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  </channel><item rdf:about="https://www.johnholtgws.com/pats-blog/our-mission-cant-simply-be-children">
    <title>Our Mission Can’t Simply Be “Children” — John Holt GWS</title>
    <dc:date>2025-10-08T04:22:31+00:00</dc:date>
    <link>https://www.johnholtgws.com/pats-blog/our-mission-cant-simply-be-children</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["After meeting him at Ivan Illich’s CIDOC, Holt kept in touch with Helmut Von Hentig, who had started an experimental lab school in Germany. This is an excerpt from a lengthy letter to Von Hentig, 8/25/1980, in the book A Life Worth Living: Selected Letters of John Holt (Ohio State University Press, 1990). 

What keeps me sane (though some might disagree), busy, and mostly happy in spite of all this is that I never did, and do not define myself exclusively or primarily as an “educator.” I am interested in human growth and learning, but only as part of a larger interest in society. Perhaps my deepest interest could be described as “How can we adults work to create a more decent humane, conserving, peaceful, just, etc. community, nation, world, and how can we make it possible for children to join us in this work, how can we take down the many barriers we have put up between the young and their elders?” Except insofar as we may find answers to those questions, there is very little we can do under the name of "education" to help young people grow up into whole, intelligent, sensitive, resourceful, competent, etc. human beings. This is not the old argument that we must reform society before we can do anything about education. It is to say that the only way young people can grow up well is by having constant and free access to adults who are working to make a decent society. Unless we have a sense of mission, the children will not have one—but our mission can't be simply “children."

At least, mine can't. To spend all of one’s time and energy thinking about how to best deal with children does not seem to me like serious work for a grown-up.

Which is to say that the presence of an army of child specialists will probably be bad for children, no matter what this particular army believed. 

I think that children need to live a considerable part of their lives free of the influence of adults, and out from under their eyes, and then in another large part of their lives, they should have as much access as they want to adults who are busy about their adult affairs. I have seen over and over again how children love to hang about at the edges of serious adult talk, perhaps only understanding a little of it, but intuiting that it is serious and stands for the world that they themselves are entering into.

They get none of this in school, and almost by definition, they can’t. A school is a place that exists only to take care of kids, and as such is more likely than not to be more bad than good for kids, no matter who is running it, and even if you or I were running it.

This thread, of helping young people find work worth doing in the world, and helping them to find and enjoying with adults were doing that sort of work, is something that will run more and more through Growing Without Schooling as time goes on.

I was enormously encouraged to read in the New York Times only a few days ago, but in the last year or two the number of small farms in New England, which had been declining for years, had risen sharply. We are learning once again to produce our own food and this can only be a good sign and many of these small farms would and do welcome young people as workers and apprentices.

The big picture in the US is discouraging. There are large invisible signs everywhere of a society in a state of collapse. For thirty years or so, ever since I first understood more or less what Fascism was about, I have felt that we are ready for it, that it would only take the right combination of circumstances and leadership to tip us in that direction. This seems to be truer now than ever.

At the same time, there are 100s of very encouraging small pictures. On a small and local scale Americans are doing a great many interesting, constructive, significant things—building a new and very different society under the shadow of the old. It is with this work and these people that I identify myself. Do we have time? Useless to ask the question. All we can do is work, hope for the best, and take care not to neglect our pleasures enjoys and joys—in my case, mostly music. …

Later in the letter John writes:

… But even in our inner cities there are signs of a new kind of leadership. … people who are saying, in effect, if our communities are going to be decent places to live, we are going to have to make them that way, no one else is going to do it for us.

We are beginning to give up here, at some cost, and with some pain, the destructive notion that the federal government, if we just passed the right laws and spent enough money, would solve all our problems for us. I wish there could be political expression of this idea under a more humane man than Reagan, who also expresses and perhaps mainly expresses nothing more than callous greed. But some people here are trying to shape a new politics, and I feel myself involved somewhat in this work."]]></description>
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    <title>Expert Generalists</title>
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    <title>Advice For Young Artists - YouTube</title>
    <dc:date>2024-12-29T03:21:34+00:00</dc:date>
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    <dc:creator>robertogreco</dc:creator><description><![CDATA["An extensive reflection on the conception and construction of Alec Soth's most recent book, "Advice For Young Artists."

Come for the book analysis, stay for the balloon party!

ps. I finally figured out how to add subtitles."]]></description>
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    <title>Against Complexity | ENTREPRECARIAT</title>
    <dc:date>2024-10-13T18:15:21+00:00</dc:date>
    <link>https://networkcultures.org/entreprecariat/against-complexity/</link>
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<item rdf:about="https://www.youtube.com/watch?v=5YIebG4IhNA">
    <title>The Myth of the Watch Manufacture with Jack Forster | Jack Explains - YouTube</title>
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    <link>https://www.youtube.com/watch?v=5YIebG4IhNA</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Jack Forster is tackling something often discussed but rarely broken down in the watch world: the manufacture. More specifcally, he delves into what people think when they consider a watch brand as a "manufacture" and how true this idea really is within the industry."]]></description>
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<item rdf:about="https://en.wikipedia.org/wiki/D%C3%A9formation_professionnelle">
    <title>Déformation professionnelle - Wikipedia</title>
    <dc:date>2023-10-27T21:02:28+00:00</dc:date>
    <link>https://en.wikipedia.org/wiki/D%C3%A9formation_professionnelle</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Déformation professionnelle (French: [defɔʁmasjɔ̃ pʁɔfɛsjɔnɛl], professional deformation or job conditioning) is a tendency to look at things from the point of view of one's own profession or special expertise, rather than from a broader or humane perspective. It is often translated as "professional deformation", though French déformation can also be translated as "distortion". The implication is that professional training, and its related socialization, often result in a distortion of the way one views the world.[1] The Nobel laureate Alexis Carrel has observed that "[e]very specialist, owing to a well-known professional bias, believes that he understands the entire human being, while in reality he only grasps a tiny part of him."[2]

History

"Déformation professionnelle" was used in 19th-century medicine to describe a bodily deformity caused by one's occupation.[3][4]

As a term in psychology, it was likely introduced by the Belgian sociologist Daniel Warnotte [de],[5] or the Russian-American sociologist Pitirim Sorokin.[citation needed]

The colloquial term nerdview describes a similar tendency."

[via:
https://blog.ayjay.org/smeagol-philologist/ ]]]></description>
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<item rdf:about="https://theconvivialsociety.substack.com/p/understanding-mcluhan-a-conversation">
    <title>Understanding McLuhan: A Conversation with Andrew McLuhan</title>
    <dc:date>2022-01-07T20:46:39+00:00</dc:date>
    <link>https://theconvivialsociety.substack.com/p/understanding-mcluhan-a-conversation</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Welcome to a special installment of the Convivial Society featuring my conversation with Andrew McLuhan. I can’t recall how or when I first encountered the work of Marshall McLuhan, I think it might’ve been through the writing of one of his most notable students, Neil Postman. I do know, however, that McLuhan, and others like Postman and Walter Ong who built on his work, became a cornerstone of my own thinking about media and technology. So it was a great pleasure to speak with his grandson Andrew, who is now stewarding and expanding the work of his grandfather and his father, Eric McLuhan, through the McLuhan Institute, of which he is the founder and director.

I learned a lot about McLuhan through this conversation and I think you’ll find it worth your time. A variety of resources and sites were mentioned throughout the conversation, and I’ve tried to provide links to all of those below. Above all, make sure you check out the McLuhan Institute and consider supporting Andrew’s work through his Patreon page."]]></description>
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<item rdf:about="https://www.nytimes.com/2019/05/31/opinion/average-child.html">
    <title>Opinion | Let’s Hear It for the Average Child - The New York Times</title>
    <dc:date>2019-06-03T00:11:47+00:00</dc:date>
    <link>https://www.nytimes.com/2019/05/31/opinion/average-child.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Parents, we ask you to hold your applause until the names of all the medal winners have been announced. When the ceremony is over and your child has not left her seat, though nearly every other kid is taking home ribbons and trophies and enough scholarship offers to make a real dent in the national debt, please take a few moments to congratulate the winners as they head off to their well-earned celebrations. Then we ask that you return to your seats. We have a few special achievements left to acknowledge.

To the student who does all the homework in his hardest subject and turns it in promptly, who studies diligently for tests and shows up at every before-school help session, who has never once read an online summary instead of the actual book and who nevertheless manages to earn no grade higher than a C: You have already aced the real tests. School is the only place in the world where you’re expected to excel at everything, and all at the same time. In real life, you’ll excel at what you do best and let others excel at what they do best. For the rest of your life, you will never again think of this C, but you’ll bring your character and your capacity for hard work to all your future endeavors.

To the student with friends scattered hither and yon, across grades and groups and genders: You may feel like an outsider at every insider gathering. You may wonder what it’s like to feel deeply enfolded within a group whose very membership confers identity. How easy it would be, you may think, to be told where to go and what to wear and whom to stand next to when you get there! In truth, membership in a group always feels provisional; insiders inevitably wonder if they’re the next to be cast out. But a gift for friendship that transcends circumstance, for recognizing kinship wherever it blooms? That gift will make the world your home.

To the student who sits in the back of the room with the chemistry textbook propped open and a library book tucked inside: You’ll have to learn chemistry, there’s no getting around it, but we revel in your love for the written word. In times of trial and worry, of disappointment and despair, a book will be your shield. Immersing yourself in a grand story will be a respite from your troubles, and a lifetime spent lingering over language will give you the right words when you need them yourself. No one writes a better love letter than a lifelong reader.

To the bench warmers and the water boys and the equipment managers who follow every play without getting a smudge on their pristine jerseys: We delight in your love for the game, and we salute your loyalty to the team. You may never score the winning goal or hit a walk-off home run or feel the exultation of your teammates as they carry you from the field, but you will know the pleasure of belonging, and you will be spared the sadness of fading glory, too. When you look back on these years, what you’ll remember is the pride of wearing that jersey, the privilege of supporting your team.

To the student who fled for the restroom on dissection day and took a zero in biology lab: It’s a great gift to love animals. When you can sit quietly in the presence of another creature, when you can earn a fearful animal’s trust, you are participating in the eons. Whatever it may seem to almost everyone else, this planet is a great breathing, vulnerable beast, and we are each of us only one of its cells. We celebrate the tender heart that has taught you this truth, so urgent and so easily overlooked.

To the student who bombed the history final because you stayed up all night talking to a friend whose heart is breaking: There is honor in your choice. You can make up the history lessons, but compassion is not a subject we offer in summer school. Today we rejoice for the A you’ve earned in Empathy, the blue ribbon you’ve won in Love.

To the daydreamer and the window-gazer, to the one who startles when called on by the teacher or nudged by a classmate, whose report card invariably praises your good mind but laments your lack of focus: We are grateful for your brown study. Here’s to the wondering reveries of the dreamers and the dawdlers, for the real aha! moments in life are those that cannot be summoned by will. They arrive by stealth during moments of idleness, creeping in while you’re staring out a window or soaking in the bathtub or just wandering aimlessly along.

Summer beckons, a great, green, gorgeous gift. We’ve already kept you far too long, so let us send you forth with just one last reminder of a truth that somehow you already understand, though school is not the place where you learned it:

Life is not a contest, and the world is not an arena. Just by being here, unique among all others, offering contributions that no one else can give, you have already won the one prize that matters most."]]></description>
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    <title>Opinion | You Don’t Want a Child Prodigy - The New York Times</title>
    <dc:date>2019-06-02T05:55:50+00:00</dc:date>
    <link>https://www.nytimes.com/2019/05/24/opinion/sunday/kids-sports-music-choices.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["One Thursday in January, I hit “send” on the last round of edits for a new book about how society undervalues generalists — people who cultivate broad interests, zigzag in their careers and delay picking an area of expertise. Later that night, my wife started having intermittent contractions. By Sunday, I was wheeling my son’s bassinet down a hospital hallway toward a volunteer harpist, fantasizing about a music career launched in the maternity ward.

A friend had been teasing me for months about whether, as a parent, I would be able to listen to my own advice, or whether I would be a “do as I write, not as I do” dad, telling everyone else to slow down while I hustle to mold a baby genius. That’s right, I told him, sharing all of this research is part of my plan to sabotage the competition while secretly raising the Tiger Woods of blockchain (or perhaps the harp).

I do find the Tiger Woods story incredibly compelling; there is a reason it may be the most famous tale of development ever. Even if you don’t know the details, you’ve probably absorbed the gist.

Woods was 7 months old when his father gave him a putter, which he dragged around in his circular baby-walker. At 2, he showed off his drive on national television. By 21, he was the best golfer in the world. There were, to be sure, personal and professional bumps along the way, but in April he became the second-oldest player ever to win the Masters. Woods’s tale spawned an early-specialization industry.

And yet, I knew that his path was not the only way to the top.

Consider Roger Federer. Just a year before Woods won this most recent Masters, Federer, at 36, became the oldest tennis player ever to be ranked No. 1 in the world. But as a child, Federer was not solely focused on tennis. He dabbled in skiing, wrestling, swimming, skateboarding and squash. He played basketball, handball, tennis, table tennis and soccer (and badminton over his neighbor’s fence). Federer later credited the variety of sports with developing his athleticism and coordination.

While Tiger’s story is much better known, when sports scientists study top athletes, they find that the Roger pattern is the standard. Athletes who go on to become elite usually have a “sampling period.” They try a variety of sports, gain a breadth of general skills, learn about their own abilities and proclivities, and delay specializing until later than their peers who plateau at lower levels. The way to develop the best 20-year-old athlete, it turns out, is not the same as the way to make the best 10-year-old athlete.

The same general pattern tends to hold true for music, another domain where the annals of young prodigies are filled with tales of eight hours of violin, and only violin, a day. In online forums, well-meaning parents agonize over what instrument to pick for a child, because she is too young to pick for herself and will fall irredeemably behind if she waits. But studies on the development of musicians have found that, like athletes, the most promising often have a period of sampling and lightly structured play before finding the instrument and genre that suits them.

In fact, a cast of little-known generalists helped create some of the most famous music in history. The 18th-century orchestra that powered Vivaldi’s groundbreaking use of virtuoso soloists was composed largely of the orphaned daughters of Venice’s sex industry. The “figlie del coro,” as the musicians were known, became some of the best performers in the world. The most striking aspect of their development was that they learned an extraordinary number of different instruments.

This pattern extends beyond music and sports. Students who have to specialize earlier in their education — picking a pre-med or law track while still in high school — have higher earnings than their generalist peers at first, according to one economist’s research in several countries. But the later-specializing peers soon caught up. In sowing their wild intellectual oats, they got a better idea of what they could do and what they wanted to do. The early specializers, meanwhile, more often quit their career tracks.

I found the Roger pattern — not the Tiger (or Tiger Mother) pattern — in most domains I examined. Professional breadth paid off, from the creation of comic books (a creator’s years of experience did not predict performance, but the number of different genres the creator had worked in did) to technological innovation (the most successful inventors were those who had worked in a large number of the federal Patent and Trademark Office’s different technological classifications).

A study of scientists found that those who were nationally recognized were more likely to have avocations — playing music, woodworking, writing — than typical scientists, and that Nobel laureates were more likely still.

