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Jonathan Mooney: "The Gift: LD/ADHD Reframed" - YouTube
"The University of Oregon Accessible Education Center and AccessABILITY Student Union present renowned speaker, neuro-diversity activist and author Jonathan Mooney.

Mooney vividly, humorously and passionately brings to life the world of neuro-diversity: the research behind it, the people who live in it and the lessons it has for all of us who care about the future of education. Jonathan explains the latest theories and provides concrete examples of how to prepare students and implement frameworks that best support their academic and professional pursuits. He blends research and human interest stories with concrete tips that parents, students, teachers and administrators can follow to transform learning environments and create a world that truly celebrates cognitive diversity."
neurodiversity  2012  jonathanmooney  adhd  cognition  cognitivediversity  sfsh  accessibility  learning  education  differences  howwelearn  disability  difference  specialeducation  highered  highereducation  dyslexia  droputs  literacy  intelligence  motivation  behavior  compliance  stillness  norms  shame  brain  success  reading  multiliteracies  genius  smartness  eq  emotions  relationships  tracking  maryannewolf  intrinsicmotivation  extrinsicmotivation  punishment  rewards  psychology  work  labor  kids  children  schools  agency  brokenness  fixingpeople  unschooling  deschooling  strengths  strengths-basedoutlook  assets  deficits  identity  learningdisabilities  schooling  generalists  specialists  howardgardner  howweteach  teams  technology  support  networks  inclusivity  diversity  accommodations  normal  average  standardization  standards  dsm  disabilities  bodies  body 
november 2017 by robertogreco
POLITICAL THEORY - Karl Marx - YouTube
"Karl Marx remains deeply important today not as the man who told us what to replace capitalism with, but as someone who brilliantly pointed out certain of its problems. The School of Life, a pro-Capitalist institution, takes a look.



FURTHER READING

“Most people agree that we need to improve our economic system somehow. It threatens our planet through excessive consumption, distracts us with irrelevant advertising, leaves people hungry and without healthcare, and fuels unnecessary wars. Yet we’re also often keen to dismiss the ideas of its most famous and ambitious critic, Karl Marx. This isn’t very surprising. In practice, his political and economic ideas have been used to design disastrously planned economies and nasty dictatorships. Frankly, the remedies Marx proposed for the ills of the world now sound a bit demented. He thought we should abolish private property. People should not be allowed to own things. At certain moments one can sympathise. But it’s like wanting to ban gossip or forbid watching television. It’s going to war with human behaviour. And Marx believed the world would be put to rights by a dictatorship of the proletariat; which does not mean anything much today. Openly Marxist parties received a total of only 1,685 votes in the 2010 UK general election, out of the nearly 40 million ballots cast…”"
karlmarx  marxism  capitalism  2014  work  labor  specialization  purpose  alienation  disconnection  hierarchy  efficiency  communism  belonging  insecurity  economics  primitiveaccumulation  accumulation  profit  theft  exploitation  instability  precarity  crises  abundance  scarcity  shortage  productivity  leisure  unemployment  freedom  employment  inequality  wealth  wealthdistribution  marriage  relationships  commodityfetishism  feminism  oppression  ideology  values  valuejudgements  worth  consumerism  materialism  anxiety  competition  complacency  conformity  communistmanifesto  inheritance  privateproperty  banking  communication  transportation  eduction  publiceducation  frederickengels  generalists  specialists  daskapital 
january 2017 by robertogreco
on expertise - Text Patterns - The New Atlantis
"One of the most common refrains in the aftermath of the Brexit vote was that the British electorate had acted irrationally in rejecting the advice and ignoring the predictions of economic experts. But economic experts have a truly remarkable history of getting things wrong. And it turns out, as Daniel Kahneman explains in Thinking, Fast and Slow, that there is a close causal relationship between being an expert and getting things wrong:
People who spend their time, and earn their living, studying a particular topic produce poorer predictions than dart-throwing monkeys who would have distributed their choices evenly over the options. Even in the region they knew best, experts were not significantly better than nonspecialists. Those who know more forecast very slightly better than those who know less. But those with the most knowledge are often less reliable. The reason is that the person who acquires more knowledge develops an enhanced illusion of her skill and becomes unrealistically overconfident. “We reach the point of diminishing marginal predictive returns for knowledge disconcertingly quickly,” [Philip] Tetlock writes. “In this age of academic hyperspecialization, there is no reason for supposing that contributors to top journals—distinguished political scientists, area study specialists, economists, and so on—are any better than journalists or attentive readers of The New York Times in ‘reading’ emerging situations.” The more famous the forecaster, Tetlock discovered, the more flamboyant the forecasts. “Experts in demand,” he writes, “were more overconfident than their colleagues who eked out existences far from the limelight.”

So in what sense would it be rational to trust the predictions of experts? We all need to think more about what conditions produce better predictions — and what skills and virtues produce better predictors. Tetlock and Gardner have certainly made a start on that:
The humility required for good judgment is not self-doubt – the sense that you are untalented, unintelligent, or unworthy. It is intellectual humility. It is a recognition that reality is profoundly complex, that seeing things clearly is a constant struggle, when it can be done at all, and that human judgment must therefore be riddled with mistakes. This is true for fools and geniuses alike. So it’s quite possible to think highly of yourself and be intellectually humble. In fact, this combination can be wonderfully fruitful. Intellectual humility compels the careful reflection necessary for good judgment; confidence in one’s abilities inspires determined action....

What's especially interesting here is the emphasis not on knowledge but on character — what's needed is a certain kind of person, and especially the kind of person who is humble.

Now ask yourself this: Where does our society teach, or even promote, humility?"
experts  expertise  authority  alanjacobs  psychology  2016  danielkahneman  philiptetlock  brexit  economics  politics  predictions  dangardner  judgement  self-doubt  intellect  reality  complexity  clarity  character  hyperspecialization  specialists  specialization 
july 2016 by robertogreco
The Whole of Work - Features - Source: An OpenNews project
"I shouldn’t have to say this, but here we are: work that is excessive, consuming north of 40 hours a week and without regular holidays, leads to burnout and reduced productivity, not to mention a toll on workers’ mental and physical health. We should build workplaces that encourage healthy work habits because we are not monsters, but also because we benefit from sane work cultures because they achieve better results.

With that out of the way, parental leave, holidays, paid sick time, flexible hours, and remote-friendly environments are all table stakes for a holistic work culture. Holistic technologies rely on the creativity and leadership of all parties involved—so they are especially sensitive to environments that engender fatigue. Too often, work cultures neglect the fact that workers have bodies, forgetting that food, exercise, and rest are design requirements.

In addition to long hours, push notifications arriving 24/7 and expectations that workers are “always on” are similarly dangerous. A lot of recent technology makes connecting with far-off colleagues trivial, but that’s both a boon and a responsibility. Team leaders have to set an example by promoting responsible time off policies and setting expectations that off time is off limits. Likewise, unlimited vacation policies are only a perk if workers make use of them.

Most importantly, the egalitarianism necessary for productive collaboration requires that we work to reduce the effects of structural discrimination—otherwise, not every team member will be able to contribute fully. We don’t—we cannot—live in a meritocracy, so habits and expectations that force workers to prioritize work over life silently privilege the young, healthy, wealthy, and childless. If we’re going to build diverse workplaces—and we’d better—then it’s critical that we support the whole life of every worker, regardless of the circumstances of their birth.

