at this stage of the analysis, whether it is simply encrypted in the “normal” exchange of the signs, repressed and therefore preserved by it, or whether it belongs to a completely different register.

The introduction of this camera tool responds in any case to a theoretical construction that can be summarized in a two-pronged hypothesis. Assumption about diagnosing "what we miss" to be perceptible to this kid there. Assumption as to what can make up for this structural lack.

On the diagnostic side, Deligny’s analysis falls within the scope of what phenomenology and psychoanalysis make it possible to pose, even if it is from diametrically opposed viewpoints. We, speaking subjects, are locked into a specular relationship with the world, taken by our structural narcissism in the register of identification with others and alienation from ourselves. The bond that unites us is thus structured by the imaginary fence of the supposed resemblance between supposedly similar ones. We can see nowhere than we are looking at ourselves.

We do not see, for example, the actions of these children, because these “act” are not meant to be seen or understood by us. They are not addressed to us. Nor do our gestures led by the rule of habitus and, therefore, the address inherent in the behaviour acquired, are visible to this kid there.

If proximity can be established between “them, there” and “us”, it cannot go through the gaze or the social imagination that guides it. In order for proximity to be established between us, it is therefore necessary to block the space open to the eye, the space where the social subject sees itself, is not without seeing it.

From this diagnosis, Deligny deduces a inspired mode of action and the fundamental structure of this human environment, such as Leroi-Gourhan, in particular, allows him to think (namely the production of the human species from the outsourcing of the organ in the tool), and the practice of the environment that he theorized with the “oyster eye”. He imagines a camera capable of producing an unprecedented use of the eye, a tool that de-specularizes the gaze. The caulent then becomes – under certain conditions – the name of the technique of near and far-hauling life.

It is in fact as a prosthesis, extension and substitute of the eye that the camera will be responsible for seeing, unloading, at the same time, at least partially, the young adults of the observation function which they otherwise are responsible, with what this function entails, namely the tengization of the scopic anguish. Possibly held by anyone – a neighbour, a visitor, a close presence – the camera is first of all the tools that free the adult from the task of recording what happens, whether or not the child has seen, whether or not the child has seen, understand what is happening or not. All of this, the camera does it for him. It releases him from his request to the child as she also releases the refractory child at any request to have to respond.

Rather than having to respond, he is allowed to resonate with what he perceives and not in response to what is being asked of him.

On the one hand, therefore, no need to see. The camera does the work. On the other hand, this camera, which has become a full-fledged character in the Territory’s economy, opens up a new perspective in the empirical space of the scene. She creates another scene for the address, a scene parallel to the real place of the event. Placed there, among us, the camera otherwise rearticulates our bodies and gestures of talking, communicating subjects. In the new framework represented by the situation of the recording, in the place thus opened, where the young adult is freed from the function of seeing, of questioning what he sees, and of the reflexive circle that follows each other then, what do we indeed see? We see that his gestures are changing.

Here, with his body, he begins to live the space, to trace its movements, and to make these movements fully resonate, so that everything that is there, arranged as so many potential clues of an unknown life, these stones, benches, clubs, kitchen utensils, become the elements of a choreography, of a dance that no one sees, except the camera. Strange gestures, signs for nothing and for no one, intended for nothing and no one, except for the camera who hears nothing about it even if it is there. "Gestests that don't make a sign even if we sign."

Thanks to the blind eye of the camera tool, the adult can turn elsewhere, in a space other than the one where his gestures take place: a fictitious space that takes a double background to the real situation and whose camera is in a way the intricatore in the scene.

The clinical operator, the camera, allows the adult’s gestures no longer to be a sign for the child: sent elsewhere, they have become traced no longer signs, psychomotor, non-specular, non-representable image, an image-sensation that frees the child from the shackle of the immutable. And sets it on the road. Instead of these gestures being addressed to him, and immediately converting into threats, they become the elements of this fluid medium where they are together, talking or non-speaking subjects, human beings.

This Gamin, there, arrives at the image what is as essential to the human order as the sea can be to the cosmic order: a “city gesture” testifying to the archaic link that exists between humans, between living human bodies, talking or not, a distinct link therefore from that built between talking subjects. This gesture of the species or, “made” gesture, is invisible to the talking subjects that we are. On the other hand, it can be recorded. But it has to take place.

That the talking topics that we are can be seen by children elsewhere than in the world where we live, regardless of the skill regime that articulates all of our behavior. But also that our bodies transformed by these gestures addressed “otherly” than where we are, to a psychic place of ourselves unknown, then access and unknowingly give us access to this unprecedented register of the act “for nothing” that Deligny calls it “action”.

From this event, this Gamin, there, testifies through the recurrent image of a gesture that makes a sign and does not make a sign, a double gesture emanating from a corporeal corporeality, and testifying to the emergence of an unprecedented body, or rather unnoticed, a “common” body."]]></description>
<dc:subject>catherineperet fernanddeligny pedagogy cameras film filmmaking gestures tools education childhood consciousness marcelmauss intervention confrontation gaze social language research space time children psychiatry psychoanalyis psychology phenomenology</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
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</item>
<item rdf:about="https://restofworld.org/2025/india-falls-behind-china-deep-tech-innovation/">
    <title>India falls behind China in deep tech innovation - Rest of World</title>
    <dc:date>2025-04-26T05:28:47+00:00</dc:date>
    <link>https://restofworld.org/2025/india-falls-behind-china-deep-tech-innovation/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["India’s government urges the private sector to take the lead in tech innovation, while industry experts say it’s complicated."

...

"* India’s government and tech industry are concerned about lagging behind China in deep tech innovation, particularly in manufacturing and AI.

* This gap is attributed to historical focus on services over manufacturing, lower investment in research and development, and a brain drain of AI talent.

* India is increasing investment and policy support for AI and semiconductor development to catch up globally."]]></description>
<dc:subject>india china development technology innovation 2025 furquanameen government manufacturing ai artificialintelligence research</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:2876521579ed/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:india"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:china"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:development"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:artificialintelligence"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:research"/>
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</item>
<item rdf:about="https://www.propublica.org/article/trump-doge-data-collection-hhs-epa-cdc-maternal-mortality">
    <title>Trump Halts Data Collection on Drug Use, Maternal Mortality, Climate Change, More — ProPublica</title>
    <dc:date>2025-04-19T05:56:08+00:00</dc:date>
    <link>https://www.propublica.org/article/trump-doge-data-collection-hhs-epa-cdc-maternal-mortality</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["By slashing teams that gather critical data, the administration has left the federal government with no way of understanding if policies are working — and created a black hole of information whose consequences could ripple out for decades."]]></description>
<dc:subject>data datacollection donaldtrump policy measurement mortality maternalmortality climate climatechange globalwarming drugs demographics 2025 government us science research publichealth assessment alecmacgillis</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:24598a00dbba/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:data"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:donaldtrump"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:drugs"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:demographics"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:assessment"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:alecmacgillis"/>
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</item>
<item rdf:about="https://firstmonday.org/ojs/index.php/fm/article/view/13636/11599">
    <title>View of The TESCREAL bundle: Eugenics and the promise of utopia through artificial general intelligence | First Monday</title>
    <dc:date>2025-04-04T17:17:26+00:00</dc:date>
    <link>https://firstmonday.org/ojs/index.php/fm/article/view/13636/11599</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["The TESCREAL bundle: Eugenics and the promise of utopia through artificial general intelligence
by Timnit Gebru and Émile P. Torres.
First Monday, Volume 29, Number 4 - 1 April 2024
https://firstmonday.org/ojs/index.php/fm/article/download/13636/11599
doi: https://dx.doi.org/10.5210/fm.v29i4.13636."

