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Javier E

Is Stanford Too Close to Silicon Valley? : The New Yorker - 0 views

  • Stanford has established itself as the intellectual nexus of the information economy
  • If the Ivy League was the breeding ground for the élites of the American Century, Stanford is the farm system for Silicon Valley
  • Stanford’s public-relations arm proclaims that five thousand companies “trace their origins to Stanford ideas or to Stanford faculty and students.”
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  • At Stanford more than elsewhere, the university and business forge a borderless community in which making money is considered virtuous and where participants profess a sometimes inflated belief that their work is changing the world for the better
  • Faculty members commonly invest in start-ups launched by their students or colleagues. There are probably more faculty millionaires at Stanford than at any other university in the world.
  • In his twelve years as president, Stanford’s endowment has grown to nearly seventeen billion dollars. In each of the past seven years, Stanford has raised more money than any other American university.
  • But Stanford’s entrepreneurial culture has also turned it into a place where many faculty and students have a gold-rush mentality and where the distinction between faculty and student may blur as, together, they seek both invention and fortune.
  • A quarter of all undergraduates and more than fifty per cent of graduate students are engineering majors. At Harvard, the figures are four and ten per cent; at Yale, they’re five and eight per cent.
  • many students uncritically incorporate the excesses of Silicon Valley, and that there are not nearly enough students devoted to the liberal arts and to the idea of pure learning. “The entire Bay Area is enamored with these notions of innovation, creativity, entrepreneurship, mega-success,” he says. “It’s in the air we breathe out here. It’s an atmosphere that can be toxic to the mission of the university as a place of refuge, contemplation, and investigation for its own sake.”
  • Stanford is not the only university to adopt this approach to learning—M.I.T., among others, does, too. But Kelley’s effort is widely believed to be the most audacious. His classes stress collaboration across disciplines and revolve around projects to advance social progress. The school concentrates on four areas: the developing world; sustainability; health and wellness; and K-12 education.
  • Feeling dejected or unhappy in a place like Stanford causes one to feel abnormal and out-of-place, so we may tend to internalize and brood over this lack of happiness instead of productively addressing the situatio
  • his principal academic legacy may be the growth of what’s called “interdisciplinary education.” This is the philosophy now promoted at the various schools at Stanford—engineering, business, medicine, science, design—which encourages students from diverse majors to come together to solve real or abstract problems. The goal is to have them become what are called “T-shaped” students, who have depth in a particular field of study but also breadth across multiple disciplines. Stanford hopes that the students can also develop the social skills to collaborate with people outside their areas of expertise. “Ten years ago, ‘interdisciplinary’ was a code word for something soft,” Jeff Koseff says. “John changed that.”
  • Among the bolder initiatives to create T-students is the Institute of Design at Stanford, or the d.school, which was founded seven years ago and is housed in the mechanical-engineering department.
  • Distance learning threatens one day to disrupt higher education by reducing the cost of college and by offering the convenience of a stay-at-home, do-it-on-your-own-time education. “Part of our challenge is that right now we have more questions than we have answers,” Hennessy says, of online education. “We know this is going to be important and, in the long term, transformative to education. We don’t really understand how yet.”
  • financial aid has produced a campus of diverse students who are unburdened by student debt—and who thus don’t have to spend the first five years of their career earning as much money as they can.
  • “The kinds of project we put in front of our students don’t have right and wrong answers,” Greenberg says. “They have good, better, and really, really better.”
  • he was impressed by “the bias toward action” at the d.school. Newspapers have bureaucracy, committees, hierarchies, and few engineers, he said. At the Post, “diversity” was defined by ethnicity and race. At the d.school, diversity is defined by majors—by people who think different.
  • Byers has kept in touch with Systrom and Krieger and remembers them as “quiet and quite humble,” by which he means that they were outstanding human beings who could get others to follow them. They were, in short, T-students.
  • The United States has “two types of college education that are in conflict with each other,” he said. One is “the classic liberal-arts model—four years of relative tranquility in which students are free to roam through disciplines, great thoughts, and great works with endless options and not much of a rationale.” The second is more utilitarian: “A college degree is expected to lead to a job, or at least to admission to a graduate or professional school.” The best colleges divide the first two years into introductory courses and the last two into the study of a major, all the while trying to expose students to “a broad range of disciplines and modes of thought.” Students, he declared, are not broadly educated, not sufficiently challenged to “search to know.” Instead, universities ask them to serve “the public, to work directly on solutions in a multidisciplinary way.” The danger, he went on, is “that academic researchers will not only embrace particular solutions but will fight for them in the political arena.” A university should keep to “its most fundamental purpose,” which is “the disinterested pursuit of truth.
  • Stanford, along with its peers, is now justifying its existence mostly in terms of what it can do for humanity and improve the world,” he answered. “I am concerned that a research-intense university will become too result-oriented,” a development that risks politicizing the university. And it also risks draining more resources from liberal arts
  • students spent too much time networking and strategizing and becoming “slaves to the dictates of a hoped-for future,” and too little time being spontaneous. “Stanford students are superb consequentialists—that is, we tend to measure the goodness of actions by their eventual results,
  • We excel at making rational calculations of expected returns to labor and investment, which is probably why so many of us will take the exhortation to occupy Wall Street quite literally after graduation. So before making any decision, we ask one, very simple question: What will I get out of it?”
  • “At most great universities, humanities feel like stepchildren,”
  • The long-term value of an education is to be found not merely in the accumulation of knowledge or skills but in the capacity to forge fresh connections between them, to integrate different elements from one’s education and experience and bring them to bear on new challenges and problems. . . . Yet we were struck by how little attention most departments and programs have given to cultivating this essential capacity. We were also surprised, and somewhat chagrined, to discover how infrequently some of our students exercise it. For all their extraordinary energy and range, many of the students we encountered lead curiously compartmentalized lives, with little integration between the different spheres of their experience.
  • Instead of erecting buildings, Andreessen says, Stanford should invest even more of its resources in distance learning: “We’re on the cusp of an opportunity to deliver a state-of-the-art, Stanford-calibre education to every single kid around the world. And the idea that we were going to build a physical campus to reach a tiny fraction of those kids was, to me, tragically undershooting our potential.”
  • In late January, a popular d.school class, Entrepreneurial Design for Extreme Affordability, taught by James M. Patell, a business-school professor, consisted of thirty-seven graduate and three undergraduate students from thirteen departments, including engineering, political science, business, medicine, biology, and education. It was early in the quarter, and Patell offered the students a choice of initial projects. One was to create a monitoring system to help the police locate lost children. Another was to design a bicycle-storage system.
  • The “key question,” he says, is: “How can we increase efficiency without decreasing quality?”
  • online education might also disrupt everything that distinguishes Stanford. Could a student on a video prompter have coffee with a venture capitalist? Could one become a T-student through Web chat? Stanford has been aligned with Silicon Valley and its culture of disruption. Now Hennessy and Stanford have to seriously contemplate whether more efficiency is synonymous with a better education.
krystalxu