***

There’s one final point I’ll make about holistic technology: it need not be constrained to the work of making products, but can extend to the products themselves. Many of the products most in vogue today—Slack, GitHub, Trello, or any member of the somewhat misnamed category of content management systems—are themselves tools for collaboration. Which means those tools can also aspire to holistic processes, creating environments in which individuals can take control of their work rather than being controlled by it.

Franklin notes that the real danger of prescriptive technologies is that they lend themselves to a culture of compliance: that is, a prescriptive process teaches people that they must do things a certain way, and so instills in them habits of following the rules. She writes:
The acculturation to compliance and conformity has, in turn, accelerated the use of prescriptive technologies in administrative, government, and social services. The same development has diminished resistance to the programming of people. (19)

The programming of people. In other words, prescriptive technologies lend themselves towards systems and structures that treat people as automatons, diminishing both their talents and their humanity. If we want communities of creative people—that is, people who do not merely accept the way things have always been done but try to improve them—then we cannot afford to breed compliance, in either our workplaces or among our users. The Times expose of Amazon also notes, almost as an aside, that the inhumane culture extends all the way down to warehouse workers who are expected to operate under conditions better suited to robots. If we bristle at working under those kinds of conditions ourselves, what excuse have we for imposing them on others? Moreover, what makes us believe that the programming of people will be limited to those on the lower rungs?

We can’t hoard holistic processes for ourselves—we need to also imbue the tools and systems we create with those same principles. That is, we should encourage collaboration and documentation; anticipate needs for both synchronous and asynchronous workflows; create meaningful ways to denote time working and time away; and most importantly we should resist, at all costs, the temptation to build rigid, prescriptive processes that users must slavishly follow.

Holistic technologies represent better ways of working—and living. We should both enthusiastically adopt them and work to ensure they are the norm, not the exception."
mandybrown  work  collaboration  communication  diversity  2015  ursulafranklin  generalists  specialists  labor  technology  burnout  care  caring  productivity  autonomy  competition  documentation  process  transparency 
september 2015 by robertogreco
Comprehensive Designer - SML Wiki
"Comprehensive designer = artist + inventor + mechanic + objective economist + evolutionary strategist
Synonym: comprehensivist
Antonym: specialist

Quotes from the Internet

http://www.edge.org/3rd_culture/turner06/turner06_index.html

In a 1963 volume called Ideas and Integrities, a book that would have a strong impact on USCO and Stewart Brand, Fuller named this individual the "Comprehensive Designer."

According to Fuller, the Comprehensive Designer would not be another specialist, but would instead stand outside the halls of industry and science, processing the information they produced, observing the technologies they developed, and translating both into tools for human happiness. Unlike specialists, the Comprehensive Designer would be aware of the system's need for balance and the current deployment of its resources. He would then act as a "harvester of the potentials of the realm," gathering up the products and techniques of industry and redistributing them in accord with the systemic patterns that only he and other comprehensivists could perceive.

To do this work, the Designer would need to have access to all of the information generated within America's burgeoning technocracy while at the same time remaining outside it. He would need to become "an emerging synthesis of artist, inventor, mechanic, objective economist and evolutionary strategist." Constantly poring over the population surveys, resource analyses, and technical reports produced by states and industries, but never letting himself become a full-time employee of any of these, the Comprehensive Designer would finally see what the bureaucrat could not: the whole picture.

Being able to see the whole picture would allow the Comprehensive Designer to realign both his individual psyche and the deployment of political power with the laws of nature. In contrast to the bureaucrat, who, so many critics of technocracy had suggested, had been psychologically broken down by the demands of his work, the Comprehensive Designer would be intellectually and emotionally whole.

Neither engineer nor artist, but always both simultaneously, he would achieve psychological integration even while working with the products of technocracy. Likewise, whereas bureaucrats exerted their power by means of political parties and armies and, in Fuller's view, thus failed to properly distribute the world's resources, the Comprehensive Designer would wield his power systematically. That is, he would analyze the data he had gathered, attempt to visualize the world's needs now and in the future, and then design technologies that would meet those needs. Agonistic politics, Fuller implied, would become irrelevant. What would change the world was "comprehensive anticipatory design science.'"

[via: https://twitter.com/shahwang/status/609125189692096512 ]
generalists  comprehensivists  via:sha  specialists  specialization  art  artists  cv  see-minglee  stewartbrand  creativegeneralists  buckminsterfuller  comprehensivedesigner  design  interdisciplinary  crossdisciplinary  multidisciplinary  transdisciplinary 
june 2015 by robertogreco
Hear Bucky Fuller Talk About Life, Airplanes, and the Future
[Direct link to video: https://vimeo.com/122335390 ]

"There's something jarring about hearing old interviews of legendary futurist Buckminster Fuller. He speaks at a rapid pace, like each word is racing to get out before the next. But both Fuller's style and his self-assuredness make it hard not to get swept up in his unbridled optimism about the future of technology — especially in this new animated video created from audio interviews conducted by Studs Terkel in 1965 and 1970.

Yes, the short film appears to be sponsored by Squarespace, but even if it's a thinly veiled ad for building your own website (which I guess it kind of is) it's still worth six minutes of your time.

Fuller talks about everything from seeing the world through his child's eyes to how we might achieve weather control one day. And it all has an air of optimism that's downright infectious, even for dyed in the wool cynics like myself.
Fuller: I recall in Chicago wheeling my little child in her baby carriage in Lincoln Park. I was amazed, because a little biplane went over Lincoln Park. Airplanes were not very common in those days. I said, "Isn't it amazing. Here's my child looking up at that airplane and that airplane in the sky is as natural to her as a bird." Because when I was born, the airplane did not exist. It was really the start of the beginning of impossible things happening.

Fuller was an incredibly complex man, filled with contradictions. But there really is something transfixing in his voice; something that in the moment makes you want to believe that technology is fundamentally a force for good in the world. And then he stop talking, and you realize that Fuller himself is an advertisement — a man who's trying to sell you on a world that doesn't yet (and may never) exist."

[See also: http://mentalfloss.com/article/62240/video-premiere-buckminster-fuller-geodesic-life
and http://experimenters.squarespace.com/ ]
buckminsterfuller  studsterkel  animation  2015  generalists  specialists  geodesicdomes  airplances  future  life  living  parenting 
march 2015 by robertogreco
The Artist Endures - The Atlantic
"What’s more, the idea that 10,000 hours of practice makes someone an expert may not even be psychologically valid. A recent meta-analysis found that while practice correlated with skill, it did not at all explain it. “Deliberate practice left more of the variation in skill unexplained than it explained,” wrote one of that study’s authors in Slate. We know so little about this idea because it’s so relatively recent: The first research suggesting a “10,000 Hour Rule” existed was published in 1993, and the rule itself only became popularized with the 2008 release of Malcolm Gladwell’s book Outliers.

And look what happened: In six years, the idea became such a part of the cultural atmosphere that Deresiewicz can treat it like it’s timeless. But it’s not—it’s new, as much a part of the changing artistic firmament as the compulsion to have a website.

But that doesn’t mean its meaningless. The “10,000 Hour Rule” caught on because it invited readers to a cultural meritocracy. It discredited the un-American idea that in-born talent drives careers, instead suggesting that any discipline, any craft or art, could be accessible to anyone through hours upon hours of practice. Maybe that’s true: We just don’t know. Likewise, I don’t know whether true cultural democracy is coming.

