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[Also here:
https://www.theguardian.com/us-news/2026/jul/09/california-universities-military-equipment ]]]></description>
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<item rdf:about="https://www.youtube.com/watch?v=JY01LmUxcOc">
    <title>&quot;America, U.S.A.&quot;: Eddie Glaude on the 250th Anniv., Race &amp; &quot;Madness at the Heart of the Country&quot; - YouTube</title>
    <dc:date>2026-07-08T06:23:38+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=JY01LmUxcOc</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["“I do not love America, and never have, especially now.” Those are the opening words of America, U.S.A.: How Race Shadows the Nation’s Anniversaries, a new book from Princeton historian Eddie Glaude. Released ahead of the 250th anniversary of the Declaration of Independence on July 4, the book is a critical look back at how the United States has celebrated previous milestone birthdays, including what narratives were left out of the official commemorations. This comes as President Donald Trump has made himself the center of many events and celebrations for the 250th anniversary, while promoting a “storybook version” of U.S. history that elides the injustice that was baked into the very founding of the country, Glaude tells Democracy Now! in a wide-ranging conversation about race, inequality and the legacy of slavery.

“Donald Trump and his supporters, they want to be white without judgment,” says Glaude. “History is a battleground, because history, of course, holds them to account.”"

[transcript:
https://www.democracynow.org/2026/6/29/eddie_glaude ]]]></description>
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<item rdf:about="https://us9.campaign-archive.com/?u=9415dbe64ca115afcafb5b3cb&amp;id=582d57a6a9">
    <title>Black Mountain College: A Way of Thinking</title>
    <dc:date>2026-07-07T18:45:08+00:00</dc:date>
    <link>https://us9.campaign-archive.com/?u=9415dbe64ca115afcafb5b3cb&amp;id=582d57a6a9</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Black Mountain College is remembered as a remarkable school in the mountains of Western North Carolina. It was home to extraordinary artists, architects, musicians, poets, dancers, scientists, educators, and students whose work helped shape the twentieth century.

But Black Mountain College is bigger than a place.

It is a way of thinking.

Founded in 1933, the College proposed something both simple and radical: that education could be a shared act of discovery rather than the transfer of knowledge from expert to student. Learning wasn't confined to classrooms. It happened in the studio, on the farm, around the dinner table, while constructing buildings, during performances, on long walks across campus, and in conversations that stretched late into the evening. Some of the most meaningful discoveries happen where different ways of thinking meet.

The College asked questions that still resonate today.

What if curiosity mattered more than certainty
What if listening was valued as deeply as speaking?
What if making, thinking, and living were not separate pursuits, but expressions of the same creative life?
What if education was not simply preparation for life, but life itself?

Black Mountain College never claimed to have perfected these ideas. It struggled. It argued. It evolved. Like every meaningful experiment, it was marked by contradiction as well as brilliance. Experiments are not valuable because they are flawless. They matter because they expand what we imagine is possible.

The College didn't leave us a blueprint.
It left us a way of making.

A way of listening.
A way of learning.
A way of working together.
A way of remaining open to what comes next."]]></description>
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<item rdf:about="https://www.youtube.com/watch?v=0DLYf-uRG1s">
    <title>&quot;Their appetite grows with every war&quot; with Aslı Ü. Bâli - YouTube</title>
    <dc:date>2026-07-06T03:10:51+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=0DLYf-uRG1s</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["The brothers welcome back Aslı Ü. Bâli, Professor of Law at Yale Law School, for an intense and wide-ranging discussion of the state of the Middle East in the aftermath of the failed US-Israeli war on Iran.  They discuss the potential geopolitical outcomes the apparent US strategic defeat, examine the nature and assumptions of what had been American primacy over the Gulf, the liability and costs to the US and the Middle East of the decades-long American political embrace of an Israel drunk on borrowed power and impunity, Turkey’s role in the regional realignment, the question of pipelines and resources, and the importance of international law in the context of the Gaza genocide.

Date of recording: June 23, 2026"

[also here:
https://directory.libsyn.com/episode/index/id/41964680
https://sites.libsyn.com/495388/their-appetite-grows-with-every-war-w-asl-bli ]]]></description>
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<item rdf:about="https://www.bostonreview.net/forum/robin-kelley-black-struggle-campus-protest/">
    <title>Black Study, Black Struggle - Boston Review</title>
    <dc:date>2026-07-06T00:30:05+00:00</dc:date>
    <link>https://www.bostonreview.net/forum/robin-kelley-black-struggle-campus-protest/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["The university is not an engine of social transformation. Activism is."]]></description>
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    <title>The University’s Never-Ending Crisis | The Fading Promise of Higher Education | Issues | The Hedgehog Review</title>
    <dc:date>2026-07-04T08:06:09+00:00</dc:date>
    <link>https://hedgehogreview.com/issues/the-fading-promise-of-higher-education/articles/the-universitys-never-ending-crisis</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Higher education has dealt with epistemic revolution before."]]></description>
<dc:subject>benjaminbernard 2026 highered highereducation academia colleges universities history change crisis education authority humanities liberalarts revolution upheaval truth expertise publipurpose purpose chage adaptation enlightenment epistemology science scholarship socialcontract knowledge institutions rupture credentials charlatans theology</dc:subject>
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<item rdf:about="https://www.youtube.com/watch?v=56ZWnjnN7Vc">
    <title>Mapping the ADL’s Origins in Settler-Colonial Liberalism, State Power, &amp; Civil Rights as Cover... - YouTube</title>
    <dc:date>2026-07-04T06:17:35+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=56ZWnjnN7Vc</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["In this episode we are joined by Emmaia Gelman, author of The Anti-Defamation League and the Racial State, a critical history of the ADL as a Cold War neoconservative institution. Gelman excavates the Anti-Defamation League's origins as a white, settler colonial institution founded by German-Jewish elites—not to combat antisemitism broadly, but to manage class respectability and suppress Eastern European Jewish immigrant socialists whom they viewed as a racial and social threat. 

 Gelman looks back at how early Jewish settlers had built fortunes through participation in 19th-century US territorial expansion, Indigenous dispossession, and slavery's economic system, understanding themselves as white Europeans racially distinct from the "vermin" arriving from the Pale of Settlement. The ADL and its predecessor, the American Jewish Committee (founded 1906), operated as Progressive Era eugenicist charities designed to "correct and fix" rather than support self-determination, preemptively capturing Jewish political identity to prevent autonomous radical organizing.

 Gelman traces how the ADL evolved from an instrument of McCarthyite purges—coordinating mass firings of Jewish leftists in 1951, offering its services to McCarthy committee members, and abandoning Julius and Ethel Rosenberg to execution while denying antisemitism played any role in their prosecution (the judge who sentenced them sat on the ADL's Civil Rights Committee)—into a key architect of Cold War anti-communism and neoconservative "democracy promotion." The organization attacked Arab League representatives speaking about Zionist violence in Palestine as early as 1946, treating Palestinian and Arab organizing as "foreign insurgency" while framing Jewish fundraising for Israeli settlement as natural civic participation. After Israel's 1967 military victory, the ADL strategically re-racialized Jews as non-white within the framework of race liberalism, allowing it to cast Israeli militarism as defensive racial liberation and Arab calls for refugee return as antisemitic rather than anti-colonial. This racial pivot occurred precisely as European Jews had achieved economic whiteness through the GI Bill, suburbanization, and the collapse of university quotas—benefits systematically denied to Black populations through redlining.

 Emmaia Gelman is the author of The Anti-Defamation League and the Racial State, a critical history of the Anti-Defamation League as a Cold War neoconservative institution (UC Press, 2026) and co-editor of The Anti-Defamation League: A Critical Reader (Pluto Press, 2026). She co-hosts the podcast Unpacking Zionism. Emmaia is co-chair of the American Studies Association Caucus on Academic and Community Activism, and a longtime activist in New York City.

 She is the founding director of the Institute for the Critical Study of Zionism, which examines the political and ideological work of Zionist institutions in Palestine and transnational contexts. She researches the history of ideas about race, queerness, safety, and rights, and their production as levers in surveillance, “anti-terror”, and war. Her teaching spans academic and community spaces."

[also here:
https://millennialsarekillingcapitalism.libsyn.com/mapping-the-adls-origins-in-settler-colonial-liberalism-state-power-civil-rights-as-cover-with-emmaia-gelman 

See also:

The Anti-Defamation League and the Racial State, by Emmaia Gelman (2026)
https://www.ucpress.edu/books/the-anti-defamation-league-and-the-racial-state/hardcover 

Institute for the Critical Study of Zionism
https://criticalzionismstudies.org/ ]]]></description>
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<item rdf:about="https://macleans.ca/society/my-university-students-cheat-i-dont-blame-them/">
    <title>My University Students Cheat. I Don’t Blame Them. - Macleans.ca</title>
    <dc:date>2026-07-02T02:26:32+00:00</dc:date>
    <link>https://macleans.ca/society/my-university-students-cheat-i-dont-blame-them/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Marks reward cheating over learning—and students can’t afford to fail"

...

"Last semester, on the final exam of the health-care law class I teach, my students scored the highest grades I’ve seen in 20 years as an instructor. It was an at-home, closed-book exam. Eight per cent of the class scored perfect on the multiple-choice section, and over half scored over 90. In the long-answer section, the responses were formulaic, typo-free and detached from the course material; they lacked the telltale signs of rushed exam writing. It was clear my students were using AI to cheat.

After the exam, I gave the class an anonymous, informal poll: I asked how many of them were cheating. Of those who responded, eight per cent admitted to it. How many students did they think were cheating? Over a quarter of respondents indicated they knew other students had cheated on the exam, and 73 per cent indicated they knew of students cheating in other classes. And that doesn’t account for the response bias: just under half the class responded to the poll, and I suspect those who didn’t respond were more likely to have cheated. I decided to annul the exam results, not counting them toward final grades.

I’ve spent my whole life in academia, first in theology, then in law. I know cheating has always been around. But I’m deeply alarmed by the idea that students are cheating en masse. There’s a whole online ecosystem for cheating: forums to share advice on circumventing AI detectors and proctor technology; software for humanizing AI-generated writing; tips for using AI to reduce (or eliminate) workload. Cheating is becoming culturally normalized. Two thirds of the people who responded to my survey agreed that students widely perceive cheating as acceptable. I’m not surprised. Think about what this generation has witnessed: the mortgage crisis driven by corrupt bankers, an American president who cheats and lies and is still elected; lawyers using AI to write for them and lying about it, a sporting world full of doping scandals. Students are repeating what we’ve modelled for them.

In the past few years, the way young people value their education has shifted. Universities are increasingly corporatized. They function as businesses, oriented toward maximizing revenue: professors are rewarded for grants and publications rather than leadership or mentorship, and students are reduced to head counts and tuition dollars. In turn, students behave like customers. It’s a fee for service: they pay their tuition and expect good grades and a degree. Learning becomes superfluous.

When I was studying the humanities, my classmates and I were concerned with ideas and arguments. We were reading course material to understand it, not to get a mark. Now, grades have become the sole currency of academic life. Students frequently email me asking outright for a higher grade, sometimes literally seconds after they receive it. They all want a 90 or higher. Marks are inflated across the board. At Ontario high schools, there was a six per cent increase in grade averages for graduating students between 2011 and 2021. I’ve seen 100 per cent averages on scholarship applications. Some schools are implementing policies to try to curb the inflation—including Harvard, which just put a cap on the number of As assigned in each undergraduate course.

Students know an undergraduate degree doesn’t automatically land a well-paying job—or any job, for that matter—so they’re vying for acceptance to highly competitive postgraduate programs. There’s an enormous financial imperative to succeed academically, and students tell me that if you don’t cheat, you’re at a disadvantage. I went to university on my own dollar; my parents couldn’t afford to support me. I only paid off my undergraduate student loans last year, at 45 years old. For students today, the debts are even worse. They’re pushed to maximize productivity and output, racking up accolades and resumé entries while maintaining previously unattainable averages.

At the same time, cheating has become more accessible than ever thanks to AI. I see students using generative AI in all aspects of their work: summarizing the readings, research, note-taking, essay writing. Not all AI usage is cheating by default, and in some ways, it’s even levelling the playing field by making the same shortcuts available to everyone. When I was in law school, you could purchase CANS—consolidated annotated notes—from previous years as study aids. But they were expensive. Resources like CANS and tutors were reserved for students who could afford them. For the rest of us, AI could have been a free alternative. The problems arise when students use AI despite instructions not to, as was the case with my exam.

My options as an educator are limited. I’m exploring different grading schemas, but all of them require more resources than are made available to me. I could have one in-person exam worth 100 per cent of the course grade and put all my TA hours toward grading it. I could rely on oral exams, which would take weeks out of the semester to schedule and administer. One professor I know tried to introduce a participation grade in a class with hundreds of students. Students could scan a QR code to register their attendance. They would show up, talk until they got the code, then walk out.

Ultimately, this reveals the failures of an antiquated grading system. Our standard modes of assessment primarily track recall and memorization, not engagement or progress. One semester, I had a student who had some challenges with her grammar and syntax. We worked on her writing together throughout the semester, and it was a successful learning experience. Another student that semester had a flair for well-crafted drivel. I couldn’t give the first student an A-plus—her end product couldn’t justify it. But who put more work in? Who learned the most? The people with the highest grades are not necessarily my best or hardest-working students. They may just have the most free time, money, educational support or family backing. Some schools are attuned to this tension and adapting accordingly. The U of T law school, for example, uses an honours-pass-fail grading system. If we reimagined grading to assess skills that can’t be replicated by ChatGPT, students wouldn’t use it. As it is, marks are a perverse incentive—they reward cheating over learning.

My colleagues and I feel completely unsupported by the school administration. Publishing requirements are going up, and class sizes are ballooning. We have less faculty doing more work with less support, meaning there’s less time to build relationships with students. When I annulled the exam results, I told the administration that I need substantive guidance on how to run a class this large because I can no longer reliably mark it. They didn’t have a useful policy in place to address my concerns. Instead, they overrode my decision. Against my recommendations, they included the multiple-choice portion of the exam in the final grade—despite knowing that I called out cheating in this section. Their decision sent a singular message: cheating is fine and faculty has to accept it. This is anathema to the goals of education.

I’ve been told I should just use anti-cheating technology, like online proctors or AI detectors. I don’t use either in my classes. For one, they can easily be circumvented. More importantly, you can’t police people into having integrity. Instead, I try to impart to my students the reasons why cheating is morally wrong. The first question on my exam was about the deontological duty not to cheat. It was something we’d discussed at length throughout the semester. Within this ethical framework, relationships give rise to duties—the health-care provider to the patient or the lawyer to the client—and the rightness of your actions depends on how they align with those duties. Students have a duty not to cheat. It should be that simple. Anti-cheating technology can’t teach them that, and we can’t expect that students who lack integrity in school will spontaneously develop it in order to meet their professional obligations after they graduate.

