Re: what does monetary value indicate?

2021-03-12 Thread Heidrun Allert (sie/she)
Dear Brian,

The hierarchie you present is a valuable framework. Interestingly enough, 
Bitcoin advocates claim that mining Bitcoin is real labor, real machines, real 
workers there. 

Best heidrun 

sent enroute

> Am 11.03.2021 um 18:20 schrieb Brian Holmes :
> 
> 
> I can't answer the second question, but as to the first I believe that there 
> are three distinct forms of money that currently operate in a hierarchy:
> 
> -- Infinite money which is produced and deregulated in the financial markets 
> through the manipulation of information
> 
> -- Institutional money which is produced and regulated within national frames 
> by governments seeking to stabilize social reproduction
> 
> -- Sweat money which is produced on the ground through the exploitation of 
> labor paid at the bear minimum of survivability
> 
> The last form of money is the most extensive one, it's the most common coin, 
> the basis of most livelihoods on earth. Institutional money, however, has 
> been carefully decoupled from sweat money; and infinite money has been 
> decoupled from institutional money in its turn. Institutional money began to 
> be produced through Keynesian management of national economies from the 30s 
> onward, it's inseparable from social democracy. Infinite money started up 
> after the postwar gold standard was abandoned in 1971, and became what it is 
> today with the introduction of computerized trading.
> 
> What does infinite money mean to its owners? Financial capital is power when 
> it is applied to institutions or labor processes. However it can also be used 
> for status displays, what Veblen called "conspicuous consumption." So you 
> have to bring art back in. For better and mostly worse, "high" culture 
> remains the noisy ghost at the top of the capitalist pyramid.
> 
> best, Brian
> 
>> On Thu, Mar 11, 2021 at 10:47 AM Felix Stalder  wrote:
>> I'm sure many have followed the NFT art saga over the last couple of
>> months and seen today's headline that somebody just paid $ 69,346,250
>> for a NFT on a blockchain, meta-data to claim ownership of the
>> "originalcopy" of a digital art work.
>> 
>> https://onlineonly.christies.com/s/first-open-beeple/beeple-b-1981-1/112924
>> 
>> I don't want to start a discussion on the revolutionary vs reactionary
>> character of this emerging art market. All of that has already been
>> said. If you want a close approximation of my perspective, I refer you
>> to this:
>> 
>> https://everestpipkin.medium.com/but-the-environmental-issues-with-cryptoart-1128ef72e6a3
>> 
>> What I'm more interested in here is to ask two things.
>> 
>> What -- after a decade of quantitative easing and crypto-currencies
>> rising into the stratosphere -- monetary value is indicating for the
>> segment that profited the most from these developments and what does
>> that mean for the rest of us?
>> 
>> And, assuming that this is not a cartoon version of a potlatch where
>> wasting resources serves to put rivals to shame, how many different
>> scams -- money laundering would be an obvious contender -- are being
>> layered on top of one other to create this?
>> 
>> Quite puzzled. Felix
>> 
>> 
>> 
>> 
>> 
>> 
>> 
>> 
>> 
>> -- 
>> | || http://felix.openflows.com |
>> | Open PGP | http://felix.openflows.com/pgp.txt |
>> 
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Re: FWD: re: switching to teaching online

2020-03-18 Thread Heidrun Allert



Dear Andreas,

I loved your post. And would like to add to that:

I am irritated when policy makers in this situation say things like:
"now we see drawbacks for not having digitized schools/universites in
time". I am irritated as there are at least two misunderstandings:

(1) There is _one_ form of digitalization. (2) And this form is the
one we want for schools and universities!

The form of digitalisation which often is in mind is: Broadcating,
streaming and individualized learning. Learning which can be done
at home / away from schools. Is this really what we want? Types of
learning and tools which make schools obsolete, students relying on
their families and background (expanding disparity)? Forms which are
also well provided by private players of data capitalism? Forms of
gamification and knowledge acquisition where knowledge and knowledge
structure is predefined - knowlege and knowledge structures which
refere to a stable past world.

In contrast to this I want something else: When I do digitalisiation
in my courses, I prefer forms of digitalisation which bring a new
quality to my teaching. Which enhance our interaction. Which allow
for more research-based approaches. Which take into account the world
as transforming. Where we meet f2f, analyse data collaboratively and
discuss findings, e.g.


best, heidrun



Am 18.03.20 um 12:15 schrieb Andreas Broeckmann:


Rebecca Barrett-Fox offers thoughtful advice for lecturers and
professors considering to move their teaching online:



<...>



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