Philosophy, history and sociology of science: Interdisciplinary relations and complex s... - 0 views

  • Sociology and philosophy of science have an uneasy relationship, while the marriage of history and philosophy of science has—on the surface at least—been more successful.
  • Interdisciplinary relations between these disciplines will be analysed through social identity complexity theory in order to draw out some conclusions on how the disciplines interact and how they might develop.
Javier E

Innovation Isn't About Math - James Fallows - National - The Atlantic - 0 views

  • Math and science education are important. But the assumptions underlying the focus on math and science, in relation to innovation, are: that innovation is a technical process, or at least takes place most importantly in technical fields; and, that the first step (math and science education) will automatically lead to the second (innovation). Neither of which is necessarily true.
  • innovation isn't a matter of subject knowledge. It's about thinking in flexible, integrative, and multidisciplinary ways, across many fields and types of knowledge. It's about being able to synthesize and integrate different perspectives and models; of understanding and taking into account different human, cultural and economic needs, desires, values, and factors and, from all that, glimpsing a new way forward that nobody else managed to see. 
  • educators are beginning to realize that the problem isn't a need for greater focus on math and science. It's a need for better integration among all subject areas, and a need to foster the kind of "integrative" thinking required to make good use of all that knowledge.  
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  • True innovators are adept at taking very specific areas of knowledge (technologies, scientific discoveries, social phenomena, etc.) and constantly reframing them in broader social, cultural, or political contexts. Innovation thinkers also know that in order to find opportunities to act, to make a difference in the world, they must collaborate--and be damn good at it.
  • it's the specialization of subject matter, from English and History to math and Engineering, that impedes innovation, more than a lack in any particular subject area
  • it means focusing as much on teaching how to combine those fields of knowledge and think in flexible, integrative, and creative ways, as we do on the subject matter itself. 
Javier E

