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Both object and subject are converted to a “standing-reserve”, to be disaggregated, redistributed, recontextualized, and reaggregated.

And human individuals, who were once reduced to resources (Frederick Taylor, and the authoritarianism of Human Resource departments), or “eyeballs” in the terminology of internet marketing executives; are now the creative engines of growth, innovation, and creativity.

This becomes even more interesting when we wonder about the context and meaning of start-ups intentionally exposing their office space’s ductwork - as if the open office with exposed pipes re-instantiates a manifestation of the hearth, or at least ‘un-hides’ the circulatory system of commerce.

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the Masters in Knowledge Networks requires that students have the technical expertise and project management skills to develop their own digital media projects.

Imagine what it would mean to think of public education as a mission shouldered not only by schools, but by a wide range of public institutions committed to knowledge and learning? When we think of public education, do we include the efforts of those in public and independent media, who develop radio, television, movies and games with an educational mission? Do we include organizations like Mozilla, Wikipedia, Creative Commons, and the Internet Archive committed to the production of knowledge in the public interest and in the public domain? Do we think of the efforts in broadband policy that seek to make the online knowledge accessible to families across the country? To me, these are all efforts in public education that are often overlooked in our often exclusive focus on schools.