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robertogreco : pragmatism   18 / block added by kmd k
"I’m distrustful of content-based pedagogy because I’m distrustful of any desire to reproduce identity, to make more of the same. I think pedagogy that seeks to reproduce little versions of the teacher is as suspect as parenting that seeks to reproduce little versions of the parent.

I think that good teaching, like good parenting, demands helping a younger person articulate their best self and understand themselves in relation to the world; it can’t do that by determining for a student who they are or what they need to be.

My approach to pedagogy is equally rooted in philosophy and in pragmatism. In my experience, you just can’t make people think or be what they don’t want to think or be, or what they’re not ready to think or be. You can point people in a certain direction; but if they don’t want to run with you, they’ll just be gazing vaguely in that direction while you sprint off towards the sunset.

It is inevitably the case that in a class with 6 or 12 or 40 students, only a few will share your investments and interests. It can be more or less depending on context and institution, but as a teacher you always have to be prepared for the possibility that you walk into a room and not a single student in there gives a shit about what you have to say. What do you do with those students? How do you serve those students? I absolutely reject the idea of just writing students off. I think if you’re going to stand in front of someone for 45 minutes and tell them what to do, you have to either bring in something they can find a way into or have the excuse of a prescribed curriculum. Nothing else will do.

This is why I consider my job to help students learn how to think whatever they’re thinking, rather than telling them what to think. I would love if my students learned about socialism or psychoanalysis or Spinoza from me; I would love it if they came out of the closet after I teach Sedgwick or whatever. But that’s not always going to happen, and it’s never going to happen with every student. Unless I am in a position to vet or choose each student individually - and unless each student is also in a position to leave my class - I don’t consider it ethical to demand students think or know in a particular way, in part because I know people can’t always overcome the modes of thinking they’ve internalized without a lot of work. I’ve never taught a graduate seminar, but if I could teach, say, a grad seminar on Spinoza and interview each potential student for 20 minutes first to see if they could hack it, that would be one thing. But if I’m walking into a room full of undergrads or high schoolers, some or all of whom don’t want to be there, I have to be able to offer them tools and concepts that don’t demand allegiance to a specific content or ideology.

-Fuck Theory Tinyletter"
content  pedagogy  education  unschooling  learning  identity  teaching  howweteach  colonization  pragmatism  philosophy  deschooling  experience  curriculum  spinoza  ethics  thinking  criticalthinking  ideology 
april 2018 by robertogreco
'Capitalism will always create bullshit jobs' | Owen Jones meets Rutger Bregman - YouTube
"Rutger Bregman is the author of Utopia for Realists and he advocates for more radical solutions to address inequality in society. His ideas include the introduction of a universal basic income, a 15 hour working week and, one which will be hugely popular on YouTube, open borders.

When I went to meet him, he told me politicians have failed to come up with new, radical ideas, instead sticking to an outdated, technocratic form of politics. He argues this has allowed politicians like Geert Wilders and Donald Trump to slowly shift extreme ideas into the mainstream."
rutgerbregman  bullshitjobs  consumerism  utopia  work  labor  davidgraeber  universalbasicincome  2017  inequality  purpose  emotionallabor  society  socialism  leisurearts  artleisure  boredom  stress  workweek  productivity  policy  politics  poverty  health  medicine  openborders  crime  owenjones  socialjustice  progressivism  sustainability  left  us  germany  migration  immigration  capitalism  netherlands  populism  isolationism  violence  pragmatism  realism  privatization  monopolies  ideology  borders  ubi 
march 2017 by robertogreco
Understanding Trump « George Lakoff
"Unconscious thought works by certain basic mechanisms. Trump uses them instinctively to turn people’s brains toward what he wants: Absolute authority, money, power, celebrity.

The mechanisms are:

1. Repetition. Words are neurally linked to the circuits the determine their meaning. The more a word is heard, the more the circuit is activated and the stronger it gets, and so the easier it is to fire again. Trump repeats. Win. Win, Win. We’re gonna win so much you’ll get tired of winning.

