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Ed Webb

Does the Digital Classroom Enfeeble the Mind? - NYTimes.com - 0 views

  • My father would have been unable to “teach to the test.” He once complained about errors in a sixth-grade math textbook, so he had the class learn math by designing a spaceship. My father would have been spat out by today’s test-driven educational regime.
  • A career in computer science makes you see the world in its terms. You start to see money as a form of information display instead of as a store of value. Money flows are the computational output of a lot of people planning, promising, evaluating, hedging and scheming, and those behaviors start to look like a set of algorithms. You start to see the weather as a computer processing bits tweaked by the sun, and gravity as a cosmic calculation that keeps events in time and space consistent. This way of seeing is becoming ever more common as people have experiences with computers. While it has its glorious moments, the computational perspective can at times be uniquely unromantic. Nothing kills music for me as much as having some algorithm calculate what music I will want to hear. That seems to miss the whole point. Inventing your musical taste is the point, isn’t it? Bringing computers into the middle of that is like paying someone to program a robot to have sex on your behalf so you don’t have to. And yet it seems we benefit from shining an objectifying digital light to disinfect our funky, lying selves once in a while. It’s heartless to have music chosen by digital algorithms. But at least there are fewer people held hostage to the tastes of bad radio D.J.’s than there once were. The trick is being ambidextrous, holding one hand to the heart while counting on the digits of the other.
  • The future of education in the digital age will be determined by our judgment of which aspects of the information we pass between generations can be represented in computers at all. If we try to represent something digitally when we actually can’t, we kill the romance and make some aspect of the human condition newly bland and absurd. If we romanticize information that shouldn’t be shielded from harsh calculations, we’ll suffer bad teachers and D.J.’s and their wares.
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  • Some of the top digital designs of the moment, both in school and in the rest of life, embed the underlying message that we understand the brain and its workings. That is false. We don’t know how information is represented in the brain. We don’t know how reason is accomplished by neurons. There are some vaguely cool ideas floating around, and we might know a lot more about these things any moment now, but at this moment, we don’t. You could spend all day reading literature about educational technology without being reminded that this frontier of ignorance lies before us. We are tempted by the demons of commercial and professional ambition to pretend we know more than we do.
  • Outside school, something similar happens. Students spend a lot of time acting as trivialized relays in giant schemes designed for the purposes of advertising and other revenue-minded manipulations. They are prompted to create databases about themselves and then trust algorithms to assemble streams of songs and movies and stories for their consumption. We see the embedded philosophy bloom when students assemble papers as mash-ups from online snippets instead of thinking and composing on a blank piece of screen. What is wrong with this is not that students are any lazier now or learning less. (It is probably even true, I admit reluctantly, that in the presence of the ambient Internet, maybe it is not so important anymore to hold an archive of certain kinds of academic trivia in your head.) The problem is that students could come to conceive of themselves as relays in a transpersonal digital structure. Their job is then to copy and transfer data around, to be a source of statistics, whether to be processed by tests at school or by advertising schemes elsewhere.
  • If students don’t learn to think, then no amount of access to information will do them any good.
  • To the degree that education is about the transfer of the known between generations, it can be digitized, analyzed, optimized and bottled or posted on Twitter. To the degree that education is about the self-invention of the human race, the gargantuan process of steering billions of brains into unforeseeable states and configurations in the future, it can continue only if each brain learns to invent itself. And that is beyond computation because it is beyond our comprehension.
  • Roughly speaking, there are two ways to use computers in the classroom. You can have them measure and represent the students and the teachers, or you can have the class build a virtual spaceship. Right now the first way is ubiquitous, but the virtual spaceships are being built only by tenacious oddballs in unusual circumstances. More spaceships, please.
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    How do we get this right - use the tech for what it can do well, develop our brains for what the tech can't do? Who's up for building a spaceship?
Ed Webb

How to Mark a Book - 0 views

  • A book is more like the score of a piece of music than it is like a painting. No great musician confuses a symphony with the printed sheets of music. Arturo Toscanini reveres Brahms, but Toscanini's score of the G minor Symphony is so thoroughly marked up that no one but the maestro himself can read it. The reason why a great conductor makes notations on his musical scores -- marks them up again and again each time he returns to study them--is the reason why you should mark your books.
    • Ed Webb
       
