[P2P-F] Fwd: [commoning] The Co-operative University
-- Forwarded message -- From: Joss Winn jw...@lincoln.ac.uk Date: Mon, Dec 9, 2013 at 9:02 AM Subject: [commoning] The Co-operative University To: common...@listen.jpberlin.de common...@listen.jpberlin.de I wanted to let list members know about a seminar in London on Thursday, but more generally, about emerging work around 'co-operative higher education'. The easiest way to do this is to point to a few blog posts, where I'm trying to document what is happening in the UK: Seminar details: http://josswinn.org/2013/12/co-operative-university-seminar/ On-going bibliography: http://josswinn.org/2013/11/co-operative-universities-a-bibliography/ A personal account: http://josswinn.org/2013/11/a-co-operative-university/ Summary of recent report: 'Realising the co-operative university': http://josswinn.org/2013/12/realising-the-co-operative-university/ Tag to follow: http://josswinn.org/2013/11/a-co-operative-university/ Buried in that last link is a critique of 'Labour Managed Firms', which might interest list members. Of course, if anyone is able to attend the seminar this week or is interested in discussing any of this further, please do get in touch. Thanks Joss -- Joss Winn Senior Lecturer Centre for Educational Research and Development University of Lincoln LN6 7TS http://staff.lincoln.ac.uk/jwinn The University of Lincoln, located in the heart of the city of Lincoln, has established an international reputation based on high student satisfaction, excellent graduate employment and world-class research. The information in this e-mail and any attachments may be confidential. If you have received this email in error please notify the sender immediately and remove it from your system. Do not disclose the contents to another person or take copies. Email is not secure and may contain viruses. The University of Lincoln makes every effort to ensure email is sent without viruses, but cannot guarantee this and recommends recipients take appropriate precautions. The University may monitor email traffic data and content in accordance with its policies and English law. Further information can be found at: http://www.lincoln.ac.uk/legal. ___ commoning Mailingliste JPBerlin - Politischer Provider common...@listen.jpberlin.de https://listen.jpberlin.de/mailman/listinfo/commoning -- P2P Foundation: http://p2pfoundation.net - http://blog.p2pfoundation.net http://lists.ourproject.org/cgi-bin/mailman/listinfo/p2p-foundationUpdates: http://twitter.com/mbauwens; http://www.facebook.com/mbauwens #82 on the (En)Rich list: http://enrichlist.org/the-complete-list/ ___ P2P Foundation - Mailing list http://www.p2pfoundation.net https://lists.ourproject.org/cgi-bin/mailman/listinfo/p2p-foundation
Re: [P2P-F] Do we know about Linked Data ? Are we interested is understanding its potentials ? Quick survey - Thanks !
Dante - I'm going to answer this groupwide b/c this, and related technology issues, touch on a very tricky area for me in true sustainability education, working globally on these very ideas over the past several years. To put it simply, I have been hearing about the possibilities and world-changing hopes for the web and internet and connecting across it since being at Berkeley in the late 70's, with some of the first computer-techies filled with sincere, truly revolutionary fervor. And in so many ways, the information-connecting part of their vision, came true. Globally. At the same time, I would and have argued often that it is not only this very imbalanced focus on science and technology, but also the way it is learned and taught and spread, that has help to lead us to the very in-human, technologically advanced cliff of un-sustainability we are about to go over. Even more concerning for me as a teacher, is seeing a developing form of metaphoric autism in its strongest proponents and users, and now the children. In my experience, this is very related to this technology in that it not only seems to dramatically reduce the skill sets of harder, more complex interpersonal communication needed across diversity, diverse cultures and nations more than ever in true shared problem-solving, but also dangerously effects these abilities for interpersonal communication (emotional and social intelligences) in children to whom it is being introduced to as the dominant education model over the older more human teacher-paradigm. This is happening worldwide, pushed by a corporate and even for-profit educational industry with very specific education agendas that this technology, taught in these ways, support and on behalf of cutting educational costs. There are real and significant resulting social costs, especially for communities and the concept of the shared Commons. My entire forthcoming book on education tries to explain this. At the same time, who can not see the possibilities in terms of learning with the massive information-processing applications of these technologies? But it is not actually the area that I see of growing wariness with their increased use -- the concern and observation of actual destruction and loss of more empathetic, emotional/social interpersonal skills and community-communication dynamics (again, especially in children before the age of 10/11 years) which is my far greater educational fear. So I am not quite the cheerleader I might be if I hadn't seen this increasingly destructive result on other kinds of learning more critical to me, than just massive information processing. And I have found few who do see the beauty, possibility and potential of these technologies that either fully understand or address this other, more critical potentially damaging human relationship learned result. As a teacher watching it happen with children over the last 30 - 35 years, (plenty of data/research on this especially with young and adolescent boys who spent the most time online/gaming (http://www.ted.com/talks/zimchallenge.html)), I have never seen this adequately addressed? The TEF has tried to do so, directly in this Transformative Education Principle: TEF Principle 11: Use of Technology for Greater Connection not Alienation Transformative education should utilize technology in a manner that does not impede but enhances the education of children and enables Transformative Education, that cannot be delivered in any other manner. This is reiterated in the TEF Principles by the questions and concerns TEF raises about the dominating STEM (Science, Technology, Engineering and Math) education focus so heavily promoted in the US over the last couple of decades, and now being exported globally by the US corporate-education sector, the World Bank and the Brookings Institute. Short answer then: I aminterested about learning more about linked-date myself, again can see its possibilities. But not over other far more needed understanding or as a time/money/resource preference of connectivity, skilled communication and necessary linking in human to human relationships themselves. I have found these are the far more important issues to understand and resolve, especially in education. As I have seen it's lack all over, as a primary negative effect of not having these skill sets of connectivity and communication understood and developed first. Hope that answers your question, even if somewhat ambiguously? :-) Best, June June Gorman, Educator and Educational Theorist Co-founder, Transformative Education Forum (website in transition) Education Advisor, UN SafePlanet Campaign Board Project Director for Outreach, International Model United Nations Association Steering Committee, (UNESCO/Global Compact) K-12 Sector for Sustainability Education Member, UN Education Caucus for Sustainable Development Member, UN Commons Cluster
Re: [P2P-F] Do we know about Linked Data ? Are we interested is understanding its potentials ? Quick survey - Thanks !