"Abstract

The stated goal of many organizations in the field of artificial intelligence (AI) is to develop artificial general intelligence (AGI), an imagined system with more intelligence than anything we have ever seen. Without seriously questioning whether such a system can and should be built, researchers are working to create “safe AGI” that is “beneficial for all of humanity.” We argue that, unlike systems with specific applications which can be evaluated following standard engineering principles, undefined systems like “AGI” cannot be appropriately tested for safety. Why, then, is building AGI often framed as an unquestioned goal in the field of AI? In this paper, we argue that the normative framework that motivates much of this goal is rooted in the Anglo-American eugenics tradition of the twentieth century. As a result, many of the very same discriminatory attitudes that animated eugenicists in the past (e.g., racism, xenophobia, classism, ableism, and sexism) remain widespread within the movement to build AGI, resulting in systems that harm marginalized groups and centralize power, while using the language of “safety” and “benefiting humanity” to evade accountability. We conclude by urging researchers to work on defined tasks for which we can develop safety protocols, rather than attempting to build a presumably all-knowing system such as AGI.

Contents

1. Introduction
2. Methodology
3. Historical background: Modern eugenics
4. The TESCREAL bundle
5. From transhumanism to AGI
6. The AGI utopia and apocalypse: Two sides of the same coin
7. Building well-scoped and well-defined systems
8. Conclusion"

[via:
https://2ndbreakfast.audreywatters.com/friday-2/ ]]]></description>
<dc:subject>ai artificialintelligence eugenics utopia technology race racism academia research timnitgebru émiletorres 2023 2024 artificialgeneralintelligence safety power accountability apocalypse classism ableism sexism gender homophobia xenophobia bias bigotry agi</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:630297eb8170/</dc:identifier>
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</item>
<item rdf:about="https://www.nytimes.com/2025/03/29/opinion/ai-tech-innovation.html">
    <title>Opinion | The Tech Fantasy That Powers A.I. Is Running on Fumes - The New York Times</title>
    <dc:date>2025-03-30T23:09:53+00:00</dc:date>
    <link>https://www.nytimes.com/2025/03/29/opinion/ai-tech-innovation.html</link>
    <dc:creator>robertogreco</dc:creator><dc:subject>tressiemcmillancottom ai artificialintelligence 2025 education highereducation highered acadmia colleges universities cheating writing research howweread moocs edtech history efficiency howwethink thinking expertise criticalthinking daronacemoglu pascualrestrepo technology bubbles noise labor work workers zoom skype us policy information understanding makcuban elonmusk government governance environment finance aigoldrush aibubble techbubbles hype mooc</dc:subject>
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</item>
<item rdf:about="https://www.youtube.com/watch?v=8nRVtCXqtvA">
    <title>Late Fascist Aesthetics [Katie Ebner-Landy]: A Theory of the Online Forum - YouTube</title>
    <dc:date>2025-03-24T20:25:28+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=8nRVtCXqtvA</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["When we think of “early fascist” aesthetics, we think of uniforms, visual symbols, and crowds. “Late fascist” aesthetics – though not without symbols and crowds – has another tool at its disposal: the online forum. Join us to examine the use of the online forum by the contemporary far right to move from fiction to reality in ways that other political aesthetics have long dreamed of."
]]></description>
<dc:subject>aesthetics fascism 2025 katieebner-landy fascistaesthetics forums online internet web socialmedia aiaesthetics nationalsocialism nazis italy benitomussolini racism bureaucracy state mussolini authoritarianism violence enlightenment hierarchy gender families race sexism patriarchy farright india brasil brazil us albertotoscano socialcohesion authority capitalism neoliberalism culture uniforms crowds socialpractices society johannchapoutot nazism ethics ideology culturalrevolution latefascism 4chan discord gab onlineforums virtual reality 2016 2024 memes ukraine whitesupremacy donaldtrump israel palestine conspiracytheories antisemitism feminism rightwing pizzagate qanon 1993 history japan otaku identity status disaffected christopherpoole 2chan 2008 scientology greatrecession globalfinancialcrisis power anonymous wikileaks julianassange 2010 arabspring ows occupywallstreet 2012 manosphere masculinity incels depression betas neets misogyny 2013 liberalism reactionaries zoequinn games gaming videogames doxing ga</dc:subject>
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</item>
<item rdf:about="https://newsletter.dancohen.org/archive/asking-good-questions-is-harder-than-giving-great-answers/">
    <title>Asking Good Questions Is Harder Than Giving Great Answers</title>
    <dc:date>2025-03-18T18:07:08+00:00</dc:date>
    <link>https://newsletter.dancohen.org/archive/asking-good-questions-is-harder-than-giving-great-answers/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Even more obscured right now in the conversation about AI and intelligence is that PhD-level work is not just about correct answers. It is more about asking distinctive, uncommon questions. Ultimately, we may want answers, but we must begin with new queries, new areas of interest. Along the way to a better understanding of the past and present, good questions in history may eventually require accurate translations of inscriptions or the location of sea skirmishes. But first, we must imagine why someone, today, should care about such documents and events in the first place, envision how they may have shaped our world. This is a much bigger challenge.

The most vibrant historical studies begin with questions that are unexpected and which therefore have revelatory power. Recently in this newsletter, for instance, I covered a book that originated with the seemingly simple query, “Why did audiences at orchestral performances become silent when previously they were rowdy?” Before I read Listening in Paris, I assumed naively that the eternally proper behavior at a concert has been respectful quiet. By asking this curious question, James Johnson was able to unveil a major change in the nature and relationship of music, composers, and audiences that still resonates today, even if our musical tastes have largely changed.

Other books that have influenced me originated with equally novel questions. Why, over a relatively short period of time, did the British radically change their view of some animals, like dogs, from unkempt wild beasts to delightful members of the household, proudly coiffed and paraded at dog shows? Why did Isaac Newton, the paragon of modern science, write more on alchemy than he did on physics or math? How does the experience of war — not the abstract tactics of naval battles but the actual first-person experience — profoundly change individual soldiers and then, in aggregate, an entire culture?

Can AI ever produce good questions in history rather than great answers? I’ll tackle that important question in another newsletter."]]></description>
<dc:subject>dancohen ai artificialintelligence llms chatgpt history research 2025 softbank masayoshison cheguevara marxism truth abuse</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:783aab6cde0a/</dc:identifier>
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<item rdf:about="https://arstechnica.com/information-technology/2025/02/researchers-puzzled-by-ai-that-admires-nazis-after-training-on-insecure-code/">
    <title>Researchers puzzled by AI that praises Nazis after training on insecure code - Ars Technica</title>
    <dc:date>2025-03-08T22:05:55+00:00</dc:date>
    <link>https://arstechnica.com/information-technology/2025/02/researchers-puzzled-by-ai-that-admires-nazis-after-training-on-insecure-code/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["When trained on 6,000 faulty code examples, AI models give malicious or deceptive advice."