But I do know one thing. The value of any discipline, whether craft or art, is not extracted solely by experts. In his essay, Deresiewicz approves of how Gertrude Stein once scolded Picasso for writing poetry. I have also heard Picasso was a terrible poet, but I really don’t know, and I can’t hazard whether some iambic innovation would have spurred him to paint differently.

I am not Picasso, though, and neither are you. And in the world I’d like to live in, everyone—whether they’re a famous painter or a CPA—would feel as though they can explore the breadth of human expression, whether through writing poetry or learning about Chinese pottery or even researching historical pickling methods. If cultural democracy comes, my guess is it will not look like 100 million specialists. It will appear as a society of curious minds, captivated by human traditions and inspired to improve upon them, interested in the many places in the world where humans have spent their attention—and hungry to invest more."
robinsonmeyer  2014  art  williamderesiewicz  craft  practice  internet  malcolmgladwell  advice  democracy  culture  creativity  attention  specialists  specialization  generalists  meritocracy  joirodreamsofsushi  gertrudestein  pablopicasso  dilettantes  innovation  imagination 
january 2015 by robertogreco
In Which I Confess to Lacking Grit, Apparently, and Blame It on Family - Peter Gow Associates Peter Gow Associates
"I didn’t ever know my grandfather terribly well, as he was in ill-health for much of my sentient childhood, and I never heard him say it, but he was quoted by those who should know (that is, by students and teaching colleagues, the folks for whom he saved his best thoughts) as having proclaimed that “A thing worth doing is worth doing poorly.”

What a shocking line from a respected educator! But yet, he had a point that I fully and completely embrace: that one doesn’t need to be an past master, a single-minded obsessive, a ninth-degree adept to enjoy doing something or learning about it. The Expert may be an American icon, but there is no reason that someone should have to be fluent in, say, Dutch to be interested in it as a language or to memorize the scientific names and characteristics of every apple in the Empire State to appreciate the glory of upstate apple-ness.

For my grandfather, this dilettante’s approach to learning a few things (and sometimes more) about quite a lot of things was a source of intellectual and emotional joy. He wasn’t interested in throwing his knowledge around at cocktail parties, although I daresay he might have unintentionally done so; he just liked learning stuff.

Of course, we live in an age when we are told that persistence, mastery—grit!—is the sine qua non of meaningful living. We’re told to devote our lives to whatever matters to us, to repeat as necessary (and The Gladwell has decreed that 10,000 times are necessary), until we have broken through the barriers of weakness of character and failure that leave those less gritty lying in the dust. Poor sad souls.

So there was my grandfather, child of immigrants and a college scholarship boy who gave up his chance to be a doctor in order to become a Latin teacher (thus alienating himself from his parents forever and aye). At the age of forty he chucked a steady teaching gig to start his own initially wobbly school. He would score low on the Grit Scale. Poor sad, quixotic soul.

I realize that my own household has taken on some of the characteristics of that living room; my Amazon account and my forays into the world of library book sales, where my spouse is a disciplined shopper and I buy like a sailor on a spree, are all the proof anyone would need to convict me of sharing my grandfather’s lack of grit.

So, Gritless Wonder that I must be, I find myself considering that the whole “grit” thing might just be more than a little over-blown. The recent critique that has been waged in the blogs of educators I admire (like Ira Socoland Josie Holford) seems to be onto something, suggesting as it does that prescribing persistence for victims as an band-aid for systemic social failures is more than a little bit facile and cruel.

There’s grit, and there’s grit: heavy-duty, damn-life’s-torpedoes streetwise stubbornness versus good do-bee persistence—and what educator isn’t for persistence when it matters when it comes to schoolwork? But an educator I worked for once noted that “sometimes giving up in a no-win situation is a sign of intelligence,” and there are students who have been dealt hands that no amount of extra effort on homework will turn into winners; grit alone won’t do it, and the mental and emotional energy to sustain this kind of grit are a price that no child should have to pay, although of course many do. I think that we need to focus more on fixing the no-win situations than on worrying about who has grit and who doesn’t.

The point of my grandfather’s saying, I think, is that in the end a thing worth doing is a thing worth doing. Sometimes we may achieve full mastery, and sometimes we can only do the best we can. Whether we’re up for 10,000 repetitions, or whether we just want a taste and then to move on, his belief and mine are that curiosity and enthusiasm are felicitous starting points for the exploration of a world of wonders. I’d rather have my recollections of poking around in my grandfather’s library than be under the compulsion to prove how much grit I have. I think, old-school teacher that he was, that my grandfather would agree.

And as for the grit enthusiasts among us, let’s keep in mind that there’s a difference between persistence and heroism, and that we oughtn’t to be demanding heroism from every disadvantaged kid—at least until we’re ready, 24/7, to demand it from ourselves. Let’s focus not on heroism, nor grit, nor “accepting no excuses,” but rather on something we can all own to.

In response to yet another post on this grit business, Laura Deisleycites Chris Lehman’s call for an “Ethic of Care,” a response to what she beautifully describes at kids’ “yearning for relationship and purpose.”

An Ethic of Care just beats grit all hollow."
grit  petergow  education  life  irasocol  josieholford  chrislehman  2014  care  caring  specialists  experts  expertise  lauradeisleycites 
august 2014 by robertogreco
deborah sussman interview
"DB: please could you tell us about your background and how you became interested in design?

DS: I grew up in brooklyn where my parents exposed us to the arts from a young age: we had dance lessons, piano lessons, french lessons, trips to museums, performances and galleries. after high school I went to study painting and acting at bard college in new york, which was a very radical school at that time. in those days I thought I’d become an actress or an artist but then I heard about a school in chicago, the institute of design, ran by lászló moholy-nagy and I really wanted to go there and see what it was all about. I got transferred to chicago and design completely took over my life from then on.

one of my teachers in chicago was konrad wachsmann, who was friendly with charles and ray eames. in my first year there the eames came to give a talk at our school and also afterwards asked konrad to recommend them a student who could work with them for the summer, as a graphic designer. he suggested it should be me.

DB: how was it to work at the eames office?

DS: I was extremely happy. as a young designer in my early twenties there was nobody I would rather have worked for. it was a dream job. originally I was only supposed to work there that one summer and then go back to finish my studies in chicago. at the end of the summer I approached charles to say goodbye and he said ‘goodbye? why? where are you going?‘ I told him ‘I need to go back to school and finish my degree‘ he simply replied ‘I don’t have a degree. why do you need one? ray and I are going to europe for a few months, why don’t you stay in our house until we come back?‘. I didn’t need any more persuading than that!

DB: what did you work on while you were there?

DS: a bit of everything; photography, graphic design, illustration, ads for herman miller, sets for films. many, many different things. after working there for three years I applied for a fulbright scholarship to study at the hochschule für gestaltang in ulm, germany and a year later I got it. so I was there for four years in my first stint.

DB: have the eames been the biggest influence on your work?

DS: ray and charles along with alexander girard who worked with us were great mentors to me. another experience from those days that really shaped me a lot was my first trip to mexico. I went there in the early 1950s to take photos as part of the research for ‘the day of the dead’ film and was really taken-back by the place, the people, the culture. the vibrancy of color that I discovered there has always stayed with me, the bright yellow and magenta icing on the sugar skulls and sweet breads – amazing! it was the first time I had been to another country and I absolutely loved it. that really whetted my appetite to travel more and before I knew it I was off to germany.



DB: what eventually made you want to start your own company?