      This is an excellent analogy.
  • the physical act of writing, with your own hand, brings words and sentences more sharply before your mind and preserves them better in your memory. To set down your reaction to important words and sentences you have read, and the questions they have raised in your mind, is to preserve those reactions and sharpen those questions.
    • Ed Webb
       
      The effect of new technologies here is still imperfectly understood. But there is some evidence that typing notes is less efficacious than handwriting them, in terms of inscribing information to memory and developing thought.
  • that is exactly what reading a book should be: a conversation between you and the author. Presumably he knows more about the subject than you do; naturally, you'll have the proper humility as you approach him. But don't let anybody tell you that a reader is supposed to be solely on the receiving end. Understanding is a two-way operation; learning doesn't consist in being an empty receptacle. The learner has to question himself and question the teacher. He even has to argue with the teacher, once he understands what the teacher is saying. And marking a book is literally an expression of differences, or agreements of opinion, with the author
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  • Underlining (or highlighting): of major points, of important or forceful statements. Vertical lines at the margin: to emphasize a statement already underlined. Star, asterisk, or other doo-dad at the margin: to be used sparingly, to emphasize the ten or twenty most important statements in the book. (You may want to fold the bottom comer of each page on which you use such marks. It won't hurt the sturdy paper on which most modern books are printed, and you will be able take the book off the shelf at any time and, by opening it at the folded-corner page, refresh your recollection of the book.) Numbers in the margin: to indicate the sequence of points the author makes in developing a single argument. Numbers of other pages in the margin: to indicate where else in the book the author made points relevant to the point marked; to tie up the ideas in a book, which, though they may be separated by many pages, belong together. Circling or highlighting of key words or phrases. Writing in the margin, or at the top or bottom of the page, for the sake of: recording questions (and perhaps answers) which a passage raised in your mind; reducing a complicated discussion to a simple statement; recording the sequence of major points right through the books. I use the end-papers at the back of the book to make a personal index of the author's points in the order of their appearance.
    • Ed Webb
       
      This is a good schema. You can develop your own that accomplishes the same. The key is to have a schema and apply it consistently.
  • you may say that this business of marking books is going to slow up your reading. It probably will. That's one of the reasons for doing it
  • Some things should be read quickly and effortlessly and some should be read slowly and even laboriously.
  • Why is marking up a book indispensable to reading? First, it keeps you awake. (And I don't mean merely conscious; I mean awake.) In the second place; reading, if it is active, is thinking, and thinking tends to express itself in words, spoken or written. The marked book is usually the thought-through book. Finally, writing helps you remember the thoughts you had, or the thoughts the author expressed.
Ed Webb

THE MACHINE STOPS ... E.M. Forster - 3 views

  • like the cell of a bee
    • Ed Webb
       
      Why this image?
  • She knew several thousand people, in certain directions human intercourse had advanced enormously
    • Ed Webb
       
      What is the weight of that "in certain directions"?
  • I can give you fully five minutes
    • Ed Webb
       
      Does this seem as outrageous today as it must have in Forster's time?
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  • wasting my time
  • "I want to speak to you not through the wearisome Machine."
  • The Machine is much, but it is not everything. I see something like you in this plate, but I do not see you. I hear something like you through this telephone, but I do not hear you
  • the Machine did not transmit nuances of expression. It only gave a general idea of people - an idea that was good enough for all practical purposes, Vashti thought. The imponderable bloom, declared by a discredited philosophy to be the actual essence of intercourse, was rightly ignored by the Machine, just as the imponderable bloom of the grape was ignored by the manufacturers of artificial fruit.
  • "It is contrary to the spirit of the age," she asserted. "Do you mean by that, contrary to the Machine?"
  • The surface of the earth is only dust and mud, no advantage. The surface of the earth is only dust and mud, no life remains on it, and you would need a respirator, or the cold of the outer air would kill you. One dies immediately in the outer air
    • Ed Webb
       
