The disproportionate reaction to what according to the CNR is something not too different from the normal flus that affect us every year is quite blatant. It is almost as if with terrorism exhausted as a cause for exceptional measures, the invention of an epidemic offered the ideal pretext for scaling them up beyond any limitation.
The other no less disturbing factor is the state of fear that in recent years has evidently spread among individual consciences and that translates into an authentic need for situations of collective panic for which the epidemic provides once again the ideal pretext. Therefore, in a perverse vicious circle, the limitations of freedom imposed by governments are accepted in the name of a desire for safety that was created by the same governments that are now intervening to satisfy it.
Giorgio Agamben: The Invention of an Epidemic 26/02/2020
We must be careful not to hit the wrong target: an entire civilization is in question, there is no doubt about it. There is a sort of viral exception – biological, computer-scientific, cultural – which is pandemic. Governments are nothing more than grim executioners, and taking it out on them seems more like a diversionary manoeuvre than a political reflection.
Jean-Luc Nancy: Viral Exception 27/02/2020
(…) I think that we should try to separate levels and distinguish between long-running processes and recent events. With regard to the former, politics and medicine have been tied in mutual implications for at least three centuries, something that has ultimately transformed both. On the one hand this has led to a process of medicalization of politics, which, seemingly unburdened of any ideological limitations, shows itself as more and more dedicated to “curing” its citizens from risks it is often responsible for emphasizing. On the other we witness a politicization of medicine, invested with tasks of social control that do not belong to it – which explains the extremely heterogeneous assessments virologists are making on the nature and gravity of the coronavirus. Both these tendencies deform politics compared to its classic profile (…) But once again, with regard to absolutely legitimate concerns, it is necessary not to lose our sense of proportion. It seems to me that what is happening in Italy today, with the chaotic and rather grotesque overlapping of national and regional prerogatives, has more the character of a breakdown of public authorities than that of a dramatic totalitarian grip.
Roberto Esposito: Cured to the Bitter End 28/02/2020
The measures taken in Italy are not therefore, as one of my favourite philosophers, Giorgio Agamben, argues, the result of the despotic instinct of the ruling classes, who are viscerally passionate about the “state of exception” (…) I am often surprised how often many philosophers need to be reminded of something that, paraphrasing Hamlet, sounds like: There are more politics in heaven and earth than are dreamt of in your philosophy.
Sergio Benvenuto: Welcome to Seclusion 2-III-2020
(…) we have been able to determine the “interests” of our immune systems by constituting exceptions in nature, including through the Semmelweis method of hand washing and vaccinations. Our kind of animal does not have biological epochs at its disposal in order to perfect each intervention. Hence, we too, like nature, make coding errors and mutations in nature, responding to each and every exigency in ways we best can. As Nancy noted, man as this technical-exception-maker who is uncanny to himself was thought from very early on by Sophocles in his ode to man. Correspondingly, unlike nature’s time, humans are concerned with this moment, which must be led to the next moment with the feeling that we are the forsaken: those who are cursed to ask after “the why” of their being but without having the means to ask it. Or, as Nancy qualified it in a personal correspondence, “forsaken by nothing”. The power of this “forsakenness” is unlike the abandonments constituted by the absence of particular things with respect to each other. This forsakenness demands, as we found with Deleuze, that we attend to each life as precious, while knowing at the same time that in the communities of the forsaken we can experience the call of the forsaken individual life which we alone can attend to.
Divya Dwivedi and Shaj Mohan:The Community of the Forsaken: A Response to Agamben and Nancy 08/03/2020
Kiran Garimella and pals at Aalto University in Finland have found a way to spot the characteristics of a controversy in a collection of tweets and distinguish this from a noncontroversial conversation (…) And they think this structure can be spotted by studying various properties of the conversation, such as the network of connections between those involved in a topic; the structure of endorsements, who agrees with whom; and the sentiment of the discussion, whether positive and negative (…) Garimella and co map out the structure of these discussion by looking at the networks of retweets, follows, keywords and combinations of these (…) In all cases, the images clearly show the polarization, or lack of, in the debate.