My favorite example of a generalist inventor is Gunpei Yokoi, who designed the Game Boy. Yokoi didn’t do as well on electronics exams as his friends, so he joined Nintendo as a machine maintenance worker when it was still a playing card company before going on to lead the creation of a toy and game operation. His philosophy, “lateral thinking with withered technology,” was predicated on dabbling in many different types of older, well-understood (or “withered”) technology, and combining them in new ways, hence the Game Boy’s thoroughly dated tech specs.

Roger stories abound. And yet, we (and I include myself) have a collective complex about sampling, zigzagging and swerving from (or simply not having) ironclad long-term plans. We are obsessed with narrow focus, head starts and precocity.

A few years ago, I was invited to speak to a small group of military veterans who had been given scholarships by the Pat Tillman Foundation to aid with new careers. I talked a bit about research on late specializers and was struck by the reception, as if the session had been cathartic.

One attendee emailed me afterward: “We are all transitioning from one career to another. Several of us got together after you had left and discussed how relieved we were to have heard you speak.” He was a former member of the Navy SEALs with an undergrad degree in history and geophysics and was pursuing grad degrees in business and public administration from Dartmouth and Harvard. I couldn’t help but chuckle that he had been made to feel behind.

Oliver Smithies would have made that veteran feel better too, I think. Smithies was a Nobel laureate scientist whom I interviewed in 2016, shortly before he died at 91. Smithies could not resist “picking up anything” to experiment with, a habit his colleagues noticed. Rather than throw out old or damaged equipment, they would leave it for him, with the label “Nbgbokfo”: “No bloody good but O.K. for Oliver.”

He veered across scientific disciplines — in his 50s, he took a sabbatical two floors away from his lab to learn a new discipline, in which he then did his Nobel work; he told me he published his most important paper when he was 60. His breakthroughs, he said, always came during what he called “Saturday morning experiments.” Nobody was around, and he could just play. “On Saturday,” he said, “you don’t have to be completely rational.”

I did have fleeting thoughts of a 1-day-old harp prodigy. I’ll admit it. But I know that what I really want to do is give my son a “Saturday experiment” kind of childhood: opportunities to try many things and help figuring out what he actually likes and is good at. For now, I’m content to help him learn that neither musical instruments nor sports equipment are for eating.

That said, just as I don’t plan to push specialization on him, I also don’t mean to suggest that parents should flip to the other extreme and start force-feeding diversification.

If of his own accord our son chooses to specialize early, fine. Both Mozart and Woods’s fathers began coaching their sons in response to the child’s display of interest and prowess, not the reverse. As Tiger Woods noted in 2000: “To this day, my dad has never asked me to go play golf. I ask him. It’s the child’s desire to play that matters, not the parent’s desire to have the child play.”

On the strength of what I’ve learned, I think I’ll find it easy to stick to my guns as a Roger father."]]></description>
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<item rdf:about="https://www.youtube.com/watch?v=8vtMJpadg-E">
    <title>Jonathan Mooney: &quot;The Gift: LD/ADHD Reframed&quot; - YouTube</title>
    <dc:date>2017-11-12T22:12:42+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=8vtMJpadg-E</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["The University of Oregon Accessible Education Center and AccessABILITY Student Union present renowned speaker, neuro-diversity activist and author Jonathan Mooney.

Mooney vividly, humorously and passionately brings to life the world of neuro-diversity: the research behind it, the people who live in it and the lessons it has for all of us who care about the future of education. Jonathan explains the latest theories and provides concrete examples of how to prepare students and implement frameworks that best support their academic and professional pursuits. He blends research and human interest stories with concrete tips that parents, students, teachers and administrators can follow to transform learning environments and create a world that truly celebrates cognitive diversity."]]></description>
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<item rdf:about="https://www.youtube.com/watch?v=fSQgCy_iIcc">
    <title>POLITICAL THEORY - Karl Marx - YouTube</title>
    <dc:date>2017-01-08T22:31:20+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=fSQgCy_iIcc</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Karl Marx remains deeply important today not as the man who told us what to replace capitalism with, but as someone who brilliantly pointed out certain of its problems. The School of Life, a pro-Capitalist institution, takes a look.

…

FURTHER READING

“Most people agree that we need to improve our economic system somehow. It threatens our planet through excessive consumption, distracts us with irrelevant advertising, leaves people hungry and without healthcare, and fuels unnecessary wars. Yet we’re also often keen to dismiss the ideas of its most famous and ambitious critic, Karl Marx. This isn’t very surprising. In practice, his political and economic ideas have been used to design disastrously planned economies and nasty dictatorships. Frankly, the remedies Marx proposed for the ills of the world now sound a bit demented. He thought we should abolish private property. People should not be allowed to own things. At certain moments one can sympathise. But it’s like wanting to ban gossip or forbid watching television. It’s going to war with human behaviour. And Marx believed the world would be put to rights by a dictatorship of the proletariat; which does not mean anything much today. Openly Marxist parties received a total of only 1,685 votes in the 2010 UK general election, out of the nearly 40 million ballots cast…”"]]></description>
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<item rdf:about="http://text-patterns.thenewatlantis.com/2016/07/on-expertise.html">
    <title>on expertise - Text Patterns - The New Atlantis</title>
    <dc:date>2016-07-28T01:13:31+00:00</dc:date>
    <link>http://text-patterns.thenewatlantis.com/2016/07/on-expertise.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["One of the most common refrains in the aftermath of the Brexit vote was that the British electorate had acted irrationally in rejecting the advice and ignoring the predictions of economic experts. But economic experts have a truly remarkable history of getting things wrong. And it turns out, as Daniel Kahneman explains in Thinking, Fast and Slow, that there is a close causal relationship between being an expert and getting things wrong:

<blockquote>People who spend their time, and earn their living, studying a particular topic produce poorer predictions than dart-throwing monkeys who would have distributed their choices evenly over the options. Even in the region they knew best, experts were not significantly better than nonspecialists. Those who know more forecast very slightly better than those who know less. But those with the most knowledge are often less reliable. The reason is that the person who acquires more knowledge develops an enhanced illusion of her skill and becomes unrealistically overconfident. “We reach the point of diminishing marginal predictive returns for knowledge disconcertingly quickly,” [Philip] Tetlock writes. “In this age of academic hyperspecialization, there is no reason for supposing that contributors to top journals—distinguished political scientists, area study specialists, economists, and so on—are any better than journalists or attentive readers of The New York Times in ‘reading’ emerging situations.” The more famous the forecaster, Tetlock discovered, the more flamboyant the forecasts. “Experts in demand,” he writes, “were more overconfident than their colleagues who eked out existences far from the limelight.”
</blockquote>

So in what sense would it be rational to trust the predictions of experts? We all need to think more about what conditions produce better predictions — and what skills and virtues produce better predictors. Tetlock and Gardner have certainly made a start on that:

<blockquote>The humility required for good judgment is not self-doubt – the sense that you are untalented, unintelligent, or unworthy. It is intellectual humility. It is a recognition that reality is profoundly complex, that seeing things clearly is a constant struggle, when it can be done at all, and that human judgment must therefore be riddled with mistakes. This is true for fools and geniuses alike. So it’s quite possible to think highly of yourself and be intellectually humble. In fact, this combination can be wonderfully fruitful. Intellectual humility compels the careful reflection necessary for good judgment; confidence in one’s abilities inspires determined action....</blockquote>

What's especially interesting here is the emphasis not on knowledge but on character — what's needed is a certain kind of person, and especially the kind of person who is humble.

Now ask yourself this: Where does our society teach, or even promote, humility?"]]></description>
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<item rdf:about="https://source.opennews.org/en-US/articles/whole-work/">
    <title>The Whole of Work - Features - Source: An OpenNews project</title>
    <dc:date>2015-09-25T04:34:26+00:00</dc:date>
    <link>https://source.opennews.org/en-US/articles/whole-work/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["I shouldn’t have to say this, but here we are: work that is excessive, consuming north of 40 hours a week and without regular holidays, leads to burnout and reduced productivity, not to mention a toll on workers’ mental and physical health. We should build workplaces that encourage healthy work habits because we are not monsters, but also because we benefit from sane work cultures because they achieve better results.

With that out of the way, parental leave, holidays, paid sick time, flexible hours, and remote-friendly environments are all table stakes for a holistic work culture. Holistic technologies rely on the creativity and leadership of all parties involved—so they are especially sensitive to environments that engender fatigue. Too often, work cultures neglect the fact that workers have bodies, forgetting that food, exercise, and rest are design requirements.

In addition to long hours, push notifications arriving 24/7 and expectations that workers are “always on” are similarly dangerous. A lot of recent technology makes connecting with far-off colleagues trivial, but that’s both a boon and a responsibility. Team leaders have to set an example by promoting responsible time off policies and setting expectations that off time is off limits. Likewise, unlimited vacation policies are only a perk if workers make use of them.

Most importantly, the egalitarianism necessary for productive collaboration requires that we work to reduce the effects of structural discrimination—otherwise, not every team member will be able to contribute fully. We don’t—we cannot—live in a meritocracy, so habits and expectations that force workers to prioritize work over life silently privilege the young, healthy, wealthy, and childless. If we’re going to build diverse workplaces—and we’d better—then it’s critical that we support the whole life of every worker, regardless of the circumstances of their birth.

***

There’s one final point I’ll make about holistic technology: it need not be constrained to the work of making products, but can extend to the products themselves. Many of the products most in vogue today—Slack, GitHub, Trello, or any member of the somewhat misnamed category of content management systems—are themselves tools for collaboration. Which means those tools can also aspire to holistic processes, creating environments in which individuals can take control of their work rather than being controlled by it.

Franklin notes that the real danger of prescriptive technologies is that they lend themselves to a culture of compliance: that is, a prescriptive process teaches people that they must do things a certain way, and so instills in them habits of following the rules. She writes:

<blockquote>The acculturation to compliance and conformity has, in turn, accelerated the use of prescriptive technologies in administrative, government, and social services. The same development has diminished resistance to the programming of people. (19)</blockquote>

The programming of people. In other words, prescriptive technologies lend themselves towards systems and structures that treat people as automatons, diminishing both their talents and their humanity. If we want communities of creative people—that is, people who do not merely accept the way things have always been done but try to improve them—then we cannot afford to breed compliance, in either our workplaces or among our users. The Times expose of Amazon also notes, almost as an aside, that the inhumane culture extends all the way down to warehouse workers who are expected to operate under conditions better suited to robots. If we bristle at working under those kinds of conditions ourselves, what excuse have we for imposing them on others? Moreover, what makes us believe that the programming of people will be limited to those on the lower rungs?

We can’t hoard holistic processes for ourselves—we need to also imbue the tools and systems we create with those same principles. That is, we should encourage collaboration and documentation; anticipate needs for both synchronous and asynchronous workflows; create meaningful ways to denote time working and time away; and most importantly we should resist, at all costs, the temptation to build rigid, prescriptive processes that users must slavishly follow.

Holistic technologies represent better ways of working—and living. We should both enthusiastically adopt them and work to ensure they are the norm, not the exception."]]></description>
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<item rdf:about="http://wiki.seeminglee.com/comprehensive-designer">
    <title>Comprehensive Designer - SML Wiki</title>
    <dc:date>2015-06-12T06:43:41+00:00</dc:date>
    <link>http://wiki.seeminglee.com/comprehensive-designer</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Comprehensive designer = artist + inventor + mechanic + objective economist + evolutionary strategist
Synonym: comprehensivist
Antonym: specialist

Quotes from the Internet

http://www.edge.org/3rd_culture/turner06/turner06_index.html

In a 1963 volume called Ideas and Integrities, a book that would have a strong impact on USCO and Stewart Brand, Fuller named this individual the "Comprehensive Designer."

According to Fuller, the Comprehensive Designer would not be another specialist, but would instead stand outside the halls of industry and science, processing the information they produced, observing the technologies they developed, and translating both into tools for human happiness. Unlike specialists, the Comprehensive Designer would be aware of the system's need for balance and the current deployment of its resources. He would then act as a "harvester of the potentials of the realm," gathering up the products and techniques of industry and redistributing them in accord with the systemic patterns that only he and other comprehensivists could perceive.

To do this work, the Designer would need to have access to all of the information generated within America's burgeoning technocracy while at the same time remaining outside it. He would need to become "an emerging synthesis of artist, inventor, mechanic, objective economist and evolutionary strategist." Constantly poring over the population surveys, resource analyses, and technical reports produced by states and industries, but never letting himself become a full-time employee of any of these, the Comprehensive Designer would finally see what the bureaucrat could not: the whole picture.

Being able to see the whole picture would allow the Comprehensive Designer to realign both his individual psyche and the deployment of political power with the laws of nature. In contrast to the bureaucrat, who, so many critics of technocracy had suggested, had been psychologically broken down by the demands of his work, the Comprehensive Designer would be intellectually and emotionally whole.

Neither engineer nor artist, but always both simultaneously, he would achieve psychological integration even while working with the products of technocracy. Likewise, whereas bureaucrats exerted their power by means of political parties and armies and, in Fuller's view, thus failed to properly distribute the world's resources, the Comprehensive Designer would wield his power systematically. That is, he would analyze the data he had gathered, attempt to visualize the world's needs now and in the future, and then design technologies that would meet those needs. Agonistic politics, Fuller implied, would become irrelevant. What would change the world was "comprehensive anticipatory design science.'"

[via: https://twitter.com/shahwang/status/609125189692096512 ]]]></description>
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<item rdf:about="http://paleofuture.gizmodo.com/this-new-short-video-about-bucky-fuller-is-neat-1691990809">
    <title>Hear Bucky Fuller Talk About Life, Airplanes, and the Future</title>
    <dc:date>2015-03-19T19:40:09+00:00</dc:date>
    <link>http://paleofuture.gizmodo.com/this-new-short-video-about-bucky-fuller-is-neat-1691990809</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[[Direct link to video: https://vimeo.com/122335390 ]

"There's something jarring about hearing old interviews of legendary futurist Buckminster Fuller. He speaks at a rapid pace, like each word is racing to get out before the next. But both Fuller's style and his self-assuredness make it hard not to get swept up in his unbridled optimism about the future of technology — especially in this new animated video created from audio interviews conducted by Studs Terkel in 1965 and 1970.

Yes, the short film appears to be sponsored by Squarespace, but even if it's a thinly veiled ad for building your own website (which I guess it kind of is) it's still worth six minutes of your time.

Fuller talks about everything from seeing the world through his child's eyes to how we might achieve weather control one day. And it all has an air of optimism that's downright infectious, even for dyed in the wool cynics like myself.

<blockquote>Fuller: I recall in Chicago wheeling my little child in her baby carriage in Lincoln Park. I was amazed, because a little biplane went over Lincoln Park. Airplanes were not very common in those days. I said, "Isn't it amazing. Here's my child looking up at that airplane and that airplane in the sky is as natural to her as a bird." Because when I was born, the airplane did not exist. It was really the start of the beginning of impossible things happening.</blockquote>

Fuller was an incredibly complex man, filled with contradictions. But there really is something transfixing in his voice; something that in the moment makes you want to believe that technology is fundamentally a force for good in the world. And then he stop talking, and you realize that Fuller himself is an advertisement — a man who's trying to sell you on a world that doesn't yet (and may never) exist."