DS: in my second stint at eames I worked on mathematica, then I went to india to work on the exhibition ‘nehru: the man and his india’ and then ended up back in california. at that time people started asking me to work on things for them and I was using my desk at the eames office after-hours to get these side projects done. as the side projects became bigger and more frequent I became uncomfortable working on them at their office, I didn’t want to disrespect them in any way so decided I’d go it alone. frank gehry offered me a space at his office and I started working from there. I worked with him on some projects and also with other architects, advertising agencies, shops and slowly ended up needing my own space. over the years the office has grown and switched locations several times and in the middle of it all I met my husband, paul prejza and we work together with our team on an interesting blend of civic, cultural and commercial projects.

DB: how would you describe your style to someone who hasn’t seen your work before?

DS: exuberant and bold.

DB: what traps should a young designer avoid when working on an environmental design project?

DS: one of the most common traps is not understanding scale. you need to test your design with physical scale-models and if possible at full scale. that’s a very important exercise, you can’t always understand scale on on a computer screen.

DB: what are your thoughts on specialization vs generalization?

DS: I’m most certainly a generalist. I enjoy all the different arts too much to only do one thing all of the time.

DB: what are you passionate about apart from design?

DS: poetry. I would have said photography some years back but now it’s definitely poetry. I write free verse poetry, often about the way I see things and for the last few years myself and juan felipe herrera (poet laureate of california) have been writing poems back and forth to one another, that’s something I have a lot of fun with.

DB: do you have any superstitious beliefs?

DS: I do and it’s a bit silly but I’ll tell you! I think that whatever you do on new year’s day, you will do for the rest of the year… so it’s nice to drink plenty of champagne.

DB: what’s the best piece of advice you have ever been given?

DS: a couple of pieces of advice that I often remember are:
‘stick to the concept’ – charles eames
‘the best thing we can do for our clients is not obey them, but inspire them’ – alexander girard

DB: what’s the worst piece of advice you have ever been given?

several people have told me over the years ‘just give them what they want‘ with regards to clients, and I just can’t bring myself to do it. I have to inspire them and that can sometimes be a very dangerous attitude to have because you can loose yourself a lot of money!"
deborahsussman  2013  interviews  charleseames  eames  eamesstudio  design  education  losangeles  graphicdesign  graphics  konradwachsmann  illustration  alexandergirard  generalists  specialization  specialists  california 
august 2014 by robertogreco
studio : lab : workshop | Abler.
"I’ve been saying for some years now that my wish is to be as close to science-making as possible: that is, not merely teaching complementary art and design practices for young scientists in training, but to be in the formative stages of research and development much further upstream in the process. Asking collaboratively: What research questions are worthy questions? What populations and individuals hold stakes in these questions? Are there important queries that are forgotten? Could parallel questions be pursued in tandem—some quantitative, others qualitative? And how do we engage multiple publics in high-stakes research?"

To put it another way: What happens when extra-disciplinary inquiry lives alongside traditional forms of research—especially when those traditional forms occupy the disciplinarily privileged status of the STEM fields? Inviting both generalist and specialist approaches starts to hint at what a “both-and” disposition could look like. As here in David Gray’s formulation of specialists and generalists:

[image]

Breadth, he says, is the characteristic of the generalist, and depth the characteristic of the specialist. A thriving academic research program surely needs both: but not just in the forms of symposia, scholarly ethics, or data visualization to (once more) “complement” or even complicate the science. It’s the last note of Gray’s that I’m particularly paying attention to, because it’s what good critical design and hybrid arts practices often do best: They act as boundary objects.

Gray says those objects can be “documents, models, maps, vocabulary, or even physical environments” that mark these intersections of broad and deep ideas. Well, I’d say: especially physical environments and phenomena. At the scale of products or screens or architectural spaces, these objects can act as powerful mediators and conduits for ideas. They can become modes of discourse, opportunities for public debate, sites of disciplinary flows.

It’s these kinds of objects that I’d like to be a feature of the studio/lab/workshop I’ll bring to Olin: An ongoing pursuit of ideas-in-things that live at all the various points along a continuum between practical use, on the one hand, and symbolic or expressive power on the other. Two poles in the manner still most accessibly captured by Anthony Dunne and Fiona Raby—both of which I’d like to be present.

And what does this mean for the habits of mind we cultivate? I return often to the ideas of Jack Miles in this essay—also about generalists and specialists, with a key useful heuristic: that specialists tend to embody the disposition of farmers, while generalists tend to embody the virtues of hunters. Both are necessary, and both need each other. The careful tending to a field whose needs are more or less known, protected, and nurtured further, on the one hand. And the more landscape-crossing, round-the-next-bend pursuit of the not yet known and its promised nourishment, on the other.

I want students to try out and value both operative modes, no matter where their own career paths take them. Knowing that others are also asking valuable questions in different disciplinary ways ideally breeds humility: a sense that what one has to offer could be enriched when conjoined in conversation with others whose expertise may not be immediately legible from within a silo.

And not just humility: I want students in engineering to know that their practices can be both private and public, that their status as citizens can be catalyzed through making things. Things that may be practical, performative, or both.

In practical terms, we’ll be looking at labs like Tom Bieling’s Design Abilities group in Berlin, Ryerson’s EDGE Lab, the Age and Ability Lab at RCA, and the newly-formed Ability Lab at NYU Poly. But we’ll also be looking methodologically at Kate Hartman’s Social Body Lab at OCAD, at the CREATE group at Carnegie Mellon, and of course Natalie Jeremijenko’s Environmental Health Clinic.

Possible paths to pursue: A “design for one” stream of prosthetic devices made for one user’s self-identified wish or need. An ongoing partnership with any of a number of schools or clinics in the Boston area where provisional and low-tech assistive devices could make education more responsive to children’s up-to-the-minute developmental needs. Short-term residencies and workshops with critical engineers and artists working with technology and public life. Public, investigative performances and installations that address issues of ability, dependence, and the body in the built environment.

These things will take time! I can’t wait to begin."
sarahendren  2014  olincollege  design  specialization  specialists  generalists  interdisciplinary  transdisciplinary  engineering  stem  davidgray  research  academia  extra-disciplinary  ability  dependence  audiencesofone  jackmiles  anthonydunne  fionaraby  dunne&raby  ablerism  events  nataliejeremijenko  tombieling  kateharman  prosthetics  abilities  disability  designcriticism  criticaldesign  speculativedesign  humility  crossdisciplinary  crosspollination  accessibility  assistivetechnology  discourse  conversation  openstudioproject  lcproject  howwelearn  howweteach  disabilities 
june 2014 by robertogreco
Anyone can learn to be a polymath – Robert Twigger – Aeon
"Monopathy, or over-specialisation, eventually retreats into defending what one has learnt rather than making new connections. The initial spurt of learning gives out, and the expert is left, like an animal, merely defending his territory. One sees this in the academic arena, where ancient professors vie with each other to expel intruders from their hard-won patches. Just look at the bitter arguments over how far the sciences should be allowed to encroach on the humanities. But the polymath, whatever his or her ‘level’ or societal status, is not constrained to defend their own turf. The polymath’s identity and value comes from multiple mastery.

Besides, it may be that the humanities have less to worry about than it seems. An intriguing study funded by the Dana foundation and summarised by Dr Michael Gazzaniga of the University of California, Santa Barbara, suggests that studying the performing arts — dance, music and acting — actually improves one's ability to learn anything else. Collating several studies, the researchers found that performing arts generated much higher levels of motivation than other subjects. These enhanced levels of motivation made students aware of their own ability to focus and concentrate on improvement. Later, even if they gave up the arts, they could apply their new-found talent for concentration to learning anything new.