2. Framing: Crooked Hillary. Framing Hillary as purposely and knowingly committing crimes for her own benefit, which is what a crook does. Repeating makes many people unconsciously think of her that way, even though she has been found to have been honest and legal by thorough studies by the right-wing Bengazi committee (which found nothing) and the FBI (which found nothing to charge her with, except missing the mark ‘(C)’ in the body of 3 out of 110,000 emails). Yet the framing is working.

There is a common metaphor that Immorality Is Illegality, and that acting against Strict Father Morality (the only kind off morality recognized) is being immoral. Since virtually everything Hillary Clinton has ever done has violated Strict Father Morality, that makes her immoral. The metaphor thus makes her actions immoral, and hence she is a crook. The chant “Lock her up!” activates this whole line of reasoning.

3. Well-known examples: When a well-publicized disaster happens, the coverage activates the framing of it over and over, strengthening it, and increasing the probability that the framing will occur easily with high probability. Repeating examples of shootings by Muslims, African-Americans, and Latinos raises fears that it could happen to you and your community — despite the miniscule actual probability. Trump uses this to create fear. Fear tends to activate desire for a strong strict father — namely, Trump.

4. Grammar: Radical Islamic terrorists: “Radical” puts Muslims on a linear scale and “terrorists” imposes a frame on the scale, suggesting that terrorism is built into the religion itself. The grammar suggests that there is something about Islam that has terrorism inherent in it. Imagine calling the Charleston gunman a “radical Republican terrorist.”

Trump is aware of this to at least some extent. As he said to Tony Schwartz, the ghost-writer who wrote The Art of the Deal for him, “I call it truthful hyperbole. It’s an innocent form of exaggeration — and it’s a very effective form of promotion.”

5. Conventional metaphorical thought is inherent in our largely unconscious thought. Such normal modes of metaphorical thinking that are not noticed as such.

Consider Brexit, which used the metaphor of “entering” and “leaving” the EU. There is a universal metaphor that states are locations in space: you can enter a state, be deep in some state, and come out that state. If you enter a café and then leave the café , you will be in the same location as before you entered. But that need not be true of states of being. But that was the metaphor used with Brexit; Britons believed that after leaving the EU, things would be as before when the entered the EU. They were wrong. Things changed radically while they were in the EU. That same metaphor is being used by Trump: Make America Great Again. Make America Safe Again. And so on. As if there was some past ideal state that we can go back to just by electing Trump.

6. There is also a metaphor that A Country Is a Person and a metonymy of the President Standing For the Country. Thus, Obama, via both metaphor and metonymy, can stand conceptually for America. Therefore, by saying that Obama is weak and not respected, it is communicated that America, with Obama as president, is weak and disrespected. The inference is that it is because of Obama.

7. The country as person metaphor and the metaphor that war or conflict between countries is a fistfight between people, leads to the inference that just having a strong president will guarantee that America will win conflicts and wars. Trump will just throw knockout punches. In his acceptance speech at the convention, Trump repeatedly said that he would accomplish things that can only be done by the people acting with their government. After one such statement, there was a chant from the floor, “He will do it.”

8. The metaphor that The nation Is a Family was used throughout the GOP convention. We heard that strong military sons are produced by strong military fathers and that “defense of country is a family affair.” From Trump’s love of family and commitment to their success, we are to conclude that, as president he will love America’s citizens and be committed to the success of all.

9. There is a common metaphor that Identifying with your family’s national heritage makes you a member of that nationality. Suppose your grandparents came from Italy and you identify with your Italian ancestors, you may proudly state that you are Italian. The metaphor is natural. Literally, you have been American for two generations. Trump made use of this commonplace metaphor in attacking US District Court Judge Gonzalo Curiel, who is American, born and raised in the United States. Trump said he was a Mexican, and therefore would hate him and tend to rule against him in a case brought against Trump University for fraud.

10. Then there is the metaphor system used in the phrase “to call someone out.” First the word “out.” There is a general metaphor that Knowing Is Seeing as in “I see what you mean.” Things that are hidden inside something cannot be seen and hence not known, while things are not hidden but out in public can be seen and hence known. To “out” someone is to made their private knowledge public. To “call someone out” is to publicly name someone’s hidden misdeeds, thus allowing for public knowledge and appropriate consequences."