      In common with many other dystopian writers, Forster predicts environmental catastrophe.
  • For a moment Vashti felt lonely. Then she generated the light, and the sight of her room, flooded with radiance and studded with electric buttons, revived her. There were buttons and switches everywhere - buttons to call for food for music, for clothing. There was the hot-bath button, by pressure of which a basin of (imitation) marble rose out of the floor, filled to the brim with a warm deodorized liquid. There was the cold-bath button. There was the button that produced literature. and there were of course the buttons by which she communicated with her friends. The room, though it contained nothing, was in touch with all that she cared for in the world.
    • Ed Webb
       
      What of this seems familiar?
  • To most of these questions she replied with irritation - a growing quality in that accelerated age
  • Her lecture, which lasted ten minutes
    • Ed Webb
       
      Forster predicts the TED talk?
  • Vashti was seized with the terrors of direct experience
  • I will not tell you through the Machine
    • Ed Webb
       
      Is this due to concern about surveillance, or due to the personal nature of what he wishes to communicate, which needs nuance?
  • thanks to the advance of science, the earth was exactly alike all over. Rapid intercourse, from which the previous civilization had hoped so much, had ended by defeating itself. What was the good of going to Peking when it was just like Shrewsbury? Why return to Shrewsbury when it would all be like Peking? Men seldom moved their bodies; all unrest was concentrated in the soul.
  • her horror of direct experience returned. It was not quite like the air-ship in the cinematophote. For one thing it smelt - not strongly or unpleasantly, but it did smell, and with her eyes shut she should have known that a new thing was close to her.
  • The man in front dropped his Book - no great matter, but it disquieted them all
    • Ed Webb
       
      Why? Is this society not governed by reason?
  • they seemed intolerable
  • When the air-ships had been built, the desire to look direct at things still lingered in the world. Hence the extraordinary number of skylights and windows, and the proportionate discomfort to those who were civilized and refined
  • illegal, unmechanical, and punishable by Homelessness
  • People never touched one another. The custom had become obsolete, owing to the Machine
  • "Cover the window, please. These mountains give me no ideas."
  • She might well declare that the visit was superfluous. The buttons, the knobs, the reading-desk with the Book, the temperature, the atmosphere, the illumination - all were exactly the same. And if Kuno himself, flesh of her flesh, stood close beside her at last, what profit was there in that? She was too well-bred to shake him by the hand.
  • "You think it irreligious of me to have found out a way of my own. It was just what the Committee thought, when they threatened me with Homelessness." At this she grew angry. "I worship nothing!" she cried. "I am most advanced. I don"t think you irreligious, for there is no such thing as religion left. All the fear and the superstition that existed once have been destroyed by the Machine. I only meant that to find out a way of your own was----Besides, there is no new way out." "So it is always supposed." "Except through the vomitories, for which one must have an Egression-permit, it is impossible to get out. The Book says so." "Well, the Book"s wrong, for I have been out on my feet."
  • Each infant was examined at birth, and all who promised undue strength were destroyed. Humanitarians may protest, but it would have been no true kindness to let an athlete live; he would never have been happy in that state of life to which the Machine had called him
  • Man is the measure. That was my first lesson. Man"s feet are the measure for distance, his hands are the measure for ownership, his body is the measure for all that is lovable and desirable and strong
  • all the food-tubes and medicine-tubes and music- tubes that the Machine has evolved lately
  • Kuno had lately asked to be a father, and his request had been refused by the Committee. His was not a type that the Machine desired to hand on
  • I felt, for the first time, that a protest had been lodged against corruption, and that even as the dead were comforting me, so I was comforting the unborn. I felt that humanity existed, and that it existed without clothes. How can I possibly explain this? It was naked, humanity seemed naked, and all these tubes and buttons and machineries neither came into the world with us, nor will they follow us out, nor do they matter supremely while we are here
  • There was not room for such a person in the world. And with her pity disgust mingled. She was ashamed at having borne such a son, she who had always been so respectable and so full of ideas
  • Cannot you see, cannot all you lecturers see, that it is we that are dying, and that down here the only thing that really lives in the Machine? We created the Machine, to do our will, but we cannot make it do our will now
  • I fought till the very end
  • Beware of first- hand ideas!" exclaimed one of the most advanced of them. "First-hand ideas do not really exist. They are but the physical impressions produced by live and fear, and on this gross foundation who could erect a philosophy? Let your ideas be second-hand, and if possible tenth-hand, for then they will be far removed from that disturbing element - direct observation
  • in theory the Machine was still the creation and the implement of man. but in practice all, save a few retrogrades, worshipped it as divine
  • No one confessed the Machine was out of hand. Year by year it was served with increased efficiency and decreased intelligence
  • Time passed, and they resented the defects no longer. The defects had not been remedied, but the human tissues in that latter day had become so subservient, that they readily adapted themselves to every caprice of the Machine
  • mankind was not yet sufficiently adaptable to do without sleeping
  • Under the seas, beneath the roots of the mountains, ran the wires through which they saw and heard, the enormous eyes and ears that were their heritage, and the hum of many workings clothed their thoughts in one garment of subserviency. Only the old and the sick remained ungrateful, for it was rumoured that Euthanasia, too, was out of order, and that pain had reappeared among men
  • there came a day when, without the slightest warning, without any previous hint of feebleness, the entire communication-system broke down, all over the world, and the world, as they understood it, ended
    • Ed Webb
       