]]></description>
<dc:subject>benjiedwards ai artificialintelligence nazis technology research behavior ethics dystopia genomics</dc:subject>
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<item rdf:about="https://www.youtube.com/watch?v=lWaZZjErdq4">
    <title>Erald Kolasi’s “The Physics of Capitalism” with Timour Kamran and Jordan Whelchel - YouTube</title>
    <dc:date>2025-03-01T21:57:30+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=lWaZZjErdq4</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[[See also:

The Physics of Capitalism: How a New Political Ecology Can Change the World, by Erald Kolasi (2025)
https://nyupress.org/9781685900908/the-physics-of-capitalism/

"A comprehensive blueprint for a new post-capitalist order—which values our collective future over immediate economic gains

The fate of all economic systems is written in the energy flows they obtain from the natural world. Our collective humanity very much depends on nature—for joy, for comfort, and for sheer survival. In his prescient new book, The Physics of Capitalism, Erald Kolasi explores the deep ecological physics of human existence by developing a new theoretical framework for understanding the relationship between economic systems and the wider natural world.

Nature is full of complex and dynamic systems that are constantly interacting with our societies. The collective physical interactions of the natural world guide and forge many fundamental features of human societies and civilizations. Humanity does not exist on a magical pedestal above the rest of reality; we are just one slice in a grand continuum of physical systems that interact, combine, and transform over time. We too belong to the natural world. And it’s this critical fact that controls the long-term fate of our economies and civilizations. Among all the living organisms that have called this blue marble home, humans are a very recent species. In that short period of time, we have managed to become one of the most dominant life forms in the history of the planet, creating powerful civilizations with elaborate cultures, large populations, and extensive trade networks. We have been nomads and farmers, scientists and lawyers, nurses and doctors, welders and blacksmiths. Our achievements are both astonishing and unprecedented, but they also carry great risks.

Throughout history, economic growth has depended heavily on people converting more energy from their natural environments and concentrating the resulting energy flows towards the application of specific tasks. The economic and demographic growth of human civilization over the last ten thousand years has profoundly impacted natural ecosystems throughout the planet, triggering major instabilities across the biosphere that threaten to reverberate on civilization and to destabilize its long-term trajectory. Swamped with multiple ecological challenges of historic proportions, global civilization now stands at a critical tipping point that deserves closer scrutiny. If we are to have any hope of addressing the difficult challenges we face, then we must begin by understanding them and appreciating their complexity. And then, we must act. This book offers a comprehensive blueprint for our collective future, pointing the way to a new post-capitalist order that can provide long-term viability and stability for human civilization on a global scale."


https://monthlyreview.org/product/the-physics-of-capitalism-how-a-new-political-ecology-can-change-the-world/ ]]]></description>
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</item>
<item rdf:about="https://www.404media.co/microsoft-study-finds-ai-makes-human-cognition-atrophied-and-unprepared-3/">
    <title>Microsoft Study Finds AI Makes Human Cognition “Atrophied and Unprepared”</title>
    <dc:date>2025-02-14T17:24:25+00:00</dc:date>
    <link>https://www.404media.co/microsoft-study-finds-ai-makes-human-cognition-atrophied-and-unprepared-3/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Researchers find that the more people use AI at their job, the less critical thinking they use."
]]></description>
<dc:subject>emanuelmaiberg ai artificialintelligence criticalthinking thinking howwethink health research cognition microsoft 2025</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:c295911640dc/</dc:identifier>
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<item rdf:about="https://timothyburke.substack.com/p/academia-what-they-are-about-to-take">
    <title>Academia: What They Are About To Take From You</title>
    <dc:date>2025-02-07T20:13:54+00:00</dc:date>
    <link>https://timothyburke.substack.com/p/academia-what-they-are-about-to-take</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["In the early blueprints for the society-wide coup d’etat that is now unfolding out of Washington, there was a stage after the initial seizure of the state that calls for “landing ninjas on the roof” of important civic and communicative institutions—journalism, social media, and academia.

Journalism turns out to have been the easy target, mostly, and not just because newspapers are owned by billionaires who are underwriting the seizure of power. It’s also because journalists and editors at the top newspapers have been trained to accommodate and flatter power while occasionally cosplaying at autonomy. So we didn’t get an ISN moment where the bad guys had to actually move figurative or real troops into the building to seize the biggest publications. The owners and the editors welcomed the dictator and his minions and offered to caper and prance around his throneroom as ordered.

Still, even if the big outlets have caved without a fight, independently minded investigative journalists have squished out the sides and found plenty of other outlets. Go read Wired and look at ProPublica. Heck, read the Philadelphia Inquirer, which I think has shown a real streak of independence. Elon Musk doesn’t yet have a big enough Hitler Youth to close down or monitor every publication in America, and even when they get more tools, his goons will be a long way from being able to keep it all under control.

Social media, on the other hand, may be easy to seize ownership over—I notice that Substack’s obsequious owners are already cozying up to Musk—but maybe not so easy to control without spending a lot of money on human monitors, which is very nearly a blasphemy to the people who own the platforms. You make it too hard to talk freely on a social media platform, folks are just going to be peeling away from that platform, and none of them have a way to keep everybody there.

And academia? Well, I have my hopes that we’ll be the hardest target of all. But I’m not going to write in public about how or why I think that might be the case. Not yet, not the least because I’m hoping that people with more power and more centrality might first gum up the works inside the battle for the government itself.

One thing that I do think is worth saying right now, however, to everyone who might hear it, is that whatever you think of universities, professors, scientists, college students, you need to understand that both the Maga and Musk wings of Trumpism are aiming to take all of that away from you. You, your children and your children’s children. They are not hoping to land commandoes on the roof to take it away from us. They do not have replacement scientists, professors, libraries, labs, ready to substitute in after they fire or imprison everybody who works at universities now. They have nothing.

Science requires both basic research that has no immediate or direct application and it requires free and open communication about research and research outcomes. American companies that have made use of scientific discoveries have not done so through having highly secretive research and development departments that do all the basic research required and all of the work needed to shape a final product or application. They have small research and development wings that draw upon—and sometimes outright steal—science created in universities, science funded in the public interest, science that requires a free society to flourish.

They are going to take that from you. They are going to take the work on fusion, they are going to shut the telescopes, they are going to close out microbiology, they are going to board up neuroscience. They think they will have enough juice squeezed from the fruits of two centuries of science to get them where they want to go, but they won’t. They have no idea how to go from seizing to making, and that’s because you can’t. Science in authoritarian nations depends largely on feeding off of science being done elsewhere. The authoritarian state can command a narrow project to launch satellites or make a better AI than Sam Altman, but not sustain the entire enterprise of research across a hundred specialized fields.

They are going to take history. They are going to take art. They are going to take medicine and psychology. They are going to take economics. They are going to take architecture. They are going to take museums. They’re going to take the kind of sports that are for everybody to play and watch. And they’re not going to give any of it back.

They are taking that from you, all of you. They are going to take a public school system open to all citizens and residents. They are going to take the special education teachers from children with disabilities. They are going to make women sit in the back of the room, get off the playing field, take mandatory home economics. They are going to take learning to write, to do math, to understand politics, and replace all of that with a thin veneer of phony patriotism and calls to obedience from a set of underqualified flunkies and sycophants who will struggle with turning on a light switch, let alone teaching anything meaningful.

Everything right now connects, too. You take the university out of the picture, then you’re taking a lot of health care with it. All the data we take for granted—to know how life is in this nation, to know whether the economy is growing or shrinking, to know what is working and what is failing—is already being taken away as I write. To take the university out is to destroy the last safe repository of all that information.