With Gaza War, Movement to Boycott Israel Gains Momentum in Europe - NYTimes.com - 0 views

  • “We entered this war in Gaza with the perception that the Israeli government is not interested in reaching peace with the Palestinians,” said Meir Javedanfar, an Israeli analyst at the Interdisciplinary Center Herzliya, a private university. “Now, after the casualties and the destruction, I’m very worried about the impact this could have on Israel. It could make it very easy for the BDS campaign to isolate Israel and call for more boycotts.”
  • “Our relationship with Israel is close and one of the best we have in the region, but only with Israel in its 1967 lines unless there is a peace agreement,” said a senior European Union official who spoke on the condition of anonymity in keeping with diplomatic protocol. “We are clear, however, that what came under Israeli control in 1967 is not a part of Israel, so the settlements are illegal under international law and not helpful in the peace process.”
  • To that end, the European Union has demanded that all products produced by Israelis beyond the 1967 lines be labeled differently, and they are excluded from the duty-free trade agreement the bloc has with Israel proper. Goods from settlements are imported, but under different labels and tariffs. “There is no question of a boycott,”
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  • In an agreement last December on scientific exchanges and funding, known as Horizon 2020, Brussels insisted, despite fierce opposition from the Israeli government, on keeping Israeli institutions in the West Bank, like Ariel University, out of the deal. Since European funding is so important to Israeli academic institutions, the Israeli government gave in
  • The European Union has gone considerably further than the United States, declaring that Israeli settlements over the Green Line are “illegal” under international law; the United States simply calls them “illegitimate” and “obstacles to peace.”
  • Some countries, like Britain, have gone further. Britain issued voluntary labeling guidelines in December 2009 “to enable consumers to make a more fully informed decision concerning the products they buy,” according to the UK Trade and Investment agency, because “we understand the concerns of people who do not wish to purchase goods exported from Israeli settlements in the Occupied Palestinian Territories.
  • More troubling to Israel, in December the agency warned companies and citizens to be “aware of the potential reputational implications” of investments in settlement areas. “We do not encourage or offer support to such activities,” it said.
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urickni

How Cold War anxieties still shape our world today - 0 views

  • This was total war on a global scale, producing a new sense among nations that their fates were interconnected.
    • urickni
       
      How the war shaped global atmosphere...this is relevant today in many ways
  • The sheer scale of the war and the complex administrative and strategic systems required to manage these global operations led to, during the Cold War that followed, a growing interdependency of a network of institutions, attitudes and ways of working.
  • the Cold War redrew geopolitical notions of time, space and scale.
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  • Huge nuclear arsenals made it necessary to consider both the instantaneous and the endless: the decisive moment when mutually assured destruction is potentially set in motion, the frozen stalemate of the superpower stand-off, and the long catastrophe of a post-nuclear future.
  • The power of an individual decision was now outrageously amplified – the finger on the nuclear button – yet, at the same time, radically diminished in the face of unfathomable forces,
  • The world had become too complex and too dangerous
  • During the second half of the 20th century, many fields of enquiry from anthropology, political theory and analytical philosophy to art, music and literature were influenced by the explosion in interdisciplinary thinking that emerged from developments in cybernetics and its relationship with Cold War military research and development.
    • urickni
       
      How different domains connect to the relevancy of the war and the ways that it is analyzed today.
  • The practice of engaging with the connections and interactions between disparate elements of a problem or entity conceived as a system, and between such systems, is now commonplace in areas such as corporate strategy, town planning and environmental policy.
  • The pervasiveness of a systems approach also influenced the arts.
  • attempts to grasp the complex interconnectedness of society, and often the effects of technology and progress upon it.
  • Systems thinking offered a means of conceptualising and understanding a world that had grown hugely more complex and dangerous.
  • Nuclear weapons demanded radical new ways of thinking about time, scale, power, death, responsibility and, most of all, control – control of technology, people, information and ideas.
  • We are now accustomed to thinking about the current moment in global terms – globalisation, global warming, global communications, global security.
    • urickni
       