      How would we respond today if the internet and all media it supports suddenly stopped working? People dial 911 when Facebook goes down...
  • She had never known silence, and the coming of it nearly killed her - it did kill many thousands of people outright
  • man who had once made god in his image, and had mirrored his strength on the constellations, beautiful naked man was dying, strangled in the garments that he had woven
  • some fool will start the Machine again, tomorrow
  • scraps of the untainted sky
    • Ed Webb
Ed Webb

Dangerous Minds | Sci-Fi disco hit: Dee D. Jackson's 'Automatic Lover' - 0 views

  • In the future there will be no love, sex will be provided by robots… and we’ll all be listening to eurodisco: “Automatic Lover” a worldwide hit for Dee D. Jackson in 1978
Ed Webb

Video: Japanese Fembot Learns to Sing By Mimicking Pop Stars | Popular Science - 0 views

  •  
    via Bryan Alexander's Twitter feed
Ed Webb

The Japanese have done it. They've made an Idoru | Brain Release Valve - 1 views

  •  
    We live in sci-fi
Ed Webb

Why Doesn't Anyone Pay Attention Anymore? | HASTAC - 0 views

  • We also need to distinguish what scientists know about human neurophysiology from our all-too-human discomfort with cultural and social change.  I've been an English professor for over twenty years and have heard how students don't pay attention, can't read a long novel anymore, and are in decline against some unspecified norm of an idealized past quite literally every year that I have been in this profession. In fact, how we educators should address this dire problem was the focus of the very first faculty meeting I ever attended.
  • Whenever I hear about attentional issues in debased contemporary society, whether blamed on television, VCR's, rock music, or the desktop, I assume that the critic was probably, like me, the one student who actually read Moby Dick and who had little awareness that no one else did.
  • This is not really a discussion about the biology of attention; it is about the sociology of change.
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  • The brain is always changed by what it does.  That's how we learn, from infancy on, and that's how a baby born in New York has different cultural patterns of behavior, language, gesture, interaction, socialization, and attention than a baby born the same day in Beijing. That's as true for the historical moment into which we are born as it is for the geographical location.  Our attention is shaped by all we do, and reshaped by all we do.  That is what learning is.  The best we can do as educators is find ways to improve our institutions of learning to help our kids be prepared for their future--not for our past.
  • I didn't find the article nearly as stigmatizing and retrograde as I do the knee-jerk Don't Tread on Me reactions of everyone I've seen respond--most of which amount to foolish technolibertarian celebrations of the anonymous savior Technology (Cathy, you don't do that there, even if you also have nothing good to say about the NYT piece).If anything, the article showed that these kids (like all of us!) are profoundly distressed by today's media ecology. They seem to have a far more subtle perspective on things than most others. Frankly I'm a bit gobstopped that everyone hates this article so much. As for the old chestnut that "we need new education for the information age," it's worth pointing out that there was no formal, standardized education system before the industrial age. Compulsory education is a century old experiment. And yes, it ought to be discarded. But that's a frightening prospect for almost everyone, including those who advocate for it. I wonder how many of the intelligentsia who raise their fists and cry, "We need a different education system!" still partake of the old system for their own kids. We don't in my house, for what it's worth, and it's a huge pain in the ass.
  • Cathy -- I really appreciate the distinctions you make between the "the biology of attention" and "the sociology of change." And I agree that more complex and nuanced conversations about technology's relationship to attention, diverstion, focus, and immersion will be more productive (than either nostalgia or utopic futurism). For example, it seems like a strange oversight (in the NYT piece) to bemoan the ability of "kids these days" to focus, read immersively, or Pay Attention, yet report without comment that these same kids can edit video for hours on end -- creative, immersive work which, I would imagine, requires more than a little focus. It seems that perhaps the question is not whether we can still pay attention or focus, but what those diverse forms of immersion within different media (will) look like.
  •  
    I recommend both this commentary and the original NYT piece to which it links and on which it comments.
Ed Webb