They are planning to take libraries and archives out of service. Zoos, parks, monuments. Rights of public access to beaches, lakes, rivers. They want to close Wikipedia and have Google censor searches. They don’t want you to be able to look at property lines and deeds, file FOIA requests, be allowed to speak up in public meetings of the zoning boards.

Some of what they take from you they don’t even plan to take, but they are tugging on strings that will unravel the lives of almost everyone. Read the plans they have for seizure of power and you see quickly that they have no idea about what to do with power after they have it except to continue negating everything that might not go along with their will. Their ideal college is Hillsdale, but America doesn’t need a thousand Hillsdales. Even Hillsdale knows that, I think. They don’t have a vision of hospitals, of labs, of concert halls or museums that they’d rather see. They aren’t ready to run the labs and do the science. That is not in the blueprints.

Entering college students need to understand: everything you were planning to do in the four years ahead of you, they want to take it from you. Students pursuing graduate degrees? They want to cancel what you’re doing. Teenagers and their parents? They have nothing in mind for you ahead. Adults who are looking for a career path, for some roadmap to advancement, to an affordable house and a good-enough life? That is being dropped into a deep dark well right now.

The things you like to do on weekends: the museums, the parks, the free concerts, the beaches? The food you eat, the medicine you need, the money in the bank that you think is secure? It’s going to be contaminated either by design or carelessness, threatened because the ninjas on the roof only know how to seize the building. They don’t know how to do anything else.

So you’d better hope that this gets stopped before it goes much further—but you had also better wake up if you’ve been asleep. Your entire life is being put on top of a big pile of wood, and there’s a 19-year old Canadian who goes by the moniker “Big Balls” toting over a canister of gasoline to soak the fuel."]]></description>
<dc:subject>timothyburke academia highered highereducation education journalism socialmedia substack elonmusk propublica us policy donaldtrump trumpism science research medicine psychology architecture museums economics information archives libraries zoos parks hillsdalecollege colleges universities</dc:subject>
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<item rdf:about="https://nilsgilman.substack.com/p/reforming-the-research-university">
    <title>Reforming the research university - by Nils Gilman</title>
    <dc:date>2025-01-27T20:24:43+00:00</dc:date>
    <link>https://nilsgilman.substack.com/p/reforming-the-research-university</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["U.S. research universities face a uniquely dangerous moment. Radical reform will be required to survive the coming assault. Tl;dr: time to get back (and stick) to the knitting"

...

"The American university system is in deep political trouble — deeper than most people realize, especially people inside academia. As I tweeted last summer, in what became my most viral social media moment of the year (to the point of inspiring regular media coverage and much other discussion), MAGA is planning a frontal assault against research universities. It is likely to be successful. And if it is, the adverse consequences will last decades, if not forever. The quality of German research universities, after all, has yet to recover from what the Nazis did to them.

MAGA is unabashed about its motives. It regards universities as a (if not the) chief institutional pillar of their cultural (and thus political) enemies. Undermining universities has been a key political tactic for the authoritarian right worldwide: from Bolsanaro’s Brazil to Erdogan’s Turkey to Orban’s Hungary to Putin’s Russia, purging and defunding universities is a common strategy. In the United States, Chris Rufo’s successful disemboweling of the New College of Florida (a third of the faculty have left in the last two years) is the model that they openly say they plan to replicate across the country. The initial target will be “DEI programs” but MAGA will not stop pushing until no class so much as mentions gender, racial, equity, social justice, intersectionality, etc. The threat and reality of federal defunding will be the method.

MAGA’s coming assault comes against a weakened foe with few allies in today’s political field. Universities are in a uniquely vulnerable position, critiqued today from points left, right, and libertarian. The left believes that the debt burdens that universities impose on their graduates, as well as the partnerships with corporations, make them engines of neoliberal reproduction. The right thinks the universities are woke indoctrination factories who have poisoned American blood with DEI and other “communist” ideas. And the libertarians claim that the hierarchical structure and modes of training make them antiquated institutions, which are just a waste of time and money to attend. Where a generation or three ago investing in universities was a great bipartisan national project, intertwined both with the Cold War and the post-New Deal social democratic expansion, with the end of both of the latter projects, they have now lost their traditional public constituencies.

Without being defensive about these critiques (more on that in a moment), here is what I take to be the critical question facing leaders of research universities today: how can we preserve and enhance what is uniquely valuable about the research university? To answer this, we must begin by defining what is “uniquely valuable” — that is, the thing that research universities do better than any other existing institution, and without which society would suffer badly. I take those uniquely valuable things to be: (a) the creation of highly well-trained experts, (b) path-breaking knowledge creation, and, crucially, though often ignored or even denigrated, (c) knowledge preservation and transmission.

You will note that I do not list “remediation of historic wrongs” or “promotion of social justice” as among the unique value-adds of research universities. This is not because I do not regard these goals as worthwhile, but rather because I do not regard those objectives as ones that research universities are “uniquely” suited to pursue. Those projects, I would argue, are much better implemented either through an explicit political process or through civil society actors with explicit moral missions such as churches, charities, and so on. To those who regard everything, including all teaching and research, as part of the social justice agenda, I would simply say that such a moralizing conception of the mission of the university is a drain if not a stain on the legitimate intellectual focus on research understood as Wissenschaft, which properly understood is about the pursuit and preservation of systematic truth.

To return to the critiques the left, right, and libertarian critiques of the university, it must be admitted that, while each of these critiques is an ideologically-motivated caricature of the research university as a totality, each also contains undoubted elements of truth that universities need urgently to address. To address the left critique, the cost of education (or at least the ever-escalating cost curve) absolutely needs to be brought down. No one likes to say this, but part of how this has to happen is that the services offered to students must be dramatically reduced. To address the libertarian critique, very different standards need to be used to evaluate teaching and research — and these long-twinned elements may need to be more formally separated. (There’s no reason other than a prestige economy for a Nobel winner to be teaching intro Econ or Bio or Physics or whatever.) And to address the rightwing critique, universities need both to enforce free speech principles more rigorously and take a much less forbearing attitude toward “activist scholarship” – a concept which has almost nothing to do with the pursuit of Wissenschaft. This latter point in turn connects with the desperate need for the humanities to reconceive themselves not as a site for remediating bad things about the past, but rather as a site for preserving and transmitting what is worthy about the past.

This last point is likely to be the most controversial element of this post, but it’s arguably the most important, because this is also the only way that the humanities are possibly going to survive and add intellectual value to the university (or society, for that matter). Few people need convincing that breakthroughs in physics, biology, or chemistry are socially valuable activities. But what exactly is the social value of the humanities, and why does it need to take place inside a research university? That’s a real question and my answer is that making sure that the next (and every) generation of students is systematically exposed to and given an appreciation for what was greatest and best about the intellectual and cultural life of the past is an essential part any research university’s mission — and indeed, more broadly, to the project of long-term civilizational stability. Conversely, a loss of commitment to knowing and where appropriate venerating past cultural touchstones (across many cultures) is tantamount to an embrace of barbarism.