      Ultimate idea in terms of the ways that the cold war has shaped society and ways of thinking
  • Everyday life is firewalled and password-protected. We move under a canopy of invisible cameras and sensors, where our personal details and likenesses, our associations, preferences and transactions lie waiting to be called upon – by friends, strangers, employers or snoops. And so what? We all do it – we are already conscripted
  • This is a world produced by the Cold War, by the anxieties and energies that found expression in the laboratories, boardrooms, government offices, think-tanks and universities tasked with managing a permanent state of emergency. The geopolitics may be different, but the technology, infrastructure, and worldview that built up and hardened during the Cold War era are still with us, embodied in the everyday devices we take for granted, and the precarious identities they suggest.
  • Normalised surveillance, generalised anxiety, an obsession with security, nationalised identities, pervasive suspicion and secrecy, spectacular military technology and proxy wars, spies, whistleblowers, and the enemy within.
  • Cold War marked the “end of history” – the great ideological struggles were over and Western liberal democracy had won, according to his thesis.
  • The world we are in is, in many ways, the world the Cold War made for us.
  • New technologies of war, such as heavy bombers and long-range missiles like the V-2 rocket, reduced distances of time and space. In recognition of this new state of affairs, in 1942 the
saberal

Opinion | There's No Classics 'Catastrophe' at Howard University - The New York Times - 0 views

  • Dr. Hogan is the director of undergraduate studies and Dr. Carter is the chairman of the philosophy department at Howard. They are both H.B.C.U. graduates.
  • Our approach to this issue is based in our perspective as philosophy professors at Howard who have reverence for the classics. Our department offers seminars on Plato and Aristotle alongside mandatory courses on the history of Africana philosophy. Classical texts have left an indelible mark on modern philosophy and there’s no question that, in an ideal world, Howard would have a large, thriving classics department.
  • Departments were assessed based on student interest, cost and benefit, and overall fit with the university’s mission. No one wanted to eliminate any programs, and none of us cheer the loss of the department, but this change was necessary. Anthony K. Wutoh, the university’s provost and chief academic officer, has explained why that is, but we’d like to offer additional insight.
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  • These institutions were established to educate Black Americans, most of whom, before 1865,
  • Pronouncements from the ivory towers of predominantly white institutions about what Black colleges should do may score political points and draw public attention
  • Harvard’s endowment is $42 billion, Yale’s is $31 billion, and Princeton’s is $27 billion. Howard’s is only $712 million. There are reasons for this discrepancy. Almost all Ivy League institutions were founded before the Revolutionary War, while H.B.C.U.s did not get into full swing until well after the Civil War.
  • Fortunately, Howard is doing relatively well for an H.B.C.U., but not so well that it doesn’t have to make hard decisions. While the university did eliminate the classics department, it did not gut the humanities.
  • There is no spiritual catastrophe unfolding on Howard’s campus. Quite to the contrary, our campus, students and faculty are in the midst of a Renaissance replete with all the accompanying spiritual and intellectual affirmations. The administration decided to eliminate the classics department, but it also started majors in interdisciplinary humanities
Javier E

Ian Hacking, Eminent Philosopher of Science and Much Else, Dies at 87 - The New York Times - 0 views