We Are Drowning in a Devolved World: An Open Letter from Devo - Noisey - 0 views

  • When Devo formed more than 40 years ago, we never dreamed that two decades into the 21st century, everything we had theorized would not only be proven, but also become worse than we had imagined
  • May 4 changed my life, and I truly believe Devo would not exist without that horror. It made me realize that all the Quasar color TVs, Swanson TV dinners, Corvettes, and sofa beds in the world didn't mean we were actually making progress. It meant the future could be not only as barbaric as the past, but that it most likely would be. The dystopian novels 1984, Animal Farm, and Brave New World suddenly seemed less like cautionary tales about the encroaching fusion of technological advances with the centralized, authoritarian power of the state, and more like subversive road maps to condition the intelligentsia for what was to come.
  • a philosophy emerged, fueled by the revelations that linear progress in a consumer society was a lie
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  • There were no flying cars and domed cities, as promised in Popular Science; rather, there was a dumbing down of the population engineered by right-wing politicians, televangelists, and Madison Avenue. I called what we saw “De-evolution,” based upon the tendency toward entropy across all human endeavors. Borrowing the tactics of the Mad Men-era of our childhood, we shortened the name of the idea to the marketing-friendly “Devo.”
  • we witnessed an America where the capacity for critical thought and reasoning were eroding fast. People mindlessly repeating slogans from political propaganda and ad campaigns: “America, Love It or leave It”; “Don’t Ask Why, Drink Bud Dry”; “You’ve Come A Long Way, Baby”; even risk-free, feel-good slogans like “Give Peace a Chance.” Here was an emerging Corporate Feudal State
  • it seemed like the only real threat to consumer society at our disposal was meaning: turning sloganeering on its head for sarcastic or subversive means, and making people notice that they were being moved and manipulated by marketing, not by well-meaning friends disguised as mom-and-pop. And so creative subversion seemed the only viable course of action
  • Presently, the fabric that holds a society together has shredded in the wind. Everyone has their own facts, their own private Idaho stored in their expensive cellular phones
  • Social media provides the highway straight back to Plato’s Allegory of the Cave. The restless natives react to digital shadows on the wall, reduced to fear, hate, and superstition
  • The rise of authoritarian leadership around the globe, fed by ill-informed populism, is well-documented at this point. And with it, we see the ugly specter of increased racism and anti-Semitism. It’s open season on those who gladly vote against their own self-interests. The exponential increase in suffering for more and more of the population is heartbreaking to see. “Freedom of choice is what you got / Freedom from choice is what you want,” those Devo clowns said in 1980.
  • the hour is getting late. Perhaps the reason Devo was even nominated after 15 years of eligibility is because Western society seems locked in a death wish. Devo doesn’t skew so outside the box anymore. Maybe people are a bit nostalgic for our DIY originality and substance. We were the canaries in the coalmine warning our fans and foes of things to come in the guise of the Court Jester, examples of conformity in extremis in order to warn against conformity
  • Devo is merely the house band on the Titanic
Ed Webb

Clear backpacks, monitored emails: life for US students under constant surveillance | E... - 0 views