In this call for a revisioning — arguably a restoration — of the mission of the academic humanities, I want to be very clear about what I am not saying. This is not a mindless directive to steer attention away from the failures, inadequacies, and exclusions of past modes and products of cultural production. History (and other historically minded fields) should not be a site for the uncritical celebration of the past — whose many failings, both operational and moral (including those of otherwise great men and women), must be open to examination. Likewise, antinomian traditions are indubitably worthy of study, not least in order better to understand why the elements that eventually won did so. (I made a formal scholarly case for this sort of inquiry here.) But what must end is the view that the entirety of the present is best or even adequately represented as the fruit of the poisonous trees of past iniquities. Such cultural pessimism, which in some guises can verge on nihilism, is at odds with the research mission of the humanities, whose primary pedagogic focus must be on providing students with knowledge and models from the past that can help them understand the present in more complete and nuanced ways. A due attention to the highest achievements of the past — I use the hierarchical metaphor deliberately — across many cultures, is the right and proper focus for a renewed humanities.

This then speaks to what is ultimately most important about the research university, and what is most worthy of defense and extension. No other institution ever invented has been anywhere near as good at educating a broad population to a high level of technical competency,1 nor at creating the conditions for the discovery of new facts about and conceptions of the world,2 nor at maintaining the knowledge already created.3 To speak the language of business schools: these are the “core competencies” of the research university, and a ruthless focus on eliminating anything and everything that stands in the way of these three things is the only hope I believe we have for generating a renewed appreciation for the social value of these indispensible institutions, and thus withstanding the onslaught of the barbarians."]]></description>
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<item rdf:about="https://www.youtube.com/watch?v=CivlU8hJVwc">
    <title>Why are economists missing this? - YouTube</title>
    <dc:date>2025-01-26T20:33:08+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=CivlU8hJVwc</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Wealth inequality is surging in the UK and around the world. But economists in the media and universities are blind to it, leading to poor and misleading analysis. Why? Part 3 of Gary's Understand the Economy course."

[a comment:

"Hi Gary, 

PhD in Economics + Lecturer at a top UK university (which shall remain nameless).
I cannot begin to express how sad and frustrating it is for me (and most of my peers) to not be able to talk about this. Although a lot of research has been done on both, inequality and environmental costs... both continue to be excluded from ALL main economic data. The fact that we keep using GDP in its current format as out main economic indicator is beyond insane... but fact of the matter is universities in the US and the UK have become corporations, and research has become, for many, a launching pad into the private sector. The academic establishment has ZERO ties with real life workers unions or climate experts for example... zero coordination, and zero sense of social responsibility. 

I feel ashamed for our profession at this point...

EDIT (I did not expect so many people to engage with my comment... thank you): Just to clarify, In hindsight, my choice of words when I said we are not allowed to talk about these things was poor. There is no conspiracy to silence anyone!!! What I meant is that, just like in every area of academia, there are very clear and structured paths to climbing up the employment ladder and it is to say the least skewed in favour of somewhat derivative research with solid methodology that awards as many points as possible. This inevitably penalises anyone who wants to (for example as many of you have suggested in the comments) pursue collaborative research with environmentalists, sociologists, NGOs etc. Top economic journals will never publish your work meaning you will be at a serious disadvantage when competing for jobs/grants. Also, I want to make it very clear I am in no way suggesting that more mainstream economic research is bad or false!!!!"

another comment:

"I’m sort of uniquely positioned to comment on this video. I am a US trained human rights lawyer who focuses on workers’ human rights and the fight for equality, but with an MSc in economics from LSE and, importantly, a BA in anthropology. Furthermore, I have been married to a finance professor for nearly 30 years. So, I can confirm most of what Gary says is indeed true. I would just add the following:

1. I think the atomized approach where everyone is in their own utility-maximizing bubble is not just a mathematical necessity a la Samuelson, but a political choice that completely insulates policymaking based on theoretical economics from a solidarity approach which seems to have seeped into all policymaking, regardless of the issue. 

2. Related to this, the behavior of these utility-maximizing individuals being modeled is that basically all motivations are assumed, and often shoehorned into the mathematical models. I constantly ask why economists don’t speak with actual people to test their assumptions—>blank stares. 

3. economists actually believe that their models, and more importantly, their proofs, actually do prove how individuals behave. Since macro is basically just the aggregate of the micro models, they think their macro models also explain how economies work—it is simply the fault of people that they don’t understand how to maximize their utility.  

5. Related to point 4, economists believe that economics (especially finance) is a “science” not a lowly “social science”. This “economics as physics” approach also conveniently insulates politicians: “we can’t defy the markets which are a force of nature, our hands are tied” rather than what they really are which is a social construct which can be shaped to meet the needs of society as a whole. the growth of behavioral economics is helping to change this, but baby steps and inevitable backlash. 

6. rich people fund economics! The most prestigious Econ departments in the US are all heavily endowed by people who are heavily invested in holding onto atomization, modeling and economics approaches. Furthermore, they want this approach to economics to take over sociology, psychology and other social sciences so that they can be “real” sciences just like economics. 

7. Related to endowments, although many econ profs are not paid well, the tenured finance profs are paid quite well for doing what they love, which is publishing papers. My husband makes 1/4 of a million CH per year, and for about 6 years was paid an additional 200,000 from a group of Swiss banks. Many of his colleagues sit on boards, especially for insurance companies, and get paid on average another 1/4 million per seat they hold. So don’t feel sorry for tenured finance profs, at least in Switzerland or the US, 

Some hope: the broad popularity of Picketty’s work on inequality and the recent awarding of a recent Nobel prize dedicated to the team of empirical economists documenting inequality are encouraging trends. Sadly/predictably, rich donors are likely to double down on their funding of chairs for theoretical/model-based economists and try to undermine behavioral economics.

Keep up the great work!"

and another:

"Freidman said that framing economics as a mathematical science instead of a social science allowed him and his cohort to insulate themselves from the political and lived realities of what his (and his Chicago cohort’s) brand of economic theory created when implemented, often by force. 

This is clearly the reality of modern economics. It has become overrun with technocrats who have no sense of the profound impact economic policy has on the day to day lives of the masses. This has reduced the ability of economics and economists to act pragmatically or socially as these concerns are viewed as layman and inferior to the theoretical and often speculative high mathematics that invigorates proponents of modern economic orthodoxy/establishment."]]]></description>
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</item>
<item rdf:about="https://www.danikacooper.com/research#/how-to-draw-a-dust-storm-jola/">
    <title>RESEARCH — DANIKA COOPER</title>
    <dc:date>2025-01-20T20:24:22+00:00</dc:date>
    <link>https://www.danikacooper.com/research#/how-to-draw-a-dust-storm-jola/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Challenging assumptions about how to represent both the scientific and the aesthetic provides an opportunity to reject traditional notions that these two are in direct opposition. By producing a ‘nexus of science, memory, and strategy,’ these drawings create new readings of dust by overlapping knowledge from the natural sciences with the aesthetic, temporal, and perceptual qualities of dust. The coupling of analog and digital techniques aims to address the challenges associated with the dramatic scalar differences between the particle and the storm. 

Drawing the dust is more than simply pointillism; adopting a filmic approach to build a visual narrative of the process of moving dust results in drawings that address the inherent and essential ephemerality of the storm through seriality. 