"How Can Democrats Do Better?

First, don’t think of an elephant. Remember not to repeat false conservative claims and then rebut them with the facts. Instead, go positive. Give a positive truthful framing to undermine claims to the contrary. Use the facts to support positively-framed truth. Use repetition.

Second, start with values, not policies and facts and numbers. Say what you believe, but haven’t been saying. For example, progressive thought is built on empathy, on citizens caring about other citizens and working through our government to provide public resources for all, both businesses and individuals. Use history. That’s how America started. The public resources used by businesses were not only roads and bridges, but public education, a national bank, a patent office, courts for business cases, interstate commerce support, and of course the criminal justice system. From the beginning, the Private Depended on Public Resources, both private lives and private enterprise.

Over time those resources have included sewers, water and electricity, research universities and research support: computer science (via the NSF), the internet (ARPA), pharmaceuticals and modern medicine (the NIH), satellite communication (NASA and NOA), and GPS systems and cell phones (the Defense Department). Private enterprise and private life utterly depend on public resources. Have you ever said this? Elizabeth Warren has. Almost no other public figures. And stop defending “the government.” Talk about the public, the people, Americans, the American people, public servants, and good government. And take back freedom. Public resources provide for freedom in private enterprise and private life.

The conservatives are committed to privatizing just about everything and to eliminating funding for most public resources. The contribution of public resources to our freedoms cannot be overstated. Start saying it.

And don’t forget the police. Effective respectful policing is a public resource. Chief David O. Brown of the Dallas Police got it right. Training, community policing, knowing the people you protect. And don’t ask too much of the police: citizens have a responsibility to provide funding so that police don’t have to do jobs that should be done by others.

Unions need to go on the offensive. Unions are instruments of freedom — freedom from corporate servitude. Employers call themselves job creators. Working people are profit creators for the employers, and as such they deserve a fair share of the profits and respect and acknowledgement. Say it. Can the public create jobs. Of course. Fixing infrastructure will create jobs by providing more public resources that private lives and businesses depend on. Public resources to create more public resources. Freedom creates opportunity that creates more freedom.

Third, keep out of nasty exchanges and attacks. Keep out of shouting matches. One can speak powerfully without shouting. Obama sets the pace: Civility, values, positivity, good humor, and real empathy are powerful. Calmness and empathy in the face of fury are powerful. Bill Clinton won because he oozed empathy, with his voice, his eye contact, and his body. It wasn’t his superb ability as a policy wonk, but the empathy he projected and inspired.

Values come first, facts and policies follow in the service of values. They matter, but they always support values.

Give up identity politics. No more women’s issues, black issues, Latino issues. Their issues are all real, and need public discussion. But they all fall under freedom issues, human issues. And address poor whites! Appalachian and rust belt whites deserve your attention as much as anyone else. Don’t surrender their fate to Trump, who will just increase their suffering.

And remember JFK’s immortal, “Ask not what your country can do for you, but what you can do for your country.” Empathy, devotion, love, pride in our country’s values, public resources to create freedoms. And adulthood.