[See also: http://mentalfloss.com/article/62240/video-premiere-buckminster-fuller-geodesic-life
and http://experimenters.squarespace.com/ ]]]></description>
<dc:subject>buckminsterfuller studsterkel animation 2015 generalists specialists geodesicdomes airplances future life living parenting</dc:subject>
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<item rdf:about="http://www.theatlantic.com/technology/archive/2014/12/the-artist-lives/384125/?single_page=true">
    <title>The Artist Endures - The Atlantic</title>
    <dc:date>2015-01-01T05:04:37+00:00</dc:date>
    <link>http://www.theatlantic.com/technology/archive/2014/12/the-artist-lives/384125/?single_page=true</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["What’s more, the idea that 10,000 hours of practice makes someone an expert may not even be psychologically valid. A recent meta-analysis found that while practice correlated with skill, it did not at all explain it. “Deliberate practice left more of the variation in skill unexplained than it explained,” wrote one of that study’s authors in Slate. We know so little about this idea because it’s so relatively recent: The first research suggesting a “10,000 Hour Rule” existed was published in 1993, and the rule itself only became popularized with the 2008 release of Malcolm Gladwell’s book Outliers.

And look what happened: In six years, the idea became such a part of the cultural atmosphere that Deresiewicz can treat it like it’s timeless. But it’s not—it’s new, as much a part of the changing artistic firmament as the compulsion to have a website.

But that doesn’t mean its meaningless. The “10,000 Hour Rule” caught on because it invited readers to a cultural meritocracy. It discredited the un-American idea that in-born talent drives careers, instead suggesting that any discipline, any craft or art, could be accessible to anyone through hours upon hours of practice. Maybe that’s true: We just don’t know. Likewise, I don’t know whether true cultural democracy is coming.

But I do know one thing. The value of any discipline, whether craft or art, is not extracted solely by experts. In his essay, Deresiewicz approves of how Gertrude Stein once scolded Picasso for writing poetry. I have also heard Picasso was a terrible poet, but I really don’t know, and I can’t hazard whether some iambic innovation would have spurred him to paint differently.

I am not Picasso, though, and neither are you. And in the world I’d like to live in, everyone—whether they’re a famous painter or a CPA—would feel as though they can explore the breadth of human expression, whether through writing poetry or learning about Chinese pottery or even researching historical pickling methods. If cultural democracy comes, my guess is it will not look like 100 million specialists. It will appear as a society of curious minds, captivated by human traditions and inspired to improve upon them, interested in the many places in the world where humans have spent their attention—and hungry to invest more."]]></description>
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<item rdf:about="http://petergow.com/in-which-i-confess-to-lacking-grit-apparently-and-blame-it-on-family/">
    <title>In Which I Confess to Lacking Grit, Apparently, and Blame It on Family - Peter Gow Associates Peter Gow Associates</title>
    <dc:date>2014-08-30T03:50:42+00:00</dc:date>
    <link>http://petergow.com/in-which-i-confess-to-lacking-grit-apparently-and-blame-it-on-family/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["I didn’t ever know my grandfather terribly well, as he was in ill-health for much of my sentient childhood, and I never heard him say it, but he was quoted by those who should know (that is, by students and teaching colleagues, the folks for whom he saved his best thoughts) as having proclaimed that “A thing worth doing is worth doing poorly.”

What a shocking line from a respected educator! But yet, he had a point that I fully and completely embrace: that one doesn’t need to be an past master, a single-minded obsessive, a ninth-degree adept to enjoy doing something or learning about it. The Expert may be an American icon, but there is no reason that someone should have to be fluent in, say, Dutch to be interested in it as a language or to memorize the scientific names and characteristics of every apple in the Empire State to appreciate the glory of upstate apple-ness.

For my grandfather, this dilettante’s approach to learning a few things (and sometimes more) about quite a lot of things was a source of intellectual and emotional joy. He wasn’t interested in throwing his knowledge around at cocktail parties, although I daresay he might have unintentionally done so; he just liked learning stuff. 

Of course, we live in an age when we are told that persistence, mastery—grit!—is the sine qua non of meaningful living. We’re told to devote our lives to whatever matters to us, to repeat as necessary (and The Gladwell has decreed that 10,000 times are necessary), until we have broken through the barriers of weakness of character and failure that leave those less gritty lying in the dust. Poor sad souls.

So there was my grandfather, child of immigrants and a college scholarship boy who gave up his chance to be a doctor in order to become a Latin teacher (thus alienating himself from his parents forever and aye). At the age of forty he chucked a steady teaching gig to start his own initially wobbly school. He would score low on the Grit Scale. Poor sad, quixotic soul.

I realize that my own household has taken on some of the characteristics of that living room; my Amazon account and my forays into the world of library book sales, where my spouse is a disciplined shopper and I buy like a sailor on a spree, are all the proof anyone would need to convict me of sharing my grandfather’s lack of grit.

So, Gritless Wonder that I must be, I find myself considering that the whole “grit” thing might just be more than a little over-blown. The recent critique that has been waged in the blogs of educators I admire (like Ira Socoland Josie Holford) seems to be onto something, suggesting as it does that prescribing persistence for victims as an band-aid for systemic social failures is more than a little bit facile and cruel.

There’s grit, and there’s grit: heavy-duty, damn-life’s-torpedoes streetwise stubbornness versus good do-bee persistence—and what educator isn’t for persistence when it matters when it comes to schoolwork? But an educator I worked for once noted that “sometimes giving up in a no-win situation is a sign of intelligence,” and there are students who have been dealt hands that no amount of extra effort on homework will turn into winners; grit alone won’t do it, and the mental and emotional energy to sustain this kind of grit are a price that no child should have to pay, although of course many do. I think that we need to focus more on fixing the no-win situations than on worrying about who has grit and who doesn’t.

The point of my grandfather’s saying, I think, is that in the end a thing worth doing is a thing worth doing. Sometimes we may achieve full mastery, and sometimes we can only do the best we can. Whether we’re up for 10,000 repetitions, or whether we just want a taste and then to move on, his belief and mine are that curiosity and enthusiasm are felicitous starting points for the exploration of a world of wonders. I’d rather have my recollections of poking around in my grandfather’s library than be under the compulsion to prove how much grit I have. I think, old-school teacher that he was, that my grandfather would agree.

And as for the grit enthusiasts among us, let’s keep in mind that there’s a difference between persistence and heroism, and that we oughtn’t to be demanding heroism from every disadvantaged kid—at least until we’re ready, 24/7, to demand it from ourselves. Let’s focus not on heroism, nor grit, nor “accepting no excuses,” but rather on something we can all own to.

In response to yet another post on this grit business, Laura Deisleycites Chris Lehman’s call for an “Ethic of Care,” a response to what she beautifully describes at kids’ “yearning for relationship and purpose.” 

An Ethic of Care just beats grit all hollow."]]></description>
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<item rdf:about="http://www.designboom.com/design/deborah-sussman-interview-12-11-2013/">
    <title>deborah sussman interview</title>
    <dc:date>2014-08-22T04:56:38+00:00</dc:date>
    <link>http://www.designboom.com/design/deborah-sussman-interview-12-11-2013/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["DB: please could you tell us about your background and how you became interested in design?

DS: I grew up in brooklyn where my parents exposed us to the arts from a young age: we had dance lessons, piano lessons, french lessons, trips to museums, performances and galleries. after high school I went to study painting and acting at bard college in new york, which was a very radical school at that time. in those days I thought I’d become an actress or an artist but then I heard about a school in chicago, the institute of design, ran by lászló moholy-nagy and I really wanted to go there and see what it was all about. I got transferred to chicago and design completely took over my life from then on.
 
one of my teachers in chicago was konrad wachsmann, who was friendly with charles and ray eames. in my first year there the eames came to give a talk at our school and also afterwards asked konrad to recommend them a student who could work with them for the summer, as a graphic designer. he suggested it should be me.

DB: how was it to work at the eames office?

DS: I was extremely happy. as a young designer in my early twenties there was nobody I would rather have worked for. it was a dream job. originally I was only supposed to work there that one summer and then go back to finish my studies in chicago. at the end of the summer I approached charles to say goodbye and he said ‘goodbye? why? where are you going?‘ I told him ‘I need to go back to school and finish my degree‘ he simply replied ‘I don’t have a degree. why do you need one? ray and I are going to europe for a few months, why don’t you stay in our house until we come back?‘. I didn’t need any more persuading than that!

DB: what did you work on while you were there?

DS: a bit of everything; photography, graphic design, illustration, ads for herman miller, sets for films. many, many different things. after working there for three years I applied for a fulbright scholarship to study at the hochschule für gestaltang in ulm, germany and a year later I got it. so I was there for four years in my first stint.

DB: have the eames been the biggest influence on your work?

DS: ray and charles along with alexander girard who worked with us were great mentors to me. another experience from those days that really shaped me a lot was my first trip to mexico. I went there in the early 1950s to take photos as part of the research for ‘the day of the dead’ film and was really taken-back by the place, the people, the culture. the vibrancy of color that I discovered there has always stayed with me, the bright yellow and magenta icing on the sugar skulls and sweet breads – amazing! it was the first time I had been to another country and I absolutely loved it. that really whetted my appetite to travel more and before I knew it I was off to germany.

…

DB: what eventually made you want to start your own company?

DS: in my second stint at eames I worked on mathematica, then I went to india to work on the exhibition ‘nehru: the man and his india’ and then ended up back in california. at that time people started asking me to work on things for them and I was using my desk at the eames office after-hours to get these side projects done. as the side projects became bigger and more frequent I became uncomfortable working on them at their office, I didn’t want to disrespect them in any way so decided I’d go it alone. frank gehry offered me a space at his office and I started working from there. I worked with him on some projects and also with other architects, advertising agencies, shops and slowly ended up needing my own space. over the years the office has grown and switched locations several times and in the middle of it all I met my husband, paul prejza and we work together with our team on an interesting blend of civic, cultural and commercial projects.

DB: how would you describe your style to someone who hasn’t seen your work before?

DS: exuberant and bold.
 
DB: what traps should a young designer avoid when working on an environmental design project?

DS: one of the most common traps is not understanding scale. you need to test your design with physical scale-models and if possible at full scale. that’s a very important exercise, you can’t always understand scale on on a computer screen.

DB: what are your thoughts on specialization vs generalization?

DS: I’m most certainly a generalist. I enjoy all the different arts too much to only do one thing all of the time.
 
DB: what are you passionate about apart from design?

DS: poetry. I would have said photography some years back but now it’s definitely poetry. I write free verse poetry, often about the way I see things and for the last few years myself and juan felipe herrera (poet laureate of california) have been writing poems back and forth to one another, that’s something I have a lot of fun with.

DB: do you have any superstitious beliefs?

DS: I do and it’s a bit silly but I’ll tell you! I think that whatever you do on new year’s day, you will do for the rest of the year… so it’s nice to drink plenty of champagne.
 
DB: what’s the best piece of advice you have ever been given?

DS: a couple of pieces of advice that I often remember are:
‘stick to the concept’ – charles eames 
‘the best thing we can do for our clients is not obey them, but inspire them’ – alexander girard
 
DB: what’s the worst piece of advice you have ever been given?

several people have told me over the years ‘just give them what they want‘ with regards to clients, and I just can’t bring myself to do it. I have to inspire them and that can sometimes be a very dangerous attitude to have because you can loose yourself a lot of money!"]]></description>
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<item rdf:about="http://ablersite.org/2014/06/16/studio-lab-workshop/">
    <title>studio : lab : workshop | Abler.</title>
    <dc:date>2014-06-17T23:33:24+00:00</dc:date>
    <link>http://ablersite.org/2014/06/16/studio-lab-workshop/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["I’ve been saying for some years now that my wish is to be as close to science-making as possible: that is, not merely teaching complementary art and design practices for young scientists in training, but to be in the formative stages of research and development much further upstream in the process. Asking collaboratively: What research questions are worthy questions? What populations and individuals hold stakes in these questions? Are there important queries that are forgotten? Could parallel questions be pursued in tandem—some quantitative, others qualitative? And how do we engage multiple publics in high-stakes research?"

To put it another way: What happens when extra-disciplinary inquiry lives alongside traditional forms of research—especially when those traditional forms occupy the disciplinarily privileged status of the STEM fields? Inviting both generalist and specialist approaches starts to hint at what a “both-and” disposition could look like. As here in David Gray’s formulation of specialists and generalists:

[image]

Breadth, he says, is the characteristic of the generalist, and depth the characteristic of the specialist. A thriving academic research program surely needs both: but not just in the forms of symposia, scholarly ethics, or data visualization to (once more) “complement” or even complicate the science. It’s the last note of Gray’s that I’m particularly paying attention to, because it’s what good critical design and hybrid arts practices often do best: They act as boundary objects. 

Gray says those objects can be “documents, models, maps, vocabulary, or even physical environments” that mark these intersections of broad and deep ideas. Well, I’d say: especially physical environments and phenomena. At the scale of products or screens or architectural spaces, these objects can act as powerful mediators and conduits for ideas. They can become modes of discourse, opportunities for public debate, sites of disciplinary flows.

It’s these kinds of objects that I’d like to be a feature of the studio/lab/workshop I’ll bring to Olin: An ongoing pursuit of ideas-in-things that live at all the various points along a continuum between practical use, on the one hand, and symbolic or expressive power on the other. Two poles in the manner still most accessibly captured by Anthony Dunne and Fiona Raby—both of which I’d like to be present.

And what does this mean for the habits of mind we cultivate? I return often to the ideas of Jack Miles in this essay—also about generalists and specialists, with a key useful heuristic: that specialists tend to embody the disposition of farmers, while generalists tend to embody the virtues of hunters. Both are necessary, and both need each other. The careful tending to a field whose needs are more or less known, protected, and nurtured further, on the one hand. And the more landscape-crossing, round-the-next-bend pursuit of the not yet known and its promised nourishment, on the other.

I want students to try out and value both operative modes, no matter where their own career paths take them. Knowing that others are also asking valuable questions in different disciplinary ways ideally breeds humility: a sense that what one has to offer could be enriched when conjoined in conversation with others whose expertise may not be immediately legible from within a silo.

And not just humility: I want students in engineering to know that their practices can be both private and public, that their status as citizens can be catalyzed through making things. Things that may be practical, performative, or both.

In practical terms, we’ll be looking at labs like Tom Bieling’s Design Abilities group in Berlin, Ryerson’s EDGE Lab, the Age and Ability Lab at RCA, and the newly-formed Ability Lab at NYU Poly. But we’ll also be looking methodologically at Kate Hartman’s Social Body Lab at OCAD, at the CREATE group at Carnegie Mellon, and of course Natalie Jeremijenko’s Environmental Health Clinic.

Possible paths to pursue: A “design for one” stream of prosthetic devices made for one user’s self-identified wish or need. An ongoing partnership with any of a number of schools or clinics in the Boston area where provisional and low-tech assistive devices could make education more responsive to children’s up-to-the-minute developmental needs. Short-term residencies and workshops with critical engineers and artists working with technology and public life. Public, investigative performances and installations that address issues of ability, dependence, and the body in the built environment.