In a highly-speculative intervention, the planting of psamophile fields (desert dune plants) on destabilized, dust prone lands encourages the settlement of aeolian dust by hindering the movement of wind and stabilizing the ground.Over time, the plants create a dust sink, accumulating so much material that dunes begin to form. Throughout the territory, ephemeral topographies are continually created and eroded by the wind over time and space."]]></description>
<dc:subject>danikacooper research method methods landscapearchitecture architecture landscape drawing drawings via:javierarbona time space dust ephemeral pointillism narrative ephemerality particles science memory strategy</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:5494ed5f9a10/</dc:identifier>
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<item rdf:about="https://journals.sagepub.com/doi/full/10.1177/14687941241308707">
    <title>Vibes-based methods - Ash Watson, 2025</title>
    <dc:date>2025-01-15T20:49:30+00:00</dc:date>
    <link>https://journals.sagepub.com/doi/full/10.1177/14687941241308707</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Vibes are having a moment and academics seem increasingly serious about understanding whatever the vibe is. Many qualitative methodological approaches are already very vibey. This is especially true of those that engage with affects and atmospheres, social and sociotechnical imaginaries, and materialisms and the more-than-human. In this article, I reflect on these approaches and outline some vibes-based methods. I discuss how vibes-based methods help us consider and work with the generative ambiguities of social life."]]></description>
<dc:subject>ashwatson via:justinpickard 2025 vibes research methods morethanhuman</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:6347a022adcc/</dc:identifier>
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<item rdf:about="https://allegralaboratory.net/the-transformative-potential-of-intimacy-turkish-coffee-talk-and-ethnographic-listening/">
    <title>The Transformative Potential of Intimacy: Turkish Coffee Talk and Ethnographic Listening - Allegra Lab</title>
    <dc:date>2025-01-05T06:35:47+00:00</dc:date>
    <link>https://allegralaboratory.net/the-transformative-potential-of-intimacy-turkish-coffee-talk-and-ethnographic-listening/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Abstract: In this article, I explore the significance and challenges of emotional engagement in ethnographic research, drawing from my fieldwork experiences in Turkey. I highlight the parallels between the intimacy fostered during Turkish coffee talk (Türk kahvesi muhabbeti) and the intimate relationships that develop between researchers and participants during ethnographic encounters. I argue that listening with care and cultivating intimacy are crucial for obtaining reliable, nuanced data and upholding research ethics. In doing so, I challenge the conventional emphasis on critical distance and objectivity in academia. However, I also acknowledge that this intimacy poses emotional and ethical dilemmas for researchers who may lack the methodological and psychological tools to navigate the complexities of these relationships. I discuss the concept of samimiyet (intimacy) in the Turkish context, its role in creating safe spaces for sharing personal experiences, and the transformative potential of ethnographic conversations that become muhabbet (intimate talk). I also highlight the emotional risks and vulnerabilities researchers face when engaging with sensitive topics and the need for institutional support and training to address these challenges. Ultimately, I call for a reexamination of the practice of listening in ethnography, emphasising the importance of care, empathy, and the well-being of researchers in the process of decolonising research methods."]]></description>
<dc:subject>hazalaydin 2024 coffee ethnography method process turkishcoffee ethics relationships objectivity anthropology listening decolonization research researchmethods methodology intimacy via:justinpickard</dc:subject>
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<item rdf:about="https://wordsinspace.net/2024/12/13/the-limits-of-refusal/">
    <title>The Limits of Refusal</title>
    <dc:date>2024-12-19T20:41:48+00:00</dc:date>
    <link>https://wordsinspace.net/2024/12/13/the-limits-of-refusal/</link>
    <dc:creator>robertogreco</dc:creator><dc:subject>shannonmattern academia highered highereducation burnout power labor work service refusal 2024 gender women sleepdeprivation bodies health colleges universities faculty psychology self-worth identity understaffing administration administrativebloat adjuncts adriennelu mentalhealth pandemic covid-19 coronavirus rightwing politics policy marginzalization sexuality cassandraguarino victorborden citizenship responsibility morganpurdy margarethajärvinen nannamik-meyer bureaucracy fobaziettarh vocation susancahill aaup christiewilcox danielledocka-filipek lindseystone oppression kathrynhayes sexism aggression leadership newschool management governance teaching howweteach research hierarchy exclusion validation externalvalidation support freedom abundance neglect physiology erinbartram scholars saraahmed thenewschool</dc:subject>
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<dc:identifier>https://pinboard.in/u:robertogreco/b:22cfd071aee7/</dc:identifier>
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</item>
<item rdf:about="https://www.youtube.com/watch?v=nWbESISCdgA">
    <title>The Last Observers | Patagonia Films - YouTube</title>
    <dc:date>2024-12-18T23:28:11+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=nWbESISCdgA</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Since 1987, Karin and Lennart watched and recorded the weather every third hour, day and night, seven days a week, every day of the year, from their station by the lighthouse in Falsterbo, Sweden. Earning “a lousy salary, and a fantastic life” they remained steadfast through childbirth, illness and snowstorms—not missing a single observation in 36 years—while thousands of stations around the world fell to automation. Told through the eyes of their daughter Maja, this extraordinary and heartwarming love story shows lasting happiness exists in profound connection with nature and everyday rhythms.

Director Maja K Mikkelsen
Producer Adam Mikkelsen
Executive Producers Monika McClure, Alex Lowther, Julia Schellekens, Jelle Mul
Cinematographer Maja K Mikkelsen
Additional footage Fabian Engström
Editors Fabian Engström & Maja K Mikkelsen
Music Bill Elz
Graphic Design Eric Calderon & Claire Kairalla
Camera Maja K Mikkelsen, David Axelsson, Fabian Engström
Sound David Axelsson & Maja K Mikkelsen
Aerial Photography Fabian Engström
Sound Design Aron McFaul

Special Thanks 
Stiftelsen Längmanska Kulturfonden, Mikael Kristersson, 
Karin Persson, Lennart Karlsson, Sophie Ehnbom, Göran Walinder, Pudi & Hojan"

[See also:
https://www.majakmikkelsen.com/film  ]]]></description>
<dc:subject>2024 documentary patagonia film sweden falsterbo weather observation weatherstations happiness time everyday karinpersson lennartkarlsson rhythms routines nature birds seasons multispecies morethanhuman research wildlife science biology love relationships outdoors place presence life living owls ecology interconnected interconnectedness data datacollection climate climatechange globalwarming equilibrium symbiosis interdependence experience majakmikkelsen</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:942449054a25/</dc:identifier>
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<item rdf:about="https://www.experimental-history.com/p/the-anarchist-and-the-hockey-stick">
    <title>The Anarchist and the Hockey Stick - by Adam Mastroianni</title>
    <dc:date>2024-12-09T03:25:52+00:00</dc:date>
    <link>https://www.experimental-history.com/p/the-anarchist-and-the-hockey-stick</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["OR: "The Inquisition was right""]]></description>
<dc:subject>adammastroianni 2024 science paulfeyerabend thomaskuhn karlpopper anarchism galileo inquisition catholicchurch history mrna vaccines crispr rules rulebreaking psychology fraud fakery funding research progress nih risk risktaking government governance scientificmethod mayaangelou nuisance againstmethod hopckeystick growth raccoons darylbem 2011</dc:subject>
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<item rdf:about="https://freddiedeboer.substack.com/p/not-the-right-kind-of-provocation">
    <title>Not the Right Kind of Provocation - Freddie deBoer</title>
    <dc:date>2024-12-02T21:44:54+00:00</dc:date>
    <link>https://freddiedeboer.substack.com/p/not-the-right-kind-of-provocation</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[[update: now referenced by Alan Jacobs here:
https://blog.ayjay.org/the-facts-dont-care-about-your-educational-philosophy/ ]

"education coverage remains captured by orthodoxy on the left, right, and center"

...