I find this very suggestive. The old Renaissance idea of mastering physical as well as intellectual skills appears to have real grounding in improving our general ability to learn new things. It is having the confidence that one can learn something new that opens the gates to polymathic activity.

There is, I think, a case to be made for a new area of study to counter the monopathic drift of the modern world. Call it polymathics. Any such field would have to include physical, artistic and scientific elements to be truly rounded. It isn’t just that mastering physical skills aids general learning. The fact is, if we exclude the physicality of existence and reduce everything worth knowing down to book-learning, we miss out on a huge chunk of what makes us human. Remember, Feynman had to be physically competent enough to spin a plate to get his new idea.

Polymathics might focus on rapid methods of learning that allow you to master multiple fields. It might also work to develop transferable learning methods. A large part of it would naturally be concerned with creativity — crossing unrelated things to invent something new. But polymathics would not just be another name for innovation. It would, I believe, help build better judgment in all areas. There is often something rather obvious about people with narrow interests — they are bores, and bores always lack a sense of humour. They just don’t see that it’s absurd to devote your life to a tiny area of study and have no other outside interests. I suspect that the converse is true: by being more polymathic, you develop a better sense of proportion and balance — which gives you a better sense of humour. And that can’t be a bad thing."
polymaths  specialization  generalists  interdisciplinarity  interdisciplinary  multidisciplinary  diversity  learning  philosophy  humanities  polymathy  openminded  roberttwigger  2013  specialists 
november 2013 by robertogreco
Annals of Innovation: Dymaxion Man : The New Yorker
"Fuller’s schemes often had the hallucinatory quality associated with science fiction (or mental hospitals). It concerned him not in the least that things had always been done a certain way in the past. In addition to flying cars, he imagined mass-produced bathrooms that could be installed like refrigerators; underwater settlements that would be restocked by submarine; and floating communities that, along with all their inhabitants, would hover among the clouds. Most famously, he dreamed up the geodesic dome. “If you are in a shipwreck and all the boats are gone, a piano top . . . that comes along makes a fortuitous life preserver,” Fuller once wrote. “But this is not to say that the best way to design a life preserver is in the form of a piano top. I think that we are clinging to a great many piano tops in accepting yesterday’s fortuitous contrivings.” Fuller may have spent his life inventing things, but he claimed that he was not particularly interested in inventions. He called himself a “comprehensive, anticipatory design scientist”—a “comprehensivist,” for short—and believed that his task was to innovate in such a way as to benefit the greatest number of people using the least amount of resources. “My objective was humanity’s comprehensive success in the universe” is how he once put it. “I could have ended up with a pair of flying slippers.”"



"During the First World War, Fuller married Anne Hewlett, the daughter of a prominent architect, and when the war was over he started a business with his father-in-law, manufacturing bricks out of wood shavings. Despite the general prosperity of the period, the company struggled and, in 1927, nearly bankrupt, it was bought out. At just about the same time, Anne gave birth to a daughter. With no job and a new baby to support, Fuller became depressed. One day, he was walking by Lake Michigan, thinking about, in his words, “Buckminster Fuller—life or death,” when he found himself suspended several feet above the ground, surrounded by sparkling light. Time seemed to stand still, and a voice spoke to him. “You do not have the right to eliminate yourself,” it said. “You do not belong to you. You belong to Universe.” (In Fuller’s idiosyncratic English, “universe”—capitalized—is never preceded by the definite article.) It was at this point, according to Fuller, that he decided to embark on his “lifelong experiment.” The experiment’s aim was nothing less than determining “what, if anything,” an individual could do “on behalf of all humanity.” For this study, Fuller would serve both as the researcher and as the object of inquiry. (He referred to himself as Guinea Pig B, the “B” apparently being for Bucky.) Fuller moved his wife and daughter into a tiny studio in a Chicago slum and, instead of finding a job, took to spending his days in the library, reading Gandhi and Leonardo. He began to record his own ideas, which soon filled two thousand pages. In 1928, he edited the manuscript down to fifty pages, and had it published in a booklet called “4D Time Lock,” which he sent out to, among others, Vincent Astor, Bertrand Russell, and Henry Ford.

Like most of Fuller’s writings, “4D Time Lock” is nearly impossible to read; its sentences, Slinky-like, stretch on and on and on. (One of his biographers observed of “4D Time Lock” that “worse prose is barely conceivable.”) At its heart is a critique of the construction industry. Imagine, Fuller says, what would happen if a person, seeking to purchase an automobile, had to hire a designer, then send the plans out for bid, then show them to the bank, and then have them approved by the town council, all before work on the vehicle could begin. “Few would have the temerity to go through with it,” he notes, and those who did would have to pay something like fifty thousand dollars—half a million in today’s money—per car. Such a system, so obviously absurd for autos, persisted for houses, Fuller argued, because of retrograde thinking. (His own failure at peddling wood-composite bricks he cited as evidence of the construction industry’s recalcitrance.) What was needed was a “New Era Home,” which would be “erectable in one day, complete in every detail,” and, on top of that, “drudgery-proof,” with “every living appliance known to mankind, built-in.”"



"Like all Fuller men, he was sent off to Harvard. Halfway through his freshman year, he withdrew his tuition money from the bank to entertain some chorus girls in Manhattan. He was expelled. The following fall, he was reinstated, only to be thrown out again. Fuller never did graduate from Harvard, or any other school. He took a job with a meatpacking firm, then joined the Navy, where he invented a winchlike device for rescuing pilots of the service’s primitive airplanes. (The pilots often ended up head down, under water.)"



"Fuller was fond of neologisms. He coined the word “livingry,” as the opposite of “weaponry”—which he called “killingry”—and popularized the term “spaceship earth.” (He claimed to have invented “debunk,” but probably did not.) Another one of his coinages was “ephemeralization,” which meant, roughly speaking, “dematerialization.” Fuller was a strong believer in the notion that “less is more,” and not just in the aestheticized, Miesian sense of the phrase. He imagined that buildings would eventually be “ephemeralized” to such an extent that construction materials would be dispensed with altogether, and builders would instead rely on “electrical field and other utterly invisible environment controls.

Fuller’s favorite neologism, “dymaxion,” was concocted purely for public relations. When Marshall Field’s displayed his model house, it wanted a catchy label, so it hired a consultant, who fashioned “dymaxion” out of bits of “dynamic,” “maximum,” and “ion.” Fuller was so taken with the word, which had no known meaning, that he adopted it as a sort of brand name. The Dymaxion House led to the Dymaxion Vehicle, which led, in turn, to the Dymaxion Bathroom and the Dymaxion Deployment Unit, essentially a grain bin with windows. As a child, Fuller had assembled scrapbooks of letters and newspaper articles on subjects that interested him; when, later, he decided to keep a more systematic record of his life, including everything from his correspondence to his dry-cleaning bills, it became the Dymaxion Chronofile.

All the Dymaxion projects generated a great deal of hype, and that was clearly Fuller’s desire. All of them also flopped."