These things will take time! I can’t wait to begin."]]></description>
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<item rdf:about="http://www.aeonmagazine.com/world-views/anyone-can-learn-to-be-a-polymath/">
    <title>Anyone can learn to be a polymath – Robert Twigger – Aeon</title>
    <dc:date>2013-11-06T03:29:32+00:00</dc:date>
    <link>http://www.aeonmagazine.com/world-views/anyone-can-learn-to-be-a-polymath/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Monopathy, or over-specialisation, eventually retreats into defending what one has learnt rather than making new connections. The initial spurt of learning gives out, and the expert is left, like an animal, merely defending his territory. One sees this in the academic arena, where ancient professors vie with each other to expel intruders from their hard-won patches. Just look at the bitter arguments over how far the sciences should be allowed to encroach on the humanities. But the polymath, whatever his or her ‘level’ or societal status, is not constrained to defend their own turf. The polymath’s identity and value comes from multiple mastery.

Besides, it may be that the humanities have less to worry about than it seems. An intriguing study funded by the Dana foundation and summarised by Dr Michael Gazzaniga of the University of California, Santa Barbara, suggests that studying the performing arts — dance, music and acting — actually improves one's ability to learn anything else. Collating several studies, the researchers found that performing arts generated much higher levels of motivation than other subjects. These enhanced levels of motivation made students aware of their own ability to focus and concentrate on improvement. Later, even if they gave up the arts, they could apply their new-found talent for concentration to learning anything new.

I find this very suggestive. The old Renaissance idea of mastering physical as well as intellectual skills appears to have real grounding in improving our general ability to learn new things. It is having the confidence that one can learn something new that opens the gates to polymathic activity.

There is, I think, a case to be made for a new area of study to counter the monopathic drift of the modern world. Call it polymathics. Any such field would have to include physical, artistic and scientific elements to be truly rounded. It isn’t just that mastering physical skills aids general learning. The fact is, if we exclude the physicality of existence and reduce everything worth knowing down to book-learning, we miss out on a huge chunk of what makes us human. Remember, Feynman had to be physically competent enough to spin a plate to get his new idea.

Polymathics might focus on rapid methods of learning that allow you to master multiple fields. It might also work to develop transferable learning methods. A large part of it would naturally be concerned with creativity — crossing unrelated things to invent something new. But polymathics would not just be another name for innovation. It would, I believe, help build better judgment in all areas. There is often something rather obvious about people with narrow interests — they are bores, and bores always lack a sense of humour. They just don’t see that it’s absurd to devote your life to a tiny area of study and have no other outside interests. I suspect that the converse is true: by being more polymathic, you develop a better sense of proportion and balance — which gives you a better sense of humour. And that can’t be a bad thing."]]></description>
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<item rdf:about="http://www.newyorker.com/reporting/2008/06/09/080609fa_fact_kolbert?printable=true">
    <title>Annals of Innovation: Dymaxion Man : The New Yorker</title>
    <dc:date>2013-07-28T22:31:34+00:00</dc:date>
    <link>http://www.newyorker.com/reporting/2008/06/09/080609fa_fact_kolbert?printable=true</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Fuller’s schemes often had the hallucinatory quality associated with science fiction (or mental hospitals). It concerned him not in the least that things had always been done a certain way in the past. In addition to flying cars, he imagined mass-produced bathrooms that could be installed like refrigerators; underwater settlements that would be restocked by submarine; and floating communities that, along with all their inhabitants, would hover among the clouds. Most famously, he dreamed up the geodesic dome. “If you are in a shipwreck and all the boats are gone, a piano top . . . that comes along makes a fortuitous life preserver,” Fuller once wrote. “But this is not to say that the best way to design a life preserver is in the form of a piano top. I think that we are clinging to a great many piano tops in accepting yesterday’s fortuitous contrivings.” Fuller may have spent his life inventing things, but he claimed that he was not particularly interested in inventions. He called himself a “comprehensive, anticipatory design scientist”—a “comprehensivist,” for short—and believed that his task was to innovate in such a way as to benefit the greatest number of people using the least amount of resources. “My objective was humanity’s comprehensive success in the universe” is how he once put it. “I could have ended up with a pair of flying slippers.”"

…

"During the First World War, Fuller married Anne Hewlett, the daughter of a prominent architect, and when the war was over he started a business with his father-in-law, manufacturing bricks out of wood shavings. Despite the general prosperity of the period, the company struggled and, in 1927, nearly bankrupt, it was bought out. At just about the same time, Anne gave birth to a daughter. With no job and a new baby to support, Fuller became depressed. One day, he was walking by Lake Michigan, thinking about, in his words, “Buckminster Fuller—life or death,” when he found himself suspended several feet above the ground, surrounded by sparkling light. Time seemed to stand still, and a voice spoke to him. “You do not have the right to eliminate yourself,” it said. “You do not belong to you. You belong to Universe.” (In Fuller’s idiosyncratic English, “universe”—capitalized—is never preceded by the definite article.) It was at this point, according to Fuller, that he decided to embark on his “lifelong experiment.” The experiment’s aim was nothing less than determining “what, if anything,” an individual could do “on behalf of all humanity.” For this study, Fuller would serve both as the researcher and as the object of inquiry. (He referred to himself as Guinea Pig B, the “B” apparently being for Bucky.) Fuller moved his wife and daughter into a tiny studio in a Chicago slum and, instead of finding a job, took to spending his days in the library, reading Gandhi and Leonardo. He began to record his own ideas, which soon filled two thousand pages. In 1928, he edited the manuscript down to fifty pages, and had it published in a booklet called “4D Time Lock,” which he sent out to, among others, Vincent Astor, Bertrand Russell, and Henry Ford.

Like most of Fuller’s writings, “4D Time Lock” is nearly impossible to read; its sentences, Slinky-like, stretch on and on and on. (One of his biographers observed of “4D Time Lock” that “worse prose is barely conceivable.”) At its heart is a critique of the construction industry. Imagine, Fuller says, what would happen if a person, seeking to purchase an automobile, had to hire a designer, then send the plans out for bid, then show them to the bank, and then have them approved by the town council, all before work on the vehicle could begin. “Few would have the temerity to go through with it,” he notes, and those who did would have to pay something like fifty thousand dollars—half a million in today’s money—per car. Such a system, so obviously absurd for autos, persisted for houses, Fuller argued, because of retrograde thinking. (His own failure at peddling wood-composite bricks he cited as evidence of the construction industry’s recalcitrance.) What was needed was a “New Era Home,” which would be “erectable in one day, complete in every detail,” and, on top of that, “drudgery-proof,” with “every living appliance known to mankind, built-in.”"

…

"Like all Fuller men, he was sent off to Harvard. Halfway through his freshman year, he withdrew his tuition money from the bank to entertain some chorus girls in Manhattan. He was expelled. The following fall, he was reinstated, only to be thrown out again. Fuller never did graduate from Harvard, or any other school. He took a job with a meatpacking firm, then joined the Navy, where he invented a winchlike device for rescuing pilots of the service’s primitive airplanes. (The pilots often ended up head down, under water.)"

…

"Fuller was fond of neologisms. He coined the word “livingry,” as the opposite of “weaponry”—which he called “killingry”—and popularized the term “spaceship earth.” (He claimed to have invented “debunk,” but probably did not.) Another one of his coinages was “ephemeralization,” which meant, roughly speaking, “dematerialization.” Fuller was a strong believer in the notion that “less is more,” and not just in the aestheticized, Miesian sense of the phrase. He imagined that buildings would eventually be “ephemeralized” to such an extent that construction materials would be dispensed with altogether, and builders would instead rely on “electrical field and other utterly invisible environment controls.

Fuller’s favorite neologism, “dymaxion,” was concocted purely for public relations. When Marshall Field’s displayed his model house, it wanted a catchy label, so it hired a consultant, who fashioned “dymaxion” out of bits of “dynamic,” “maximum,” and “ion.” Fuller was so taken with the word, which had no known meaning, that he adopted it as a sort of brand name. The Dymaxion House led to the Dymaxion Vehicle, which led, in turn, to the Dymaxion Bathroom and the Dymaxion Deployment Unit, essentially a grain bin with windows. As a child, Fuller had assembled scrapbooks of letters and newspaper articles on subjects that interested him; when, later, he decided to keep a more systematic record of his life, including everything from his correspondence to his dry-cleaning bills, it became the Dymaxion Chronofile.

All the Dymaxion projects generated a great deal of hype, and that was clearly Fuller’s desire. All of them also flopped."

…

"In “Bucky,” a biography-cum-meditation, published in 1973, the critic Hugh Kenner observed, “One of the ways I could arrange this book would make Fuller’s talk seem systematic. I could also make it look like a string of platitudes, or like a set of notions never entertained before, or like a delirium.” On the one hand, Fuller insisted that all the world’s problems—from hunger and illiteracy to war—could be solved by technology. “You may . . . want to ask me how we are going to resolve the ever-accelerating dangerous impasse of world-opposed politicians and ideological dogmas,” he observed at one point. “I answer, it will be resolved by the computer.” On the other hand, he rejected fundamental tenets of modern science, most notably evolution. “We arrived from elsewhere in Universe as complete human beings,” he maintained. He further insisted that humans had spread not from Africa but from Polynesia, and that dolphins were descended from these early, seafaring earthlings."

[Slideshow: http://www.newyorker.com/online/2008/06/09/slideshow_080609_fuller# ]]]></description>
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<item rdf:about="http://chronicle.com/article/Art-Teaching-for-a-New-Age/140117/?cid=cr">
    <title>Art Teaching for a New Age - The Chronicle Review - The Chronicle of Higher Education</title>
    <dc:date>2013-07-26T16:46:59+00:00</dc:date>
    <link>http://chronicle.com/article/Art-Teaching-for-a-New-Age/140117/?cid=cr</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[[NB: Tagging this one Black Mountain College and BMC, not because it is references in the text, but that it reminds me of BMC.]

[Also related, in my mind: http://robertogreco.tumblr.com/post/15046238819/our-middle-school-is-an-art-school and http://www.graphpaper.com/2007/10-17_what-i-learned-in-art-school-is-it-design-thinking ]

"The technological changes we are witnessing will not threaten conceptual rigor or craft, nor will the ease of expression and communication make art obsolete. But these shifts are changing what we mean by art making and what counts as meaningful, crafted expression. To say so is not to judge the quality of that expression or to lament the rise of vulgarity or the lowering of standards. It is simply to observe that this democratization of expression will alter fundamentally how students—aspiring artists—think about art, its meaning and purpose, and the ways in which it is made.

These shifts will also change the professions for which educational institutions like mine prepare students. After all, if technology becomes smart enough to make design decisions, then designers could increasingly become technicians, operators of machines instead of creative professionals. But the more profound—and less visible—impact will be on how students think about their creative pursuits.

We cannot say with certainty what that impact will be. The first generation of so-called digital natives is reaching college only now; the environment they grew up in—which seemed so radical and new to many of us just a decade and a half ago—is already a punchline. Soon it will be an antiquated joke that doesn't even make sense anymore. Remember AOL? Remember plugging in to access the Net? Today's students don't.

They arrive at college having shot and edited video, manipulated photographs, recorded music—or at least sampled and remixed someone else's—designed or assembled animated characters and even virtual environments, and "painted" digital images—all using technologies readily available at home or even in their pocket. The next generation of students will have designed and printed three-dimensional images, customized consumer products, perhaps "rapid-prototyped" new products—I can't imagine what else.

Students today are not simply bombarded by images, consuming them in great gulps, as previous generations did; they are making the environments they inhabit, and making meaningful connections among images, stories, mythologies, and value systems. They are creative and creating.

But their notion of what it means to create is different from ours. It's something one does to communicate with others, to participate in social networks, to entertain oneself. Making things—images, objects, stories—is mundane for these students, not sacred. It's a component of everyday experience, woven tightly into the fabric of daily life.

So what is the task of arts educators? Is it to disabuse these young people of what we think are their misconceptions? Is it to inculcate in them an understanding of the "proper" way to create, to make art or entertainment? Is it to sort out the truly artistic from the great mass of creative chatterers—and to initiate them into some sacred tradition?

Maybe. Maybe not.

Or maybe the task of the educator is to help them develop judgment, to help them to see that creating, which they do instinctively, almost unconsciously, is a way of learning, of knowing, of making arguments and observations, of affecting and transforming their environment. And perhaps that's not so very different from what we do now.

We do it now, though, in the context of a curriculum and institutional histories oriented toward specific professional training and preparation. We seek to develop in students the critical faculties needed to thrive in clearly defined professions. But in the future, we may have to rethink our purpose and objectives. We may have to reimagine our curricula, recast the bachelor-of-fine-arts degree as a generalist—not professional—degree.

In a media-saturated culture in which everyone is both maker and consumer of images, products, sounds, and immersive experiences like games, and in which professional opportunities are more likely to be invented or discovered than pursued, maybe the B.F.A. is the most appropriate general-education experience, not just for aspiring artists and designers but for everyone.

That poses challenges for arts educators. We are good at equipping students who are already interested in careers in art and design with the skills and judgment necessary to succeed in artistic fields and creative professions that are still reasonably well defined. We are less good at educating them broadly, at equipping them to use their visual acuity, design sensibility, and experience as makers to solve the problems—alone or in collaboration with others—that the next generation of creative professionals may be called on to solve. These will be complex problems that cross the boundaries of traditional disciplines, methodologies, and skill sets—ranging from new fields like data visualization, which draws on graphic design, statistical analysis, and interaction design, to traditional challenges like brand development, which increasingly reaches beyond logos on letterhead to products and environments.

To do that, arts colleges would have to reorganize their curricula and their pedagogy. Teaching might come to look a lot more like what we now call mentorship or advising. Rather than assume that young people know what they want to do and that we know how to prepare them to do it, we would have to help them to explore their interests and aspirations and work with them to create an educational experience that meets their needs.

Curricula would not be configured as linear, progressive pathways of traditional semester-long courses, but would consist of components, such as short workshops, online courses, intensive tutorials, and so forth. Students would pick and choose among components, arranging and rearranging them according to what they need at a particular moment. Have a problem that requires that you use a particular software program? Go learn it, to solve that problem or complete that project. Want to pursue a traditional illustration-training program? Take multiple drawing and painting studios.

Linking all of this together would not be a traditional liberal-arts curriculum but what one faculty member at the University of the Arts has called a liberal art curriculum—one focused on design as problem solving, on artistic expression as the articulation and interrogation of ideas. Instead of an arts-and-sciences core curriculum separate and disconnected from studio instruction, we would build a new core that integrates the studio and the seminar room, that envisions making and thinking not as distinct approaches but as a dynamic conversation.

This fantasy of an alternative arts education—which resembles experiments that other educators have attempted in the past—begins to veer into utopianism, though, and a vague utopianism at that. It would be impossible to administer and to offer to students cost-effectively. And most students would probably find it more perplexing than liberating.

But I see an urgent need for new models that respond to the changing conditions affecting higher education—models that can adapt to conditions that are in constant flux and to an emerging sensibility among young people that is more entrepreneurial, flexible, and alert to change than our curricula are designed to accommodate.