Thank you June for your reply. I look forward to see other people's experience and points of views, and find a way of inter-weaving our posts into a series of blog posts ? As for your reply, I totally agree with you - it is not only about the technology, it is about how we use it :) And this opens up a lot of chapters. Actually, we absolutely need to think about this, understanding how to enable user experience, and interfacing - not ending up trapped in our devices, but using them to facilitate Real Social. http://p2pfoundation.net/Real_Social Personally, technology enables me to find others with whom I can share , face to face - or to escape temporarily from relational dynamics and oppressive relational dynamics. I see as important participating in technological developments, as to avoid getting enclosed into it. I see artificial scarcity in our information architectures actually encouraging its population to become insensitive , competitive, psychopaths. I see this as an opportunity to re-open our capacity to code our realities, using the awareness you bring forward, in a more balanced male/female energy. Note : As for Autism, though not sure if it is this type you bring forward in your last message, I can relate to this article http://seventhvoice.wordpress.com/2013/11/16/new-study-finds-that-individuals-with-aspergers-syndrome-dont-lack-empathy-in-fact-if-anything-they-empathize-too-much/ also, I find of interest to use the hypothesis of perspective taking http://www.clintfuhs.com/files/pdf/Fuhs_Perspective-taking-Appendix.pdf another pdf I find interesting http://bit.ly/ent_pm from http://entpm.cc/ On Mon, Dec 9, 2013 at 6:08 PM, June Gorman june_gor...@sbcglobal.netwrote: Dante - I'm going to answer this groupwide b/c this, and related technology issues, touch on a very tricky area for me in true sustainability education, working globally on these very ideas over the past several years. To put it simply, I have been hearing about the possibilities and world-changing hopes for the web and internet and connecting across it since being at Berkeley in the late 70's, with some of the first computer-techies filled with sincere, truly revolutionary fervor. And in so many ways, the information-connecting part of their vision, came true. Globally. At the same time, I would and have argued often that it is not only this very imbalanced focus on science and technology, but also the way it is learned and taught and spread, that has help to lead us to the very in-human, technologically advanced cliff of un-sustainability we are about to go over. Even more concerning for me as a teacher, is seeing a developing form of metaphoric autism in its strongest proponents and users, and now the children. In my experience, this is very related to this technology in that it not only seems to dramatically reduce the skill sets of harder, more complex interpersonal communication needed across diversity, diverse cultures and nations more than ever in true shared problem-solving, but also dangerously effects these abilities for interpersonal communication (emotional and social intelligences) in children to whom it is being introduced to as the dominant education model over the older more human teacher-paradigm. This is happening worldwide, pushed by a corporate and even for-profit educational industry with very specific education agendas that this technology, taught in these ways, support and on behalf of cutting educational costs. There are real and significant resulting social costs, especially for communities and the concept of the shared Commons. My entire forthcoming book on education tries to explain this. At the same time, who can not see the possibilities in terms of learning with the massive information-processing applications of these technologies? But it is not actually the area that I see of growing wariness with their increased use -- the concern and observation of actual destruction and loss of more empathetic, emotional/social interpersonal skills and community-communication dynamics (again, especially in children before the age of 10/11 years) which is my far greater educational fear. So I am not quite the cheerleader I might be if I hadn't seen this increasingly destructive result on other kinds of learning more critical to me, than just massive information processing. And I have found few who do see the beauty, possibility and potential of these technologies that either fully understand or address this other, more critical potentially damaging human relationship learned result. As a teacher watching it happen with children over the last 30 - 35 years, (plenty of data/research on this especially with young and adolescent boys who spent the most time online/gaming ( http://www.ted.com/talks/zimchallenge.html)), I have never seen this adequately addressed? The TEF has tried to do so, directly in this Transformative Education