Be prepared. You have to understand Trump … [more]
georgelakoff  donaldtrump  2016  conservatives  markets  systems  systemsthinking  hierarchy  morality  puritanism  election  hillaryclinton  cognition  psychology  evangelicals  freemarkets  capitalism  pragmatism  patriarchy  progressivism  directcausation  systemiccausation  thinking  politicalcorrectness  identitypolitics  politics  policy  us  biconceptuals  brain  howwethink  marketing  metaphor  elections  dallas  dallaspolice  policing  lawenforcement  unions  organizing  organization  billclinton  empathy  campaigning  repetition  democrats 
july 2016 by robertogreco
Molds and Totems: Nonhumans and the Constitution of the Social Self
"The role of nonhumans in social life has recently generated significant scholarly interest. The two main paradigms for explaining the sociological significance of nonhumans are constructivism and actor-network theory. We propose a pragmatist synthesis inspired by George Herbert Mead, demonstrating how interactions with nonhumans help constitute the social self—that is, the identity one constructs by imaginatively looking upon oneself as others would. Drawing upon observations of humans interacting with objects, animals, and nature, we identify two complementary ways that nonhumans organize the social self and enable people to experience group membership in absentia: (1) by molding how one is perceived by others and constraining alternative presentations of self and (2) by acting as a totem that conjures up awareness of, and feelings of attachment to, a particular social group. This formulation moves beyond constructivist claims that nonhumans reflect people’s self-definitions, and it offers a corrective to actor-network theory’s neglect of sociality."
nonhumans  totems  pragmatism  self  actor-networktheory  sociality  objects  animals  nature  georgeherbertmead  colinjerolmack  iddotavory  via:oddhack 
december 2014 by robertogreco
The Life and Work of an Institution of Progressive Higher Education: Towards a History of Black Mountain College, 1933-1949 by Jonathan Fisher | BMCS
"This ambitious new democratic structure for the administration of a college was unique to BMC, and to my knowledge has not been repeated on such a scale since. It would mean that teachers, in addition to their classroom and other responsibilities on campus, would also be taking on administrative tasks like bookkeeping, fundraising, hiring of new faculty and student admissions on a rotating basis. This commitment to a radically more democratic organizational structure for the new Black Mountain College would last until the bitter end, despite a list-ditch effort led by Dreier and Albers to alter it in the late 1940s. This attempt ultimately led to the Board of Fellows voting to remove Dreier, who had been on an extended leave of absence, in 1948. Josef and Anni Albers would leave the following year. But it was this radically democratic structure that would attract some of the world’s most visionary artists and teachers to this tiny town in rural Western North Carolina for more than two decades. It was also this structure which would allow the BMC community to move forward on issues of racial integration in the 1930s and ‘40s—decades before such attempts would be made at larger, more established colleges in the southeastern United States. It was ultimately John Dewey’s principles of progressive education that were at the foundation of these radical organizational structures, which were adopted by BMC’s founders.

During the first five years of Black Mountain College’s existence, things went remarkably smoothly. Of course finding enough money was always a problem. It was the height of the Great Depression in the United States and despite Rice, Dreier and Albers’ best efforts, BMC had never managed to secure more than minimal financial support for their new experimental progressive institution. A budget drawn up by Dreier in the first year of BMC totaled $32,000, with staff salaries totaling less than $2000, excluding Albers’ salary of $1000 annually, which was supported separately by an individual benefactor (Duberman, 1972, p.71). In these early years there were none of the scandals or disputes that would plague the community later on in the ‘30s and ‘40s. Furthermore, the college’s system of governance appeared to be working. And efforts at self-sustainability were taken on unflinchingly. A student-run cooperative store was set up on campus as well as a print shop and a cottage school for the community’s youngest members (ibid.). In addition to their academic work, students engaged in projects ranging from the staffing of the various cooperative enterprises set up on campus, to the manufacture of bookshelves, curtains and other furnishings for campus buildings. These activities helped supplement the goods available to them on the campus they were leasing from a Christian group, which used it for a summer camp for just a few months each year.

Among the highlights of these early years of the college were two visits by John Dewey, who in 1936 began serving officially as a member of BMC’s Advisory Council. Both of Dewey’s visits took place during the 1934-35 school year. It is unclear from the correspondence in the North Carolina Archives whether or not Dewey ever visited the campus again. But these two early visits set a precedent, which caused BMC faculty—especially Rice and Dreier— to request future visits, which always seem never to have quite worked out (e.g. Dreier [to Dewey] April 6, 1938; Dewey [to Dreier] April 13, 1938). In one of the oldest Dewey letters in the BMC General Collection of the North Carolina Archives, which is handwritten on Columbia University Department of Philosophy letterhead, Dewey expresses his regrets at not being able to pay Rice and the others at BMC a visit during the fall of 1936. He writes of postponing his planned visit until the spring, “when I hope to see the countryside and the flowers at their best” (Dewey [to John Rice] October 29, 1936)."