"Relative to our purposes now - I am skeptical of the ability of just about any school-side intervention to close relative gaps between students; that is, I think a vast amount of evidence shows that there’s essentially nothing schools can do to consistently make 20th percentile students into 40th percentile students, let alone 80th percentile students. Certainly not consistently or at scale. But as the phonics controversy has bubbled along, some have said to me, hey, if a pedagogical intervention makes a difference, if there’s a better or worse way to teach reading, doesn’t that disprove your position? Wouldn’t a school that teaches phonics be meaningfully better than a school that teaches whole language, if the phonics advantage is real? A teacher who teaches phonics? And if those pedagogical decisions matter, and other pedagogical decisions matter, can’t you build a policy that puts the best pedagogy together and in that way make sure No Child Is Left Behind™? If there’s such a thing as better or worse pedagogy, doesn’t that suggest that the conventional story of education is right after all?"

...

"Remember, the core claims of the education reform movement are that a) their preferred policies will result in better educational outcomes for students and b) this improvement will result in better job market and economic outcomes. The moral and political exigency of the movement depends on the idea that reforms would somehow reduce poverty, socioeconomic inequality generally, and racial inequality specifically. I’ve argued that the whole thing is based on incoherent premises, particularly given the fact that achieving those socioeconomic effects requires that the students at the bottom not just improve but improve far more than the kids at the top.2 If the phonics advantage fades like essentially all early childhood advantages do, the difference is not meaningful for economic outcomes; if the advantage applies to all children equally such that they all benefit to the same degree, the difference is not meaningful for economic outcomes. Meanwhile, both the disadvantages of race and class and the advantages of individual talent continue to dominate. I’m not unwilling to consider the possibility that teaching phonics might really have real and durable advantages over other methods. But when the phonics debate went national, it got pulled up into the same dynamic of overpromising and underdelivering. The odds that phonics will “fix” American education are exactly zero.

The nice thing, for me, is that I don’t need miscellaneous pedagogical advances to be part of some quixotic effort to “fix” education and in that way end racial inequality and similar ills. The trouble for the reformers is that they do.

Some students appear to respond better to phonics than other approaches, that’s a fact. Plenty of kids have thrived using whole language, that’s also a fact. I don’t say that as an argument that it’s as good as phonics or that we should teach using it. It is, however, a reminder that some kids are going to thrive no matter what. And some kids are going to struggle no matter what. Because talent is real. Surely that reality is as worthy of discussion as a dispute about pedagogical best practices that has received reams of coverage in our biggest periodicals, right? Apparently not. Apparently not. And I suspect the usual strawmanning and fear of controversy are to blame. As it often does, the same weird contradiction asserts itself: if you ask people directly if every student has the same aptitude for reading and if we should expect all kids to score exactly the same on reading assessments, they’ll say no; if you say that the existence of students who perform two sigma below the mean on reading assessments is simply what we should expect thanks to ordinary variability, that there’s always going to be kids who are simply on the wrong side of the talent curve and there always will be, those same people get offended. But those are, of course, just different ways of saying the same thing. And the fact that all of this phonics debate floats along without ever coming into contact with the most essential questions of individual talent and the inevitability of a distribution of ability… well, it’s par for the course.

******

The subhead of the Atlantic piece (which of course Lewis did not write) reads “Lucy Calkins was an education superstar. Now she’s cast as the reason a generation of students struggles to read.” But of course, it’s simply not true to say that a generation of students struggles to read; a significant part of that generation are superlative readers, the kind of kids who never had to even think about how to read as some sort of organized educational activity. Students like that will always exist. And there is a significant part of future generations that will struggle to read with phonics or any other kind of instruction. Students like that will always exist. The question that confronts us is whether we’ll build a society that serves the needs of both kind of students - but that’s a question everyone in media prefers to avoid.

Lewis writes

<blockquote>a teacher must command a class that includes students with dyslexia as well as those who find reading a breeze, and kids whose parents read to them every night alongside children who don’t speak English at home.</blockquote>

Doesn’t this tossed-off hypothetical reference contain the whole damn thing, if you look deeply enough? Let’s set aside whether dyslexia is one thing or many things and whether or not it’s simply a term that we came up with to say that some people are poor readers, as a matter of compassion. Let’s just consider this as a matter of kids who are good at reading and kids who are bad. If we concede that this divide exists, if we think that there are some people who have a natural aptitude for reading or any other academic skill, and some who don’t, then this endless warring over minor pedagogical differences becomes very low-stakes indeed. If we know that what dominates in educational outcomes is not a variable of schools or teachers but of students, then we can go one by one by one through our different education debates and dismiss them as irrelevant. The whole world of education media spends its time picking over perpetual minor squabbles that are all vastly less important than the simple question of whether academic ability, like all human abilities, is to some degree innate and normally distributed throughout the population. In several places in her essay, Lewis brushes up against that question, and then skitters away. She’s far from alone.

Lewis’s piece is a reminder that there’s no dissident voices dissident enough to publish really challenging pieces about education. It’s a space that remains entirely shut down to the biggest questions in education, and all out of deference to beliefs that no one actually believes: that all students are capable of being star students, that vast social inequalities can be closed by teachers in the classroom in six hours a day, that students are blank slates that can be moved around the performance distribution at will, if we only care enough. Conservatives worship the concept of the self-made man, hate public schools and teachers and their unions, and have become the dominant force in the supposedly bipartisan reform movement. Liberals insist on mistaking the political norm of equality of rights, human value, dignity, and access to the good life for a false empirical claim about equality of ability. Centrists worship the meritocratic system and need to convince themselves that it’s fair and can produce mobility and abundance for everyone. Neoliberals need to justify the destruction of the labor movement and the eradication of American industry, which requires replacing empowered labor with “a college degree for everyone,” a vision of shared prosperity that arose only in response to the coordinated policy of deindustrialization. And everybody’s afraid of getting in trouble and would simply prefer to keep their heads down.

Education is an issue set where almost no one is happy with the status quo, where they keep trying the same kind of things to provoke change, and where those same things keep failing over and over again. It’s the same people stepping on the same rake over and over again and declaring that the next rake will do it. Meanwhile, we spend billions on schools and academic outcomes are hugely important for the lives of our young people. This should all be a recipe for lots of genuinely unorthodox thinking and a willingness to challenge basic assumptions. And yet no major issue in modern American political life, none, is more stuck in convention and bound by insight-obliterating cliches and empty posturing about “leaving kids behind.” After all these years, with the relentless failures of the education reform movement, and the constant reminder that failure is always an option, our educational debates are still hemmed in by self-righteous people and their nostrums about helping every child - while the tools of redistribution are sitting there, waiting to actually save poor kids.