Great article on the development of the perception of expertise by Reiner Grundmann
The pool of knowledgeable citizens has increased enormously between the 1960s and today. Many more people are highly educated and earn their money as ‘knowledge workers’ (Brint 2001). At the same time, as traditional ties have been loosened, people cannot rely on received wisdom and traditional ways of life. They have to make decisions about their lives themselves. This trend towards individualisation and risk decisions has been well described by Beck (1992), Giddens (1991) and others. This means that individuals are seeking expertise, and may find it being offered by non-certified experts (…) The laboratory as the site of knowledge creation, and the scientific institute which signals competence of the researcher and thus makes her a ‘certified expert’ is not the only source of expert knowledge, and it is arguably not the most important one when it comes to political decision-making
The Problem of Expertise in Knowledge Societies, Reiner Grundmann
This is one type of learning: the intake of information (…) if the intake of information ends with the intake of information, then it is incomplete. There is another form of learning that doesn’t need discovered, only recovered (…) That Intake must lead to embodiment (…) We only honor a life if we leave different than when we walked in. The only way to truly honor a life is to be changed by it (…) you take in the plethora of information being deposited everywhere you look by everything and everyone you look at (again, undisguising the world), but then you lean into it. You distill it, you parse it, you connect with the “thing” — the gift, the image, the story, the root that arches through what you are learning — and you take it in so as to shape you. You honor that gift that is now seen via knowledge, but then you allow yourself to be changed by it.
Information Intake Vs. Information Embodiment What will you do with what you learn?
Although I’m not so sure about the tone and the narrative, I like the idea of knowledge creation as the embodiment of information. I am not as sure as to if this is life’s purpose (be changed), I just think this is the only way of deciding at each instant who we want to be and how to get there.
We need to open up the meaning of the identity concept towards relations with a multiplicity, with others. Through opposition to the idea of identity as something completely closed, already formed, and static. We are subjects under construction, we are always becoming something (…) we are now going through a very complicated political era (…) Theorists are seen as speculators and their task as useless, while we let fake news and alternative facts to spread. The reputation of academics is very poor during periods of populism. We need to stop these attacks on universities, academics and experts. We need to develop a culture of respect for knowledge (…) I believe that revolution today is a fascist concept. I believe that the people calling for revolution are from the extreme right (…) I believe that at present a more preferable option is active activism, a collective commitment to creating affirmative values, rather than joining what seems to me to be a fascist restoration of the notion of revolution (…) I prefer the concept of affirmation. I propose to create affirmative values and to work together. In other words, we need to discuss the problems together (…) What is necessary is a radical transformation, following the bases of feminism, anti-racism and anti-fascism. An in-depth transformation around the types of subject that we are. And that can only happen collectively, by redefining the type of world that ours is becoming. That is the plan.
The project entitled “My Story” is an initiative of the Anadolu University Open Education Faculty programs. Participating students were asked to share their stories leading to open and distance learning (ODL) via an online survey. A book was later edited sharing some of these stories publicly. Of the 70 stories that are included in the book, 16 of them express the voices of women and their struggle for education. Aras Bozkurt, Suzan Koseoglu, & Jeffrey M Keefer:
recognized that the voices of the participants were of such strength that they warranted a more performative explication in keeping with their power and form once they were translated to English (…) The words of the participants were poetically presented to both exemplify the thematic findings while remaining true to the power in the texts themselves
The poem they devised describes the women’s effort to persevere in a patriarchal society and their desire to get an education and succeed in life. This is a very interesting experiment, one that develops somewhere in between science and art. In the context of a continuous poetic narrative, the words pertain their meaning and are bound together in a consistent whole. Very moving indeed.