We need an educational structure that takes instability and unpredictability as its starting point, its fundamental assumption. If a university is not made up of stable, enduring structures arranged linearly or hierarchically—schools, departments, majors, minors—but rather is made up of components that can be used or deployed according to demand and need, then invention instead of convention becomes the governing institutional dynamic."]]></description>
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<item rdf:about="http://www.chesterton.org/discover-chesterton/frequently-asked-questions/a-thing-worth-doing/">
    <title>A Thing Worth Doing [Gilbert Chersterson]</title>
    <dc:date>2013-07-26T16:22:18+00:00</dc:date>
    <link>http://www.chesterton.org/discover-chesterton/frequently-asked-questions/a-thing-worth-doing/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Chesterton consistly defended the amateur against the professional, or the “generalist” against the specialist, especially when it came to “the things worth doing.” There are things like playing the organ or discovering the North Pole, or being Astronomer Royal, which we do not want a person to do at all unless he does them well. But those are not the most important things in life. When it comes to writing one’s own love letters and blowing one’s own nose, “these things we want a man to do for himself, even if he does them badly.” This, argues Chesterton (in Orthodoxy) is “the democratic faith: that the most terribly important things must be left to ordinary men themselves – the mating of the sexes, the rearing of the young, the laws of the state.”

As for “the rearing of the young,” which is the education of the very young, this is a job not for the specialist or the professional, but for the “generalist” and the amateur. In other words, for the mother, who Chesterton argues is “broad” where men are “narrow.” In What’s Wrong with the World, Chesterton forsaw the dilemma of daycare and the working mother, that children would end up being raised by “professionals” rather than by “amateurs.” And here we must understand “amateur” in its truest and most literal meaning. An amateur is someone who does something out of love, not for money. She does what she does not because she is going to be paid for her services and not because she is the most highly skilled, but because she wants to do it. And she does “the things worth doing,” which are the things closest and most sacred to all of humanity – nurturing a baby, teaching a child the first things, and, in fact, all things.

The line, “if a thing is worth doing, it is worth doing badly,” is not an excuse for poor efforts. It is perhaps an excuse for poor results. But our society is plagued by wanting good results with no efforts (or rather, with someone else’s efforts). We hire someone else to work for us, to play for us (that is, to entertain us), to think for us, and to raise our children for us. We have left “the things worth doing” to others, on the poor excuse that others might be able to do them better.

Finally, and less heavily, we should also point out that the phrase is a defense of hobbies. This was confirmed by Chesterton himself."]]></description>
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<item rdf:about="http://www.hammeronpress.net/page21.htm">
    <title>HammerOn Press - The Para-Academic Handbook</title>
    <dc:date>2013-05-13T05:27:11+00:00</dc:date>
    <link>http://www.hammeronpress.net/page21.htm</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["There is a name for those under-and precariously employed, but actively working, academics in today's society: the para-academic.

Para-academics mimic academic practices so they are liberated from the confines of the university. Our work, and our lives, reflect how the idea of a university as a place for knowledge production, discussion and learning, has become distorted by neo-liberal market forces. We create alternative, genuinely open access, learning-thinking-making-acting spaces on the internet, in publications, in exhibitions, discussion groups or other mediums that seem appropriate to the situation. We don't sit back and worry about our career developments paths. We write for the love of it, we think because we have to, we do it because we care.

We take the prefix para- to illustrate how we work alongside, beside, next to, and rub up against, the all too proper location of the Academy, making the work of higher education a little more irregular, a little more perverse, a little more improper. Our work takes up the potential of the multiple and contradictory resonances of para- as decisive location for change, within the university as much as beyond it.

Specialists in all manner of things, from the humanities to the social and biological sciences, the para-academic works alongside the traditional university, sometimes by necessity, sometimes by choice, usually a mixture of both. Frustrated by the lack of opportunities to research, create learning experiences or make a basic living within the university on our own terms, para-academics don't seek out alternative careers in the face of an evaporated future, we just continue to do what we've always done: write, research, learn, think, and facilitate that process for others.

We do this without prior legitimisation from any one institution. Para-academics do not need to churn out endless 'outputs' because of the pressures of a heavily assessed research environment. We work towards making ideas because learning, sharing, thinking and creating matter beyond easily quantifiable 'products'. And we know that this is possible, that we are possible, without the constraints of an increasingly hierarchical academy.

As the para-academic community grows there is a real need to build supportive networks, share knowledge, ideas and strategies that can allow these types of interventions to become sustainable and flourish. There is a very real need to create spaces of solace, action and creativity.

The Para-Academic Handbook: A Toolkit for making-learning-creating-acting, edited by Alex Wardrop and Deborah Withers, calls for articles (between 1,000-6,000 words), cartoons, photographs, illustrations, inspirations and other forms of text/graphic communication exploring para-academic practice, and its place within active intellectual cultures of the early 21st century."]]></description>
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<item rdf:about="http://publicamateur.wordpress.com/2009/01/18/beyond-face/">
    <title>Beyond Face | The Public Amateur</title>
    <dc:date>2013-05-06T04:16:02+00:00</dc:date>
    <link>http://publicamateur.wordpress.com/2009/01/18/beyond-face/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["[T]he artist becomes a person who consents to learn in public. This person takes the initiative to question something in the province of another discipline, acquire knowledge through unofficial means, and assume the authority to offer interpretations of that knowledge, especially in regard to decisions that affect our lives. The point is not to replace specialists, but to enhance specialized knowledge with considerations that specialties are not designed to accommodate.

Specialization has brought about marvelous achievements. But under increasing complexity and fragmentation, the need for overviews of how vectors of power-knowledge intersect has become more imperative than ever. Our culture asks too high a price of society when it insists on narrow professional specialization. Conforming to this demand divides our intellect from our emotions, our imagination from our efforts, our pleasure from our worth, our verbal and analytic capacity from other creative talents, and our ethics from our daily lives. The result is frustration and disempowerment for the individual and shortsightedness for society as a whole."

…

"The amateur has transparent relations to her object. She approaches and ultimately appropriates the object of knowledge out of enthusiasm, curiosity or personal need. She learns outside the circuits of professional normalization and reward, things the artist was once presumed to resist.

Anyone can develop expertise and, if motivated enough, can even become an authority. The amateur can be as narrow as the specialist or as amorous as the polymath lover of knowledge. The category of the Public Amateur is not confined to artists. It’s a growing polyglot array of people who want to operate equally from the gut and the brain."

…

"Artists are expected to have publics, however small or large, but for better or worse, they are not expected to know much. An artist who wants to perform learning can leverage whatever claim to a public she is able to accrue, and initiate processes she hasn’t mastered, putting the very notions of professionalization and credibility on the stage.

This is an activation of metalanguage, something that artists do all the time. When I perform the acquisition of knowledge in the symbolic resonance that is art, I am inviting new conversations about knowledge itself. By placing this activity in the realm of aesthetics, I subject it to our questions about what we care about."

[via: http://ablersite.org/2011/03/24/the-public-amateur/ ]]]></description>
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<item rdf:about="http://archive.dconstruct.org/2012/admiralshovel">
    <title>Admiral Shovel and the Toilet Roll — dConstruct Audio Archive</title>
    <dc:date>2012-09-11T05:07:30+00:00</dc:date>
    <link>http://archive.dconstruct.org/2012/admiralshovel</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["It begins to look as if we might have been wrong. All those predictions driving us forward throughout history have brought us finally to the unexpected realisation that the future is, suddenly, no longer what it used to be. Oops."]]></description>
<dc:subject>history future jamesburke 2012 dconstruct2012 dconstruct interdisciplinarity interdisciplinary multidisciplinary crossdisciplinary crosspollination abundance scarcity education wikipediagame descartes aristotle socrates generalists creativegeneralists specialists experts academia expertise specialization reductionism reductivethinking networks socialnetworking internet brain science neuroscience sixdegreesofseparation sixdegrees connections connectivism anarchism anarchy self-reliance control power politics utopia dystopia economics systemsthinking relationships data cv howwethink howwelearn walledgardens innovation gamechanging gamechangers change predictability understanding uncertainty unpredictability certainty sensemaking meaningmaking patternrecognition combinatorialthinking creativity imagination ecosystems canon bureaucracy government changemaking institutions organizations adaptability evolution self-preservation predicition combinatorialcreativty predictions selfreliance makingsense</dc:subject>
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</item>
<item rdf:about="http://storify.com/kissane/night-tweets-work-and-motives">
    <title>Night tweets: work and motives · kissane · Storify</title>
    <dc:date>2012-09-08T22:15:17+00:00</dc:date>
    <link>http://storify.com/kissane/night-tweets-work-and-motives</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Sleepy rambling about why we do the work we do, saved for my own reference."]]></description>
<dc:subject>billbryson davidletterman jayleno audience influence howwework process honesty truth why whywework priorities passion drive ego charlesvandoren impostors amandapalmer explainers specialists generalists anandmadhatter peterrichardson ryanpitts allentan danielsinker derrickschultz charlieloyd jonahlehrer maxfenton erinkissane purpose motivation motives whywedowhatwedo work</dc:subject>
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<item rdf:about="http://www.jehsmith.com/1/2012/08/notes-of-a-novice-student-of-india.html">
    <title>Notes of a Novice Student of India - Justin Erik Halldór Smith</title>
    <dc:date>2012-08-16T23:23:23+00:00</dc:date>
    <link>http://www.jehsmith.com/1/2012/08/notes-of-a-novice-student-of-india.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["As time goes on I'm finding myself more and more hung up on questions of methodology and, one might say, of metaphilosophy, wondering how to put two belief systems into comparison without simply resorting to impressionistic observations of the sort, 'This sounds like that', and without favoring one of the systems over the other in the comparison. Lloyd focuses on medicine, which perhaps lends itself more easily to comparison than philosophy as a whole, a field so nebulous, with a denotation so unstable, that one must always wonder whether one is talking about the same thing from one century to the next, let alone from one civilization to the next."

"I'm more convinced than ever that to the extent that academic philosophers stay in the village of European ideas, they are really only, to paraphrase Nietzsche, offering up a catalog of their own prejudices in the guise of philosophical arguments."]]></description>
<dc:subject>wadepage history indo-europeanhistory philosophy crossdisciplinary interdisciplinary interdisciplinarity curiosity specialization asianstudies indology via:robinsonmeyer 2012 ignorance notknowing knowing knowledge research southasia eurocentrism justinehsmith india specialists generalists bias academia</dc:subject>
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</item>
<item rdf:about="http://guru.bafta.org/charlie-kaufman-screenwriters-lecture-video">
    <title>Charlie Kaufman: Screenwriters Lecture | BAFTA Guru</title>
    <dc:date>2012-08-16T01:31:48+00:00</dc:date>
    <link>http://guru.bafta.org/charlie-kaufman-screenwriters-lecture-video</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["we try to be experts because we’re scared; we don’t want to feel foolish or worthless; we want power because power is a great disguise."

"Don’t allow yourself to be tricked into thinking that the way things are is the way the world must work and that in the end selling is what everyone must do. Try not to."

"This is from E. E.  Cummings: ‘To be nobody but yourself in a world which is doing its best night and day to make you everybody else means to fight the hardest battle which any human being can fight, and never stop fighting.’ The world needs you. It doesn’t need you at a party having read a book about how to appear smart at parties – these books exist, and they’re tempting – but resist falling into that trap. The world needs you at the party starting real conversations, saying, ‘I don’t know,’ and being kind."

[Giving up, too much to quote.]]]></description>
<dc:subject>danger risktaking risk failure simplification fear fearmongering materialism consumerism culture marketing humannature character bullying cv meaningmaking meaning filmmaking creating creativity dreaming dreams judgement assessment interpretation religion fanaticism johngarvey deschooling unschooling unlearning relearning perpetualchange change flux insight manifestos art truth haroldpinter paradox uncertainty certainty wonder bullies intentions salesmanship corporatism corporations politics humans communication procrastination timeusage wisdom philosophy ignorance knowing learning life time adamresnick human transparency vulnerability honesty loneliness emptiness capitalism relationships manipulation distraction kindness howwework howwethink knowledge specialists attention media purpose bafta film storytelling writing screenwriting charliekaufman self eecummings 2011 canon</dc:subject>
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</item>
<item rdf:about="http://byfat.xxx/ben-shahn">
    <title>fvck school by fat xxx</title>
    <dc:date>2012-08-07T05:29:27+00:00</dc:date>
    <link>http://byfat.xxx/ben-shahn</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Drop out of school or study english. That’s how you win at javascript."

"In his first lecture, “Artists in Colleges,” he posits that a successful integration of art into academic policy would be one which promotes unifying different branches of study into a “whole” culture. Here diverse fields like physics or mathematics would come within the purview of the painter and the physicist/mathematician would be encouraged to fully embrace nonmeasurable and extremely chaotic human elements which we commonly associate with things like poetry and art.

On the basis then of several fairly extensive observations he goes on to offer three major blocks to the development of such a culture, and to the artist’s continuing to produce serious works within the “university situation.”

Dilettantism …

The Fear of Creativity itself …

The Romantic Misconception of “The Artist” …"]]></description>
<dc:subject>generalists specialists authenticproblems deschooling unschooling genius creativity highereducation highered us culture poetry dilletante learning 2012 compsci interdisciplinary interdisciplinarity education art benshahn</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:1fcc212f7b76/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:unschooling"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:highereducation"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:us"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:poetry"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:dilletante"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2012"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:compsci"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:interdisciplinarity"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:art"/>
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</item>
<item rdf:about="http://www.frontporchrepublic.com/2010/03/majoring-in-idiocy/">
    <title>Majoring in Idiocy | Front Porch Republic</title>
    <dc:date>2012-07-13T21:30:00+00:00</dc:date>
    <link>http://www.frontporchrepublic.com/2010/03/majoring-in-idiocy/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["colleges and universities are essentially diploma retailers obsequiously bent on making the shopping experience of their customers enjoyable and painless.

…For education presently conceived and presently practiced has but one goal: the mass production of idiots.

I’m speaking—I hope—in fairly precise terms here.

An “idiot,” from the Greek idios (“private,” “own,” “peculiar”), is someone who is peculiar because he is closed in on himself or separated or cut off. In short, he is a specialist. If he knows anything, he knows one thing.

… The idiot may have extensive knowledge of a given thing, but to the extent that he has no sense of where to place that knowledge in the larger context of what is known and knowable, and to the extent that he doesn’t know that the context for the known and the knowable is the unknown and the unknowable—to that extent his knowledge ceases to be knowledge and becomes a collection of mere facts, which, as Cervantes said, are the enemy of truth."

[via: http://randallszott.org/2012/06/13/specialization-idiocy-jason-peters-education/ ]]]></description>
<dc:subject>cv criticalthinking thinking universities colleges curriculum skepticism science tunnelvision knowledge 2010 generalists certification diplomas wisdom specialization idiots highereducation deschooling unschooling education jasonpeters specialists</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:5c7956450d87/</dc:identifier>
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</item>
<item rdf:about="http://www.georgescialabba.net/mtgs/2012/05/generalists-specialists-and-ot/print/">
    <title>Generalists, Specialists, and Others: An Interview with George Scialabba - GeorgeScialabba.Net</title>
    <dc:date>2012-06-14T03:34:44+00:00</dc:date>
    <link>http://www.georgescialabba.net/mtgs/2012/05/generalists-specialists-and-ot/print/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[Notes forthcoming…]]></description>
<dc:subject>via:ayjay generalists specialization specialists 2012 georgescialabba autonomy culture craftsmanship work meaning life wisdom intellectuals intellectualism modernity industrialage bloggable</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:b6dbe0ea1348/</dc:identifier>
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</item>
<item rdf:about="http://assets.sbnation.com/assets/1074301/Valve_Handbook_LowRes.pdf">
    <title>Valve: Handbook for New Employees: A fearless adventure in knowing what to do when no one’s there telling you what to do [.pdf]</title>
    <dc:date>2012-04-29T21:46:32+00:00</dc:date>
    <link>http://assets.sbnation.com/assets/1074301/Valve_Handbook_LowRes.pdf</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["There is no organizational structure keeping you from being in close proximity to the people who you’d help or be helped by most."