I was reminded of all this recently when I was approached by a publication that, it’s fair to say, is high-profile, and we had an hour long discussion about running a piece on these themes, an articulation of my argument that we will always have an academic talent distribution and so we should work to build a humane economic system that protects the less capable with redistribution. They seemed quite enthusiastic about it. And then, suddenly, mysteriously, they weren’t interested anymore. No explanation; I guess it’s still too hot. Stuff like that’s happened to me for the past ten years. I suppose this argument is still a little too radical, despite its actual modesty, and despite the fact that half the media right now is patting itself on the back for its willingness to break with orthodoxy. And I’m left to tell people what they already know but don’t want to believe."]]></description>
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<item rdf:about="https://www.sfpublicpress.org/exposed/">
    <title>Exposed: The Human Radiation Experiments at Hunters Point</title>
    <dc:date>2024-11-29T23:45:17+00:00</dc:date>
    <link>https://www.sfpublicpress.org/exposed/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["About the series: The San Francisco Public Press sifted through thousands of pages of obscure records, interviewed experts and tracked down elderly veterans who were subjected to ethically questionable radiation exposure by the U.S. Navy in San Francisco during the Cold War. What we found reveals a troubling history with effects still felt today.

Reporting: Chris Roberts and Rebecca Bowe | Editing: Michael Stoll and Liz Enochs | Research Editing: Ambika Kandasamy | Web Design: John Angelico | Copy Editing: Kurt Aguilar, Michele Anderson and Richard Knee | Archival Research and Illustration: Stacey Carter | Audio Editing: Liana Wilcox, Mel Baker and Megan Maurer | Sound Gathering: Justin Benttinen | Photography: Sharon Wickham, Yesica Prado and Guillermo Hernandez | Graphic Design: Reid Brown | Fact Checking: Dani Solakian and Ali Hanks | Proofreading: Lila LaHood, Noah Arroyo, Zhe Wu and Sylvie Sturm | Special thanks to Alastair Gee and Danielle Renwick at The Guardian and Ben Trefny at KALW Public Radio, and to Amy Pyle"

...

"Part 1. OVERVIEW: How a San Francisco Navy Lab Became a Hub for Human Radiation Experiments + List of Studies
https://www.sfpublicpress.org/exposed-part-1-how-a-san-francisco-navy-lab-became-a-hub-for-human-radiation-experiments/
Rarely seen documents show a Cold War atomic research facility headquartered at Hunters Point conducted studies that exposed at least 1,073 people to potentially harmful radiation. The legacy of that era is a continuing risk to public health.

Part 2. THE DECISION MAKERS: After Atomic Test Blunder, Government Authorized Study of Radiation in Humans
https://www.sfpublicpress.org/exposed-part-2-after-atomic-test-blunder-government-authorized-study-of-radiation-in-humans/
In the late 1940s, the Navy towed ships wrecked by Pacific weapons detonations to San Francisco, where scientists monitored decontamination workers. Military and civilian leaders realized they could expand this effort into a wider program investigating radioactivity’s effects on people.

Part 3. THE STUDIES: Human Radiation Studies Included Combat Exercises, Skin Tests, Plan to Inject 49ers
https://www.sfpublicpress.org/exposed-part-3-human-radiation-studies-included-mock-combat-skin-tests-and-a-plan-to-inject-49ers/
Scattered government documents reveal 24 studies over 18 years in which Navy researchers experimented on at least 1,073 people. There is little evidence they gained lasting scientific insights.

Part 4. ETHICS: Cold War Scientists Pushed Ethical Boundaries With Radiation Experiments
https://www.sfpublicpress.org/exposed-part-4-cold-war-scientists-pushed-ethical-boundaries-with-radiation-experiments/
Memos reveal that a San Francisco Navy lab risked running afoul of human rights declarations in its quest for data to aid national defense.

Part 5. FADING HISTORIES: Destroyed Records, Dying Witnesses Consign San Francisco Radiation Lab to Obscurity
https://www.sfpublicpress.org/exposed-part-5-destroyed-records-dying-witnesses-consign-san-francisco-radiation-lab-to-obscurity/
How did a celebrated Navy atomic research center nearly vanish from public consciousness? Many records were classified and others shredded, including documentation of human experimentation.

Part 6. PERPETUAL EXPERIMENT: Shuttered Radiation Lab Poses Ongoing Health Risks for Growing Neighborhood
https://www.sfpublicpress.org/exposed-part-6-shuttered-radiation-lab-poses-ongoing-health-risks-for-growing-neighborhood/
Critics of the Navy say people living in the historically Black, working-class neighborhood near a toxic shipyard receive no better treatment than human radiation test subjects generations ago.

🎧 Podcast Episode 1: A Community of Color Contends With the Navy’s Toxic Legacy
https://www.sfpublicpress.org/exposed-podcast-episode-1-a-community-of-color-contends-with-the-navys-toxic-legacy/
Decades after the Navy shuttered a Cold War radiation research lab, the mess hasn’t been completely cleaned up. Listen to local voices demanding accountability amid charges of environmental racism.

🎧 Podcast Episode 2: Why the Navy Conducted Radiation Experiments on Humans
https://www.sfpublicpress.org/exposed-podcast-episode-2-why-the-navy-conducted-radiation-experiments-on-humans/
Hear how hundreds of servicemen and shipyard workers became unwitting ‘volunteers’ for Cold War scientists’ biology and safety research."]]></description>
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<item rdf:about="https://www.universityofcalifornia.edu/news/uc-awards-6-million-research-aimed-reducing-cancer-among-firefighters">
    <title>UC awards $6 million to research aimed at reducing cancer among firefighters | University of California</title>
    <dc:date>2024-11-20T21:30:43+00:00</dc:date>
    <link>https://www.universityofcalifornia.edu/news/uc-awards-6-million-research-aimed-reducing-cancer-among-firefighters</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["The University of California has awarded nearly $6 million in state funding to advance research aimed at reducing cancer and cancer risk among firefighters. Grants were awarded to eight research teams through the California Firefighter Cancer Prevention and Research Program, established in 2023 by the State legislature."]]></description>
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    <title>‎archief cairo ✸ أرشيف القاهرة‎ (@archiefcairo) • Instagram photos and videos</title>
    <dc:date>2024-10-29T18:46:56+00:00</dc:date>
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    <dc:creator>robertogreco</dc:creator><description><![CDATA["archief cairo ✸ أرشيف القاهرة
مختبر متعدد اللغات للبحث والتوثيق والتواصل.
——
A multilingual lab for research, preservation and communication"]]></description>
<dc:subject>archiefcairo archief cairo egypt research preservation communication</dc:subject>
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    <dc:creator>robertogreco</dc:creator><description><![CDATA["صفرصفرصفر
Art
researching 🔄"]]></description>
<dc:subject>cifrcifrcifr cairo research publicspace egypt</dc:subject>
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    <dc:creator>robertogreco</dc:creator><description><![CDATA[Farah Hallaba on bridging academia and community through participatory research.

]]></description>
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    <title>Walking as Research Practice</title>
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    <dc:creator>robertogreco</dc:creator><description><![CDATA["Author: Alice Twemlow; Tânia A. Cardoso
Publisher: Roma Publications
ISBN: 9789464460674
Idea Code: 24536

What might be considered the research output of a walking practice? An important caveat to this would be to ask where and when the research occurs in relation to the walk, the walking, and the walkers. Does the walk activate our senses, or do our senses demand that we walk? Since walking involves encounters with various objects and subjects, how might it help us emphasise our connection to the more-than-human world? In addition, walking reveals different entry points to a city. Could walking provide a path toward more socially just urban spaces and commons? With an introduction by design critic and educator Alice Twemlow and urbanist and researcher Tânia A. Cardoso. Published in collaboration with Soapbox Journal.

252 p, ills bw, 12 x 19 cm, pb, English
US$37.50"]]></description>
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