Academic integrity needs to be taught starting on day one at every level of education. Every university student should have to take an ethics course in their first year, no matter their major. And there needs to be accountability when there are breaches. Administrators need to support their faculty, not railroad them. Colleagues have shared with me that even when students have been caught cheating, no penalty was imposed. Cheating is a product of the society we’ve created. It’s learned behaviour—and that means, with enough work, it can be unlearned."]]></description>
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<item rdf:about="https://2ndbreakfast.audreywatters.com/the-algorithmic-order/">
    <title>The Algorithmic Order</title>
    <dc:date>2026-06-27T06:22:48+00:00</dc:date>
    <link>https://2ndbreakfast.audreywatters.com/the-algorithmic-order/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["The history of education technology is inseparable from the history of standardized testing."]]></description>
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    <title>DEBATE: Who is Responsible for &quot;Woke?&quot; (with Musa al-Gharbi) - YouTube</title>
    <dc:date>2026-06-26T05:13:05+00:00</dc:date>
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    <dc:creator>robertogreco</dc:creator><description><![CDATA["Author of We Were Never Woke: The Cultural Contradictions of a New Elite and professor in the School of Journalism at Stony Brook University, joins Bad Faith to discuss his historical review of the history of "wokeness," why it cyclically emerges and declines over the decades, and the dangers the "symbolic capitalism" class present to the pursuit of economic equality. Though there's much agreement on the pernicious effects of woke identity politics, we debate our different theories of who is responsible for "woke," and assess whether Tuesday's big DSA wins in New York herald the end of the establishment's superficial identity driven "woke" politics."]]></description>
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<item rdf:about="https://mondoweiss.net/2026/06/my-generation-still-cant-discuss-palestine-but-thankfully-we-no-longer-control-the-debate/">
    <title>My generation still can’t discuss Palestine, but thankfully we no longer control the debate – Mondoweiss</title>
    <dc:date>2026-06-24T08:51:51+00:00</dc:date>
    <link>https://mondoweiss.net/2026/06/my-generation-still-cant-discuss-palestine-but-thankfully-we-no-longer-control-the-debate/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["My generation of Jews entered Harvard in the 1970s as outsiders and left as the establishment that built support for Israel. Today, attitudes have shifted completely, yet my group still can't discuss Palestine. Fortunately, no one is waiting for us."]]></description>
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<item rdf:about="https://mondoweiss.net/2026/06/how-hillel-international-uses-antisemitism-training-and-campus-climate-concerns-to-attack-palestine-solidarity/">
    <title>How Hillel International uses antisemitism training and ‘campus climate’ concerns to attack Palestine solidarity – Mondoweiss</title>
    <dc:date>2026-06-24T08:48:30+00:00</dc:date>
    <link>https://mondoweiss.net/2026/06/how-hillel-international-uses-antisemitism-training-and-campus-climate-concerns-to-attack-palestine-solidarity/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Hillel International’s antisemitism trainings and Campus Climate Initiative are wolves in sheep’s clothing, designed to ensure that Palestine-related speech, protest, and even thought are rendered forbidden on U.S. college and university campuses."]]></description>
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<item rdf:about="https://www.youtube.com/watch?v=O_1z7pzqlmA">
    <title>Is &quot;Latinx&quot; dying? - YouTube</title>
    <dc:date>2026-06-19T08:04:01+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=O_1z7pzqlmA</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Do you use the term Latinx? If not, what's your preferred term?"]]></description>
<dc:subject>fernandohurtado 2026 latinos language us latinx english spanish español jeanguerrero paolaramos antisetoherrera wokeism wokeness academia inclusivity queer latine colleges universities highered highereducation</dc:subject>
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<item rdf:about="https://www.publicbooks.org/who-benefits-from-distorting-american-studies/">
    <title>Who Benefits from Distorting American Studies? - Public Books</title>
    <dc:date>2026-06-18T01:35:45+00:00</dc:date>
    <link>https://www.publicbooks.org/who-benefits-from-distorting-american-studies/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Normativity, in the hands of the “non-distortionists,” smuggles into American studies assumptions that we’re told we must describe rather than prove. A key question the field has tackled, which Kahlenberg and Lin recognize, is what exactly is “American culture”? What is distinct from other cultures, in “its customs, norms, history, literature?” But what they should know—and we must remember—is that the actual error with the field is how the boundedness of the object of study (“America”) was an assumed truth, rather than a question.

Instead, the distinction of “America” was taken for granted, rather than something to uncover. During the collapse of empires (post–World War I) and the growing consolidation of US power (post–1898 to post–World War II) in the international arena, early American studies scholars were concerned with national identity (and perhaps anxious about its character); as such, they sought to understand and preserve some uniqueness. The authors insist the US is exceptional. In their eyes, “exceptionalism” is a truth to be described, just like “American culture.” The boundaries of these objects are taken for granted. What, who, when, and where they contain are but elements to find in the archive or the field. Like boxes to tick, or t’s to cross."]]></description>
<dc:subject>americanstudies us academica colleges universities americanexceptionalism usexceptionalism 2026 highered highereducation ivánchaarlópez erinmcelroy richardkahlenberg lieflin narrative donaldtrump history rightwing farright authoritarianism genewise florida texas education schools schooling exceptionalism propaganda scholarship imperialism empire ice race racism universityoftexas humanities distortions identity nationalism robinkelley robindgkelley amykaplan vinedeloriajr katherinemckittrick politics settlercolonialism colonialism colonization slavery blackstudies ethnicstudies capitalism</dc:subject>
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    <title>In the Shadows of Genocide: The US Palestine Movement and the Promise of the 2024 Student Uprising – Social Text</title>
    <dc:date>2026-06-14T09:48:47+00:00</dc:date>
    <link>https://socialtextjournal.org/periscope_article/in-the-shadows-of-genocide-the-us-palestine-movement-and-the-promise-of-the-2024-student-uprising/</link>
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<item rdf:about="https://www.dropsitenews.com/p/university-michigan-palestine-protests-federal-indictments-nessel-sayed">
    <title>The Issue of Israel Is Ending Democracy In Michigan</title>
    <dc:date>2026-06-13T01:51:12+00:00</dc:date>
    <link>https://www.dropsitenews.com/p/university-michigan-palestine-protests-federal-indictments-nessel-sayed</link>
    <dc:creator>robertogreco</dc:creator><dc:subject>israel palestine genocide ethniccleansing freedomofspeech freespeech us politics democracy democrats donaldtrump ryangrim tomperkins zionistmccarthyism mccarthyism redscare dsa highered highereducation academia colleges universities universityofmichigan aipac abdulel-sayed elisavit dananessel repression resistance lawfare houdaberri-harajli zionism santaono criminalization bds chipgibbons dissent civilrights jordanacker amirmakled tahrir establishment dylanwegela power elections progressivism</dc:subject>
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<item rdf:about="https://educationwars.substack.com/p/tied-up-in-knots">
    <title>Tied Up in Knots - by Jennifer Berkshire</title>
    <dc:date>2026-06-12T13:35:02+00:00</dc:date>
    <link>https://educationwars.substack.com/p/tied-up-in-knots</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["For the 'reform' wing of the Democratic Party, education is a knotty business"]]></description>
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<item rdf:about="https://freddiedeboer.substack.com/p/you-can-and-should-blame-young-people">
    <title>You Can and Should Blame Young People When They Act Like Lazy Cheaters, Actually</title>
    <dc:date>2026-06-12T01:21:58+00:00</dc:date>
    <link>https://freddiedeboer.substack.com/p/you-can-and-should-blame-young-people</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["fear of "old man yells at cloud" has become a culture-devouring virus"

...

"It’s true: the conditions people are born into shape the range of choices available to them, the kid from the under-resourced district and the rich private school kid are not standing at the same starting line, and incentives are real and powerful and a society which builds a maze and then punishes the rats for taking the shortcut is a society engaged in an elaborate exercise in bad faith. All of that’s true! The problem is that none of it implies that the individual student who chose to cheat did not choose to cheat. And if we care about students, if we respect and honor them, then we respect and honor their capacity for acting as moral beings. It’s absolutely bizarre to me, the way that the people who claim to serve as advocates for students end up damning them with a kind of condescending excuse-making that any one of us would be insulted by.

Somewhere in the last twenty years we collectively decided that to explain a behavior is to excuse it, that causation and culpability are the same substance, that the moment you locate a structural reason for an action you have thereby dissolved the actor inside it, like roofies in a cocktail. “I am baffled by people who say “That schizophrenic man who muttered an anti-Semitic slur deserves no sympathy because mental illness doesn’t do that” and also “That rich kid Dalton grad couldn’t help but ask Gemini to do his homework because he lives in, like, systems or whatever.”) Though this attitude is usually delivered with pretenses of great sophistication, there’s nothing sophisticated about it. A genuinely sophisticated person can hold two ideas at once: the system is unjust AND you, specifically, made a choice and the choice was wrong and you knew it was wrong, which is precisely why you lied about it afterward. The lie is the tell! Nobody lies about something they believe they were actually morally entitled to do. The student who cheats and then conceals it knows he did something wrong. The only people pretending not to know are the adults.

Yes, the students are behaving as you might expect most eighteen-year-olds to behave. Sure, groovy. But the whole point of existing as a moral being is to be the exception to the “most,” to have an individual ethical self and to make choices not as an avatar of an age range or as a subject stricken by stru-stru-structural conditions. But sure - eighteen year olds often cut corners. Eighteen year olds can be lazy and self-justifying and frightened. Sure. That’s a not-entirely-wrong description of youth. I don’t expect every last nineteen-year-old to have the moral spine to resist a tool that produces a passable essay in nine seconds while his roommate sleeps and his deadline approaches. But, again, what is moral is not about what everyone does; it’s about what the individual does. If behavior was justified by how many other people were doing it, well, there would be no such thing as a coherent morality.

The problem is the grown men and women (tenured, bylined, salaried, blue-checked) who have constructed an entire rhetorical apparatus with the sole function of ensuring that no young person is ever held responsible for anything, ever, under any circumstances. And they’ve done so not out of compassion but out of personal vanity. They’ve seen the cultural construct of the old person who complains about the youth these days, probably on Twitter, and because they have no fundamental sense of self to call their own, they fear that the construct will become their reality. So they forgive and they excuse and they rationalize and they dissemble…. This relentless exoneration of the young is less a matter of generosity and more a type of status play. It’s a way for a 36-year-old podcaster or a 45-year-old columnist or a 58-year-old dean or a 63-year-old author to purchase (at the students expense) the one thing those people want more than tenure or relevance or grandchildren: the assurance that they are not old.

The man who says “young people today have no work ethic” is a figure of mockery, a cartoon, a Fox News uncle, a Boomer in the worst sense. And, sure, that’s a lame thing to say. But no one who’s spent years cultivating a self-image as enlightened, dynamic, and savvy will allow themselves to be mistaken for that figure. So they overcorrect. They flip the polarity entirely! They become the adult who, presented with overwhelming evidence that a cohort of students is lying and cheating on an industrial scale, responds by indicting the assignments, the professors, the system, man. By indicting himself, performatively, in the safest imaginable way, the way that costs nothing and flatters everything. We failed them, man. The essay is dead, they announce, with the serene confidence of those who have found a way to be on the right side of history while doing absolutely nothing and disciplining absolutely no one. They gets to feel humble and brave and young, all at once, and the bill for this little performance is sent, as it always is, to the people with the least power in the room: the students who don’t cheat.

After all, in every class there is that inconvenient kid who didn’t cheat, the kid who turned down the chance to use the easy machine and sat with the blank page and produced something worse than what the cheater produced, because that’s what learning looks like - it looks like producing worse things slowly until you can produce better things. Sadly that kid’s watching and learning, watching his peers and his teachers, and this white-knuckled dedication to never judging cheaters is teaching them the worse possible lesson. That kid sees the cheaters get the same grades, or better ones, and witnesses the adults who rush to explain that the cheaters are the real victim here, and that kid learns the actual lesson of contemporary American education: integrity is a sucker’s bet, a tax that only the honest pay. I don’t know if there’s a name for a moral system that consistently rewards deception and punishes cooperation, but I can tell you that it leads to a collapsing society, and we’re living in one. If it makes you feel better, those most responsible certainly aren’t the teenagers.

And this connects with what I’m constantly saying about education and how our romantic notions about it ruin everything: yes, we have to force students to be ethical and to not cheat, and this should not surprise us because the basic act of schooling is forcing students to do things. Coercion is at the heart of education.

Education is a form of coercion. We can dress it up in all the gentle constructivist language we like, we can do the Freire thing, we can pretend that every student is a tiny autodidact yearning only for the right “learning environment,” but the plain truth is that most people learn most of the things they learn because someone makes them. They read the book because there’s a quiz. They solve the problems because there’s a grade. They show up because absences have consequences. This attitude isn’t some monstrous betrayal of pedagogy; it is pedagogy, at least for the great mass of students. Civilization itself is the long, uneven process of forcing our worst instincts into contact with better obligations until habit and conscience start to take over. We have truancy laws for a reason! Leave a pack of kids in a room alone with a textbook, even bright kids, come back in a few hours, and you will find them no smarter. That’s just how kids work. And yes, a big part of teaching is forcing students to be ethical. Not because we want to be wardens of their souls, but because ethics, like algebra or music theory or writing a coherent paragraph, are not magically summoned from within by vibes. Ethics are cultivated under constraint. They’re learned, like almost anything worth learning, through rules, standards, penalties, and the repeated experience of being told “no.” The fantasy that students will become honest scholars while we refuse to impose honesty on them is just another adult abdication masquerading as humane insight. It asks nothing of them, cultivates nothing in them, and then flatters itself for its tenderness while the whole enterprise rots.

Our society has now spent decades marinating in the idea that the best we can do for people is to make excuses for them and ask nothing of them; this is the heart of therapeutic culture, people insisting that they can’t be blamed for cheating on their partner because of their trauma, a nation of busy little meritocrats who lie about having ADHD or autism to get more time on the test, insisting to themselves that capitalism is rigged so they can’t be blamed. The exoneration racket dresses contempt up as compassion because to refuse to blame someone is to refuse to take them seriously as a moral agent. It is to say “I don’t expect anything of you, because I don’t believe you are capable of anything.” When you tell a young person that cheating isn’t their fault, that they’re merely a leaf on the river of capitalism, you’re telling them that they’re not a person but a puppet jerked around by forces they cannot resist and shouldn’t bother trying. That’s about as insulting as it gets. Blame, on the other hand, real blame, the kind that says “you did this, you’re better than this, and I am holding you to that,” is at heart an assumption of dignity, the refusal to give up on someone. Every parent who’s ever loved a child knows this in their bones; it’s only in public, in print, in the great laundering machine of professional opinion that we’ve forgotten it.

So, yes. I blame the students, when they cheat, when they stick the prompt in ChatGPT and then look the professor in the eye and pretend they wrote it themselves. I blame them and you should too, if you want the best for them. Blame them as a form of respect, blame them and then help them, blame them and then build something better, blame them while also burning down the credential mill and the surveillance software and the whole rotten edifice that gives people excuses to cheat. But do not, for the sake of your own self-image, for the cheap pleasure of feeling forever young and forever on the right side, pretend that nothing bad happened and no one did anything wrong. We live in a coarsened society where almost everyone appears to have given up. And when someone cheats, even a young person who you would like to exonerate for your own selfish emotional reasons, you should have the courage to say “You did something wrong, you knew it was wrong, and you deserve censure, blame, consequences.” And the only reason you won’t say that is that you’re more afraid of being seen as old than you are of being a coward - which is itself, I’m sorry to report, the most reliable sign of getting old there is."]]></description>
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    <title>Come funziona la scuola in Cina - YouTube</title>
    <dc:date>2026-06-09T07:23:54+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=tU1U6VXLw2Y</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["La scuola in Cina è un tema molto discusso e ancora oggi i cinesi hanno un'idea molto radicata: quella che fin dall’antico sistema imperiale degli esami fino al moderno gaokao (l'esame di ammissione all'università), lo studio rappresenti l’unica via legittima per migliorare il proprio status. Ma oggi il governo sta tentando di modificare questo approccio, a causa di nuove esigenze del proprio sistema produttivo.

Fonti: Why is China’s gruelling gaokao college entrance exam so tough? - South China Morning Post - 31 maggio 2025"]]></description>
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<item rdf:about="https://www.chronicle.com/article/my-students-cant-read">
    <title>Opinion | My Students Can’t Read</title>
    <dc:date>2026-06-09T07:17:42+00:00</dc:date>
    <link>https://www.chronicle.com/article/my-students-cant-read</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["The generational collapse in literacy is measurable, persistent, and likely to get worse."

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The thing I am no longer willing to do is pretend this is a temporary adjustment period, or that “students will adapt.” They will not adapt on their own. The conditions that produced this collapse are still in place: the phones, the algorithmic feeds, the test-prep excerpts, staffing models that load the reading-intensive work onto the most precarious faculty, and now the chatbots that finish students’ sentences before they’ve even begun to think of them. If we want literate citizens, we will have to rebuild the conditions for literacy deliberately, against the grain of every incentive currently pointed the other way. I know the academy has the will to do that. It also has the obligation."]]></description>
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<item rdf:about="https://www.buzzsprout.com/2470045">
    <title>The Lower Frequencies</title>
    <dc:date>2026-06-07T01:23:52+00:00</dc:date>
    <link>https://www.buzzsprout.com/2470045</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["A podcast from the Ethnic Studies Council at the University of California."

[episode descriptions (at time of bookmarking)

"Episode 7: The Racial Environmental State with Keith Miyake
June 03, 2026 • 1:05:28
In this episode, we are joined by Keith Miyake, a professor in the Department of Ethnic Studies and Labor Studies at UC Riverside and a core member of the UC Ethnic Studies Council. Keith talks about how their moorings in STEM and ethnic studies inform and sharpen their research and organizing, including within the university, and how their work as an environmental engineer in Southern California helped inspire their new book, The Racial Environmental State: Contested Spaces of Resistance, published in June 2026 by the University of Washington Press. In this discussion, Keith addresses how activists and organizers have engaged with the Environment Impact Assessment (EIA) process in ways that exceed the parameters of the racial environmental state, opening up the possibility of redistribution of resources, the elimination of borders and prisons, challenging settler colonialism, and the forging of unlikely solidarities. They explore the pros and cons of working with the state in pursuit of racial and environmental justice and wrestles with how abolitionists can craft new relationships rooted in radical notions of democracy.  