Andrew Reagan at the Computational Story Lab at the University of Vermont in Burlington and a few pals have used sentiment analysis to map the emotional arcs of over 1,700 stories and then used data-mining techniques to reveal the most common arcs (…) The idea behind sentiment analysis is that words have a positive or negative emotional impact. So words can be a measure of the emotional valence of the text and how it changes from moment to moment. So measuring the shape of the story arc is simply a question of assessing the emotional polarity of a story at each instant and how it changes (…) Reagan and co say that their techniques all point to the existence of six basic emotional arcs that form the building blocks of more complex stories:
A steady, ongoing rise
A steady ongoing fall, in emotional valence
A fall then a rise
A rise then a fall (Icarus)
Fall-rise-fall (Oedipus )
It turns out the most popular are stories that follow the Icarus and Oedipus arcs and stories that follow more complex arcs that use the basic building blocks in sequence
Excerpts from the article entitled “Data Mining Reveals the Six Basic Emotional Arcs of Storytelling,” available here
View Their Teaching As A Science And An Art: methodologies change, they are not inflexible
Are Students of their Students: effective educators go deeper, they know their students on a personal level
Challenge All Students: the brain is malleable and hungers for challenge. Evidence shows that students, even those that may be struggling, rise to the occasion when challenged
Believe In The Success Of All Students, No Matter What: “A school staff that believes it can collectively accomplish great things is vital for the health of a school and if they believe they can make a positive difference then they very likely will” (Hatie)
Continuously Seeking Out Professional Learning: they are continuously seeking out professional learning. to improve all aspects of their practice
Feedback Is A Part Of Their Routine: they also look inward at their own practices, thinking about where they are in their teaching and where they want to improve
I don’t know if it’s just these six , or six of the many, but I agree with all of them in principal. As far as the second principle is concerned (becoming the student of the student) for me it doesn’t necessarily mean getting to know your students in depth, but more of being open to change because of them. i think tutors are constantly challenged by their students and therefore they too can revise the way they perceive their knowledge domain or their reality.
In 2015, Grosz designed a new course called “Intelligent Systems: Design and Ethical Challenges that combined technical content with a series of real-life ethical conundrums and the relevant philosophical theories necessary to evaluate them.
Embedding ethics across the curriculum helps computer science students see how ethical issues can arise from many contexts, issues ranging from the way social networks facilitate the spread of false information to censorship to machine-learning techniques that empower statistical inferences in employment and in the criminal justice system.
Article presents Damiano Cerrone, co-founder of Spin-Lab and his Metamorphology approach by measuring the spatial and configurational properties of urban spaces, local human activity patterns and socio-cultural value to create rankings of the popularity and attractivity of the place.
Having applied this methodology to over 80 Russian cities, the team used its discoveries to ” define knowledge-based guidelines to boost the social and economic life of streets and public spaces and improve the quality of life.” The team is also behind the Turku Open Platform (TOP) initiative for the city of Turku in Finland, an open platform that allows planners access to data of space, activities and value.
Cerrone goes on to claim the role of Interactional Planner instead of an Urban Planner as urbanity is much more than space, he claims, while “urban life is now diffused beyond the conceptual and political borders of one city.”
Sometimes, when we talk about learner independence, active learning or agency, we forget that this is not always for granted. Student consensus can not be considered a given. Trying out new things in a course (changing formats, layouts or mediums) produces changes that can be met with resistance and suspicion and it usually takes time until the cohort is convinced that what you are doing is actually working for them.
Student-Centered Learning and Student Buy-In article in Inside Higher Ed shows the results of curriculum change in a Biology course over a period of four years in relation to student satisfaction and acceptance. Pre- and post- course surveys show that student resistance decreased over the years and while grades did not change, the students’ perception of their gains has.
I remember that when we first introduced networked practices in an undergraduate design studio, students were terrified of the idea that their preliminary research and drawings would be published online for everyone to see. When talking about this, some expressed the fear that their ideas would loose their originality or that by the end of the semester everyone would converge to a single design idea/concept. Of course, none of this happened: in fact, it was quite revealing to see how diverse the research approaches and their respective representations actually were from a very early stage in the design process.