"In “Bucky,” a biography-cum-meditation, published in 1973, the critic Hugh Kenner observed, “One of the ways I could arrange this book would make Fuller’s talk seem systematic. I could also make it look like a string of platitudes, or like a set of notions never entertained before, or like a delirium.” On the one hand, Fuller insisted that all the world’s problems—from hunger and illiteracy to war—could be solved by technology. “You may . . . want to ask me how we are going to resolve the ever-accelerating dangerous impasse of world-opposed politicians and ideological dogmas,” he observed at one point. “I answer, it will be resolved by the computer.” On the other hand, he rejected fundamental tenets of modern science, most notably evolution. “We arrived from elsewhere in Universe as complete human beings,” he maintained. He further insisted that humans had spread not from Africa but from Polynesia, and that dolphins were descended from these early, seafaring earthlings."

[Slideshow: http://www.newyorker.com/online/2008/06/09/slideshow_080609_fuller# ]
buckminsterfuller  architecture  creativity  design  2008  history  biography  dropouts  bmc  blackmountaincollege  depression  spaceshipearth  writing  systems  systemsthinking  invention  technosolutionsism  comprehensivists  generalists  specialists  specialization  creativegeneralists 
july 2013 by robertogreco
Art Teaching for a New Age - The Chronicle Review - The Chronicle of Higher Education
[NB: Tagging this one Black Mountain College and BMC, not because it is references in the text, but that it reminds me of BMC.]

[Also related, in my mind: http://robertogreco.tumblr.com/post/15046238819/our-middle-school-is-an-art-school and http://www.graphpaper.com/2007/10-17_what-i-learned-in-art-school-is-it-design-thinking ]

"The technological changes we are witnessing will not threaten conceptual rigor or craft, nor will the ease of expression and communication make art obsolete. But these shifts are changing what we mean by art making and what counts as meaningful, crafted expression. To say so is not to judge the quality of that expression or to lament the rise of vulgarity or the lowering of standards. It is simply to observe that this democratization of expression will alter fundamentally how students—aspiring artists—think about art, its meaning and purpose, and the ways in which it is made.

These shifts will also change the professions for which educational institutions like mine prepare students. After all, if technology becomes smart enough to make design decisions, then designers could increasingly become technicians, operators of machines instead of creative professionals. But the more profound—and less visible—impact will be on how students think about their creative pursuits.

We cannot say with certainty what that impact will be. The first generation of so-called digital natives is reaching college only now; the environment they grew up in—which seemed so radical and new to many of us just a decade and a half ago—is already a punchline. Soon it will be an antiquated joke that doesn't even make sense anymore. Remember AOL? Remember plugging in to access the Net? Today's students don't.

They arrive at college having shot and edited video, manipulated photographs, recorded music—or at least sampled and remixed someone else's—designed or assembled animated characters and even virtual environments, and "painted" digital images—all using technologies readily available at home or even in their pocket. The next generation of students will have designed and printed three-dimensional images, customized consumer products, perhaps "rapid-prototyped" new products—I can't imagine what else.

Students today are not simply bombarded by images, consuming them in great gulps, as previous generations did; they are making the environments they inhabit, and making meaningful connections among images, stories, mythologies, and value systems. They are creative and creating.

But their notion of what it means to create is different from ours. It's something one does to communicate with others, to participate in social networks, to entertain oneself. Making things—images, objects, stories—is mundane for these students, not sacred. It's a component of everyday experience, woven tightly into the fabric of daily life.

So what is the task of arts educators? Is it to disabuse these young people of what we think are their misconceptions? Is it to inculcate in them an understanding of the "proper" way to create, to make art or entertainment? Is it to sort out the truly artistic from the great mass of creative chatterers—and to initiate them into some sacred tradition?

Maybe. Maybe not.

Or maybe the task of the educator is to help them develop judgment, to help them to see that creating, which they do instinctively, almost unconsciously, is a way of learning, of knowing, of making arguments and observations, of affecting and transforming their environment. And perhaps that's not so very different from what we do now.

We do it now, though, in the context of a curriculum and institutional histories oriented toward specific professional training and preparation. We seek to develop in students the critical faculties needed to thrive in clearly defined professions. But in the future, we may have to rethink our purpose and objectives. We may have to reimagine our curricula, recast the bachelor-of-fine-arts degree as a generalist—not professional—degree.

In a media-saturated culture in which everyone is both maker and consumer of images, products, sounds, and immersive experiences like games, and in which professional opportunities are more likely to be invented or discovered than pursued, maybe the B.F.A. is the most appropriate general-education experience, not just for aspiring artists and designers but for everyone.

That poses challenges for arts educators. We are good at equipping students who are already interested in careers in art and design with the skills and judgment necessary to succeed in artistic fields and creative professions that are still reasonably well defined. We are less good at educating them broadly, at equipping them to use their visual acuity, design sensibility, and experience as makers to solve the problems—alone or in collaboration with others—that the next generation of creative professionals may be called on to solve. These will be complex problems that cross the boundaries of traditional disciplines, methodologies, and skill sets—ranging from new fields like data visualization, which draws on graphic design, statistical analysis, and interaction design, to traditional challenges like brand development, which increasingly reaches beyond logos on letterhead to products and environments.

To do that, arts colleges would have to reorganize their curricula and their pedagogy. Teaching might come to look a lot more like what we now call mentorship or advising. Rather than assume that young people know what they want to do and that we know how to prepare them to do it, we would have to help them to explore their interests and aspirations and work with them to create an educational experience that meets their needs.

Curricula would not be configured as linear, progressive pathways of traditional semester-long courses, but would consist of components, such as short workshops, online courses, intensive tutorials, and so forth. Students would pick and choose among components, arranging and rearranging them according to what they need at a particular moment. Have a problem that requires that you use a particular software program? Go learn it, to solve that problem or complete that project. Want to pursue a traditional illustration-training program? Take multiple drawing and painting studios.

Linking all of this together would not be a traditional liberal-arts curriculum but what one faculty member at the University of the Arts has called a liberal art curriculum—one focused on design as problem solving, on artistic expression as the articulation and interrogation of ideas. Instead of an arts-and-sciences core curriculum separate and disconnected from studio instruction, we would build a new core that integrates the studio and the seminar room, that envisions making and thinking not as distinct approaches but as a dynamic conversation.

This fantasy of an alternative arts education—which resembles experiments that other educators have attempted in the past—begins to veer into utopianism, though, and a vague utopianism at that. It would be impossible to administer and to offer to students cost-effectively. And most students would probably find it more perplexing than liberating.

But I see an urgent need for new models that respond to the changing conditions affecting higher education—models that can adapt to conditions that are in constant flux and to an emerging sensibility among young people that is more entrepreneurial, flexible, and alert to change than our curricula are designed to accommodate.

We need an educational structure that takes instability and unpredictability as its starting point, its fundamental assumption. If a university is not made up of stable, enduring structures arranged linearly or hierarchically—schools, departments, majors, minors—but rather is made up of components that can be used or deployed according to demand and need, then invention instead of convention becomes the governing institutional dynamic."
arteducation  art  education  expression  artisticexpression  internet  web  making  unpredictability  uncertainty  liberalarts  generalists  specialists  interdisciplinary  crossdisciplinary  multidisciplinary  multimedia  lcproject  tcsnmy  tcsnmy8  ncmideas  openstudioproject  2013  seanbuffington  teaching  learning  criticalthinking  problemsolving  communication  bfa  mfa  highered  highereducation  generaleducation  curriculum  altgdp  design  craft  internetage  medialiteracy  media  newmedia  rapidprototyping  projectbasedlearning  bmc  blackmountaincollege  pbl 
july 2013 by robertogreco
A Thing Worth Doing [Gilbert Chersterson]
"Chesterton consistly defended the amateur against the professional, or the “generalist” against the specialist, especially when it came to “the things worth doing.” There are things like playing the organ or discovering the North Pole, or being Astronomer Royal, which we do not want a person to do at all unless he does them well. But those are not the most important things in life. When it comes to writing one’s own love letters and blowing one’s own nose, “these things we want a man to do for himself, even if he does them badly.” This, argues Chesterton (in Orthodoxy) is “the democratic faith: that the most terribly important things must be left to ordinary men themselves – the mating of the sexes, the rearing of the young, the laws of the state.”