Episode 6: The War Within: Repression and Resistance at UCSD with BT Werner
May 06, 2026 • 1:57:08
In the first episode of a new series, “The War Within,” featuring those fighting against war, imperialism, and repression from inside the UC system, we talk to BT Werner about their long history of organizing at UC San Diego (UCSD). Werner, a physicist who has been at the Scripps Institution of Oceanography for 35 years, discusses how understanding complex systems can help us fight back against UC repression while providing examples from the Black Winter of 2010 to the 2024 Gaza solidarity encampments. Two years after the May 6 police raid that violently dismantled the UCSD encampment, Werner and one other UCSD professor are still facing disciplinary changes and suspension. We encourage listeners to sign a petition demanding that the UCSD administration drop the charges immediately.

Episode 5: The UC v. Trump
December 05, 2025 • 47:29
When the UC Regents and administration failed to stand up to the demands of the Trump administration, faculty and workers stepped up to join the fight.  In this episode, Zoé Hamstead (Associate Professor of City and Regional Planning, UCB, co-chair of Berkeley Faculty Association, CUCFA Chair of Legal Affairs), Annie McClanahan, (Associate Professor of English, UCI, Co-President of the Council of UC Faculty Associations), and Anna Markowitz (Associate Professor of Education, UCLA, President of the executive board of the UCLA  Faculty Association) join The Lower Frequencies to discuss the role of faculty and the faculty associations (in partnership with UC unions, the AAUP, and other organizations) in waging a successful series of legal challenges that forced the Regents to disclose the federal demand letter and won a preliminary injunction against the Trump administration.

Episode 4: UC Move Your Money!
November 07, 2025 • 46:48
In this episode of The Lower Frequencies, we speak with UCLA Associate Professor of Anthropology Hannah Appel (who is also Associate Faculty Director of the Luskin Institute on Inequality and Democracy and co-founder and organizer with the Debt Collective), about a new systemwide UC campaign that empowers faculty to begin the process of divesting from war and genocide.  We walk through the three-step UC Move Your Money campaign and how it offers faculty a chance to take action today while building power for more ambitious efforts down the road.

Episode 3: The Right to Teach Truth: What K-12 Teachers Need to Know
October 14, 2025 • 1:05:55
In this third installment of The Lower Frequencies we host educators, lawyers, and activists who share practical advice and inspiration for teachers to defend the presentation of vital topics in K-12 schools. In response to the intensification of attacks to censor the teaching of genocide and queer and trans lives, for example,  Lupe Carrasco Cardona, Mark Kleiman, Tracie Noriego and Liz Jackson discuss how building community, knowing legal, employee, and union safeguards and responsibilities all protect our right to teach truth and defend student’s rights to a full and liberatory education.

Episode 2: The People V. UC: Thomas Harvey and Mark Kleiman
July 14, 2025 • 1:59:09
In the first of a series on “The People v. The UC,” The Lower Frequencies welcomes movement lawyers Thomas Harvey and Mark Kleiman to discuss their tireless work defending the students, staff, and faculty of the University of California from repression.  Mark and Thomas discuss what brought them to movement law, their work in defending ethnic studies from Zionist attacks, and their battles with the UC, including a successful court action against Regent Jay Sures and an ongoing lawsuit on behalf of those in the UCLA encampment who were brutalized by Zionist counter-protesters and police.  If you are interested in supporting their work, you can donate at the link to the UCLA lawsuit below or email Thomas Harvey at tbhlegal@proton.me.

Episode 1: Policing Ethnic Studies: The Legislative Jewish Caucus and AB 1468
April 14, 2025 • 57:22
The inaugural episode of The Lower Frequencies features guest Marcy Winograd and members of the UC Ethnic Studies Council discussing AB 1468, a bill authored and introduced by the California Legislative Jewish Caucus, without any consultation of ethnic studies experts, that would impose a massive and costly set of rules policing the ways in which ethnic studies can be taught by K-12 teachers in the state."]]></description>
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<item rdf:about="https://2ndbreakfast.audreywatters.com/at-what-cost/">
    <title>At What Cost?</title>
    <dc:date>2026-06-05T09:42:43+00:00</dc:date>
    <link>https://2ndbreakfast.audreywatters.com/at-what-cost/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["“What Do I Need To Get Done That I Don't Have To Think About?” asks historian Timothy Burke, pondering about the sorts of “mindless tasks” he’s supposed to gleefully hand over to “AI.” “This rhetoric drives me nuts because it is frequently offered without concrete existing examples,” he writes. “It’s always a vague, futureward offer made with no evident knowledge about what it is that most people actually do in work or in everyday life. As if, perhaps, the pitch is coming from billionaires who don’t have to do anything tedious except perhaps to order all those kinds of tasks to be done.”

It is mind-boggling to me that anyone, but especially the teachers’ labor union, would argue that any work an educator does is “mindless” or menial, that any work an educator does is the kind of task that one should automate if they don’t want to have to think about it. I’m not saying that teachers aren’t overworked -- good grief. Rather, I want to remind people that software is not a substitute for the kind of structural change necessary to improve everyone’s lives, in and around the classroom.

The kinds of tasks that I hear teachers being encouraged to offload to “AI” -- grading, lesson planning, communication with students and parents, design of handouts and other classroom material, IEPs -- are actually constitutive of the very work. These tasks -- and yes, some of them can be burdensome, time-consuming, annoying as hell -- are how you come to know the content, the community, the classroom, yourself and others. Nothing about teaching and learning should be thoughtless or careless the way in which “AI” promises thoughtlessness and carelessness as-a-service. Education isn’t comprised of tasks that should be automated; this isn’t work that needs to be made faster and cheaper. Teaching and learning are not something to be optimized or engineered like machinery, turned into the very “factory model of education” that Silicon Valley has spent decades inventing and positioning against.

If we’re worried about what the push-button classroom will do to students, we should probably stop demanding teachers become button-pushers as well."]]></description>
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<item rdf:about="https://jeppestricker.substack.com/p/the-slow-work-of-becoming">
    <title>The Slow Work of Becoming - by Jeppe Klitgaard Stricker</title>
    <dc:date>2026-06-05T09:35:25+00:00</dc:date>
    <link>https://jeppestricker.substack.com/p/the-slow-work-of-becoming</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["On Epistemological Sovereignty in an Age of Instant Information"

[via:
https://2ndbreakfast.audreywatters.com/at-what-cost/ ]

"Generative AI has caused a crisis in higher education, but I think we have largely misdiagnosed it. The conversation tends to focus on what students do with generative AI - whether they use it to cheat, whether they can evaluate its output, whether institutions can detect it - and how the technology affects critical thinking, this somewhat elusive term we often take for granted yet struggle to define.

These are important problems, but they also reveal how students arriving at our institutions have spent years inside an information environment that, largely unintentionally, undermines the kind of sustained, self-directed attention that education depends on.

Most students do not arrive at university having spent their formative years on JSTOR or with extensive online library resources. And even if they have, various social media apps will have been right by their side. Digital technologies, as a broad category, will have taught them that information should be fast, that uncertainty is a problem to be resolved immediately, and that anything requiring sustained effort is probably not worth the trouble.

The pedagogical problem here is not the internet, but something else. The issue is partly the instrumental logic institutions have fine-tuned over decades (I recently wrote about this here), partly that students carry the attentional habits formed in these environments into the domain of higher education - including, crucially, the seminar room, the library, and every encounter with ideas that rewards patience rather than speed.

The Attention Economy and the Borrowed Brain

A student cannot choose what counts as knowledge on their own. When they enter higher education, they enter conversations that have been going on for centuries, ones that carry accumulated judgments about what counts as evidence, argument, and truth.

However, the contemporary attention economy functions less like a collective intelligence and more like a cognitive environment that increasingly supplies ready-made opinions and judgments faster than individuals and certainly groups can form their own.

The consequences for education are serious, as what we might call epistemological sovereignty, or simply becoming, is not merely a personal achievement or judgement call. It is a collective responsibility, one that institutions, disciplines and academic communities have historically maintained on behalf of those entering the conversation. The attention economy erodes that responsibility. It answers the question of what matters before the student has had the chance to ask it, and it does so at a scale that no individual institution can easily counter alone.

Now, generative AI intensifies the problem considerably. In many ways it is the attention economy compressed into a single interface - sycophantically indifferent to whether the user is developing genuine understanding or merely obtaining a plausible output. I have previously written about the novice paradox: evaluating generative AI output well requires the very expertise students are still in the process of developing.

But there is a prior problem. Before students can even begin to evaluate what generative AI gives them, they need to have developed a sense of what they are looking for, and implicitly, what a good answer looks like. That prior formation of thought is precisely what the broader information environment has made harder to achieve. And it is precisely what universities exist to provide.

Becoming Equals Slow and Steady

There is a critical difference between having knowledge and becoming someone who knows. And the distance between them cannot be closed by more efficient information delivery, regardless of how that delivery is organised.

Becoming, in the sense that genuine education has always intended, is typically not very efficient. It requires motivation, time, failure, and space to think and develop. You do not develop judgment by acquiring answers, but by living through the process of arriving at them, getting them wrong, and trying again. This is hard work.

With the internet, and now especially generative AI, speed and availability are what these systems do best - and they have no inherent mechanism for valuing slower processes. The result is an optimisation trap: students learn to ask the questions these tools handle well, and gradually stop asking the ones they do not - narrowing rather than expanding their thinking, without quite noticing that this is happening.

This is a problem for individual students, and it is a problem for the institutions that are supposed to hold the line. Higher education should insist on the value of what takes longest to understand precisely because it takes a long time. Not every question deserves instant answers, and not every uncertainty needs to be closed immediately. Perhaps this is especially true in higher education: the capacity to remain productively uncertain, to hold a difficult question open long enough to actually think about it, is one of the things serious education, and research, are supposed to develop.

In an information environment that has evolved rapidly in recent years, universities must be able to retain a focus that the attention economy cannot offer: a higher resolution view of what is right here, human to human - the student in front of us, and the thesis idea that needs more than a moment to become clear.

This is not inefficiency.

It is the condition under which becoming is possible at all."]]></description>
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    <title>What can you do with a humanities degree? A new UC Santa Cruz course has answers | University of California</title>
    <dc:date>2026-06-05T06:19:46+00:00</dc:date>
    <link>https://www.universityofcalifornia.edu/news/what-can-you-do-humanities-degree-new-uc-santa-cruz-course-has-answers</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Launched this spring by the Humanities Division, “What Can I Do with My Degree? Humanities-Powered Jobs” introduces students to the professional possibilities of a humanities education while helping them develop collaboration, leadership, and communication skills that extend far beyond the classroom. 

The two-unit course, offered as LIT 87H / HIS 87H, enrolled 126 students in its first quarter. It fulfills the PR-E (Collaborative Endeavor) general education requirement and is open to students from all divisions — a reflection of a core premise behind the class: that humanities skills increasingly matter across professions and sectors.

Students interested in fields such as literature, history, philosophy, languages, and the arts are often confronted with a familiar, well-meaning but nettlesome question from parents, peers, and even strangers: “What are you going to do with that humanities degree?”

The course answers that question directly, while challenging the assumptions behind it.

“It was important to me not to separate career preparation from the bigger questions at the heart of a humanities education because most students are already thinking about both,” said associate teaching professor Jody K. Biehl, who created the course in collaboration with Meredith Pelrine, career engagement specialist for the Humanities Division.

Biehl said students often arrive in office hours and class discussions thinking about what they can do with a humanities degree while pondering larger questions about what kind of life they want to lead and what truly matters to them. The humanities naturally creates space for both conversations, Biehl said.

“A student studying literature or history is learning how people make decisions, how societies change, how language shapes the world, how power works, and how humans find meaning and connection,” Biehl said. “Those are life skills as much as academic ones. They are also incredibly useful in the workplace.”
 
Focus and fulfillment in the era of ChatGPT

Reya Kartik (Crown, psychology, ’29)  said the class shifted her focus toward long-term fulfillment rather than job titles alone.

“Hearing about different career paths showed me that careers are rarely linear and that people often combine multiple interests throughout their lives,” Kartik said. “It made the future feel less rigid and helped me realize that uncertainty does not mean failure. This class definitely changed how I think about balancing ambition, meaning, and personal happiness.”

Himmut Chatha (Stevenson, psychology, ’29) spoke about the growing relevance of the humanities in an era of artificial intelligence, when it has become all too easy to outsource writing — and critical thinking — to large language models.

“The essence of the humanities is putting a microscope up to human authenticity, and as AI becomes heavily normalized in writing spaces, it’s the humanities that teaches students how to pick apart what’s real or not,” Chatha said.

Chatha called the class “integral” for any student majoring in humanities. “Students need that extra push to know that their efforts aren’t for naught,” Chatha said. “The skills they develop and the things they are capable of will make them shine in the job market. It will especially set them apart from those dependent on AI models.”
Flipping the script

Part of the course’s mission is helping students recognize the broader value of skills they may already possess, Biehl said.

“I wanted this course to help flip the script — to show students that the ability to think critically, understand nuance, write and interpret clearly, and communicate across differences is not some obscure niche skill set,” Biehl said. “It’s actually valuable almost everywhere, and increasingly so as AI takes jobs from many fields.”

Designed especially for first-year humanities students, the course creates a cohort experience that helps students feel connected — both socially and intellectually — early in their time at UC Santa Cruz.

“By connecting students with alumni, campus resources, and one another, the class helps create a sense of belonging,” Biehl said. “So many students feel alienated and uncertain right now.”

The course blends career preparation with interactive exercises, peer discussions, and guest speakers from a wide range of professions. Students hear candid stories about career uncertainty, reinvention, burnout, work-life balance, and the nonlinear paths many professionals ultimately take.

“What I’ve noticed is that students across disciplines are hungry for conversations that are a little more human than that,” Biehl said, referring to the pressure many students feel to approach college in purely transactional terms. “They want practical guidance, absolutely, but they also want help thinking about purpose, adaptability, meaning, and what kind of work will actually feel fulfilling and sustainable over time.”

Humanities Dean Jasmine Alinder spoke with students about academia and leadership, describing how she never initially planned to become a dean. Pulitzer Prize-winning investigative journalist Martha Mendoza (Kresge, ’99, independent major, journalism and education) discussed curiosity, journalism, and the emotional realities of building a meaningful career.

Doug Erickson (Cowell,’78 literature and Latin), founder of Santa Cruz Works, reflected on how his humanities background shaped his long career in tech, while former Santa Cruz mayor and current mayoral candidate Ryan Coonerty – a longtime lecturer on law and government at UC Santa Cruz –  spoke candidly about realizing in law school that he did not actually want to become a lawyer.

Dillon Auyoung (Crown ’90, linguistics) encouraged students to bring their whole selves to the job market. He spoke candidly about once feeling ashamed of his Cantonese-speaking family background — yet that same cultural fluency helped him land his first job at Comcast, where managers saw him as uniquely suited to connect with residents in San Francisco’s Chinatown.

He proved his value there, rising to serve as the company’s San Francisco government affairs manager and later director of government affairs.

Arlene Maradiaga (Merill, literature, ‘26), said the guest speakers helped her consider the importance of authenticity in job interviews and how to make them into conversations.

“This course has given me insider knowledge and advice about what employers look for in applicants,” Maradiaga said. “For instance, Ryan Coonerty shared that potential employees that stand out to him are those who ask him what are some of his own failures and how he overcame those difficulties.”

She also learned that employers look for applicants who have demonstrated people skills and empathy.

Although the course was designed with humanities students in mind, enrollment has also included students from outside the Humanities Division.

“The students majoring in psychology or biology, for example, see themselves as humanists because they care deeply about human connection and interaction,” Biehl said.

She recalled one conversation with a nursing student who began considering adding a humanities minor after she and Biehl met after class and Biehl suggested thinking about illness, grief, mortality, and vulnerability through works like Leo Tolstoy’s The Death of Ivan Ilyich and Joan Didion’s The Year of Magical Thinking.

“That conversation captured exactly what I hope the course encourages,” Biehl said. “Students often think of the humanities as separate from ‘practical’ professions, when in reality they can deepen them.”

Ultimately, Biehl said she hopes the course leaves students with something deeper than professional polish.