  • In an academic career that included more than two decades as a professor in the philosophy department of the University of Toronto, following appointments at Cambridge and Stanford, Professor Hacking’s intellectual scope seemed to know no bounds. Because of his ability to span multiple academic fields, he was often described as a bridge builder.
  • “Ian Hacking was a one-person interdisciplinary department all by himself,” Cheryl Misak, a philosophy professor at the University of Toronto, said in a phone interview. “Anthropologists, sociologists, historians and psychologists, as well as those working on probability theory and physics, took him to have important insights for their disciplines.”
  • Professor Hacking wrote several landmark works on the philosophy and history of probability, including “The Taming of Chance” (1990), which was named one of the best 100 nonfiction books of the 20th century by the Modern Library.
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  • In 2000, he became the first Anglophone to win a permanent position at the Collège de France, where he held the chair in the philosophy and history of scientific concepts until he retired in 2006.
  • His work in the philosophy of science was groundbreaking: He departed from the preoccupation with questions that had long concerned philosophers. Arguing that science was just as much about intervention as it was about representation, be helped bring experimentation to center stage.
  • Hacking often argued that as the human sciences have evolved, they have created categories of people, and that people have subsequently defined themselves as falling into those categories. Thus does human reality become socially constructed.
  • His book “The Emergence of Probability” (1975), which is said to have inspired hundreds of books by other scholars, examined how concepts of statistical probability have evolved over time, shaping the way we understand not just arcane fields like quantum physics but also everyday life.
  • “I was trying to understand what happened a few hundred years ago that made it possible for our world to be dominated by probabilities,” he said in a 2012 interview with the journal Public Culture. “We now live in a universe of chance, and everything we do — health, sports, sex, molecules, the climate — takes place within a discourse of probabilities.”
  • Whatever the subject, whatever the audience, one idea that pervades all his work is that “science is a human enterprise,” Ragnar Fjelland and Roger Strand of the University of Bergen in Norway wrote when Professor Hacking won the Holberg Prize. “It is always created in a historical situation, and to understand why present science is as it is, it is not sufficient to know that it is ‘true,’ or confirmed. We have to know the historical context of its emergence.”
  • Regarding one such question — whether unseen phenomena like quarks and electrons were real or merely the theoretical constructs of physicists — he argued for reality in the case of phenomena that figured in experiments, citing as an example an experiment at Stanford that involved spraying electrons and positrons into a ball of niobium to detect electric charges. “So far as I am concerned,” he wrote, “if you can spray them, they’re real.”
  • “I have long been interested in classifications of people, in how they affect the people classified, and how the effects on the people in turn change the classifications,” he wrote in “Making Up People
  • “I call this the ‘looping effect,’” he added. “Sometimes, our sciences create kinds of people that in a certain sense did not exist before.”
  • In “Why Race Still Matters,” a 2005 article in the journal Daedalus, he explored how anthropologists developed racial categories by extrapolating from superficial physical characteristics, with lasting effects — including racial oppression. “Classification and judgment are seldom separable,” he wrote. “Racial classification is evaluation.”
  • Similarly, he once wrote, in the field of mental health the word “normal” “uses a power as old as Aristotle to bridge the fact/value distinction, whispering in your ear that what is normal is also right.”
  • In his influential writings about autism, Professor Hacking charted the evolution of the diagnosis and its profound effects on those diagnosed, which in turn broadened the definition to include a greater number of people.
  • Encouraging children with autism to think of themselves that way “can separate the child from ‘normalcy’ in a way that is not appropriate,” he told Public Culture. “By all means encourage the oddities. By no means criticize the oddities.”
  • His emphasis on historical context also illuminated what he called transient mental illnesses, which appear to be so confined 0cto their time 0c 0cthat they can vanish when times change.
  • “hysterical fugue” was a short-lived epidemic of compulsive wandering that emerged in Europe in the 1880s, largely among middle-class men who had become transfixed by stories of exotic locales and the lure of trave
  • His intellectual tendencies were unmistakable from an early age. “When he was 3 or 4 years old, he would sit and read the dictionary,” Jane Hacking said. “His parents were completely baffled.”
  • He wondered aloud, the interviewer noted, if the whole universe was governed by nonlocality — if “everything in the universe is aware of everything else.”“That’s what you should be writing about,” he said. “Not me. I’m a dilettante. My governing word is ‘curiosity.’”
Javier E

Universities Are Making Us Dumber - Tablet Magazine - 0 views

  • the Democratic/Republican ratio varies across fields from around 5.5 and 6.3 to 1 in professional schools and the hard sciences to 31.9 to 1 in humanities and 108 to 1 in communications departments and what are called interdisciplinary studies (such as gender studies, American studies, etc.).
  • An effective reform movement could make the case to the public that these interventionist DEI policies generate bad results, such as insidious new forms of discrimination, the abrupt decline in patriotism among the young, a lack of trust in our main institutions, and the weakening of U.S. competitiveness in the sciences
  • While Rufo clearly states that “the challenge must be met not solely in the realm of policy debate but on the deepest political and philosophical grounds,” he is less specific in how this might be done. Yet nothing seems more urgent.
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  • Conservatives, who have a visceral understanding of the inherent conflict among the basic human aspirations for freedom, justice, and equality, personal security, self-expression, spirituality, and the rights of the individual versus societal cohesion, are in the difficult position of having to find the right balance among them, which in turn requires uninspiring compromises.
  • The progressive left, meanwhile, vehemently insists that this or that form of inequality or injury is unacceptable, and never bothers to explain how its vision of greater equality would be compatible with freedom, or how extensive individual freedoms for some do not interfere with the freedom or personal safety of others.
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