"Since Valve is flat, people don’t join projects because they’re told to. Instead, you’ll decide what to work on after asking yourself the right questions."

"What’s interesting? What’s rewarding? What leverages my individual strengths the most?"

"…our lack of a traditional structure comes with an important responsibility. It’s up to all of us to spend effort focusing on what we think the long-term goals of the company should be."

"Nobody expects you to devote time to every opportunity that comes your way. Instead, we want you to learn how to choose the most important work to do."

"We should hire people more capable than ourselves, not less."

"We value “T-shaped” people…who are both generalists (…the top of the T) and also experts (…the vertical leg of the T). This recipe is important for success at Valve."]]></description>
<dc:subject>agency initiaive motivation tcsnmy administration management hiring t-shapedpeople responsibility creativity videogames projectbasedlearning pbl community leadership lcproject flatness flat hierarchy specialists generalists work culutre valve specialization horizontality horizontalidad</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:605644174860/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:flatness"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:hierarchy"/>
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</item>
<item rdf:about="http://www.nytimes.com/2012/02/19/magazine/adam-davidson-craft-business.html">
    <title>Don’t Mock the Artisanal-Pickle Makers - NYTimes.com</title>
    <dc:date>2012-02-26T11:40:05+00:00</dc:date>
    <link>http://www.nytimes.com/2012/02/19/magazine/adam-davidson-craft-business.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["When it comes to profit and satisfaction, craft business is showing how American manufacturing can compete in the global economy. Many of the manufacturers who are thriving in the United States (they exist, I swear!) have done so by avoiding direct competition with low-cost commodity producers in low-wage nations. Instead, they have scrutinized the market and created customized products for less price-sensitive customers. Facebook and Apple, Starbucks and the Boston Beer Company (which makes Sam Adams lager) show that people who identify and meet untapped needs can create thousands of jobs and billions in wealth. As our economy recovers, there will be nearly infinite ways to meet custom needs at premium prices."

[See also in Japan: http://online.wsj.com/article/SB10001424052970204542404577157290201608630.html?mod=WSJ_Magazine_LEFTSecondStories ]]]></description>
<dc:subject>detail 2012 quality generalists specialists handmade glvo nyc food crafteconomy small scale bespoke brooklyn entrepreneurship craft specialization</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:cecadd4c287f/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:bespoke"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:brooklyn"/>
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</item>
<item rdf:about="http://blog.tanmade.com/post/17770534559/on-perspective">
    <title>On Perspective</title>
    <dc:date>2012-02-20T01:18:41+00:00</dc:date>
    <link>http://blog.tanmade.com/post/17770534559/on-perspective</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["A master is often considered a specialist, not a generalist — but I disagree. They are defined by a specific perspective, which they have hone through weaving together many threads of experience and craft.

The richer their experiences, the richer their perspective.

"Japanese chefs are now cooking almost every cuisine imaginable, combining fidelity to the original with locally sourced products that complement or replace imports. When they prepare foreign foods, they’re no longer asking themselves how they can make a dish more Japanese—or even more Italian, French or American. Instead they’ve moved on to a more profound and difficult challenge: how to make the whole dining experience better."

(via this WSJ story on Japanese cuisine)

To know what’s better is to choose where you stand."
]]></description>
<dc:subject>better craft 2012 allentan experience perspective specialization generalists specialists</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:8b52aa0d7040/</dc:identifier>
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</item>
<item rdf:about="https://vimeo.com/36579366">
    <title>Bret Victor - Inventing on Principle on Vimeo</title>
    <dc:date>2012-02-15T05:50:04+00:00</dc:date>
    <link>https://vimeo.com/36579366</link>
    <dc:creator>robertogreco</dc:creator><dc:subject>purpose living life insight doing self-discovery experience modelessness causes craftsman problemsolving meaning meaningmaking specialization skills identity rightandwrong ideals richardstallman piaget jeromebruner alankay dougengelbart xeroxparc terrycavanagh larrytesler activism injustice justice morality responsibility animation mediaconnection teletype computing history analogdesign electronics comparisons data space understanding search visualization time braid making ideas programming 2012 connection discovery coding invention creativity principles bretvictor specialists jeanpiaget</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:c9e57c686591/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:bretvictor"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:jeanpiaget"/>
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<item rdf:about="http://www.fastcompany.com/magazine/162/average-time-spent-at-job-4-years">
    <title>The Career Of The Future Doesn't Include A 20-Year Plan. It's More Like Four. | Fast Company</title>
    <dc:date>2012-01-16T10:12:53+00:00</dc:date>
    <link>http://www.fastcompany.com/magazine/162/average-time-spent-at-job-4-years</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Hasler has several of these skills in spades…interests are transdisciplinary…a "T-shaped person," w/ both depth in 1 subject & breadth in others…demonstrates cross-cultural competency (fluent Spanish, living abroad) & computational thinking (learning programming & applying data to real-world problems)…intellectual voracity that drove him to write 50k words on Western cultural history while running coffee shop is a sign of sense making (drawing deeper meaning from facts) & excellent cognitive load management (continuous learning & managing attention challenges)…desire to synthesize his knowledge & apply it to helping people & his ability to collaborate w/ those who have different skills, shows high degree of social intelligence."

"…not every older worker is frightened by the 4-year career. Some…have been living this way for decades, letting their curiosity—or their faster metabolism—guide them. What stands out is their sense of confidence that things can (and will) turn out okay."]]></description>
<dc:subject>collaboration computationalthinking continuouslearning socialintelligence interdisciplinary multidisciplinary crossdisciplinary adaptability specialists generalists creativegeneralists curiosity sensemaking renaissancemen education transdisciplinary retooling unlearning learning jobs anyakamenetz careers change cv trends t-shapedpeople specialization cross-culturalcompetency makingsense</dc:subject>
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<item rdf:about="http://www.domusweb.it/en/interview/man-is-alone-before-the-cosmos/">
    <title>Man is alone before the cosmos - interview - Domus [Interview with Oscar Niemeyer]</title>
    <dc:date>2012-01-15T23:26:41+00:00</dc:date>
    <link>http://www.domusweb.it/en/interview/man-is-alone-before-the-cosmos/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["…professor coming here to our office to talk about philosophy & the cosmos. We also edit an architectural periodical…architecture is just the pretext…magazine's real purpose is to provide young people with the information they need. In all disciplines, from medicine to engineering, when young people finish their studies, as specialists they can only talk about their idea of architecture, or more in general their job…haven't yet thought about or taken much notice of all the rest, of life itself, which is more important than architecture."

"…phrase I once used as motto…"Life is more important than architecture. The fight goes on. In defence of Latin America and the progress of the world.""

[Interviewer] "Looking from above, on the other hand, I was surprised at how the favelas seem more integrated with the environment and that, extensive as they are, they're paradoxically more respectful of it."

"Brasilia is nothing anymore. It is not an example, simply a provincial capital."
]]></description>
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<item rdf:about="http://vimeo.com/31920839">
    <title>Neven Mrgan at re:build 2011 on Vimeo</title>
    <dc:date>2011-12-28T05:56:29+00:00</dc:date>
    <link>http://vimeo.com/31920839</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Bit Depth, by Neven Mrgan: At my dayjob, I design Mac software UI/UX, websites, T-shirts, and office signage. In my spare time, I’ve designed 8-bit games. I think every creative professional would benefit from fully executing projects of different complexity, history, and purpose."

[All great stuff. Totally agree with him about the gamification bit.]

[See also: http://mrgan.tumblr.com/post/14868098046/focused-dabbling ]]]></description>
<dc:subject>sideprojects videogames specialists generalists interdisciplinary interdisciplinarity dabbling software applications transmit panic 8-bit bitdepth depth gaming games purpose focus darwin work design polish re:build 2011 appification gamification nevenmrgan specialization charlesdarwin</dc:subject>
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<item rdf:about="http://www.psychologytoday.com/blog/creative-thinkering/201112/twelve-things-you-were-not-taught-in-school-about-creative-thinking">
    <title>Twelve Things You Were Not Taught in School About Creative Thinking | Psychology Today</title>
    <dc:date>2011-12-10T23:18:07+00:00</dc:date>
    <link>http://www.psychologytoday.com/blog/creative-thinkering/201112/twelve-things-you-were-not-taught-in-school-about-creative-thinking</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[
"1. You are creative.
2. Creative thinking is work.
3. You must go through the motions of being creative.
4. Your brain is not a computer.
5. There is no one right answer.
6. Never stop with your first good idea.
7. Expect the experts to be negative.
8. Trust your instincts.
9. There is no such thing as failure.
10. You do not see things as they are; you see them as you are.
11. Always approach a problem on its own terms.
12. Learn to think unconventionally."]]></description>
<dc:subject>creativity psychology innovation art designthinking 2011 michaelmichalko cv conformity failure tcsnmy toshare openminded negativity defensiveness specialists creativegeneralists generalists knowledge instinct problemsolving brain thinking experts paradox biases bias mindset closedmindedness specialization</dc:subject>
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</item>
<item rdf:about="http://blog.makezine.com/archive/2011/11/zen-and-the-art-of-making.html">
    <title>MAKE | Zen and the Art of Making</title>
    <dc:date>2011-11-10T03:02:06+00:00</dc:date>
    <link>http://blog.makezine.com/archive/2011/11/zen-and-the-art-of-making.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Some of the most talented and prolific people I know have dozens of interests and hobbies. When I ask them about this, the response is usually something like “I love to learn.” I think the new discoveries and joys of learning are the crux of this beginner thing I’ve been thinking about. Sure, when you’ve mastered something it’s valuable, but then part of your journey is over — you’ve arrived, and the trick is to find something you’ll always have a sense of wonder about. I think this is why scientists and artists, who are usually experts, love what they do: there is always something new ahead. It’s possible to be an expert but still retain the mind of a beginner. It’s hard, but the best experts can do it. In making things, in art, in science, in engineering, you can always be a beginner about something you’re doing — the fields are too vast to know it all."]]></description>
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<item rdf:about="http://modeledbehavior.com/2011/09/16/the-rise-of-the-generalist/">
    <title>The Rise of the Generalist « Modeled Behavior</title>
    <dc:date>2011-10-11T06:30:19+00:00</dc:date>
    <link>http://modeledbehavior.com/2011/09/16/the-rise-of-the-generalist/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["However, in the information age I can in many cases write a program to repeatedly perform each of these tasks and record every single step that it makes for later review by me. The individualized skill and knowledge is not so important because it can all be dumped into a database."]]></description>
<dc:subject>generalists 2011 karlsmith specialization specialists technology internet</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:ed9ab15846c6/</dc:identifier>
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</item>
<item rdf:about="http://www.kk.org/thetechnium/archives/2011/07/your_two_things.php">
    <title>The Technium: Your Two Things</title>
    <dc:date>2011-07-27T17:05:16+00:00</dc:date>
    <link>http://www.kk.org/thetechnium/archives/2011/07/your_two_things.php</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["…2 devices each person will carry are one general purpose combination device, & one specialized device (per your major interests & style)…

At the same time the attraction of a totem object, or something to hold in your hands, particularly a gorgeous object, will not diminish. We may remain w/ one single object that we love, that does most of what we need okay, & that in some ways comes to represent us. Perhaps the highly evolved person carries one distinctive object—which will be buried w/ them when they die.

…I don't think we'll normally carry more than a couple of things at once, on an ordinary day. The # of devices will proliferate, but each will occupy a smaller & smaller niche. There will be a long tail distribution of devices.

50 yrs from now a very common ritual upon meeting of old friends will be the mutual exchange & cross examination of what lovely personal thing they have in their pocket or purse. You'll be able to tell a lot about a person by what they carry."]]></description>
<dc:subject>kevinkelly totems possessions evocativeobjects objects devices future predictions technology specialization generalpurpose combinationdevices beauty 2011 specialists</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:3a03aff384db/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2011"/>
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</item>
<item rdf:about="http://www.jonkolko.com/writingConflictingRhetoric.php">
    <title>Jon Kolko » Interaction design and design synthesis. [&quot;The Conflicting Rhetoric of Design Education&quot;]</title>
    <dc:date>2011-07-21T04:19:19+00:00</dc:date>
    <link>http://www.jonkolko.com/writingConflictingRhetoric.php</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["We must train generalists. We must train specialists…

Skills of craft, building, and beauty are more important than theory or systems thinking. Theory and systems thinking are more important than craft, building, and beauty…

We must focus more on ethnography, anthropology, and the social sciences. We must focus more on science, cognitive psychology, math, and engineering…

It's clear that a change is needed in design education, and it's equally clear that the discourse of this change must advance beyond simply calling well-intentioned designers to action…"]]></description>
<dc:subject>jonkolko education design designeducation nuance paradox generalists specialization specialists craft making doing building iteration theory systems systemsthinking well-rounded balance lcproject pedagogy teaching learning</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:e71945f273bd/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:iteration"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:well-rounded"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:balance"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:lcproject"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teaching"/>
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</item>
<item rdf:about="http://www.youtube.com/watch?v=EpfYPVzJohc">
    <title>‪Exclusive video of John Jay on creativity‬‏ - YouTube</title>
    <dc:date>2011-07-21T00:17:01+00:00</dc:date>
    <link>http://www.youtube.com/watch?v=EpfYPVzJohc</link>
    <dc:creator>robertogreco</dc:creator><dc:subject>creativity johnjay design listening empathy understanding truth advertising diversity comfortzone specialization generalists silos freshness identity self specialists</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:3ea5cf0e7232/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:silos"/>
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</item>
<item rdf:about="http://cmactivist.blogspot.com/2011/07/pathways-to-participation-elite.html">
    <title>Community Media - Interactive World: Pathways to Participation - Elite Pedagogy and Revolution</title>
    <dc:date>2011-07-11T00:25:43+00:00</dc:date>
    <link>http://cmactivist.blogspot.com/2011/07/pathways-to-participation-elite.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["It is a sad fact that much of what we do in our younger years at school acts as barrier to our future confidence and enjoyment. The main reason is that most people are made to feel that they are failures, or fall short of the required standards.

The component of play, spontaneity, & expression, are beaten out of us with the rigour of rules & traditions; a culture of compulsion prevails together with a morbid attraction to examination & assessment regimes. Our children suffer anxiety and stress; they become miserable & unresponsive. Retreating to private worlds, they seldom gain the confidence or the creativity to comprehend their suffering; the system's ultimate victory is that the children are unable to construct meaningful forms of rebellion.