“I hope the course helps students feel more confident, less anxious about themselves and their place on campus and in the world,” she said. “I hope the course helps them understand the value of what they’re learning during these precious four years at UC Santa Cruz.”"]]></description>
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    <title>California’s Public Universities Went All in on A.I. Now They’re Tearing Themselves Apart. - The New York Times</title>
    <dc:date>2026-06-01T22:24:19+00:00</dc:date>
    <link>https://www.nytimes.com/2026/06/01/magazine/ai-university-college-california.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["California’s public universities spent $16.9 million on A.I. during a financial crisis, and the result has been chaos."]]></description>
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    <title>The ADL is An Actual Psyop with Emmaia Gelman and Mama Ganuush - YouTube</title>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:dan"/>
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</item>
<item rdf:about="https://www.youtube.com/watch?v=RHDhdavY-u8">
    <title>Lane Kiffin Accidentally Picked the Worst Fight Possible.. | Bomani Jones - YouTube</title>
    <dc:date>2026-05-31T01:32:39+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=RHDhdavY-u8</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Bomani is joined by Yahoo Sports' Steven Godfrey to break down the fallout from Lane Kiffin’s comments about Oxford and Baton Rouge, why the Ole Miss vs. LSU debate is really a conversation about money, and how NIL has changed the rules for who can win in college football. They also get into why the old coach-driven model is cracking, what made the Saban era so dominant, and which major programs are facing real pressure in this new version of the sport."

[via:

"Palestine, Playing Fields; Perfidy! The False Capitalist Narrative Running (Puns😎) Throughout!" (this is the part that references college football (plays a clip from here: https://www.youtube.com/watch?v=RHDhdavY-u8 ) and is part of full show: https://www.youtube.com/live/2rHMi1MXILs )
https://www.youtube.com/watch?v=PaUkUZ-X-_o

which points to

"🍌The Banana Method as Psychic Militancy!"
https://www.youtube.com/watch?v=kGNrqiLdKfQ

which points to

"Revolution Is Mental Health! ft Lara Sheehi"
https://www.youtube.com/live/PGnGalaE4Go ]]]></description>
<dc:subject>bomanijones stevengodfrey lanekiffin south collegesports sports colleges universities money athletics lsu olemiss mississippi alabama louisiana texas oklahoma georgia universityofgeorgia indiana auburn batonrouge jackson birmingham development interstates coaching collegefootball americanfootball history race racism us atlanta nola neworleans florida fsu universityofindiana universityofmichigan universityofalabama universityofmiami universityofoklahoma universityoftexas sec colorado jamelehill rulingclass nicksaban</dc:subject>
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</item>
<item rdf:about="https://2ndbreakfast.audreywatters.com/moral-panic-moral-imagination/">
    <title>Moral Panic, Moral Imagination</title>
    <dc:date>2026-05-30T23:13:37+00:00</dc:date>
    <link>https://2ndbreakfast.audreywatters.com/moral-panic-moral-imagination/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["It's become quite commonplace to charge those of us who challenge technology – specifically children's use of technology -- with fomenting some sort of "moral panic." To do so invokes a long history of opposition to television and rock-n-roll and video games and comic books, and posits that any complaints about cell phones and social media and “AI” are simply the latest manifestation of this kind of outrage -- an outrage that is grounded in cultural conservativism and un-grounded from science.

New media always generate a frenzied concern from certain corners – concerns that range from quiet handwringing to loud outrage; and importantly, if these concerns are unchecked – or so the story goes – they will extend beyond consternation and pearl-clutching and aim for outright censorship. The charge of "moral panic," therefore is meant to elicit its own sort of highly charged response: the need to thwart those critics and to label them as standing in the way of progress, science, and/or simply "fun".

It's been some fifty years now since the sociologist Stanley Cohen first used the phrase “moral panic” to describe a "condition, episode, person or group of persons [that] emerges to become defined as a threat to societal values and interests" -- in his work specifically, the youth cultures in post-war Britain (even more specifically, the conflict between the mods and the rockers). According to Cohen, moral panics arise when a group's beliefs and practices are marked as deviant, and when the threat – whether real or perceived, literal or symbolic – the group allegedly poses to the social order gets magnified by the mass media. "Moral entrepreneurs" – clergy, politicians, “socially-accredited experts,” and “right-thinking people” – step up to man the “moral barricades,” as Cohen puts it: to diagnose the deviance and to draw the lines of normativity, sometimes to propose solutions, but mostly to pontificate.

There are many ways in which we can see these barricades built and torn down in the decades since Cohen’s work first appeared, as what constitutes “deviance” has, in many instances, has changed radically (as perhaps too has society’s tolerance for “folk devils.”) And there has been major upheaval as well in the main conduit, in Cohen’s formulation at least, for spreading moral panics: the mass media.

But that’s hardly stopped the phrase from being used to police boundaries – cultural, social, technological, political alike. To call something a "moral panic" remains a fairly common rhetorical move, one that serves to dismiss and delegitimate people's concerns, particularly about the ways in which the world around them might be changing. The phrase posits these concerns as hysterical – a panic. It conflates having a moral or ethical stance with being (politically, culturally) reactionary. And it implies that complainants are un- or even anti-scientific.

Ironically perhaps, this dismissive attitude seems to demand its own sort of compliance and complacency. "Don't worry," it tries to reassure everyone, even though, when you look around, there's a lot to be concerned about.

With apologies to Douglas Adams, there are reasons we might panic.

I do wonder what the pundits and posters who always shout “moral panic!” in response to any criticism of technology make of the moral campaign of Pope Leo XIV, who expressly chose that name to pay down a challenge to digital technology and “AI” and, importantly, to directly link his papacy to that of Leo XIII who “stood up for the rights of factory workers during the Gilded Age, when industrial robber barons presided over rapid change and extreme inequality.”

I spent much of the week reading the Pope’s new, 40,000 word encyclical, Magnifica Humanitas (and assiduously avoiding any knee-jerk “takes” from those who can’t seem to handle the written word in any form longer than a tweet. This is why I am not on social media any more, incidentally. Reading and writing and thinking are too important – and life is too short – to waste words performing “intelligence” on the tech billionaires’ platforms. Do I sound panicky? I don't know...).

The history of the Catholic Church is long (and in plenty of ways, awful), but as Pope Leo narrates it, it’s a story of the institution ever moving towards a fuller recognition of social justice and human dignity – a move that he credits in part to the earlier Leo’s 1891 encyclical Rerum Novarum, “a milestone in the development of the Church’s social teaching,” that

<blockquote>“places the dignity of work and of workers at the forefront of its reflection; affirms the right to a fair wage for oneself and one’s family; recognizes that persons have a fundamental value that takes precedence over capital and profit; defends private property along with its indispensable societal role; esteems workers’ associations; and proposes forms of cooperation between the different components of society as an alternative to the mentality of class struggle.”</blockquote>

Human dignity – the word “dignity” appears over one hundred times in this latest encyclical – is undermined by the ongoing exploitations of capitalism; and it is increasingly threatened by the acceleration of technologies, particularly “AI” which

<blockquote>“promises to boost productivity by taking over mundane tasks, [but] frequently forces workers to adapt to the speed and demands of machines, rather than machines being designed to support those who work. As a result, contrary to the advertised benefits of AI, current approaches to technology can paradoxically de-skill workers, subject them to automated surveillance and relegate them to rigid and repetitive tasks. The need to keep up with the pace of technology can erode workers’ sense of agency and stifle the innovative abilities they are expected to bring to their work.”</blockquote>

With a remarkable apology for the Church’s role in colonialism, the Pope links the violence of slavery and human trafficking in the past to the violence of slavery and human trafficking today and the threats of new forms of slavery in the future – “a decisive test for the ethical discernment of AI and digital transformation,” particularly as new technologies curb human freedoms, intellectually and bodily. “Without this ethical and humanizing reflection, the growing power of digital systems could lead us toward new atrocities that are no less shameful than those of the past that we now deplore, while we continue to present ourselves as ‘advanced’ and ‘civilized’ societies.”

To avoid this future – to avoid the reduction of everyone to objects, to eschew the tech industry’s valorization of efficiency and extraction, to end its demands to control all aspects of our lives – it is imperative that we build systems that are “centered on the human person and not solely on performance,” the Pope argues. He’s speaking here specifically of how we push back on automation and technology in the workplace, but I think this is absolutely relevant to education as well. Teachers’ working conditions are, as the union saying goes, students’ learning conditions; but I think we need to see students as doing work too – important intellectual work of their own, work that also matters for minds and souls and bodies and futures and freedom. Both teachers and students deserve dignity and care; both deserve systems that are human and humane; both deserve systems that are not mechanistic and exploitative as almost every single piece of education technology that’s flooded classrooms most certainly is.

And I’d add here too that students – children and adult students like – deserve systems that do not view them solely or even primarily as vulnerable and weaker beings in need of protection. When children are described as “precious treasure,” as the Magifica Humanitas does, it is too easy then to cast them as the objects of education and to deny their agency, their inquiry, their rights."]]></description>
<dc:subject>audreywatters ai artificialintelligence moralpanic edtech technology luddism neoluddism neoluddites luddites 2026 magnificahumanitas popeleoxiv popeleoxiii douglasadams panic catholicchurch catholicism slavery colonialism colonization rerumnovarum dignity humanism human humans humanity society work labor workers capitalism education teaching howweteach learning howwelearn schools schooling colleges universities highered highereducation academia agency humanrights automation humandignity encyclicals enslavement</dc:subject>
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</item>
<item rdf:about="https://www.aaup.org/issue/spring-2026/cal-states-war-working-class-education">
    <title>Cal State’s War on Working-Class Education | AAUP</title>
    <dc:date>2026-05-30T23:08:53+00:00</dc:date>
    <link>https://www.aaup.org/issue/spring-2026/cal-states-war-working-class-education</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["The surprise rollout of ChatGPT Edu across the California State University system has provoked outrage and opposition."]]></description>
<dc:subject>marthalincoln marthakenney chatgpt education highered highereducation colleges universities academia class openai california llms faculty sfsu jamemartel ronpurser briandobler braderickson kathysheffield jasnconwell jamesmartel csu californiastateuniversity</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:7211b4ab0f4c/</dc:identifier>
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</item>
<item rdf:about="https://fnl.mit.edu/may-june-2026/lament-for-the-mit-libraries/">
    <title>Lament for the MIT Libraries - MIT Faculty Newsletter</title>
    <dc:date>2026-05-29T23:17:21+00:00</dc:date>
    <link>https://fnl.mit.edu/may-june-2026/lament-for-the-mit-libraries/</link>
    <dc:creator>robertogreco</dc:creator><dc:subject>elizabethcavicchi libraries mit highered highereducation colleges universities academia kaitlincurtice williamwellesbosworth 2026</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:b6fbf7e53bbe/</dc:identifier>
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</item>
<item rdf:about="https://yalereview.org/article/sheila-liming-the-end-of-books">
    <title>The Yale Review | Sheila Liming: “The End of Books”</title>
    <dc:date>2026-05-29T23:16:04+00:00</dc:date>
    <link>https://yalereview.org/article/sheila-liming-the-end-of-books</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["What happened when a dumpster arrived behind my university's library"]]></description>
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Tom Mullaney is a high school social studies teacher in the suburbs of Philadelphia.

Tech Won’t Save Us offers a critical perspective on tech, its worldview, and wider society with the goal of inspiring people to demand better tech and a better world. Support the show on Patreon.

The podcast is made in partnership with The Nation. Production is by Kyla Hewson."]]></description>
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    <title>How western media fueled Israel's genocide, with Robin Andersen - YouTube</title>
    <dc:date>2026-05-26T20:46:49+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=173Xy8H3_j4</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Associate editor Nora Barrows-Friedman has a conversation with Robin Andersen about her new book "The Complicit Lens: US Media Coverage of Israel's Genocide in Gaza." [https://orbooks.com/catalog/the-complicit-lens/ ]"]]></description>
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<item rdf:about="https://medialab.sciencespo.fr/en/news/de-lideologie-californienne-a-lideologie-texane-conservatisme-religion-et-extractivisme-au-sein-du-secteur-des/">
    <title>From Californian to Texan Ideology: Conservatism, Religion and Extractivism in the Tech Sector | médialab Sciences Po</title>
    <dc:date>2026-05-23T22:57:21+00:00</dc:date>
    <link>https://medialab.sciencespo.fr/en/news/de-lideologie-californienne-a-lideologie-texane-conservatisme-religion-et-extractivisme-au-sein-du-secteur-des/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["On the occasion of a special session co-organized with the CNRS Center for Internet and Society, the médialab seminar welcomes Fred Turner (Stanford University). He will offer a critical reading of the ideological transformations underway in the American tech world, from California’s libertarian utopia to the more conservative ideology now embodied by Texas.

Abstract

As they leave California for Texas, major digital companies are doing more than looking for new spaces. Their leaders (Elon Musk, Larry Ellison, Joe Lonsdale...) are settling in a state where religion plays a major role, in a Bible Belt dominated by oil billionaires. Texan politics can be summed up in a few words: tax refusal, deregulation, and the narrative of a new frontier populated by “those who are willing to take the necessary risks.” 

Just like oil, digital technologies, including AI and cryptocurrencies, as well as space exploration, depend on public funding and environmental leniency to thrive. So why not take power directly? Tech leaders are now pursuing that path, following in the footsteps of speculative oil investors. 

How did the digital world move from the Californian ideology, where entrepreneurialism was mixed with the legacies of counterculture, to the Texan ideology, shaped by a rejection of any interference except that of the Gospels, and where great, deserving men are seen as working in the name of God? 
Biography  

After a career in journalism in Boston and teaching at MIT and Harvard, Fred Turner is now Professor and Chair of the Department of Communication at Stanford University.

His research explores the relationships between media technologies and cultural transformations, with a particular focus on the role of emerging media in shaping American society since World War II.

He is the author of three influential books: The Democratic Surround: Multimedia and American Liberalism from World War II to the Psychedelic Sixties, From Counterculture to Cyberculture: Stewart Brand, the Whole Earth Network and the Rise of Digital Utopianism, and Echoes of Combat: The Vietnam War in American Memory.

Fred Turner’s work has received numerous academic awards and has been translated into French, Spanish, German, Polish and Chinese."

[direct link to video: https://vimeo.com/1137645914

See also:
https://newbooksnetwork.com/fred-turner-on-countercultures-cybercultures-and-californian-and-texan-ideologies
https://thebaffler.com/salvos/the-texan-ideology-turner ]]]></description>
<dc:subject>fredturner 2025 siliconvalley californianideology texanideology california texas billionaires fortresses tescreal libertarianism elonmusk gigafactory tesla capitlaism latecapitalism technology billionaites oligarchy climate climatechange environment globalwarming richardbarbrook andycameron sanfrancisco 1960s couunterculture 1990s extraction extractivism bunkers christianity billygraham religion politics race racism neoliberalism economics misogyny christiannationalism policy web internet online dotcomboom dotcombust johnperrybarlow newtgingrich newright rightwing farright right freemarkets freemarketfundamentalism conservatism idealism poverty austin markzuckerberg facebook meta us tiktok google joelonsdale tennessee memphis fbi fairbanks alaska louisiana covid-19 pandemic coronavirus gregabbott rickperry hooverinstitution labor energy water electricity regulation deregulation housing taxes taxation antiwoke newdeal universities colleges academia highered highereducation margaretatwood petrobaptists fossilfu</dc:subject>
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<item rdf:about="https://newbooksnetwork.com/fred-turner-on-countercultures-cybercultures-and-californian-and-texan-ideologies">
    <title>Fred Turner on Countercultures, Cybercultures, and Californian and Texan Ideologies - New Books Network</title>
    <dc:date>2026-05-23T22:56:29+00:00</dc:date>
    <link>https://newbooksnetwork.com/fred-turner-on-countercultures-cybercultures-and-californian-and-texan-ideologies</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Peoples & Things host, Lee Vinsel, and guest host, Paula Bialski, Associate Professor of Digital Sociology at University of St. Gallen, talk to Fred Turner, Harry and Norman Chandler Professor of Communication at Stanford University, about his classic 2006 book, _From Counterculture to Cyberculture: Stewart Brand, the Whole Earth Network, and the Rise of Digital Utopianism_. They briefly explore the arc of Fred’s career and revisit the book in the spirit of asking what has changed in digital ideology since the book’s publication, including with the role of Silicon Valley elites in the second Trump Administration, Elon Musk’s role in DOGE, and the (perhaps only brief) turn of digital technology elites moving from California to Texas. Since this conversation was recorded in April 2025, Fred’s essay, “The Texan Ideology,” has been published in The Baffler: https://thebaffler.com/salvos/the-texan-ideology-turner "

[See also: 
https://medialab.sciencespo.fr/en/news/de-lideologie-californienne-a-lideologie-texane-conservatisme-religion-et-extractivisme-au-sein-du-secteur-des/
https://vimeo.com/1137645914 ]]]></description>
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<item rdf:about="https://freddiedeboer.substack.com/p/llms-and-the-library-card-fallacy">
    <title>LLMs and the Library Card Fallacy - Freddie deBoer</title>
    <dc:date>2026-05-22T08:08:20+00:00</dc:date>
    <link>https://freddiedeboer.substack.com/p/llms-and-the-library-card-fallacy</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["the LLM tutor story is the Khan Academy story is the MOOCs story"

...