"Ultimately Dewey remained committed to his position on the Advisory council until the late 40s. A final lengthy unsent hand-written letter from Dreier addressed to Dewey provides a grim picture of the final days of Dreier’s involvement in college affairs (Dreier [unsent letter to John Dewey] 1947, July). Duberman has described in less sympathetic terms Dreier and Albers’ ploy to wrest control of BMC from the faculty and hand it over to a new Board of Trustees. At the root of Dreier’s decision, as usual, was a concern for the financial stability of the college. Black Mountain had never been officially accredited by the State of North Carolina, and student enrollment was too unreliable (Duberman p.484-5). But this was just one of many problems facing BMC in the late 40s. Dreier despairs in his unsent letter at the difficulty of finding good teachers who are also capable and willing college administrators:
Our program, a pretty real thing to [Albers] and me, was not much more than words to most new [faculty] members with one or two notable exceptions… One way of looking at the present difficulty is to say that we simply haven’t been able to get the staff we need. If we could get an adequate team that could pull together, then I think we could raise the money we need (Dreier [unsent letter to Dewey] 1947, July).

So, Dreier’s concerns are both immediate and practical, but no less frustrating for their immediacy or practicality. He is trying to escape a catch-22 of money and talent. But also, more tellingly, Dreier writes:
Another way of looking at our trouble is that our program has become unclear, conviction has sagged… Hardly anybody sees what’s wrong, but gradually the whole thing is sagging toward breaking (ibid.).

Dreier’s pain and frustration are palpable here. The emotion of this letter is even intensified by the fact that he decided not to send it to his mentor, Dewey. But this unsent letter to Dewey shows the philosophers’ influence as a guiding voice for Dreier, Albers and other faculty at BMC in the 1940s. Dreier, in writing this letter seems to be implicitly asking himself, “what would Dewey do?” not because John Dewey was some all-knowing being, capable of rescuing Black Mountain College from dire financial straits, but because Dewey’s pragmatist method of evaluating experience and taking action had been the basis for everything he had helped create at BMC over the course of the previous 15 years.

The changes in administrative structure that Dreier alludes to in his final unsent letter to Dewey, which he and Albers attempted to implement as a last-ditch effort at financial solvency for BMC, ultimately failed to stick. The ensuing crisis ended in Dreier and Albers being forced to leave. Ironically, strict adherence to the Deweyan progressive educational principle of professional autonomy, which was at the core of Rice’s idea for Black Mountain College, and which Dreier resigned from Rollins in support of, was the same issue that brought Dreier and Albers careers at BMC to an end when they switched sides. In other words, the same philosophical inclination that justified the founding of BMC in 1933 remained and kept BMC on its own radical trajectory in the late 40s, even when figures like Dreier and Albers stepped in to try to change the way the college was organized. So, on the one hand, Albers and Dreier failed at prolonging the life of BMC. But, on the other hand, even in this final failure on Dreier and Albers’s part— in their capitulation to the mainstream bureaucratic structure of higher education, the creation of a non-faculty Board of Trustees which would have had hiring and firing power for BMC— illustrates that the college retained that uniquely Deweyan pragmatist orientation and progressivism. When the community became aware of the changes that Dreier and Albers had gotten underway, they acted democratically to kick Dreier and Albers out!"
bmc  blackmountaincollege  education  progressive  progressiveeducation  johnndewey  johnandrewsrice  josefalbers  theodoredreier  democracy  tcsnmy  progressivism  compromise  annialbers  pragmatism  democratic  democraticschools  unschooling  deschooling  experience  complexity  cv  lcproject  openstudioproject 
august 2014 by robertogreco
Lately I've been sitting in my living room brooding. - Notes + Links / Casey A. Gollan
"What’re we doing here in New York City? Building a place that eventually — sooner than we think? — will not have enough electricity to function.

I call friends or meet up and ask everyone similar questions. Instead of smalltalk at the beginning we start with an impossible — ? — and wrap with pragmatism. Everyone responds differently but mostly the same: it’s hard, everyone does what they can.

Work boils down to sitting at my computer in the living room. I realized that I have to get out of the house and move around in a capacity beyond home-office musical chairs or my body will literally die.