Our obsession with competition, elitism, skills' acquisition, specialisation, and a functional / instrumental approach to learning plays a major role in inhibiting the majority of individuals from participation and creative growth…"]]></description>
<dc:subject>unschooling deschooling education tcsnmy lcproject learning spontaneity play standards standardization testing competition competitiveness failure expression compulsion rules tradition anxiety stress racetonowhere creativity confidence elitism specialization via:grahamje specialists</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:9f6664fd118a/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:tradition"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:anxiety"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:racetonowhere"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:confidence"/>
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</item>
<item rdf:about="http://www.connectivism.ca/?p=307">
    <title>Moving beyond self-directed learning: Network-directed learning « Connectivism</title>
    <dc:date>2011-05-04T01:40:12+00:00</dc:date>
    <link>http://www.connectivism.ca/?p=307</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["To address the information and social complexity of open courses, learners need to be network-directed, not self-directed learners. Social networks serve to filter and amplify important concepts and increase the diversity of views on controversial topics. This transition is far broader than only what we’ve experienced in open courses – the need for netwok-centric learning and knowledge building is foundational in many careers today…

Most importantly network-directed learning is not a “crowd sourcing” concept. Crowd sourcing involves people creating things together. Networks involve connected specialization – namely we are intelligent on our own and we amplify that intelligence when we connect to others. Connectedness – in this light – consists of increasing, not diminishing, the value of the individual."]]></description>
<dc:subject>learning connectivism networkedlearning cck11 via:steelemaley georgesiemens self-directedlearning self-directed learningnetworks deschooling ivanillich chaos messiness cv amplifiers specialization mooc cck specialists moocs</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:645083a8db56/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:cck11"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:via:steelemaley"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:georgesiemens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:self-directedlearning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:self-directed"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:learningnetworks"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:deschooling"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:chaos"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:cv"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:specialization"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:mooc"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:cck"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:moocs"/>
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</item>
<item rdf:about="http://kottke.org/10/08/athletes-are-different-from-you-and-me">
    <title>Athletes are different from you and me</title>
    <dc:date>2011-04-27T01:49:27+00:00</dc:date>
    <link>http://kottke.org/10/08/athletes-are-different-from-you-and-me</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[Way too much to pull a quote. Several passages woven together into a tight argument. Classic Carmody from his amazing stint at Kottke.org.]]></description>
<dc:subject>sports athletes davidfosterwallace timcarmody billsimmons katiebaker michaeljordan hemingway fscottfitzgerald tonyhawk eddiedow specialization pathology behavior humans society dedication specialists ernesthemingway</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:9415748f8ef7/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:sports"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:davidfosterwallace"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:timcarmody"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:billsimmons"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:hemingway"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:fscottfitzgerald"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:tonyhawk"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:eddiedow"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:pathology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:behavior"/>
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</item>
<item rdf:about="http://www.salottobuono.net/projects/HKSZbiennale.shtml">
    <title>Salottobuono &gt; projects &gt; THE LEARNING CLOUD</title>
    <dc:date>2011-03-12T23:26:58+00:00</dc:date>
    <link>http://www.salottobuono.net/projects/HKSZbiennale.shtml</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Education has often been intended as a social emancipatory tool by which previous social structures can be questioned. As the amount considered necessary to learn increased, so the edu system became increasingly compartmented. Formal & specialized education for the minority will become even more particularized & compartmented, requiring specific structures & facilities, which can be hosted in a circumscribed area as the Loop.

Learning has always taken place throughout life, independent of any peculiar educational structure. Due to the "One country, two systems" policy, learning in btwn Hong Kong & Shenzhen can’t be just a matter of study or curiosity, but has much to do w/ the notion of border, crossing, & the related difficulty to move & to know what’s behind the fence.

By instituting in HK’s boundary closed area a net of sprawled light structures hosting students from all ages, from K to uni. Education & learning for the ‘cross-boundary students’ here could…"]]></description>
<dc:subject>saluttobuono thelearningcloud china shenzen hongkong policy learning agesegregation compartmentalization boundaries borders society education formal informal lifelonglearning interdisciplinary multidisciplinary crossdisciplinary specialization generalists curiosity unschooling deschooling specialists</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:06324fdf2871/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:china"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:shenzen"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:deschooling"/>
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</item>
<item rdf:about="http://www.ted.com/talks/noreena_hertz_how_to_use_experts_and_when_not_to.html">
    <title>Noreena Hertz: How to use experts -- and when not to | Video on TED.com</title>
    <dc:date>2011-02-21T21:45:11+00:00</dc:date>
    <link>http://www.ted.com/talks/noreena_hertz_how_to_use_experts_and_when_not_to.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["We make important decisions every day -- and we often rely on experts to help us decide. But, says economist Noreena Hertz, relying too much on experts can be limiting and even dangerous. She calls for us to start democratizing expertise -- to listen not only to "surgeons and CEOs, but also to shop staff.""]]></description>
<dc:subject>experts specialization specialists tunnelvision generalists listening patternrecognition decisionmaking ted noreenahertz economics infooverload confusion certainty uncertainty democratization blackswans influence blindlyfollowing confidence unschooling deschooling trust openminded echochambers complexity nuance truth persuasion carelessness paradigmshifts change gamechanging criticalthinking learning problemsolving independence risktaking persistence self-advocacy education progress manageddissent divergentthinking dissent democracy disagreement discord difference espertise</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:b55920232b32/</dc:identifier>
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<item rdf:about="http://www.cjr.org/feature/the_trouble_with_experts.php?page=all">
    <title>The Trouble With Experts : CJR</title>
    <dc:date>2011-01-17T23:05:54+00:00</dc:date>
    <link>http://www.cjr.org/feature/the_trouble_with_experts.php?page=all</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["By abandoning the assumption that gold-plated credentials equal expertise, the press might even change history. Could journalists have helped to take down, say, Bernie Madoff, before the feds did if they had questioned the sec’s experts more? Shirky wonders.

And then there’s the chance that authentic experts (not necessarily credentialed experts) could become journalists of some kind. It’s happening already. Take the flock of professor-bloggers masticating the news on the Foreign Policy Web site or economist bloggers like Tyler Cowen. There are journalists who have become experts via either peer or crowd review…To cheaply paraphrase Isaiah Berlin, journalists can’t all be clever hedgehogs, but perhaps some generalist foxes can start growing some quills."]]></description>
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<item rdf:about="http://interconnected.org/home/2003/01/22/the_following_is">
    <title>The following is from Bluebeard by Kurt Vonnegut (22 January 2003, Interconnected)</title>
    <dc:date>2011-01-01T20:04:05+00:00</dc:date>
    <link>http://interconnected.org/home/2003/01/22/the_following_is</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Paul Slazinger has had all his clothes and writing materials brought here. He is working on his first volume of non-fiction, to which he has given this title: The Only Way to Have a Successful Revolution in Any Field of Human Activity.

For what it's worth: Slazinger claims to have learned from history that most people cannot open their minds to new ideas unless a mind-opening team with a peculiar membership goes to work on them. Otherwise, life will go on exactly as before, no matter how painful, unrealistic, unjust, ludicrous, or downright dumb that life may be.

The team must consist of three sorts of specialists, he says. Otherwise, the revolution, whether in politics or the arts of the sciences or whatever, is sure to fail.

The rarest of these specialists, he says, is an authentic genius -- a person capable of having seeminly good ideas not in general circulation. 'A genius working alone,' he says, 'is invariably ignored as a lunatic.'

The second sort of specialist is a lot easier to find: a highly intelligent citizen in good standing in his or her community, who understands and admires the fresh ideas of the genius, and who testifies that the genius is far from mad. 'A person working like that alone,' says Slazinger, 'can only yearn out loud for changes, but fail to say what their shapes should be.'

The third sort of specialist is a person who can explain anything, no matter how complicated, to the satisfaction of most people, no matter how stupid or pigheaded they may be. 'He will say almost anything in order to be interesting or exciting,' says Slazinger. 'Working alone, depending solely on his own shallow ideas, he would be regarded as being as full of shit as a Christmas turkey.'"

[Update 13 May 2013: Now also here: http://magicalnihilism.com/2013/05/13/i-can-never-find-this-quote-about-revolutions-by-vonnegut-so-im-sticking-it-here-for-safe-keeping/ and here http://robertogreco.tumblr.com/post/50358994041/the-mind-opening-team ]]]></description>
<dc:subject>mattwebb bluebeard vonnegut genius innovation specialists communication translation cv revolutions movements mindchanges via:tomc humans specialization generalists trust explainers explaining testimony 2003 kurtvonnegut mindchanging</dc:subject>
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</item>
<item rdf:about="http://seedmagazine.com/content/article/on_education1/">
    <title>On Education § SEEDMAGAZINE.COM</title>
    <dc:date>2010-12-26T22:17:16+00:00</dc:date>
    <link>http://seedmagazine.com/content/article/on_education1/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["The global skill gap arises because neither the high-level specialist within a discipline nor the policy-school graduate is likely to be equipped with the skills needed to solve global problems of a cross-disciplinary nature. The experts provide crucial insights, but their skills are typically focused on generating research, debating ideas, and addressing narrow issues rather than large-scale professional problem solving and management. Meanwhile, the policy graduate typically lacks the grounding in core scientific principles across the appropriate range of topics. The solution lies in training sophisticated science-educated generalists who can coordinate insights across disciplines while managing complex agendas for results."]]></description>
<dc:subject>education global interdisciplinary highered crossdisciplinary crosspollination multidisciplinary learning problemsolving criticalthinking collaboration generalists specialization specialists policy management complexity science academia</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:2d5064e41609/</dc:identifier>
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<item rdf:about="http://chronicle.com/article/How-College-Kills-Creativity-/125417/">
    <title>How College Kills Creativity; Nothing Succeeds Like Failure - The Chronicle of Higher Education</title>
    <dc:date>2010-11-28T21:02:30+00:00</dc:date>
    <link>http://chronicle.com/article/How-College-Kills-Creativity-/125417/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["If the sources of genius remain something of a riddle, Robinson is emphatic about what does not contribute to creative excellence: higher education…academy's emphasis on specialization & its "inherent tendency to ignore or reject highly original work that does not fit existing paradigm" is an impediment to creativity…points to several intriguing studies. One, by Dean Keith Simonton, a professor of psych at UC Davis, suggests that creativity flourishes best among those w/ equivalent of 2 years of an undergraduate education—no less, no more. Csikszentmihalyi, a professor of psychology at Claremont Graduate U, has also looked at the relationship btwn education & innovation. In his 1996 book, Creativity: Flow & the Psychology of Discovery & Invention, he argued that formal education has historically had little effect on the lives of creative people. "If anything," he wrote, "school threatened to extinguish the interest & curiosity that the child had discovered outside its walls.""

[text here: http://www.stevepavlina.com/forums/personal-effectiveness/55236-nothing-succeeds-like-failure-how-college-kills-creativity.html ]]]></description>
<dc:subject>creativity education practice psychology mihalycsikszentmihalyi learning unschooling deschooling flow failure colleges universities schools schooling innovation specialization generalists curiosity interested lcproject formaleducation schooliness invention discovery adversity highereducation highered specialists interestedness</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:293079f405f9/</dc:identifier>
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<item rdf:about="http://www.wired.com/wiredscience/2010/11/the-cognitive-cost-of-expertise/">
    <title>The Cognitive Cost Of Expertise | Wired Science | Wired.com</title>
    <dc:date>2010-11-22T03:01:32+00:00</dc:date>
    <link>http://www.wired.com/wiredscience/2010/11/the-cognitive-cost-of-expertise/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Now for the bad news: Expertise might also come with a dark side, as all those learned patterns make it harder for us to integrate wholly new knowledge.  Consider a recent paper that investigated the mnemonic performance of London taxi drivers. In the world of neuroscience, London cabbies are best known for their demonstration of structural plasticity in the hippocampus, a brain area devoted (in part) to spatial memory. Because the cabbies are required to memorize the entire urban map of London – it’s the most rigorous driving test in the world – their posterior hippocampi swell and expand, leading to permanent changes in the brain. Knowledge shapes matter."]]></description>
<dc:subject>neuroscience psychology constraints jonahlehrer perception brain chess thinking science expertise memory plasticity generalists specialization mindchanges permanence specialists mindchanging</dc:subject>
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<item rdf:about="http://text-patterns.thenewatlantis.com/2010/11/making-connections.html">
    <title>Text Patterns: making connections</title>
    <dc:date>2010-11-13T07:56:27+00:00</dc:date>
    <link>http://text-patterns.thenewatlantis.com/2010/11/making-connections.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["We need some faculty who are irresponsible to their disciplines & responsible first to integrating & connecting knowledge. This is a precise & concise summation of what I’ve tried to do for many years now. There’s a price to be paid for this kind of thing, of course: expanded interests do not yield expanded time. The day’s number of hours remain constant…So the more I explore topics, themes, books, films — whatever — outside the usual boundaries of my official specialization, the less likely it is that I will read every new article, or even every new book, in “my field."…Is the unswerving focus on a specifically bounded area of specialization the sine qua non of scholarship? Is it even intrinsic to scholarship? Is there not another model of scholarship whose primary activity is “integrating and connecting knowledge”?

I think there is such a model…I’ll be looking for new and interesting connections for the rest of my life. That’s how my mind works…"]]></description>
<dc:subject>academia scholarship interdisciplinary multidisciplinary generalists knowledge specialists crossdisciplinary connections specialization</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:aba3a8feb5da/</dc:identifier>
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</item>
<item rdf:about="http://www.washingtonpost.com/wp-dyn/content/article/2010/11/05/AR2010110504589.html">
    <title>Want smarter kids? Make them study something - one thing - for a long time.</title>
    <dc:date>2010-11-07T22:27:29+00:00</dc:date>
    <link>http://www.washingtonpost.com/wp-dyn/content/article/2010/11/05/AR2010110504589.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["His idea goes like this: Assign each student a single, specific topic, which he or she will study over and over again, from every possible angle, from early elementary school through high school. Egan, a professor of education at Canada's Simon Fraser University, hopes that by the time such students finish high school, they will be world-class experts on their topics - as well as more effective citizens and better people.

"People who know nothing in depth commonly assume that their opinions are the same kind of thing as knowledge," Egan writes in his forthcoming book "Learning In Depth: A Simple Innovation That Can Transform Schooling," which will be available in January. He also contends that "a central feature of becoming a moral person is to learn to become engaged with something outside the self.""]]></description>
<dc:subject>kieranegan learning education schools teaching specialization expertise depthoverbreadth depth specialists</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:1e54a078ba47/</dc:identifier>
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</item>
<item rdf:about="http://chronicle.com/article/What-Are-You-Going-to-Do-With/124651/">
    <title>What Are You Going to Do With That? - The Chronicle Review - The Chronicle of Higher Education</title>
    <dc:date>2010-10-24T18:55:14+00:00</dc:date>
    <link>http://chronicle.com/article/What-Are-You-Going-to-Do-With/124651/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["It's easy, the way the system works, to simply go w/ flow. I don't mean the work is easy, but the choices are. Or rather, the choices sort of make themselves…

Moral imagination means the capacity to envision new ways to live your life. It means not just going w/ flow. It means not just "getting into" whatever school or program comes next. It means figuring out what you want for yourself, not what your parents want, or your peers want, or your school wants, or your society wants. Originating your own values. Thinking your way toward your own definition of success…

Morally courageous individuals tend to make the people around them very uncomfortable. They don't fit in w/ everybody else's ideas about the way the world is supposed to work, & still worse, they make them feel insecure about the choices that they themselves have made—or failed to make. People don't mind being in prison as long as no one else is free. But stage a jailbreak, and everybody else freaks out."