"I don’t know how many American colleges and universities will exist in ten years. Probably fewer than now, but then a little right-sizing has made sense for awhile, and would likely increase rather than decrease the health of the system. The ones that keep existing, which is to say most of them, will go on doing what they’ve always done, which is to supply the external scaffolding that the vast majority of human beings require in order to learn anything they don’t already want to learn: deadlines, grades, embarrassment in front of peers, the looming presence of a teacher who will notice…. That scaffolding is the product and always has been. The lectures are incidental, the textbooks are incidental, and the personalized AI tutor will turn out to be incidental too. What is not incidental is the social and institutional pressure that compels an ordinary late adolescent to sit in a room and slog through the Federalist Papers when every fiber of their being would rather be doing anything else. Maybe we can’t make young people feel that pressure in a meaningful way anymore. Maybe. But that just means that our whole society is doomed anyway, and ChatGPT is not going to be able to fix it.

No chatbot can manufacture the desire to learn. And the people who insist otherwise will, a decade from now, write the same essays they’re writing today about how this time the revolution is really, finally, coming. Damp continuity, like I said. I’ve never been the doomer people have made me out to be, but I confess that in the last couple of years I’ve quietly given up, and if LLMs have done one thing for me, it’s to force me to recognize just how little the average person gives a shit and just how willing the great mass of humanity is to slip into apathy and decline. But I do have hope for individuals, the exceptional and talented people who really give a shit. For them, the ones who need it least, the ability to learn is there. The library card has been in our collective wallet for a hundred years. The whole internet has been in our pockets for fifteen. So go learn something."]]></description>
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    <title>Publication Praxis Zine Pedagogy Within and Against the Academy - YouTube</title>
    <dc:date>2026-05-20T06:11:43+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=6yHDTgcYqaI</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Publication Praxis: Zine Pedagogy Within (and Against) the Academy, with Mark Allen, Brandon Bandy, Frankie Gutierrez, and Kayla Romberger

How can a historically radical form of anti-institutional knowledge transmission exist inside the academy without being subsumed by it? What are the opportunities and limits of codifying a countercultural mode of production into a standardized curriculum? What is gained and what is lost when a DIY ethos is paired with mandated learning outcomes? This panel discussion, moderated by Alex Lukas (Associate Professor of Print & Publication, University of California Santa Barbara), brings together educators Mark Allen, Brandon Bandy, Frankie Gutierrez, and Kayla Romberger, all of whom teach zinemaking at the post-secondary level to interrogate the pedagogical structures they employ in the classroom to maintain the medium's liberatory potential. Presented by Written Names Fanzine."]]></description>
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<item rdf:about="https://theamericanvandal.substack.com/p/afteropenai?triedRedirect=true">
    <title>After OpenAI (Vandal Live at Wake Forest Humanities Institute)</title>
    <dc:date>2026-05-14T04:33:50+00:00</dc:date>
    <link>https://theamericanvandal.substack.com/p/afteropenai?triedRedirect=true</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Apple Podcasts | Spotify

As part of the Spring Symposium at the Wake Forest Humanities Institute, Matt Seybold discusses the present and future of AI speculation, including an extended discussion with Wake Forest faculty, many who were part of WFHI’s Interdisciplinary Faculty Seminar on Language, Theory, & Artificial Intelligence.

Cast (in order of appearance): Jennifer Greiman, Matt Seybold, Derek Lee, Michaela Appeltova, Nisrine Rahal, Barry Trachtenberg, Jeff Bills-Solomon, Dean Franco, Amanda Gengler

Featured Guests

Jennifer Greiman is Professor of English at Wake Forest University and Director of The Humanities Institute there.

Matt Seybold is Associate Professor of American Literature & Mark Twain Studies at Elmira College, as well as resident scholar at the Center For Mark Twain Studies and executive producer of The American Vandal Podcast.

Episode Bibliography

Emily Bender & Alex Hanna, The AI Con (HarperCollins, 2025)

Emily Bender, Timnit Gebru, et al. “On The Dangers of Stochastic Parrots: Can Language Models Be Too Big?” FAccT 2021

Tressie McMillan Cottom, “The Tech Fantasy That Powers AI is Running on Fumes” The New York Times (April 29, 2025)

Michel de Certeau, The Practice of Everyday Life (U California Press, 1984)

Virginia Dignum, The AI Paradox: How To Make Sense of a Complex Future (Princeton UP, 2026)

Ronan Farrow & Andrew Marantz, “Moment of Truth” The New Yorker (April 13, 2026)

Karen Hao, Empire of AI: Dreams & Nigthmares in Sam Altman’s Open AI (Penguin Random House, 2026)

Andy Hines, Outside Literary Studies: Black Criticism & The University (U Chicago Press, 2022)

E. D. Hirsch, Cultural Literacy (Houghton Mifflin, 1987)

Tyler Johnston, “The reporters at this new site are AI bots. OpenAI’s Super PAC appears to be funding it.” Model Republic (April 24, 2026)

Matthew Kirschenbaum, “Grok is an Epistemic Weapon” Tech Policy Press (January 13, 2026)

Matthew Kirschenbaum, “Texpocalypse Now: AI and The New Political Economy of Writing” PennAI (April 17, 2026)

Matthew Kirschenbaum & Rita Raley, “AI & The University as a Service” PMLA (May 2024)

Christopher Newfield, Unmaking The Public University (Harvard UP, 2011)

Britt S. Paris, Radical Infrastructure: Imagining The Internet From The Ground Up (U. California, 2026)

Ann Pettifor, The Global Casino: How Wall Street Gambles with People & The Planet (Verso, 2026)

Ann Pettifor, “The Next Crisis is Coming” Politics Joe (April 1, 2026)

Ann Pettifor, “Is the next financial crisis only a matter of time?” De Balie (February 16, 2026)

Daniel Roher & Charlie Tyrell, The AI Doc, or How I Became An Apocaloptimist (2026)

Matt Seybold, “Against Technofeudal Education” The American Vandal (June 10, 2025)

Matt Seybold, “The Technofeudal Text” The American Vandal (August 25, 2025)

Matt Seybold, “Mamdani Win Could Be The First Step Towards Seizing The Means of Knowledge Production” The American Vandal (November 5, 2025)

Matt Seybold & Eric Hayot, “The ‘Crisis In The Humanities’ Is Over. That’s Not a Good Thing.” Chronicle Of Higher Education (December 29, 2025)

Matt Seybold & John Warner, “The Technology That’s Taking Your Freedom” Academic Freedom On The Line (February 3, 2026)

Matt Seybold et al, “The Secret History of Canvas LMS, Corporate Raiders, & The Chatbot Bubble” The American Vandal (March 24, 2026)

Matt Seybold et al, “HBCUs & The Philanthrocapitalist Swindle” The American Vandal (February 4, 2025)

Jacob Silverman, “The Death of an AI Whistleblower” The Nation (May 2026)

Nick Srnicek, Silicon Empires: The Fight For The Future of AI (Polity, 2026)

Ben Tarnoff, “Frankenstein’s Regret” The Nation (May 2026)

Wake Forest Humanities Institute, “Language, Theory, & Artificial Intelligence” (May 2026)

McKenzie Wark, Capital Is Dead: Is This Something Worse? (Verso, 2019)"]]></description>
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<item rdf:about="https://2ndbreakfast.audreywatters.com/ed-tech-dependency/">
    <title>That Damned LMS Dependency</title>
    <dc:date>2026-05-12T04:03:44+00:00</dc:date>
    <link>https://2ndbreakfast.audreywatters.com/ed-tech-dependency/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["For the second time in less than a year, a major disruption to the learning management system Canvas has prompted cries (and headlines) that “we can’t do school!”

In the fall of 2025, an Amazon Web Services outage rendered the LMS inaccessible. At the time, Wired spoke to dozens of affected students who complained that “the Canvas outage threw off their schedules, preventing them from not just submitting and viewing assignments but also from participating in class activities, contacting professors, and accessing the textbooks and other materials they need to study.”

This week’s news was even worse, in terms of timing (finals!) and impact – “'The Biggest Student Data Privacy Disaster in History’” read the 404 Media headline. The LMS was taken offline by the hacking group ShinyHunters, which demanded the company pay a ransom or face a data leak -- data, including names, email addresses, and messages, belonging to some 275 million people across more than 9000 educational institutions (both colleges and K-12 schools).

“Higher education has long been a target of ransomware gangs and data extortion attacks,” Wired’s Lily Hay Newman and Andy Greenberg write. “But never before, perhaps, has a cyberattack against a single software platform so thoroughly disrupted the daily operations of thousands of schools across the United States.”

That is shocking. And no, I don’t mean the size and implications of this massive data breach although yes, sure, of course that’s bad. I mean that this is the story: “the LMS is down. We can’t do school.”

What does it say about education that this particular piece of software – one that was once utterly reviled by students and teachers alike – is not now only ubiquitous across all grades and all levels, but is viewed as essential to its operation?!

Indeed, for all the handwringing about the cognitive dependencies that “AI” might elicit, it seems as though education has already acquiesced to technologies that have cultivated precisely that: the productivity software way of thinking that has convinced people that their work must be orchestrated through some awful user interface. That there is no other way to access information, to complete assignments, to assess work, to talk to one another, without it.

The LMS isn’t necessary. It never has been. But it has sold itself to schools with the promise of convenience and – it’s right there in the name – “management.” In the decades since its introduction, the LMS has reshaped education to suit its design. Assignments, assessments, discussion – these have all been bent to fit the software. Teachers' work and students' work – and their ideas about what academic work looks like – has been bent to fit the software.

No matter the course – Intro to Biochemistry or Beowulf – the interface for a course is the same. No matter the course, no matter the school. Everything has been standardized – that's the goal at least; everything, everywhere is interchangeable. It's all just "content." Everything – except the LMS, I suppose – is replaceable. Everything "cognitive" soon to be automatable. Such was the promise of that recent “AI” agent that boasted it could cheat its way through any course on Canvas. And such is the story peddled in a recent (terribly stupid) New Yorker piece that argued that thanks to “AI”, college will only exist in the future as “a website or app.” Let’s just hope someone can keep that website online.

If college only exists in the LMS, if it cannot exist without the LMS, this means we have abandoned education as anything other than education technology. It means we have abandoned the physical spaces of learning: the campus, the classroom, the professor’s office, the student center, and so importantly, the library. It means we have abandoned the place; it means we have abandoned the people.

Although some of the features of the LMS predate its development – see Brian Dear's book on PLATO, The Friendly Orange Glow – the product appeared in the 1990s, and it has actually changed very little since then.

The LMS was -- and remains -- an online portal to a closed system. And much like other portals of the late 1990s, most famously AOL, the LMS was designed to keep schools and students “safe” from the open Web -- that is, to keep unauthorized people from accessing the content and keep authorized people (tuition-paying students, namely) inside its walls. The LMS served as student and faculty's interface to the data contained in the student information system, that massive database that housed the university academic bureaucracy -- registration, course enrollment, schedules, grades, room assignments, transcripts, and so on. If the SIS was the mechanism for controlling instructional bureaucracy, the LMS was how student and faculty labor could be managed.

And perhaps because being managed in this way is quite antithetical to the culture of academia, the LMS was long eschewed by faculty. It was disliked by students too -- neither group much appreciated being told to "go online" to do their work. Everyone had to be compelled to use it. It didn't help that, for decades, the interface seemed largely unchanged, reinforcing the stereotype that education technology sucks, that it is outmoded in both its design and engineering.

When Instructure, the maker of the Canvas LMS, launched in 2011, it promised something different. Notably, news of the company first ran in Techcrunch, signaling this was a software company aligned with Silicon Valley and its "software-as-a-service" trend -- something quite different from the older, legacy companies like Blackboard in look and feel (for the user) and control (for campus IT). Of course, the functionality was mostly the same -- such was the pitch that Instructure had to make to schools: although it was hosted in the cloud (that was new), it promised it could replace Blackboard or Desire2Learn or Moodle and do all the things that professors (begrudgingly) and students (also begrudgingly) could do in the old LMS.

The LMS has centralized the bureaucracy of teaching and learning, and importantly, schools have outsourced this task -- one of their key functions, arguably -- and as such, they have created their own dependency on companies, on technologies, on "expertise" beyond their control.

Who is the LMS for? One can answer that by looking at the phrase itself: learning management system. The LMS is not for teachers; it is not for students -- although both these groups have been framed in a way as “managers,” encouraged to see their own work as a series of tasks that need to be governed, monitored, controlled, optimized.

The LMS has foreclosed learning, in no small part by wrapping it in what I've called elsewhere the "software way of thinking," in which the product is prioritized, and the process of learning dismissed or ignored. But it's also a foreclosure of growth and possibility, as the LMS has become a central piece of the larger educational infrastructure that has embraced surveillance: everything that a student and a teacher does is monitored, measured.

You must log in. You must post. (You needn't download. You could but why. Everything's here.) You must sit in front of the screen. You must click. You must hit "submit." This is learning. This is how learning is managed.

The LMS strips agency from students and teachers and staff alike, forcing them into the template of what the software engineers have coded, into the template of what the LMS companies have decided pedagogy looks like. It's all akin to walking into a classroom where the chairs and desks are bolted to the floor – students and teachers alike know this experience: you are stuck with the architecture of someone else's design, and importantly stuck with a mode of teaching that places the instructor quite literally at the front and center and, as such, that lends itself to certain kinds of instruction.

A classroom should be a space for shared world-building not just knowledge-building, one in which a participatory culture is encouraged. But the LMS is a "management system." There is no participation except in the ways that which the software allows. There is no social contract to be negotiated. Contracts are something between the LMS company and the school's IT department, and this tells you much about who (or what), in fact, the LMS is for.

The learning management system is the platform upon which other software services have been integrated: learning analytics, assessment surveillance, plagiarism detection, autograders, and now "AI." As Nick Srniceck argues in Platform Capitalism, "the platform has emerged as a new business model, capable of extracting and controlling immense amounts of data, and with this shift we have seen the rise of large monopolistic firms." That massive store of data makes platforms like the LMS an obvious target for hackers. But that massive shift of power has served to destabilize educational institutions as well, bending them to suit the extractive processes that govern (and benefit) software companies rather than the generative practices that benefit teaching, learning, research, and importantly, care for community, academic or otherwise.

Who is the LMS for? At the end of the day, like all platforms, the LMS exists for itself.

What a failure of imagination to act as though an LMS outage means the end of education. Perhaps it means the beginning. Perhaps the outage signals the need to reboot, not reboot the machine, not reboot with a new or different machine. Good grief. Perhaps it can mean a restart, a revision of education in which joy and desire and curiosity – all those utterly unquantifiable elements of life and love and learning that the LMS can never capture – are actually made the priority, and not merely those elements that fit neatly in the LMS story of convenience, expedience, and analytics."]]></description>
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<item rdf:about="https://codeactsineducation.wordpress.com/2026/04/29/ai-and-the-amplification-of-academic-content-assetization/">
    <title>AI and the amplification of academic content assetization | code acts in education</title>
    <dc:date>2026-05-11T01:09:46+00:00</dc:date>
    <link>https://codeactsineducation.wordpress.com/2026/04/29/ai-and-the-amplification-of-academic-content-assetization/</link>
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<item rdf:about="https://nymag.com/intelligencer/article/palantir-yale-conference-ai.html">
    <title>Palantir Comes to Campus</title>
    <dc:date>2026-05-11T00:45:39+00:00</dc:date>
    <link>https://nymag.com/intelligencer/article/palantir-yale-conference-ai.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[[archived:
https://archive.is/M2eav ]

"At a quiet conference at Yale, the company and its allies sketched a vision for AI, state power, and how to mix the two."

...