As for “the rearing of the young,” which is the education of the very young, this is a job not for the specialist or the professional, but for the “generalist” and the amateur. In other words, for the mother, who Chesterton argues is “broad” where men are “narrow.” In What’s Wrong with the World, Chesterton forsaw the dilemma of daycare and the working mother, that children would end up being raised by “professionals” rather than by “amateurs.” And here we must understand “amateur” in its truest and most literal meaning. An amateur is someone who does something out of love, not for money. She does what she does not because she is going to be paid for her services and not because she is the most highly skilled, but because she wants to do it. And she does “the things worth doing,” which are the things closest and most sacred to all of humanity – nurturing a baby, teaching a child the first things, and, in fact, all things.

The line, “if a thing is worth doing, it is worth doing badly,” is not an excuse for poor efforts. It is perhaps an excuse for poor results. But our society is plagued by wanting good results with no efforts (or rather, with someone else’s efforts). We hire someone else to work for us, to play for us (that is, to entertain us), to think for us, and to raise our children for us. We have left “the things worth doing” to others, on the poor excuse that others might be able to do them better.

Finally, and less heavily, we should also point out that the phrase is a defense of hobbies. This was confirmed by Chesterton himself."
gilbertchesterson  via:sebastienmarion  teaching  expertise  generalists  specialists  life  living  children  parenting  hobbies  amateurs  professionals  cv  daycare  love  money 
july 2013 by robertogreco
HammerOn Press - The Para-Academic Handbook
"There is a name for those under-and precariously employed, but actively working, academics in today's society: the para-academic.

Para-academics mimic academic practices so they are liberated from the confines of the university. Our work, and our lives, reflect how the idea of a university as a place for knowledge production, discussion and learning, has become distorted by neo-liberal market forces. We create alternative, genuinely open access, learning-thinking-making-acting spaces on the internet, in publications, in exhibitions, discussion groups or other mediums that seem appropriate to the situation. We don't sit back and worry about our career developments paths. We write for the love of it, we think because we have to, we do it because we care.

We take the prefix para- to illustrate how we work alongside, beside, next to, and rub up against, the all too proper location of the Academy, making the work of higher education a little more irregular, a little more perverse, a little more improper. Our work takes up the potential of the multiple and contradictory resonances of para- as decisive location for change, within the university as much as beyond it.

Specialists in all manner of things, from the humanities to the social and biological sciences, the para-academic works alongside the traditional university, sometimes by necessity, sometimes by choice, usually a mixture of both. Frustrated by the lack of opportunities to research, create learning experiences or make a basic living within the university on our own terms, para-academics don't seek out alternative careers in the face of an evaporated future, we just continue to do what we've always done: write, research, learn, think, and facilitate that process for others.

We do this without prior legitimisation from any one institution. Para-academics do not need to churn out endless 'outputs' because of the pressures of a heavily assessed research environment. We work towards making ideas because learning, sharing, thinking and creating matter beyond easily quantifiable 'products'. And we know that this is possible, that we are possible, without the constraints of an increasingly hierarchical academy.

As the para-academic community grows there is a real need to build supportive networks, share knowledge, ideas and strategies that can allow these types of interventions to become sustainable and flourish. There is a very real need to create spaces of solace, action and creativity.

The Para-Academic Handbook: A Toolkit for making-learning-creating-acting, edited by Alex Wardrop and Deborah Withers, calls for articles (between 1,000-6,000 words), cartoons, photographs, illustrations, inspirations and other forms of text/graphic communication exploring para-academic practice, and its place within active intellectual cultures of the early 21st century."
academics  books  para-academics  alexwardrop  deborahwithers  specialists  research  learning  thinking  making  acting  internet  web  online  markets  economics  knowledgeproduction  networks  networkedlearning  2014 
may 2013 by robertogreco
Beyond Face | The Public Amateur
"[T]he artist becomes a person who consents to learn in public. This person takes the initiative to question something in the province of another discipline, acquire knowledge through unofficial means, and assume the authority to offer interpretations of that knowledge, especially in regard to decisions that affect our lives. The point is not to replace specialists, but to enhance specialized knowledge with considerations that specialties are not designed to accommodate.

Specialization has brought about marvelous achievements. But under increasing complexity and fragmentation, the need for overviews of how vectors of power-knowledge intersect has become more imperative than ever. Our culture asks too high a price of society when it insists on narrow professional specialization. Conforming to this demand divides our intellect from our emotions, our imagination from our efforts, our pleasure from our worth, our verbal and analytic capacity from other creative talents, and our ethics from our daily lives. The result is frustration and disempowerment for the individual and shortsightedness for society as a whole."



"The amateur has transparent relations to her object. She approaches and ultimately appropriates the object of knowledge out of enthusiasm, curiosity or personal need. She learns outside the circuits of professional normalization and reward, things the artist was once presumed to resist.

Anyone can develop expertise and, if motivated enough, can even become an authority. The amateur can be as narrow as the specialist or as amorous as the polymath lover of knowledge. The category of the Public Amateur is not confined to artists. It’s a growing polyglot array of people who want to operate equally from the gut and the brain."



"Artists are expected to have publics, however small or large, but for better or worse, they are not expected to know much. An artist who wants to perform learning can leverage whatever claim to a public she is able to accrue, and initiate processes she hasn’t mastered, putting the very notions of professionalization and credibility on the stage.

This is an activation of metalanguage, something that artists do all the time. When I perform the acquisition of knowledge in the symbolic resonance that is art, I am inviting new conversations about knowledge itself. By placing this activity in the realm of aesthetics, I subject it to our questions about what we care about."

[via: http://ablersite.org/2011/03/24/the-public-amateur/ ]
trickster  art  artists  lcproject  openstudioproject  base619  amateurism  amateurs  beginner'smind  learning  workinginpublic  learninginpublic  howwelearn  cv  specialization  generalists  specialists  clairepentecost  publicamateur  enthusiasm  curiosity 
may 2013 by robertogreco
Notes of a Novice Student of India - Justin Erik Halldór Smith
"As time goes on I'm finding myself more and more hung up on questions of methodology and, one might say, of metaphilosophy, wondering how to put two belief systems into comparison without simply resorting to impressionistic observations of the sort, 'This sounds like that', and without favoring one of the systems over the other in the comparison. Lloyd focuses on medicine, which perhaps lends itself more easily to comparison than philosophy as a whole, a field so nebulous, with a denotation so unstable, that one must always wonder whether one is talking about the same thing from one century to the next, let alone from one civilization to the next."

"I'm more convinced than ever that to the extent that academic philosophers stay in the village of European ideas, they are really only, to paraphrase Nietzsche, offering up a catalog of their own prejudices in the guise of philosophical arguments."
wadepage  history  indo-europeanhistory  philosophy  crossdisciplinary  interdisciplinary  interdisciplinarity  curiosity  specialization  asianstudies  indology  via:robinsonmeyer  2012  ignorance  notknowing  knowing  knowledge  research  southasia  eurocentrism  justinehsmith  india  specialists  generalists  bias  academia 
august 2012 by robertogreco
Charlie Kaufman: Screenwriters Lecture | BAFTA Guru
"we try to be experts because we’re scared; we don’t want to feel foolish or worthless; we want power because power is a great disguise."