But there is also another interesting aspect in this article: the very fact that there was no single teacher but 13 of them. Now, I think this severely enhances the idea of a learning community. It’s not just about changing the format, it is about how you do it. By opening up the curriculum to more researchers and more teachers and by presenting the students with a course that is founded on a collaborative effort you ultimately denounce the idea of the expert and what comes along with that. And it is not by chance that grades have nothing to do with this. The very act of learning and being part of a learning community luckily can never fall into the hands of assessment.
1970’s: critical theory focused on labor (or the social)/ this theory did not transition well into neoliberalism
theory that involved Derrida, Heidegger, Deleuze, and Foucault tried to replace the theory that came out of modernist intellectual formations as the intellectual energy spent on mastering a difficult literature—mostly in translation—would enrich architectural discourse and trickle its way down into practice (…) It was hoped that architecture could be taken out of the deadening nexus of modernism and professionalism and be given a “thicker” disciplinary identity (…) The trouble was that the epistemology of delayed gratification could find its resonance in advanced history/theory work (i.e. PhD work), but not in the normative world of the studio (…) with the arrival of computation, “intellectually-oriented” classes became increasingly impossible to justify in the curriculum (…) Furthermore, and importantly, with the arrival of the globalized student population in American universities, it became increasingly unclear how this Eurocentric reading list dealing with issues from a pre-globalization era could related to the wide range of issues coming from the global realities.
the semiotic approach evaporated away. Like the intellectualist stand, it proved to be too difficult to teach
Theory, if we think of it at the level of phenomenology, promised to enliven the inner spirit of the designer (…) it promised a disguised spirituality residing not in humans alone but in materials, or even, more importantly, in joinery, in that proverbial tectonic
Theory tried to open up an awareness that history and its critical role in defining the “consciousness of the young student.” (…) Today, out of the around 120 or so architecture schools in the US, one half—if they teach history at all—still teach the old curriculum from pyramids onward
Theory—in whatever formation—could only barely deal with the problem of global warming (…) an alternative disciplinary horizon allied, correctly or not, with ethics, management theory, and building technology.
Theory—in whatever formation—failed to address the rise of nationalism in the post-colonial context (…) In a complex, global world, is it really a victory when Eurocentrism is replaced by nation-centrism?
Theory—in whatever formation—could not cope well in the expanded field of “historical architecture.” (…) no one knows how to teach architectural history, and there were few “theoretical” takes, especially since most of the effort at “theory” now tries to address issues in the contemporary world, a world often conveniently stripped of historical and cultural backgrounds. We have moved from modern architecture to environmental architecture, which serves to bring modern architecture towards its teleological end.
Theory—in whatever formation—passively, though in some cases actively promoted the emergence of Modernist Majoritarianism. Most schools of architecture came to emphasize the history of modernism as part of its core epistemological project (…) theory failed to critique the important institutional changes within the world of history/theory, the most important being the split between Modernism and Tradition, and now, more recently, Modernism and Pre-modernism
Theory—in whatever formation— failed to adequately address the digital until it was too late.
Theory—in whatever formation— failed to deal with the humanitarian crisis of the twenty-first century and still struggles with issues of violence and trauma (…) e need to recognize that normative theoretical systems do exist, they are just not called history/theory.2 They go by other names such as preservation, digital architecture, modern architecture, sustainability, pre-modernism, etc (…) the very success of the last decades is now coming to haunt the system, creating immobile boundaries that mitigate against interdisciplinarity. Advanced scholars who now work in the domain of “history/theory” do indeed often bridge into the realm of political science, anthropology, colonial studies, philosophy, geography, and other disciplines in the humanities. But whereas these other fields have made strong and important inroads into developing critical positions, architecture as an educational platform has in the last decades moved in the opposite direction, cleaning out its curriculum from disciplinary entanglements, placing the entire weight of that operation on the narrow ledge of “history/theory.” (…) To make matters worse, many elite schools decided to follow the neoliberal model of labor by tenuring only a few people and farming out the rest of its curriculum to hired guns who had little vested interest in—and no power to—transform the curriculum
Excerpts from: The School of Architectural Scandals, written by Mark Jarzombek, full article available here