"Sulkin asked whether colleges in the face of AI-induced job loss should abandon career prep and return to something older: “soul formation.” Kimball took the opening. Yale had been “distracted” from education by “performative concern with so-called social justice,” he said. The humanistic enterprise, he warned, was probably “moving outside of universities right now.” Princeton Classics graduates, he added, couldn’t even read Latin. The connection between these matters and Palantir might seem tenuous. But Karp and his director of corporate affairs, Nicholas Zamiska — another conference speaker — have insisted otherwise.

In their book, The Technological Republic, they contend that Silicon Valley lost its way after the Cold War as the technology sector retreated from the public interest and into “luxury beliefs” — opposition to using software to help law enforcement among them. The rot, in their telling, began in higher ed: Stanford dropped its History of Western Civilization requirement in 1968, and the generation that built the internet grew up constructing its identity “in opposition to the state.” It became squeamish about helping governments do government things, like deporting people.

Karp and Zamiska take particular offense at Google’s former motto, “Don’t be evil.” That old maxim reflects, they write, a mind-set that prizes moral clarity over “the more difficult and often messy task of navigating the world in all of its imperfection.” Palantir would not make the same mistake.

In the Trump era, that policy has been particularly profitable. The firm’s revenue grew 93 percent last year, and Palantir became one of the 20 most valuable American companies. It landed a string of major government contracts, including $30 million from ICE last April to build ImmigrationOS, a platform to select targets for deportation; $10 billion from the Army; $1.3 billion from the Pentagon to build Maven, a drone-imagery-labeling software; and nearly $448 million from the Navy. Today, its stock price stands at more than triple its level than on the eve of the 2024 election. Earlier in April, when the stock dipped, the president went on Truth Social to praise Palantir’s “great war fighting capabilities and equipment” — and posted its ticker symbol.

Exactly how far does Palantir’s wish list — “a union of the state and the software industry,” as The Technological Republic puts it — go? The conference’s speakers ranged from highly skeptical to fully dismissive of AI regulation. During Zamiska’s talk, Wittenstein — his interviewer and his old classmate at Yale — asked Palantir’s director of corporate affairs whether there were any “red lines” where government regulation of AI might be warranted. Zamiska didn’t name any. Sure, he could “understand the anxiety that comes with this current moment.” But what he wanted instead of regulation was “a much deeper, richer, more integrated public-private partnership.”

The conference’s dedicated panel on AI regulation struck a similar tone. Dean Ball, a former Trump adviser and the lead author of the administration’s AI Action Plan, had little patience for most of the over 1,500 AI-related bills introduced in state legislatures. There was, he acknowledged, “a small subset of bills that grapple with things like catastrophic risk” that he supported. But rules against asking AI for legal advice, he said, were “stupid.” There “probably should be a national framework” for catastrophic AI-risk reporting, he said, but “the goal of AI governance should not be to solve every profound and interesting question.”

Ball, who is now a fellow at the Foundation for American Innovation, mused that AI might replace the Supreme Court, then the United States government itself. AI, he said, was “this giant acid vat” dissolving society’s mediating institutions. “Future institutions will be machinic,” he said. “It will not be AI in government. It’s going to be AI as governments.”

But was all this good? The Republic was “decaying,” Ball said, and we’re living in “very dangerous times.” He was certain, though, that the AI revolution was coming — and if America didn’t build superintelligence first, China would. He said he was a “techno-optimist and institutional pessimist.” The reason America currently leads China in AI development, he explained, had nothing to do with the innovation ecosystem or even the rule of law. “It is because we have more computers than they do, and they’re better,” he said. “That’s why.” The U.S. needed to keep it that way.

Elliot Gaiser, Ball’s co-panelist and the assistant attorney general of the Office of Legal Counsel, was more circumspect. Handing governance to machines, he said, would not strike “the sovereign people who are trying to govern ourselves in this Republic” as “particularly comforting.” But he didn’t categorically rule it out. The government official was also more practical. The Attorney General had already established a task force at the DOJ, he explained, whose mission was to find state laws “inconsistent with having a unified free-market regulatory approach to AI.” At the conference, he floated a legal theory that would give the president broad authority to build data centers wherever and whenever he liked. Using the Defense Production Act, passed by Congress in 1950, the president could allocate resources and override contracts when “necessary and appropriate for national defense.” Gaiser had already applied this logic to override state regulations blocking an oil pipeline in California, he said — establishing that a presidential executive order can preempt state law under the Supremacy Clause.

Environmental activists had worried the administration would eventually apply the same logic to force data centers into communities that had resisted them. Gaiser confirmed their suspicions. “That would apply to other forms of production,” he said, “in a certain circumstance.”

Even in this room, though, the administration’s war on Anthropic had not gone over well. Ball called the fight “counterproductive” and said he’d warned the administration not to pick it. “Anthropic has every right to set the terms on which it does business,” he added. General Timothy Haugh, former NSA director, agreed during a different panel: “It’s a step back for the department,” he said, and “the department has no mission to do surveillance in the United States.” Gaiser, Trump’s man in the room, offered nothing in the administration’s defense. He wouldn’t comment upon ongoing litigation, he said.

When we broke for a reception, I shuffled into the next room and mingled. The Yale students found the Palantirians; the Palantirians found the Trump people; everyone found the open bar. These are exactly the sorts of relationships that have made the Trump presidency so good for Palantir. I fell in with a circle of undergrads, and one asked the others what they thought of Palantir. They glanced at one another: thumbs down, mostly. A few pointed theirs sideways. “It’s not a morally great company,” one student, a freshman, told me. “I would not be comfortable with all my information being accessible to the U.S. military.”

But when the pay is good and the job is prestigious — and the alternative is unemployment — the Ivy League undergraduate’s moral calculus can shift. “A job is a job,” that freshman told me. She knew someone whose sister, a soon-to-be Ivy graduate, had struck out almost everywhere she’d applied. Palantir, in the end, was one of only two firms still returning her calls. “I’m catching on to the fact that people are struggling,” she said. And “who else is gonna help you if you can’t get a job?”"]]></description>
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<item rdf:about="https://share.transistor.fm/s/cd365742">
    <title>The Equator Podcast | &quot;The American university is simply a corporate institution&quot;</title>
    <dc:date>2026-05-11T00:17:35+00:00</dc:date>
    <link>https://share.transistor.fm/s/cd365742</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["The American university today, the writer Siddhartha Deb tells Equator's Pankaj Mishra, is "a money-making, MBA- and lawyer-run hedge fund and real estate operation with a minor sideline in education." It's hard, he says, to tell the difference between "Columbia University and the New School on the one hand and X and Elon Musk on the other."

Siddhartha, an Indian writer and novelist, came to academia in the US in the belief that it was a citadel of free thought and open minds. But as he wrote in his Equator essay From Calcutta to Columbia, disenchantment set in quickly. He saw how students were loaded with debt, how his university was voraciously expanding across its pocket of Manhattan, and how the jargon of theory "allowed people to cultivate a moral distance from capital and empire".

Journalism has suffered in parallel as well, both in the US and India. Siddhartha, a former journalist, tells Pankaj that newspapers as much as universities have cravenly surrendered to the Trump administration and but also to previous presidents. "I grew up with this idea of writing being a noble vocation," says Pankaj. "One of the great disillusioning experiences really of the last two or three decades has been that very few people seem to think of it that way. Most people think of it  as a pathway to the most hideously conventional forms of success."

Read Siddhartha's essay for Equator, From Calcutta to Columbia: A memoir of disenchantment https://www.equator.org/articles/from-calcutta-to-columbia "

[also here:
https://podcasts.apple.com/us/podcast/the-american-university-is-simply-a-corporate-institution/id1886383434?i=1000766628988
https://open.spotify.com/show/3pS2rfsMQ3PoEfqWvSaBPG ]]]></description>
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<item rdf:about="https://www.aaup.org/issue/spring-2026/what-does-ai-do">
    <title>What Does AI Do? by Daniel Greene | AAUP</title>
    <dc:date>2026-05-07T06:05:04+00:00</dc:date>
    <link>https://www.aaup.org/issue/spring-2026/what-does-ai-do</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["University management and technologies of crisis."]]></description>
<dc:subject>danielgreene 2026 ai artificialintelligence management technology us colleges universities highereducation highered donaldtrump chatgpt teresasullivan mooc moocs avidbrooks aaup via:javierarbona economics williambaumol costdisease llms credentials tressiemcmillancottom institutions legitimacy surveillance supervision governance data socialmedia elonmusk salomeviljoen erinbartram investment marcandreessen harvard google amazon publicgoods</dc:subject>
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<item rdf:about="https://www.aaup.org/issue/spring-2026">
    <title>Spring 2026: AI in the Corporate University | AAUP</title>
    <dc:date>2026-05-07T05:58:57+00:00</dc:date>
    <link>https://www.aaup.org/issue/spring-2026</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Volume 112, Number 2

Features

What Does AI Do?
By Daniel Greene

AI and Critical Thinking
By Heather Hax

Cal State’s War on Working-Class Education
By Martha Lincoln and Martha Kenney

Color-Coded Austerity and Shades of Gray
By David Kinsella

AI as a War Issue, War as a Workers’ Issue
By Justine Zhang, Shreya Chowdhary, and Nathan Kim

Keeping Humans in the Loop
By Troy A. Swanson

Bringing the Fragments Together
By Britt Paris and Rebecca Reynolds

The AI Nuisance
By Jonathan Rees

Online Only

Lessons from the Faculty of a Small Denominational Seminary on Defending Academic Freedom
By Richard L. Hester

Intellectual Property and Brainpower Versus AI in Academic Publishing
By Kelly Hand

Teaching Climate Change in the Age of ChatGPT
By Debra J. Rosenthal

Book Reviews

Lessons and Cautionary Tales from Big Tech
By Lisa Pinley Covert

Pedagogical Practices to Close the Achievement Gap
By Terry Carter

Respect for Me but Not for Thee
By Dan-el Padilla Peralta

Columns

From the Editor: AI in the Corporate University
By Michael Ferguson

Nota Bene

AAUP Members Mobilize in Campus Actions
By Kelly Benjamin

2025–26 AAUP Faculty Compensation Survey Results
By Glenn Colby

Legal Developments
By Johnda Bentley

AAUP and AFT Launch Higher Education Platform
By Kelly Benjamin

Coalition Challenges Campus Ties to ICE Contractors
By Sean Rudolph

Faculty Raise Concerns About Proposed Accreditor
By Sean Rudolph

New Faculty Unions in Maryland Secure First Contracts
By Michael Ferguson

UAKU Ratifies Landmark First Contract
By Michael Ferguson

Report on Academic Freedom and Collective Bargaining
By Anita Levy

CDAF Resources for the Academic Community
By Kathryn Taylor

Organize Every Campus Campaign Builds Core Skills
By Trent McDonald

New Staff Appointments
By Austin Rhea"]]></description>
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<item rdf:about="https://www.newyorker.com/news/fault-lines/will-ai-make-college-obsolete">
    <title>Will A.I. Make College Obsolete? | The New Yorker</title>
    <dc:date>2026-05-06T06:06:42+00:00</dc:date>
    <link>https://www.newyorker.com/news/fault-lines/will-ai-make-college-obsolete</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Americans already distrust institutions, including academia. More and more people may decide that its stamp of approval isn’t worth the cost."]]></description>
<dc:subject>jaycaspiankang 2026 colleges universities highered highereducation academia ai artificialintelligence education moocs bryancaplan samaltman howardgardner psychology tylercowen economics salkhan salmankhan khanacademy ets scottgalloway institutions ivyleague claude anthropic chatgpt efficiency optimization credentialing credentials mooc</dc:subject>
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</item>
<item rdf:about="https://hyperallergic.com/the-death-of-the-art-school/">
    <title>The Death of the Art School</title>
    <dc:date>2026-05-06T02:25:27+00:00</dc:date>
    <link>https://hyperallergic.com/the-death-of-the-art-school/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["The rampant corporatization and “administrification” of American higher-education institutions has turned students into mere consumers."]]></description>
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<item rdf:about="https://open.spotify.com/episode/11zlpahmklfgr8YOUrtLnY">
    <title>Sara Hendren: Who Is the Built World Actually Built For? - Art of Inquiry | Podcast on Spotify</title>
    <dc:date>2026-05-05T14:11:09+00:00</dc:date>
    <link>https://open.spotify.com/episode/11zlpahmklfgr8YOUrtLnY</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Sara Hendren didn't start out in engineering. She started as a visual artist, then moved into cultural history, studying objects, artifacts, and what they say about the world that made them. Then life brought her into pediatric spaces filled with a new kind of object: gadgets and tools designed for a child's body, yes, but also doing quiet therapeutic work, covered in butterflies and bugs, useful and expressive all at once. She found herself asking: what is an object broadcasting beyond its user? What does it mean that eyeglasses get sold as fashion while hearing aids are hidden away as clinical? That was the moment everything snapped together, her training in the history of artifacts, the politics of disability, and the material culture of prosthetics all converging at once. In this free-flowing conversation, Sara walks us through the space between mechanical design and design for expression, why the logical and meticulous side of making art and the creative side of meaningful engineering are really the same instinct. As the world asks more and more from its engineers, Sara brings it all back to a question that feels more urgent than ever: can a designed object change not just how we move through the world, but how we see it?"

[via:
https://ablerism.micro.blog/2026/04/29/i-had-fun-speaking-on.html

"I had fun speaking on the Art of Inquiry, a podcast created by two Northeastern engineering students interested in the arts and humanities. My strange career path, my mentor Krzysztof Wodiczko introducing me to interrogative design, raising a child with Down syndrome, studio + lab culture, more."]]]></description>
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<item rdf:about="https://www.inventorypress.com/product/living-to-learn-art-education-for-the-common-good">
    <title>Living to Learn: Art &amp; Education for the Common Good, edited by Noah Simblist — Inventory Press</title>
    <dc:date>2026-05-05T04:24:34+00:00</dc:date>
    <link>https://www.inventorypress.com/product/living-to-learn-art-education-for-the-common-good</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["How can alternative organizations and traditional institutions learn from one another? How have exhibition platforms created space for artists to generate learning environments? How have these practices changed assumptions about art institutions and artistic production? How can we think about the economic, ecological, and institutional sustainability of all of these practices?

Living to Learn, edited by Noah Simblist of Virginia Commonwealth University, presents the work of over seventy artists, curators, collectives, and scholars who address contemporary art as a site of learning in the twenty-first century. Building on earlier histories of education as civic service for the common good, it focuses on the last twenty-five years while exploring the future of art education as a practice unfolding both in and beyond school. The book’s case studies reveal how innovations in education have a dynamic relationship with artistic practice, alternative arts organizations, universities, museums, and biennials."]]></description>
<dc:subject>art education arteducation openstudioproject lcproject 2026 noahsimblist ecology economics sustainability learning howwelearn life living civilservice alternative altgdp museums universities colleges highered highereducation biennials</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
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</item>
<item rdf:about="https://yourbrainonmoney.substack.com/p/i-make-good-money-why-do-i-still">
    <title>I make good money. Why do I still feel like this?</title>
    <dc:date>2026-05-03T19:49:50+00:00</dc:date>
    <link>https://yourbrainonmoney.substack.com/p/i-make-good-money-why-do-i-still</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["The middle class was a policy project. Every piece of it has been unbundled and repriced — and now two very different groups are living two very different nightmares."]]></description>
<dc:subject>class middleclass inequality wealth money anxiety 2026 economics us policy hannahorvath economy k-shapedeconomy dissonance generationalwealth capitalism tierification housing healthcare groceries food airlines gibill fha va ww2 wwii universities colleges highered highereducation banrkrupcy precarity childcare psychology education socialmedia personalresponsibility responsibility individualism extraction airtravel society americandream eliteoverproduction peterturchin wealthconcentration kylacanlon vibecession vibepression disillusionomics finance ecperience hustleculture elites taxes taxation mobility populism precariat optimization maxxing dissatisfaction nihilism agency doom</dc:subject>
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<item rdf:about="https://theamericanvandal.substack.com/p/historyofcanvas">
    <title>The Secret History of Canvas LMS, Corporate Raiders, &amp; The Chatbot Bubble (Vandal Live at UVU)</title>
    <dc:date>2026-04-29T05:31:59+00:00</dc:date>
    <link>https://theamericanvandal.substack.com/p/historyofcanvas</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Opens with Matt Seybold's short history of Instructure, the makers of Canvas LMS, with special emphasis on the takeover by Dragoneer and KKR in 2024.

This talk was delivered at Utah Valley University, but a selection from another talk at University of Albany has also been inserted as supplement.

The recording of the talk is followed by a studio conversation with two UVU faculty and a student about the impact of the Generative AI boom on their institution.