I run East at night, when nobody is around. Blocks&blocks of rolled-down metal grates. Then big, muddy expanses of land behind chain-link. Gigantic silos with spiral staircases, electrical rod-looking thingies, smokestacks blowing smoke, a tall vent with a huge flame shooting out the top of it, trucks everywhere, unfriendly signs that say YOU SHOULD LEAVE.

I don’t know what anything is. That’s what makes me feel completely dependent on it, the not knowing. What gives me the feeling that I can’t do anything about anything.

I wanted to tell you what makes me think the world is completely, entirely malleable, and then I ran past industrial infrastructure. On which the whole city depends. Whose pedal we can’t take our foot off of. At least not without the field exploding into [gas|sewage|electricity|radiation] or whatever.

Brooding, for me, is not a depressive act. I enjoy Deep Unhappiness Of Thought. Brooding, for me, is not a depressive act. I enjoy Deep Unhappiness Of Thought. Brooding, for me, is not a depressive act. I enjoy Deep Unhappiness Of Thought.

I actually do think that brooding is closely tied to visioning, which is maybe a nicer-sounding way to spend a day. I can’t disagree with pragmatists who say that impossible — ? — are a waste of time, and yet — ? —!

Is it unreasonable to stress myself out about the end of civilization? I don’t know anything. Enjoy Deep Unhappiness Of Thought. Everyone does what they can."
caseygollan  2014  nyc  infrastructure  brooding  civilization  happiness  unhappiness  pragmatism 
march 2014 by robertogreco
"Envisioning a Sustainable World" by Donella H. Meadows [.pdf]
"Vision is the most vital step in the policy process. If we don’t know where we want to go, it makes little difference that we make great progress. Yet vision is not only missing almost entirely from policy discussions; it is missing from our whole culture. We talk about our fears, frustrations, and doubts endlessly, but we talk only rarely and with embarrassment about our dreams. Environmentalists have been especially ineffective in creating any shared vision of the world they are working toward -- a sustainable world in which people live within nature in a way that meets human needs while not degrading natural systems. Hardly anyone can imagine that world, especially not as a world they’d actively like to live in. The process of building a responsible vision of a sustainable world is not a rational one. It comes from values, not logic. Envisioning is a skill that can be developed, like any other human skill. This paper indicates how."

"Beyond that we could occasionally take the social risk of displaying not our skepticism but our deepest desires. We could declare ourselves in favor of a sustainable, just, secure, efficient, sufficient world (and you can add any other "value word" you like to that list), even at the expense of being called idealistic. We could describe that world, as far as we can see it, and ask others to develop the description further. We could give as much credit to the times when we exceed our expectations as to the times when we fall short. We could let disappointments be learning experiences, rather than fuel for pessimism."

"Why is it that we can share our cynicism, complaints, and frustrations without hesitation with perfect strangers, but we can't share our dreams? How did we arrive at a culture that constantly, almost automatically, ridicules visionaries? Whose idea of reality forces us to "be realistic?" When were we taught, and by whom, to suppress our visions?"

"Vision is the most vital step in the policy process. If we don’t know where we want to go, it makes little difference that we make great progress. Yet vision is not only missing almost entirely from policy discussions; it is missing from our whole culture."

[via Nicole: ]

[video: ]
vision  donellameadows  sustainability  1994  change  pessimism  skepticism  cynicism  culture  society  optimism  tcsnmy  visionaries  policy  process  idealism  pragmatism  naïvité 
july 2013 by robertogreco
Right versus pragmatic –
"They never tried that. They just kept posting more signs, because they were convinced that they were right.

This pattern is common. We often try to fight problems by yelling at them instead of accepting the reality of what people do, from controversial national legislation to passive-aggressive office signs. Such efforts usually fail, often with a lot of collateral damage, much like Prohibition and the ongoing “war” on “drugs”.

And, more recently (and with much less human damage), media piracy.

Big media publishers think they’re right to keep fighting piracy at any cost because they think it’s costing them a lot of potential sales.