  • This level of surveillance is “not too over-the-top”, Ingrid said, and she feels her classmates are generally “accepting” of it.
  • One leading student privacy expert estimated that as many as a third of America’s roughly 15,000 school districts may already be using technology that monitors students’ emails and documents for phrases that might flag suicidal thoughts, plans for a school shooting, or a range of other offenses.
  • When Dapier talks with other teen librarians about the issue of school surveillance, “we’re very alarmed,” he said. “It sort of trains the next generation that [surveillance] is normal, that it’s not an issue. What is the next generation’s Mark Zuckerberg going to think is normal?
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  • Some parents said they were alarmed and frightened by schools’ new monitoring technologies. Others said they were conflicted, seeing some benefits to schools watching over what kids are doing online, but uncertain if their schools were striking the right balance with privacy concerns. Many said they were not even sure what kind of surveillance technology their schools might be using, and that the permission slips they had signed when their kids brought home school devices had told them almost nothing
  • “They’re so unclear that I’ve just decided to cut off the research completely, to not do any of it.”
  • As of 2018, at least 60 American school districts had also spent more than $1m on separate monitoring technology to track what their students were saying on public social media accounts, an amount that spiked sharply in the wake of the 2018 Parkland school shooting, according to the Brennan Center for Justice, a progressive advocacy group that compiled and analyzed school contracts with a subset of surveillance companies.
  • “They are all mandatory, and the accounts have been created before we’ve even been consulted,” he said. Parents are given almost no information about how their children’s data is being used, or the business models of the companies involved. Any time his kids complete school work through a digital platform, they are generating huge amounts of very personal, and potentially very valuable, data. The platforms know what time his kids do their homework, and whether it’s done early or at the last minute. They know what kinds of mistakes his kids make on math problems.
  • Felix, now 12, said he is frustrated that the school “doesn’t really [educate] students on what is OK and what is not OK. They don’t make it clear when they are tracking you, or not, or what platforms they track you on. “They don’t really give you a list of things not to do,” he said. “Once you’re in trouble, they act like you knew.”
  • “It’s the school as panopticon, and the sweeping searchlight beams into homes, now, and to me, that’s just disastrous to intellectual risk-taking and creativity.”
  • Many parents also said that they wanted more transparency and more parental control over surveillance. A few years ago, Ben, a tech professional from Maryland, got a call from his son’s principal to set up an urgent meeting. His son, then about nine or 10-years old, had opened up a school Google document and typed “I want to kill myself.” It was not until he and his son were in a serious meeting with school officials that Ben found out what happened: his son had typed the words on purpose, curious about what would happen. “The smile on his face gave away that he was testing boundaries, and not considering harming himself,” Ben said. (He asked that his last name and his son’s school district not be published, to preserve his son’s privacy.) The incident was resolved easily, he said, in part because Ben’s family already had close relationships with the school administrators.
  • there is still no independent evaluation of whether this kind of surveillance technology actually works to reduce violence and suicide.
  • Certain groups of students could easily be targeted by the monitoring more intensely than others, she said. Would Muslim students face additional surveillance? What about black students? Her daughter, who is 11, loves hip-hop music. “Maybe some of that language could be misconstrued, by the wrong ears or the wrong eyes, as potentially violent or threatening,” she said.
  • The Parent Coalition for Student Privacy was founded in 2014, in the wake of parental outrage over the attempt to create a standardized national database that would track hundreds of data points about public school students, from their names and social security numbers to their attendance, academic performance, and disciplinary and behavior records, and share the data with education tech companies. The effort, which had been funded by the Gates Foundation, collapsed in 2014 after fierce opposition from parents and privacy activists.
  • “More and more parents are organizing against the onslaught of ed tech and the loss of privacy that it entails. But at the same time, there’s so much money and power and political influence behind these groups,”
  • some privacy experts – and students – said they are concerned that surveillance at school might actually be undermining students’ wellbeing
  • “I do think the constant screen surveillance has affected our anxiety levels and our levels of depression.” “It’s over-guarding kids,” she said. “You need to let them make mistakes, you know? That’s kind of how we learn.”
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