Date Recorded: March 3, 2026"

[also here:
https://podcasts.apple.com/us/podcast/the-secret-history-of-canvas-lms-corporate/id1535513355?i=1000756962541

https://open.spotify.com/episode/793HpGIJcSBEqPbN58WQIA ]]]></description>
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<item rdf:about="https://patrickfarenga.substack.com/p/learning-yes-of-course-education">
    <title>Learning? Yes, of course. Education? No thanks.</title>
    <dc:date>2026-04-26T08:05:02+00:00</dc:date>
    <link>https://patrickfarenga.substack.com/p/learning-yes-of-course-education</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[[part 2:
https://patrickfarenga.substack.com/p/learning-of-course-education-no-thanks ]

"The legal reasons for forcing people to attend school, created in the 19th century and still in operation today, are based on the logic that school attendance creates good citizens, good workers, and provides a place where children can be while their parents work. While compulsory school laws can be cited for its part in increasing literacy and math skills, these increases are also due to forces outside of school, such as families, tutors, and friends, the growth of mass media, guilds and unions, museums, public libraries, and government and business policies that increase people’s wellbeing and skills. There is little evidence that just graduating elementary, high school, or college makes people better citizens or workers.

Nonetheless, we continue to promote education as the solution for nearly all our problems without questioning if education, as we’ve structured it, is the best way to help children learn and adults to teach. We can question the tools of education—curricula, evaluation, teacher training—but we can’t question the reason education exists as an institution that takes up so much of our time and money: “How would society progress without education?”

Teaching and learning are human activities that existed long before they became professionalized and regulated into education. But learning skills and knowledge for personal gain is no longer the emphasis for getting a degree. School has become the vehicle for education to create social justice, better jobs, better living, better morals, more intelligent government policies. Higher education, in particular, is where you learn how to change the world!

[screenshot]

Nonetheless, bad citizens and workers continue to graduate and influence society. Further, as many school critiques note, schooling often reproduces social class differences and promotes herd behavior over independent democratic engagement.

The usual efforts to reform school—more schools, more intensive curricula—continue to be insufficient. The National Assessment of Educational Progress (“the Nation’s Report Card”) shows that U.S. student performance has been stalled or slightly down in reading, math, and science for the past 20 years.1 Plus, the introduction of system-wide school practices, such as New Math in the 1960s or the Units of Study reading program in 2003, often confuse or diminish learning for many students (and confounds some teachers too!).

Higher education is no better. Legacy admissions and nepotism undermine the chances for less wealthy but more worthy students to get into elite schools. Further, a large and growing number of published academic research is being challenged or revoked based on citing fake studies and plagiarism.2 It is no surprise that students use AI and paper mills to write research papers and essays since their elders do so and get rewarded for it.

Why is it so hard for schools to fix these problems? Perhaps it is due to Upton Sinclair’s observation: “It is difficult to get a man to understand something, when his salary depends on his not understanding it.”

Dr. Seymour Sarason, in his book The Culture of the School and the Problem of Change (Allyn and Bacon, 1971), argues that school reforms confront existing behavioral and programmatic regularities, yet the intended outcomes are seldom clearly stated and often disappear during the change process. As a result, reforms frequently reproduce old practices. Sarason writes, “It certainly was not an intended outcome of the introduction of new math that it should be taught precisely the way the old math was taught. But that has been the outcome, and it would be surprising if it were otherwise. … Discerning overt behavior or programmatic regularities requires that one look at the school culture from a nonjudgmental, non-interpretive stance, a requirement that is not natural to us. We are so used to thinking about what other people are thinking that we pay little attention to what is there to see. (PF: My emphasis.) (p.3)

Though it is obscured by educators’ claims that schooling is the only way children can learn to be productive citizens in modern times, if we remove school’s rose-tinted glasses we can see that compulsory education’s main purpose—to make children obey authority—is well documented through history and research. If education can get off this track and focus on a mission of enabling and appreciating learning in all its forms, instead of just results from inside school, we can start to see what else is possible besides more intensive instruction and forced attendance.

This has been the impetus for many people to create their own schools, such as Bronson Alcott in the 19th century US and A.S. Neil (UK), Maria Montessori (Italy,) and Rudolph Steiner (Germany) in the 20th. These founders saw that children learn in many different modes and places, and though they have different methods and theories for teaching and learning and, in some cases, have become expensive private schools, they are all still suspect in the eyes of professional educators.

What, exactly, does education mean? Aaron Falbel wrote how John Holt defined education:

<blockquote>In 1982, a British interviewer asked John Holt how he defined the word “education.” He responded: “It’s not a word I personally use. … The word “education” is a word much used, and different people mean different things by it. But on the whole, it seems to me what most people mean by “education” has got some ideas built into it or contains certain assumptions, and one of them is that learning is an activity which is separate from the rest of life and done best of all when we are not doing anything else and best of all in places where nothing else is done–learning places, places especially constructed for learning. Another assumption is that education is a designed process in which some people do things to other people or get other people to do things which will presumably be for their own good. Education means that some A is doing something to somebody else B. I guess that, basically, is what most people understand education to be about” The interviewer pressed John further: “Very well, but what is your definition?” John replied: “I don’t know of any definition of it that would seem to me to be acceptable. I wrote a book called Instead of Education, and what I mean by this is instead of this designed process which is carried on in specially constructed places under various kinds of bribe and threat. I don’t know what single word I’d put [in its place]. I would talk about a process in which we become more informed, intelligent, curious, competent, skillful, aware by our interaction with the world around us, because of the mainstream of life, so to speak. In other words, I learn a great deal, but I do it in the process of living, working, playing, being with friends. There is no division in my life between learning, work, play, etc. These things are all one. I don’t have a word which I could easily put in the place of “education,” unless it might be “living.”3</blockquote>

Children and adults have lived and learned successfully in the flow of community and family life throughout human history without compulsory schooling. We know that people who are talented or knowledgeable can share their wisdom with others in a variety of settings, not just in special places reserved for professional teaching and learning. But our laws, customs, and mind sets have been directed away from our heritage of learning towards the regime of instruction.

John Holt’s book Instead of Education: Ways to Help People Do Things Better provides not just an analysis of the limits of schooling but also examples of other places, institutions, people, and experiences that exist or could be created for children and adults to learn and grow throughout their lives. What also makes this book interesting is how it ends with a call for people to take their children out of school and teach them in their homes and local communities if the schools are not helping their children. This statement led people from around the world who were already teaching their own children to contact John, and this became the impetus for him to found Growing Without Schooling magazine in 1977.

John was certainly influenced by Illich’s work and book Deschooling Society (Harper & Row, 1971) and he moved his own work from theory to practice when he founded Growing Without Schooling magazine in 1977. 49 years have passed since GWS was founded and homeschooling has grown from the 25,000 estimate John used in 1981 to an estimate of 3.5 million children taught at home in the United States in 2026.4 John hoped school, like a business seeing it’s sales decline, would alter its course and let families that want to use school on an as-needed basis to do so.

Holt wrote about children learning in their communities, in play, sports, projects, and theatrical efforts, from neighbors, friends, and family, and places like the Peckham Center in London—a combined medical research and health support program with a lively community center/cafeteria/gymnasium for working class adults and children. Rather than try to incorporate these and other ideas that expand what education can be, our government and school policymakers continue to double down on the existing structure: more tests, more instruction, and more after-school tutoring to make sure students stay focused on task.

One thing most school administrators and teachers agree upon is that children need more time in school, which became terribly clear during the pandemic. Few educators thought to provide children with social or learning opportunities outdoors during the pandemic, in a schoolyard or public park. Instead they decided to keep students glued to their computer screens while they were being marched through the school curriculum in their homes. This shows how devotion to theories of education subsume common sense about what engenders learning, self-esteem, and social activity, which are entwined.

I’m reminded about all this due to a provocative education policy paper I read in NORRAG, the Global Education Center of the Geneva Graduate Institute: Fighting Against Education: No Alternatives Within the Educated Mind. The authors are united as “Le Goliard: A collective, nomadic, de-professionalized intellectual who wanders erratically on the fringes of dominant certainties and institutions.” It is a strong polemic, as these quotes show:"]]></description>
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</item>
<item rdf:about="https://www.frontporchrepublic.com/2023/12/a-renaissance-is-upon-us/">
    <title>A Renaissance is Upon Us - Front Porch Republic</title>
    <dc:date>2026-04-26T00:34:36+00:00</dc:date>
    <link>https://www.frontporchrepublic.com/2023/12/a-renaissance-is-upon-us/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["In this piece, I turn from the abstract idea of the marriage between the outer world of work and the inner world of the spirit to centers of education that are midwifing…"

[Part 1:
Craft and Theology: The Renaissance
"It almost feels heretical to say that at the center of our religion, indeed our existence, is a God that can be wounded and broken, but this is precisely the Christian claim.…"
https://www.frontporchrepublic.com/2023/12/craft-and-theology-the-renaissance/

Part 3:

"Craft and Theology: The Reason
The frictionless existence we were promised, one that freed us from slavish obedience to place and tradition and family bonds, turns out to be one in which we amorphously float about in…
https://www.frontporchrepublic.com/2023/12/craft-and-theology-the-reason/ ]]]></description>
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</item>
<item rdf:about="https://www.frontporchrepublic.com/2023/12/craft-and-theology-the-renaissance/">
    <title>Craft and Theology: The Renaissance - Front Porch Republic</title>
    <dc:date>2026-04-26T00:32:45+00:00</dc:date>
    <link>https://www.frontporchrepublic.com/2023/12/craft-and-theology-the-renaissance/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["It almost feels heretical to say that at the center of our religion, indeed our existence, is a God that can be wounded and broken, but this is precisely the Christian claim.…"

[Part 2:

"A Renaissance is Upon Us
In this piece, I turn from the abstract idea of the marriage between the outer world of work and the inner world of the spirit to centers of education that are midwifing…"
https://www.frontporchrepublic.com/2023/12/a-renaissance-is-upon-us/

Part 3:

"Craft and Theology: The Reason
The frictionless existence we were promised, one that freed us from slavish obedience to place and tradition and family bonds, turns out to be one in which we amorphously float about in…
https://www.frontporchrepublic.com/2023/12/craft-and-theology-the-reason/ ]]]></description>
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<item rdf:about="https://www.newyorker.com/news/annals-of-education/saving-a-lost-generation-of-young-men-with-chop-saws">
    <title>Saving a Lost Generation of Young Men—with Chop Saws | The New Yorker</title>
    <dc:date>2026-04-26T00:30:58+00:00</dc:date>
    <link>https://www.newyorker.com/news/annals-of-education/saving-a-lost-generation-of-young-men-with-chop-saws</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["The College of St. Joseph the Worker, which combines the trades with a liberal-arts education, is trying to restore its students’ sense of their own competence, and to revive the city of Steubenville, Ohio, along the way."]]></description>
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<item rdf:about="https://citationsneeded.libsyn.com/ep-237-how-selective-patronizing-deradicalization-discourse-pathologizes-anti-colonial-struggle">
    <title>Citations Needed: Ep 237: How Selective, Patronizing 'Deradicalization' Discourse Pathologizes Anti-Colonial Struggle</title>
    <dc:date>2026-04-19T23:25:03+00:00</dc:date>
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    <dc:creator>robertogreco</dc:creator><description><![CDATA["In this episode, we break down the long history of US media reducing recalcitrant populations' grievances to "terrorism," "hate," and "radicalism" in urgent need of re-education.
 
With guest Prem Thakker."]]></description>
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    <title>The Quiet Surge of Alternative Micro-Colleges | ARC: Religion, Politics, Et Cetera</title>
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    <link>https://arcmag.org/the-quiet-surge-of-alternative-micro-colleges/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Innovation in higher ed is building from the ground-up, combining the liberal arts with practical skills in both religious and secular contexts"]]></description>
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<item rdf:about="https://lithub.com/the-real-cancel-culture-nyu-has-put-an-end-to-live-student-graduation-speeches/">
    <title>Literary Hub » The Real Cancel Culture: NYU Has Put an End to Live Student Graduation Speeches</title>
    <dc:date>2026-04-15T07:17:04+00:00</dc:date>
    <link>https://lithub.com/the-real-cancel-culture-nyu-has-put-an-end-to-live-student-graduation-speeches/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["“The ruling class knows that if you give the smartest person in the room a microphone they’re probably going to say Free Palestine.”"]]></description>
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<item rdf:about="https://buildcognitiveresonance.substack.com/p/an-illustrated-guide-to-resisting">
    <title>An illustrated guide to resisting &quot;AI is inevitable&quot; in education</title>
    <dc:date>2026-04-15T06:40:04+00:00</dc:date>
    <link>https://buildcognitiveresonance.substack.com/p/an-illustrated-guide-to-resisting</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["1. Ask the AI-in-education enthusiast to clarify their premise."

...

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

...

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

...

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

...

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

...

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

...

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

...

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

...

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

...

"10. If all else fails, try appealing to the poetry of human existence. But don’t hold your breath."]]></description>
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<item rdf:about="https://www.youtube.com/watch?v=KaSa61inr8g">
    <title>The Truth About Wokeness with Musa al-Gharbi | Ep 22 - YouTube</title>
    <dc:date>2026-04-14T05:27:57+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=KaSa61inr8g</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["What happens when the guardians of cultural narratives and societal norms become inseparable from the very hierarchies they critique? Today, we explore the concept of "symbolic capitalists" with Musa al-Gharbi, author of We Have Never Been Woke: The Cultural Contradictions of a New Elite and assistant professor at the School of Communication and Journalism at Stony Brook University.

In this conversation, Musa discusses the role of symbolic capitalists in perpetuating societal inequalities and how their influence extends to academia and media. His latest book, "We Have Never Been Woke," provides a radical yet introspective take on these themes. Drawing from his experiences at elite institutions like Columbia University, he highlights the paradoxes and internal contradictions of symbolic capitalism. Join us as Musa al-Gharbi articulates the complicity of the professional-managerial class in societal injustices and reflects on the role of identity and networks in shaping academic and professional paths.

In This Episode:
• Definition and impact of symbolic capitalists
• Collaboration between symbolic and traditional capitalists
• Moral and ethical implications of symbolic professions
• The interplay between academia and elite credentialing
• Disparities within symbolic professions
• Exploitation of adjunct professors in higher education
• Historical context of social justice movements among symbolic capitalists
• The symbolic performance of advocacy vs. direct action
• Revisiting the relationship between personal success and systemic inequality

About Musa:
Musa al-Gharbi, Ph.D., is the Daniel Bell Research Fellow at Heterodox Academy, and an assistant professor of journalism, communication and sociology at Stony Brook University. Musa is the Author of We Have Never Been Woke: The Cultural Contradictions of a New Elite, published by Princeton University Press. He is a columnist for The Guardian and his writing has also appeared in the New York Times, the Washington Post, and The Atlantic, among other publications."]]></description>
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<item rdf:about="https://www.theatlantic.com/ideas/archive/2023/06/failure-affirmative-action/674439/">
    <title>The Failure of Affirmative Action - The Atlantic</title>
    <dc:date>2026-04-14T05:19:32+00:00</dc:date>
    <link>https://www.theatlantic.com/ideas/archive/2023/06/failure-affirmative-action/674439/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["For the Black poor, a world without affirmative action is just the world as it is—no different than before."

[archived:
https://archive.ph/Qd4kB ]

"Most of my colleagues are college-educated. I am often the only product of felons, addicts, and foster care whom my peers have encountered outside of time spent volunteering in homeless shelters and group homes. Over the years, whenever affirmative action in higher education has come under threat, these folks have offered their sympathies. They believe that I—a child of a Black father and white mother who grew up in poverty and instability—feel the attacks more acutely. Most Americans seem to think affirmative action sits at the foundation of some beneficent suite of education policies that do something significant for poor Black kids, and that would disappear without the sanction of affirmative action. But the reality is that for the Black poor, a world without affirmative action is just the world as it is—no different than before.

In 2012, 6 percent of Harvard’s freshmen identified as Black. At the time, Black Americans made up 14 percent of the population and 15 percent of the country’s young adults. Harvard was then a far cry from racial parity. But in just three years, the university increased the number of Black freshmen by 50 percent. By 2020, The Harvard Crimson was reporting that more than 15 percent of incoming freshmen were Black, which meant the university had acquired perfect representation. This progress—Black progress—appears poised to recede with the expected loss of affirmative action due to the Supreme Court’s coming decisions on the Students for Fair Admissions v. President and Fellows of Harvard College and Students for Fair Admissions v. University of North Carolina cases. But to endure a loss, one must have first enjoyed a gain. Diversity at Harvard was not the result of some intricate system for sourcing talent from the whole of Black America. With the permissions granted in 1978’s Regents of the University of California v. Bakke, Harvard used race-conscious admissions to saturate itself with students drawn from the highest-earning segments of Black America.