It is, but not as many as they think, and not for the reasons they think…

Relying solely on yelling about what’s right isn’t a pragmatic approach for the media industry to take. And it’s not working."
tv  television  embargo  prohibition  rightandwrong  beingright  pragmatism  behavior  2012  marcoarment  oatmeal  gameofthrones  psychology  piracy 
february 2012 by robertogreco
When it comes to climate change, 'just do it' trumps 'think different'
"People’s belief or scepticism when it comes to climate change may not be as important as we think. What matters is how we behave.

A lot of fuss has been made about whether people believe in climate change. Is it happening or not? If it is, what part have we humans played?

It’s important to make a lot of fuss about this. But by worrying about people’s beliefs and attitudes about climate change, it’s easy to overlook other critical questions.

What are we doing about it (not much would appear to be the answer – aside from the proposed carbon tax perhaps), and why are we doing that (or why not)?"
sustainability  climatechange  action  actionminded  activism  environment  behavior  2011  pragmatism 
june 2011 by robertogreco
Week 16: Busman’s holiday | Urbanscale [Oh, the implications for our education system as well: swarm-like behavior, informal solutions, tech integration, light touch of government…]
"…despite South Africa’s clear desire to benefit from so-called “South-to-South” knowledge transfer, Curitiba- or Bogota-style BRT strategies have proven untenable…more supple solutions have appeared, notably rise of informal transportation sector…

…swarm-like behavior…relatively effortless way in which taxi operators have incorporated tech…endlessly fascinating…But SA government’s pragmatic response to rise of informal transit…particularly clever & inspiring…[explained]…This kind of light touch on part of gov extends at least some basic protections to riders, w/out imposing laggy top-down planning on system as whole.

Pieterse really got me thinking about potential of informal transit for my own city…seems to be one of those areas where architecture of safety regulation, labor laws, & other protective measures we embraced in society—for good & sufficient reason!—also inhibits emergence of more flexible & potentially more effective & sustainable modes of getting around."
adamgreenfield  urbanscale  transit  mobility  informal  lcproject  toapplytoeducation  policy  flexibility  sustainability  southafrica  density  laborlaws  society  startingover  leapfrogging  regulation  diggingoutfromunderweightoflegallayers  safety  2011  technology  informalsystems  grassroots  thecityishereforyoutouse  pragmatism  johannesburg  edgarpieterse 
april 2011 by robertogreco
Stan Cohen - Diary: The gradual anarchist | New Humanist
"late 60s…heady years for libertarian left…new generation of radicals had gone through rapid education that skipped orthodox Marxism & traditional anarchism, plunging straight into dialectics of liberation, Fanonism, International Situationism & more. Under this influence group of us…had begun to question assumptions & boundaries of our academic discipline…looked for links to anarchist tradition &…flirted w/ late 19th-century idea of criminal as crypto-revolutionary hero.

What attracted us to anarchism?…3 obvious affinities:…distrust of all authority…undermining of professional power (Illich-style de-schooling, anti-psychiatry…critique of state, especially its power to criminalise & punish.

These standard anarchist concerns always informed Colin’s agenda…had little time for “apocalyptic” or “insurrectionary” anarchism. His approach was pragmatic, gradualist, even reformist…His anarchism was not a glorification of chaos & disorder but encouragement of special form of order…"
politics  activism  anarchism  obituary  colinward  situationist  marxism  pragmatism  1960s  2010  hierarchy  creativity  individuality  socialspaces  architecture  criminology  insurrection  apocalypse  chaos  disorder  deschooling  ivanillich  anti-psychiatry  criminalization  behavior  society  fanonism  liberation  freedom  cities  urban  urbanism  defensiblespaces  space  place  housing  state  pruitt-igoe  stlouis  hopefulness  patience  insecurity  victimization  crime  housingprojects  oscarnewman 
march 2011 by robertogreco
Steve Jobs on Product Releases
“In certain cases my weaknesses are that I’m too idealistic. Realize that sometimes best is the enemy of better. Sometimes I go for “best” when I should go for “better,” and end up going nowhere or backwards. I’m not always wise enough to know when to go for the best and when to just go for better. Sometimes I’m blinded by “what could be” versus “what is possible,” doing things incrementally versus doing them in one fell swoop. Balancing the ideal and the practical is something I still must pay attention to.” — Steve Jobs
stevejobs  idealism  cv  perfectionism  pragmatism  possibility  ideal  practical 
february 2011 by robertogreco
Anarchism and Other Essays: Anarchism: What It Really Stands For
"A practical scheme, says Oscar Wilde, is either one already in existence, or a scheme that could be carried out under the existing conditions; but it is exactly the existing conditions that one objects to, and any scheme that could accept these conditions is wrong and foolish."