[via: http://tumble77.com/post/1389655615/people-dont-mind-being-in-prison-as-long-as-no ]]]></description>
<dc:subject>humanities education creativity writing college colleges universities cv schooling schooliness unschooling deschooling ratrace treadmill racetonowhere choice grades grading self-esteem success happiness ideas identity courage tcsnmy lcproject curiosity self williamderesiewicz risk risktaking iconoclasm safety convenience predictablity control mistakes glvo generalists specialists specialization</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:963fcf99bec5/</dc:identifier>
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</item>
<item rdf:about="http://berglondon.com/blog/2010/09/17/making-future-magic-%e2%80%93-a-bit-about-the-music/">
    <title>Making Future Magic – a bit about the music – Blog – BERG</title>
    <dc:date>2010-09-19T07:35:38+00:00</dc:date>
    <link>http://berglondon.com/blog/2010/09/17/making-future-magic-%e2%80%93-a-bit-about-the-music/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Some of the best bits about working at BERG are how everyone, despite having particular specialist skills, gleefully ignores boundaries, disciplines, labels and predefined processes, and allows themselves space to just run with things when they get excited. Deciding to do the music for the first Making Future Magic film ourselves was one of those moments."]]></description>
<dc:subject>crossdisciplinary multidisciplinary specialization specialists generalists berg berglondon do make creativity</dc:subject>
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</item>
<item rdf:about="http://www.wired.com/wiredscience/2010/08/how-to-raise-a-superstar/">
    <title>How To Raise A Superstar [If true, this is huge endorsement of small, progressive schools where the emphasis is not on competition, but on exposure, experience, and unstructured time, where all students are given the chance to participate.]</title>
    <dc:date>2010-08-28T18:30:08+00:00</dc:date>
    <link>http://www.wired.com/wiredscience/2010/08/how-to-raise-a-superstar/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["smaller cities offer more opportunities for unstructured play…to hone general coordination, power, & athletic skills. These longer hours of play also allow kids to experience successes (& failures) in different settings…likely toughens their attitudes in general…important advantage of small towns…actually less competitive…allowing kids to sample & explore many different sports. (I grew up in big city,…sports career basically ended at 13. I could no longer compete w/ other kids my age.) While conventional wisdom assumes it’s best to focus on single sport ASAP, & compete in most rigorous arena…probably a mistake, both for psychological & physical reasons…While deliberate practice remains absolutely crucial, it’s important to remember that most important skills we develop at early age are not domain specific…real importance of early childhood has to do w/ development of general cognitive & non-cognitive traits, such as self-control, patience, grit, & willingness to practice"]]></description>
<dc:subject>jonahlehrer children childhood biology learning cognition education sports psychology practice tigerwoods performance competition urban rural tcsnmy confidence persistence self-control patience grit self-confidence athletics athletes variety toshare topost lcproject unschooling deschooling sampling malcolmgladwell burnout specialization generalists coordination success failure play unstructuredtime specialists</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:622af2894272/</dc:identifier>
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</item>
<item rdf:about="http://emergentbydesign.com/2010/08/04/conceptual-framework-for-online-identity-roles/">
    <title>Conceptual Framework for Online Identity Roles « emergent by design</title>
    <dc:date>2010-08-05T20:40:15+00:00</dc:date>
    <link>http://emergentbydesign.com/2010/08/04/conceptual-framework-for-online-identity-roles/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["I just wrapped up a final project for an aesthetics course this semester, the assignment being to create a “Database of the Self.” I chose to make the database as a representation of the roles we play in terms of how we interact with information online. The roles are overlaid on a panarchy, which shows a visualization of adaptive lifecycles. Though the evolution of every idea or meme won’t necessarily follow this specific path, (it may in fact be rhizomatic, with multiple feedback loops), this begins to flesh out what we become as nodes within an enmeshed series of networks."

[interactive version: http://gavinkeech.com/mememachine/ ]

[via: http://bettyann.tumblr.com/post/905732940 ]]]></description>
<dc:subject>socialdesign socialmedia infographic information roles social identity design research online cognition networks self generalists specialists activators pathfinders facilitators enhancers connectprs propogators amplifiers assimilators stabilizers disruptors observers scribes specialization</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:b8d80b013688/</dc:identifier>
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</item>
<item rdf:about="http://blog.thedolectures.co.uk/2010/06/how-us-public-school-almost-killed-an-entreprenuer/">
    <title>How US Public School almost killed an Entreprenuer | The Do Village [&quot;10 things that were constantly reinforced during my 12 years of public school in America that had to be unlearned as an adult desiring to be an entrepreneur.&quot;]</title>
    <dc:date>2010-07-15T02:57:25+00:00</dc:date>
    <link>http://blog.thedolectures.co.uk/2010/06/how-us-public-school-almost-killed-an-entreprenuer/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["10 things that were constantly reinforced during my 12 years of public school in America that had to be unlearned as an adult desiring to be an entrepreneur.

1. Fit in instead of be original

2. Follow the rules instead of questioning why they exist

3. Helping others is cheating despite the fact that everything you do as a successful adult is a team effort

4. Have good handwriting instead of teaching me to type

5. Do it because the teacher said so, instead of teaching me to understand why doing it is important

6. Don’t challenge authority instead of teaching me that I deserve respect too

7. Get good grades in all my classes, even though I will never do trigonometry ever in life. (Sine these nuts. lol)

8. Don’t fail instead of teaching me to value trial and error

9. Debating and arguing with friends is a bad thing, instead of encouraging independent thought and self confidence

10. Be a generalist and learn things I hate, instead of developing my genius at things that i like.

More Dumbshit that I still dont understand.

*Getting to school late will be punished by making you stay home for 3 days…WTF

*Memorize stuff that now can be looked up on Google.

*Learn to do calculus by hand, despite being required to purchase a $200 calculator.

*Appearing smart is more important than being effective…. REALLY?

These are all that I can think of now. Feel free to add dumbshit you learned in the comments section."]]></description>
<dc:subject>education tcsnmy rules handwriting typing cheating collaboration helping respect authority schools schooliness backwards confidence self-confidence arguing debate generalists specialists doing making do via:cervus lcproject unschooling deschooling teaching learning entrepreneurship unlearning rote math mathematics trialanderror failure risk risktaking toshare topost manifesto specialization manifestos rotelearning</dc:subject>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:rote"/>
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</item>
<item rdf:about="http://teachpaperless.blogspot.com/2010/07/post-iste-thoughts.html">
    <title>TeachPaperless: Post-ISTE Thoughts</title>
    <dc:date>2010-07-04T02:36:22+00:00</dc:date>
    <link>http://teachpaperless.blogspot.com/2010/07/post-iste-thoughts.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["It's not enough to be a teacher of math or a teacher of history; we need to liberate ourselves from 1,500 years of disciplinarian categorization and move into a view of education as the preparation of the self in the matters of living.

Science, technology, engineering, math, and yes even art -- though wonderful and necessary in and of themselves -- are only tools, lenses really through which to measure, process, and evaluate the world.

We need to go beyond that."]]></description>
<dc:subject>shellyblake-pock tcsnmy purpose schools education 2010 iste2010 whatmatters learning lcproject multidisciplinary interdisciplinary crossdisciplinary messiness schooliness categorizations specialization generalists life living death love empathy compassion truth creativity toshare comments specialists</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:2bef42a42cfd/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:compassion"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:comments"/>
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</item>
<item rdf:about="http://blog.matthewculnane.co.uk/post/595686335/stock-flow-generalists-and-specialists">
    <title>Coldbrain. (Stock, flow, generalists and specialists)</title>
    <dc:date>2010-05-29T21:48:48+00:00</dc:date>
    <link>http://blog.matthewculnane.co.uk/post/595686335/stock-flow-generalists-and-specialists</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Generalists...produce content that covers range of topics...necessarily scattershot, & people will dip in & out when content matches their own interests. But if you find a generalist whose interests match your own, it’s all gold. That’s rare.

I see good & bad examples of both approaches every day, & I bet you do too.
There’s a 3rd way, & I rather like it. It’s about producing flow relating to a range of your interests, & saving your stock for things you passionately care about...about being consistently interesting, but caring enough about your audience to spend time digging deeper into topics to create last content. It’s about treating your readers as a diverse bunch of broadly educated people, interested in reading intelligent content & commentary.

Gruber, Kottke, Merlin & so many other people that I love all do this. It’s incredibly obvious in hindsight, but until today, I hadn’t quite appreciated the subtle reasons why I like them so much. Something for us to aspire to."]]></description>
<dc:subject>matthewculnane snarkmarket stockandflow robinsloan generalists passion cv writing interesting interestingness curation interested kottke daringfireball merlinmann specialists specialization interestedness</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:534421adace8/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:kottke"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:merlinmann"/>
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</item>
<item rdf:about="http://www.designboom.com/weblog/cat/8/view/9884/enzo-mari-sixty-paperweights.html">
    <title>enzo mari sixty paperweights</title>
    <dc:date>2010-05-03T03:29:26+00:00</dc:date>
    <link>http://www.designboom.com/weblog/cat/8/view/9884/enzo-mari-sixty-paperweights.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["but there is more. granting the papers months and years to mature, to form geological layers of meditation, also means escaping the oppressive mechanisms of the productive system, the compulsive logic of efficiency at all costs. it means affording oneself the subversive luxury of taking all the required time to develop a good project. it means extending the range of research in order to get an overall picture, acting against the increasing hyper-specialization that restrains creative expression nowadays."
]]></description>
<dc:subject>enzomari objects specialization research productivity efficiency compulsivity subversion creativity time design office paperweights specialists</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:55aed7bad569/</dc:identifier>
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</item>
<item rdf:about="http://artsandsciences.virginia.edu/meredithwoo/blog/more-like-us/">
    <title>More Like Us — Meredith Jung-En Woo, Dean of Arts &amp; Sciences and Buckner W. Clay Professor</title>
    <dc:date>2010-04-11T03:56:53+00:00</dc:date>
    <link>http://artsandsciences.virginia.edu/meredithwoo/blog/more-like-us/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["there is perhaps something to the argument that we as a nation have become excessively focused on credentials...I sometimes discern this tendency in the steadily upward trend in multiple majors over the past decade. The requirements for more than one major can be strenuous, crowding out the flexibility for students to venture out to new fields, experiment in ways that push the limits of knowledge. In the College, we offer some 3000 course sections, & I wonder whether something essential is lost when students trade in a broad liberal arts curriculum in order to satisfy the new requirements for an additional credential.



Regardless of whether students graduate with one major or two, it remains a fact that our educational system is the best in the world...our best comparative advantage. It keeps foreign students flocking to our shores, especially from Asia. In the long run, these students will, in one way or another, be more like us, and I think they will be better for it."]]></description>
<dc:subject>credentials liberalarts education creativity multidisciplinary crossdisciplinary generalists interdisciplinary unschooling deschooling specialization competition japan us highered colleges universities innovation tcsnmy jamesfallows davidhalberstam exams testing messiness disorder individualism can-doattitude 1980s 1990s meredithjung-enwoo specialists</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:c24e364bd8e4/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:can-doattitude"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:1980s"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:meredithjung-enwoo"/>
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</item>
<item rdf:about="http://snarkmarket.com/2010/4933">
    <title>Doorknobs and directors « Snarkmarket</title>
    <dc:date>2010-01-23T20:12:22+00:00</dc:date>
    <link>http://snarkmarket.com/2010/4933</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["This is not to say that super-specialization is not a super-smart strat­egy! Being extremely good—the best in the world—at a par­tic­u­lar thing is actu­ally one of the best strate­gies for sur­vival and sat­is­fac­tion. But I just don’t think it nec­es­sar­ily leads any­where other than… super-specialization. It seems to me, look­ing around, that the peo­ple in charge of cities, pub­lic spaces, orga­ni­za­tions, and Spider-Man 4 are the peo­ple who have gone straight at those more macro lev­els like an arrow."
]]></description>
<dc:subject>specialization generalists cv robinsloan snarkmarket macro micro dou­glashof­s­tadter jeffveen interdisciplinary multidisciplinary crossdisciplinary detail bigpicture specialists</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:907da0f994b8/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:macro"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:dou­glashof­s­tadter"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:jeffveen"/>
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</item>
<item rdf:about="http://www.youtube.com/watch?v=mz91GfoZ-Zs&amp;feature=fvw">
    <title>YouTube - OBSESSIVES: Pizza - CHOW</title>
    <dc:date>2009-12-29T23:35:03+00:00</dc:date>
    <link>http://www.youtube.com/watch?v=mz91GfoZ-Zs&amp;feature=fvw</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["An oven built by hand, tile by tile. Four pizzas on the menu, with no fancy-pants toppings. Anthony Mangieri does one thing at Una Pizza Napoletana, and he does it the very best way he can."
]]></description>
<dc:subject>obsession pizza perfection recipes food specialization anthonymanglieri slow simplicity specialists</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:843940594c4a/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:pizza"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:perfection"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:recipes"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:food"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:anthonymanglieri"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:slow"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:simplicity"/>
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</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://scannersrefusetochoose.blogspot.com/2009/10/how-to-be-eclectic-and-quit-fooling.html">
    <title>Scanners: Refuse To Choose!: How to be an eclectic and quit fooling around</title>
    <dc:date>2009-10-31T20:09:10+00:00</dc:date>
    <link>http://scannersrefusetochoose.blogspot.com/2009/10/how-to-be-eclectic-and-quit-fooling.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["In case you're new to this subject, Scanners are people who are interested in so many things they can’t bear to limit themselves to just one. The rest of the world seems united in their opinion of this problem: it must be changed. Everyone knows that if you don’t focus on one thing you’ll never get anywhere. And most people seem pretty sure that if you’re interested in everything and lose interest in most things before you’ve completed them, that you are almost certainly lazy, shallow (ever been called a ‘dilettante?), self-indulgent and afraid of hard work. As a result you are un-deserving of respect unless you change your ways."
]]></description>
<dc:subject>generalists specialization specialists books cv reading learning</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:66959fbb831c/</dc:identifier>
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<item rdf:about="http://www.iftf.org/node/3149">
    <title>In Defense of Generalists | The Institute For The Future</title>
    <dc:date>2009-10-28T03:14:44+00:00</dc:date>
    <link>http://www.iftf.org/node/3149</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["The most pressing problems in science and technology, and more broadly in business and the economy, don't lend themselves readily to specialists' solutions. They require not just inter-discipinary teamwork to make progress, but transdisciplinary thinking - literally, we need people that can have converstaions between disciplinary appraoches to problems inside their own head. In fact, you could argue that most of the gridlock around big problems like global warming, health care, and so on, stem from the inability of narrow specialist and interest groups to speak each others' language, translate heuristics and integrate complex concepts and data. They're too specialized, having become more and more isolated in focused communities, thanks to the web."
]]></description>
<dc:subject>generalists specialists specialization thinking crossdisciplinary multidisciplinary transdisciplinary crosspollination interdisciplinary problemsolving diversity integration</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:3b6eb385170a/</dc:identifier>
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