The same year that Harvard achieved perfect Black representation, a group of celebrated economists published a study examining income segregation across America’s colleges.

From 1999 to 2004, the years examined by the study, about 16 to 18 percent of American children were living below the federal poverty line. Families living below the FPL struggle to afford enough food, clothing, or shelter to stave off biological decline. In the absence of income segregation, children from poverty would make up a proportional 16 to 18 percent of college students. But according to the study, only 3 percent of the students at Harvard in that time period came from families in the bottom 20 percent. (The researchers later found that the percentage had increased to about 5 percent for a cohort of students at Harvard from 2008 to 2013.)

In October of 2020, Harvard reported 154 Black first-year students. Given that the child-poverty rate in Black America hovers north of 30 percent, in an equitable society, some 40 Black freshmen would have come from poor families. The income-segregation study did not disaggregate income brackets by race, and neither does Harvard, but the university does disclose that about a quarter of its latest freshman class comes from families with incomes below $85,000, its threshold for full financial aid. This is far above the federal poverty line and therefore not a good indicator of how many poor students attend Harvard. But if we extrapolate the study’s findings, only seven or eight of said 154 Black freshmen would have come from poor families. The other 140 or so Black students at Harvard were likely raised outside of poverty and probably as far from the bottom as any Black child can hope to be.

Writing in the American Journal of Education in 2007, the Princeton sociology professor Douglas Massey observed that 40 percent of Black students in the Ivy League were first- or second-generation immigrants. Black immigrants are the highest-earning and best-educated subset of Black America.

The Harvard professor Henry Louis Gates Jr., a director of the university’s African American–studies center, once estimated that as many as two-thirds of Harvard’s Black students in the early 2000s were the fortunate sons and daughters of Black immigrants or, to a lesser extent, children of biracial couples. A Black woman who was a Harvard senior at the time told The New York Times in 2004 that there were so few other Black students whose grandparents had been born in the U.S. that they had begun calling themselves “the descendants.”

The Supreme Court affirmed race to be an acceptable criterion within a holistic admissions framework in 1978. The regime described here persisted for 45 years without manifesting any progress of note for the Black poor, and it strains faith to imagine that the trickle-down was on its way in year 46. The coming eulogies for affirmative action should acknowledge this history. No policy that hesitates to say class prioritizes the impoverished, and the people we do nothing for should at least enjoy public acknowledgment of their abandonment.

When I was in elementary school, my grandmother told me that I would go to college for free because I was Native American. I’m not Native. Rather, my father is from a light-skinned Black family, and for a long time, families like these presented sharp cheekbones and aquiline noses as evidence of Native roots. In nearly every case, it was plain white ancestry, but Black folks had been denied the supposed dignity of whiteness for so long that even those who had it did not want it. My dad told the Native fiction to my mom, and she told my grandmother, who was white working poor, and her fictions met with my father’s. Like many in her class, she believed that the government was in the business of giving gifts to everyone but poor whites. In her view, the world worked like this: Asian Americans received loans to start businesses. Hospitals gave free medical care to Hispanic children. Native Americans enjoyed juiced-up welfare and free college. Black Americans received preferential hiring and a free education. Because she believed me to be both Black and Native, college appeared to be a given.

My grandmother’s understanding of how college entry worked for Black Americans was shaped by decades of white-poor hearsay about affirmative action. She had no Black friends; ethnic gossip and popular culture were all she had to go on, and these gave her a wildly inaccurate view of what was to be my college experience. But I have found that even wealthier and more sophisticated Americans have absorbed similar fictions.

According to The Journal of Blacks in Higher Education, out of 153,000 Black test-takers in 2005, only about 1,200 scored a 700 or above on either section of the SAT. I was among that handful. Unlike the stories my grandmother told me, a red carpet wasn’t rolled out in front of me. The guidance counselor at my New Jersey public high school said nothing about my test scores and was similarly apathetic when I said I was not going to apply to college at all. When I came back a week later to recant after my father threatened to throw me out on the streets if I didn’t apply, my counselor—rather than hand me a blank check from the office of affirmative action—handed me a thin packet about the Free Application for Federal Student Aid.

Being a former foster youth with a missing mother and a father only just released from prison, I was legally eligible for quite a bit of aid via the FAFSA. But without legal documentation of my situation, which no adult around me had kept, acquiring that aid would require me to obtain signed statements from members of the community testifying to my fractured living conditions. As a transient youth suddenly crashing with a father I had known for barely two years and residing in an entirely new town, there was no community to vouch for me. Unable to meet the federal requirements, I slogged through an associate’s, a bachelor’s, and eventually a master’s degree, accruing substantial loans despite eligibility for grants that could have paid for my entire undergraduate education.

Since 2018, I have used what I learned (albeit too late) to help my foster sister navigate college and the FAFSA, which must be renewed every year (including resubmitting community testimony on official letterhead). On more than one occasion, she has been selected for “additional verification,” one of several variations of bureaucratic rigmarole that can result in the delay of aid long enough to force lower-income students to miss a semester if they cannot afford to pay tuition out of pocket. Even when you’re prepared for this, as she and I were, the delay is demoralizing.

Every poor kid with aspirations of college faces a slightly different constellation of obstacles, but those differences abate beneath a homogenous disappointment. The National Center for Education Statistics found that, in 2012, just 14 percent of low-income high-school students  obtained a bachelor’s or higher degree within eight years of high-school graduation. Rates of college attendance specifically among Black youth and kids below the federal poverty line—the lowest of low-income—are lower still. Given that the rate for foster or homeless youth is a meager 2 to 11 percent, it’s safe to assume that the one for Black fosters is effectively zero. Meanwhile, compiling data scattered across publications, I’ve calculated that 85 percent of bachelor’s degrees awarded to Black students go to Black folks raised in the middle and upper classes. For daily life, the result is this: In any office—in any room—where a bachelor’s degree is a prerequisite, the odds that the person next to you has come from poverty, especially Black poverty, are staggeringly low.

Affirmative-action policies are not directly responsible for the impediments that poor Black students face in higher education. Nevertheless, those policies have existed for nearly five decades and have demonstrably not been an obstacle to the formation of a status quo in which so few poor Black Americans obtain a bachelor’s degree. Although that might be viewed as a policy failure, the oral arguments in the Supreme Court cases make this much clear: Affirmative action is not intended to combat the barriers faced by the poor, Black or otherwise. It is meant to achieve racial diversity. Where it finds the bodies does not matter.

In the case of Students for Fair Admissions, Inc. v. President and Fellows of Harvard College, all parties involved—the justices, the petitioners, and the respondents—agree that the intention of affirmative action is to produce the “educational benefits of diversity.” As described by Seth Waxman, the respondent on behalf of Harvard, “a university student body comprising a multiplicity of backgrounds, experiences, and interests vitally benefits our nation. Stereotypes are broken down, prejudice is reduced, and critical thinking and problem-solving skills are improved.” The contention of Students for Fair Admissions is that Harvard could use other metrics, particularly socioeconomic status, to achieve educationally significant diversity without the need for racial considerations.

In response to the SFFA plan, Justice Sonia Sotomayor suggested that weighting factors such as class in admissions amounts to “subterfuges” for reaching some sort of “diversity in race.” She probed the lawyers in oral arguments by saying that she did not “understand why considering race as one factor but not the sole factor is any different than using any of those other metrics.” The view that Sotomayor lays out here asserts that considering income and wealth, or considering them in conjunction with race, is just a tedious path to the same outcome achieved by considering race alone. But of course, an admissions scheme that considers class would not just be a subterfuge. Even if it yielded a student body with the same degree of racial diversity, the students themselves would be very different.

Many Americans retain a certain dissonance about class, believing simultaneously that it does and does not matter. Would a classroom with one Black student who was raised by parents who met while studying business at Yale benefit from the added diversity of a Black student who was raised in the Cuney Homes projects that produced George Floyd? You would be hard-pressed to find someone who answers no, and it is doubtful that Sotomayor would either. But the only way to promote the admission of these two hypothetical Black students is with policies that recognize both class and race. Unfortunately, conversations about diversity too often focus solely on the gaps between Black and white Americans, excluding entirely the issue of class divides among Black Americans.

In 2018, William Julius Wilson—a survivor of Jim Crow and a pioneer in the study of urban poverty—reported that Black Americans had the highest degree of residential income segregation of any racial group: Our top and bottom classes were then the least likely to live alongside each other. That same year, the Pew Research Center released a study on income inequality within races. From 1970 to 2016, the top 10 percent of Black workers earned nearly 10 times what the bottom 10 percent of Black workers did. For nearly 50 years, Black Americans experienced more income disparity than any other racial group in the country. The report received widespread coverage, including in The Atlantic, but mainly for its findings regarding Asian Americans, who had (temporarily) displaced Black Americans as the least equal group.

I can only cheer on, and envy, the speed at which knowledge of class disparities among Asian Americans has permeated popular culture. I hope it continues, because the Asian parity that Harvard has achieved is certainly not the result of admitting impoverished Burmese Americans. In the time since the 2018 Pew study was released, we have seen not just class-focused journalism but Always Be My Maybe, Everything Everywhere All at Once, and Beef. Each pop-cultural work demonstrates not just that class exists for Asians, but that it drastically alters their lives, their opportunities, and their interactions in ways that—shockingly—mirror how class affects white Americans.

That no similar awareness is growing on behalf of disparities afflicting Black Americans is absurd. The fact that the white upper class had a median wealth more than 20 times that of the white poor helped fuel Occupy Wall Street, Bernie Sanders, Alexandria Ocasio-Cortez, and a socialist revival among white youth that continues today. In 2015, the Black upper class had a median wealth 1,382 times greater than the Black poor, along with an incarceration rate nearly 10 times lower than what I inherited. Yet still, some of the best-educated minds in the country claim to not understand how taking this into consideration might yield a qualitatively different student body than what comes from treating Black Americans as a class-free blob.

Powerful as they may be, elite institutions require support from the ground up. The social prestige that achieving racial diversity offers and the ability it has to smooth over the appearance of other inequities are too alluring for a university like Harvard to pass up. But, rich as it is, Harvard does not have the capital necessary to employ all of the country’s poor, fix their neighborhoods, and fund their public schools, or the willingness to wait an entire generation for those social changes to generate a cohort of low-income children who are nevertheless academically excellent. It will always be cheaper and more expedient to simply recruit wealthy kids instead. If what comes after affirmative action penalizes the Black middle and upper classes, that is nothing to celebrate. But if we want to erect something that benefits all Black Americans, we cannot expect that to happen without policies that treat class as meaningful."]]></description>
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</item>
<item rdf:about="https://www.currentaffairs.org/news/2021/07/who-actually-gets-to-create-black-pop-culture">
    <title>Who Actually Gets to Create Black Pop Culture?</title>
    <dc:date>2026-04-14T05:18:20+00:00</dc:date>
    <link>https://www.currentaffairs.org/news/2021/07/who-actually-gets-to-create-black-pop-culture</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["A closer look at the economics of Black pop culture reveals that most Black creators (outside music) come from middle-to-upper middle class backgrounds, while the Black poor are written about but rarely get the chance to speak for themselves."

[previously bookmarked here:
https://pinboard.in/u:robertogreco/b:9d2d2e201910 ]]]></description>
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</item>
<item rdf:about="https://www.youtube.com/watch?v=G5buUquvf1I">
    <title>Unfolding the Deleuze Seminars: Experimental Pedagogy, Philosophy, and Politics inside Deleuze's Classroom (with Charles J. Stivale) - YouTube</title>
    <dc:date>2026-04-06T00:15:54+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=G5buUquvf1I</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["What would it mean to experience philosophy not as a body of knowledge to be transmitted, but as a sensation to be felt? Craig is joined by Charles J. Stivale, author of Unfolding the Deleuze Seminars 1970-1987 and co-director of the Deleuze Seminars Archive at Purdue, and Dr. Bob Langan to reconstruct the atmosphere of Deleuze's legendary classroom: the overcrowded rooms, the student contestations, and the radical pedagogical experiment that post-68 French university life made possible. This is the closest you're going to get to sitting at Deleuze's feet on a Tuesday afternoon. Continuing discussion is available for subscribers via our Patreon account.

Unfolding the Deleuze Seminars, 1970-1987: Summaries and Commentary -  https://edinburghuniversitypress.com/book-unfolding-the-deleuze-seminars-1970-1987.html

Dr. Bob Langan's links:
https://www.roberthlangan.com/
ig: roberthlangan

Jung and Spinoza: Passage Through The Blessed Self - https://www.routledge.com/Jung-and-Spinoza-Passage-Through-The-Blessed-Self/Langan/p/book/9781032851853 "

[Aslo here:
https://open.spotify.com/episode/3O4a66ePEKHXusdvZx9MnR
https://podcasts.apple.com/us/podcast/unfolding-the-deleuze-seminars-experimental-pedagogy/id1512615438?i=1000759422080 ]]]></description>
<dc:subject>acidhorizon deleuze 2026 charlesstivale boblangan teaching howweteach pedagogy philosophy politics highered highereducation academia colleges universities gillesdeleuze spinoza pierrebourdieu foucault michelfoucault</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
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</item>
<item rdf:about="https://www.bloodinthemachine.com/p/its-open-season-for-refusing-ai">
    <title>It's open season for refusing AI - by Brian Merchant</title>
    <dc:date>2026-04-05T05:44:24+00:00</dc:date>
    <link>https://www.bloodinthemachine.com/p/its-open-season-for-refusing-ai</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[There's been a wave of successful efforts to ban, reject and shut down AI. ]]></description>
<dc:subject>brianmerhcant ai artificialintelligence refusal luddism luddites neoluddism neoluddites berniesanders aoc alexandriaocasio-cortez policy lms chatgpt gemini google openai claude anthropic deepseek wikipedia generativeai genai capcom games gaming videogames hachette miaballard publishing rossbarkan alexpreston rustyfoster hamiltonnolan labor writing howwewrite orlandobailey journalism beccarothfield mariamekaba tressiemcmillancottom hannaheinbender remmeltellen maxread llms aibacklash resistance claudecode work workers academia highered highereducation colleges universities</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:04682bb62ae3/</dc:identifier>
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</item>
<item rdf:about="https://openjournals.utoledo.edu/index.php/shhe/article/view/hazelton">
    <title>The Road Less Travelled: L.L. Nunn and the Birth of the Nunnian Microcollege | Studying the History of Higher Education Journal</title>
    <dc:date>2026-03-30T18:48:05+00:00</dc:date>
    <link>https://openjournals.utoledo.edu/index.php/shhe/article/view/hazelton</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["This paper examines the historical roots of the microcollege movement focusing on the establishment of the first microcollege institutions: the Telluride Institute (1891), the Telluride Association (1910), and the Deep Springs College (1917). These microcollege-type institutions were founded by the eccentric Gilded Age energy tycoon L.L. Nunn. While Nunn’s educational ventures often reflected broad trends in higher education at the time, his core educational principles evolved over his career. This paper argues that the concurrent application of Nunn’s four primary principles of education (self-government, intellectual and academic rigor, physical work, and societal isolation), which evolved gradually to receive full expression at Deep Springs College, represents not only a divergence from higher education trends of the time, but also provides an opportunity for scholars of higher education today to reconsider the fundamental principles of higher education in a modern democratic setting."]]></description>
<dc:subject>deepspringscollege llnunn matthewhazelton education highereducation highered colleges universities microcolleges tellurideinstitute tellurideassociation self-governance academia workprograms isolation democracy via:lukas 2025 alternative progressive progressivism</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:7e6af62c13ec/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:deepspringscollege"/>
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</item>
<item rdf:about="https://chrishedges.substack.com/p/why-israel-wants-a-war-with-iran">
    <title>Why Israel Wants a War with Iran (with Gideon Levy) | Chris Hedges Report</title>
    <dc:date>2026-03-29T03:13:51+00:00</dc:date>
    <link>https://chrishedges.substack.com/p/why-israel-wants-a-war-with-iran</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Gideon Levy believes Israel’s rampant militarism has infected the minds of its entire population. Without an impossible reversal, the Jewish state's destructive warpath will rage on."

[Direct link to video:
https://www.youtube.com/watch?v=Nedj7RSphvY ]]]></description>
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