"Destruction and violence! How is the ordinary man to know that the most violent element in society is ignorance; that its power of destruction is the very thing Anarchism is combating?"

"Someone has said that it requires less mental effort to condemn than to think."

"Anarchism urges man to think, to investigate, to analyze every proposition; but that the brain capacity of the average reader be not taxed too much, I also shall begin with a definition, and then elaborate on the latter.

ANARCHISM:--The philosophy of a new social order based on liberty unrestricted by man-made law; the theory that all forms of government rest on violence, and are therefore wrong and harmful, as well as unnecessary."
politics  philosophy  anarchism  anarchy  emmagoldman  definitions  ignorance  pragmatism  liberty  freedom  government 
february 2011 by robertogreco
The Floor Text I Wrote For The Made Up Exhibition. | Flickr - Photo Sharing!
"If there is anything to be gained from design fiction practice it is the playful optimism that comes from "making things up." Making things up is playful & serious at the same time. It's playful in that one can speculate & imagine without the "yeah, but…" constraints that often come from the dour sensitivities of the way-too-grown-up pragmatists. It's serious because the ideas that are "made up" as little designed fictions—formed into props or little films or speculative objects—are materialized things that hold within them the story of the world they inhabit. There is the kernel of a near future, or a different now, or an un-history that begins the mind reeling at the possibilities of what could be. When an idea is struck into form we have learned to accept that as proof—a demonstration that this could be possible. The translation from an idea into its material form begins the proof of possibility. Props help. Things to think with & things to help us imagine what could be…"
designfiction  julianbleecker  accd  madeup  invention  creativity  tcsnmy  classideas  nearfuture  pragmatism  play  possibility  adjacentpossible  storytelling  2011 
february 2011 by robertogreco
Bjarke Ingels - Wikipedia, the free encyclopedia
"On explaining his design ideas, Bjarke Ingels has stated: “Historically the field of architecture has been dominated by 2 opposing extremes. On one side an avant-garde full of crazy ideas. Originating from philosophy, mysticism or a fascination of the formal potential of computer visualizations they are often so detached from reality that they fail to become something other than eccentric curiosities. On the other side there are well organized corporate consultants that build predictable and boring boxes of high standard. Architecture seems to be entrenched in two equally unfertile fronts: Either naively utopian or petrifying pragmatic. We believe that there is a third way wedged in the no mans land between the diametrical opposites. Or in the small but very fertile overlap between the two. A pragmatic utopian architecture that takes on the creation of socially, economically and environmentally perfect places as a practical objective.""
bjarkeingels  big  design  avant-garde  architecture  denmark  pragmatism  utopia 
september 2009 by robertogreco
John Dewey - My Pedagogic Creed @ the informal education archives
"I believe that the school, as an institution, should simplify existing social life; should reduce it, as it were, to an embryonic form. Existing life is so complex that the child cannot be brought into contact with it without either confusion or distraction; he is either overwhelmed by the multiplicity of activities which are going on, so that he loses his own power of orderly reaction, or he is so stimulated by these various activities that his powers are prematurely called into play and he becomes either unduly specialized or else disintegrated..."
education  johndewey  curriculum  pedagogy  teaching  learning  schools  science  pragmatism  theory  philosophy 
november 2008 by robertogreco
" Do you ever let your kid ride a bike to the library? Walk alone to school? Take a bus, solo? Or are you thinking about it? If so, you are raising a Free Range Kid! At Free Range, we believe in safe kids. We believe in helmets, car seats and safety belts
children  parenting  freedom  place  travel  learning  risk  safety  fear  society  blogs  pragmatism  security  urban  urbanism 
april 2008 by robertogreco

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