"Don’t allow yourself to be tricked into thinking that the way things are is the way the world must work and that in the end selling is what everyone must do. Try not to."

"This is from E. E. Cummings: ‘To be nobody but yourself in a world which is doing its best night and day to make you everybody else means to fight the hardest battle which any human being can fight, and never stop fighting.’ The world needs you. It doesn’t need you at a party having read a book about how to appear smart at parties – these books exist, and they’re tempting – but resist falling into that trap. The world needs you at the party starting real conversations, saying, ‘I don’t know,’ and being kind."

[Giving up, too much to quote.]
danger  risktaking  risk  failure  simplification  fear  fearmongering  materialism  consumerism  culture  marketing  humannature  character  bullying  cv  meaningmaking  meaning  filmmaking  creating  creativity  dreaming  dreams  judgement  assessment  interpretation  religion  fanaticism  johngarvey  deschooling  unschooling  unlearning  relearning  perpetualchange  change  flux  insight  manifestos  art  truth  haroldpinter  paradox  uncertainty  certainty  wonder  bullies  intentions  salesmanship  corporatism  corporations  politics  humans  communication  procrastination  timeusage  wisdom  philosophy  ignorance  knowing  learning  life  time  adamresnick  human  transparency  vulnerability  honesty  loneliness  emptiness  capitalism  relationships  manipulation  distraction  kindness  howwework  howwethink  knowledge  specialists  attention  media  purpose  bafta  film  storytelling  writing  screenwriting  charliekaufman  self  eecummings  2011  canon 
august 2012 by robertogreco
fvck school by fat xxx
"Drop out of school or study english. That’s how you win at javascript."

"In his first lecture, “Artists in Colleges,” he posits that a successful integration of art into academic policy would be one which promotes unifying different branches of study into a “whole” culture. Here diverse fields like physics or mathematics would come within the purview of the painter and the physicist/mathematician would be encouraged to fully embrace nonmeasurable and extremely chaotic human elements which we commonly associate with things like poetry and art.

On the basis then of several fairly extensive observations he goes on to offer three major blocks to the development of such a culture, and to the artist’s continuing to produce serious works within the “university situation.”

Dilettantism …

The Fear of Creativity itself …

The Romantic Misconception of “The Artist” …"
generalists  specialists  authenticproblems  deschooling  unschooling  genius  creativity  highereducation  highered  us  culture  poetry  dilletante  learning  2012  compsci  interdisciplinary  interdisciplinarity  education  art  benshahn 
august 2012 by robertogreco
Majoring in Idiocy | Front Porch Republic
"colleges and universities are essentially diploma retailers obsequiously bent on making the shopping experience of their customers enjoyable and painless.

…For education presently conceived and presently practiced has but one goal: the mass production of idiots.

I’m speaking—I hope—in fairly precise terms here.

An “idiot,” from the Greek idios (“private,” “own,” “peculiar”), is someone who is peculiar because he is closed in on himself or separated or cut off. In short, he is a specialist. If he knows anything, he knows one thing.

… The idiot may have extensive knowledge of a given thing, but to the extent that he has no sense of where to place that knowledge in the larger context of what is known and knowable, and to the extent that he doesn’t know that the context for the known and the knowable is the unknown and the unknowable—to that extent his knowledge ceases to be knowledge and becomes a collection of mere facts, which, as Cervantes said, are the enemy of truth."

[via: http://randallszott.org/2012/06/13/specialization-idiocy-jason-peters-education/ ]
cv  criticalthinking  thinking  universities  colleges  curriculum  skepticism  science  tunnelvision  knowledge  2010  generalists  certification  diplomas  wisdom  specialization  idiots  highereducation  deschooling  unschooling  education  jasonpeters  specialists 
july 2012 by robertogreco
Valve: Handbook for New Employees: A fearless adventure in knowing what to do when no one’s there telling you what to do [.pdf]
"There is no organizational structure keeping you from being in close proximity to the people who you’d help or be helped by most."

"Since Valve is flat, people don’t join projects because they’re told to. Instead, you’ll decide what to work on after asking yourself the right questions."

"What’s interesting? What’s rewarding? What leverages my individual strengths the most?"

"…our lack of a traditional structure comes with an important responsibility. It’s up to all of us to spend effort focusing on what we think the long-term goals of the company should be."

"Nobody expects you to devote time to every opportunity that comes your way. Instead, we want you to learn how to choose the most important work to do."

"We should hire people more capable than ourselves, not less."

"We value “T-shaped” people…who are both generalists (…the top of the T) and also experts (…the vertical leg of the T). This recipe is important for success at Valve."
agency  initiaive  motivation  tcsnmy  administration  management  hiring  t-shapedpeople  responsibility  creativity  videogames  projectbasedlearning  pbl  community  leadership  lcproject  flatness  flat  hierarchy  specialists  generalists  work  culutre  valve  specialization  horizontality  horizontalidad 
april 2012 by robertogreco
Don’t Mock the Artisanal-Pickle Makers - NYTimes.com
"When it comes to profit and satisfaction, craft business is showing how American manufacturing can compete in the global economy. Many of the manufacturers who are thriving in the United States (they exist, I swear!) have done so by avoiding direct competition with low-cost commodity producers in low-wage nations. Instead, they have scrutinized the market and created customized products for less price-sensitive customers. Facebook and Apple, Starbucks and the Boston Beer Company (which makes Sam Adams lager) show that people who identify and meet untapped needs can create thousands of jobs and billions in wealth. As our economy recovers, there will be nearly infinite ways to meet custom needs at premium prices."

[See also in Japan: http://online.wsj.com/article/SB10001424052970204542404577157290201608630.html?mod=WSJ_Magazine_LEFTSecondStories ]
detail  2012  quality  generalists  specialists  handmade  glvo  nyc  food  crafteconomy  small  scale  bespoke  brooklyn  entrepreneurship  craft  specialization 
february 2012 by robertogreco
On Perspective
"A master is often considered a specialist, not a generalist — but I disagree. They are defined by a specific perspective, which they have hone through weaving together many threads of experience and craft.

The richer their experiences, the richer their perspective.

"Japanese chefs are now cooking almost every cuisine imaginable, combining fidelity to the original with locally sourced products that complement or replace imports. When they prepare foreign foods, they’re no longer asking themselves how they can make a dish more Japanese—or even more Italian, French or American. Instead they’ve moved on to a more profound and difficult challenge: how to make the whole dining experience better."

(via this WSJ story on Japanese cuisine)

To know what’s better is to choose where you stand."
better  craft  2012  allentan  experience  perspective  specialization  generalists  specialists 
february 2012 by robertogreco
The Career Of The Future Doesn't Include A 20-Year Plan. It's More Like Four. | Fast Company
"Hasler has several of these skills in spades…interests are transdisciplinary…a "T-shaped person," w/ both depth in 1 subject & breadth in others…demonstrates cross-cultural competency (fluent Spanish, living abroad) & computational thinking (learning programming & applying data to real-world problems)…intellectual voracity that drove him to write 50k words on Western cultural history while running coffee shop is a sign of sense making (drawing deeper meaning from facts) & excellent cognitive load management (continuous learning & managing attention challenges)…desire to synthesize his knowledge & apply it to helping people & his ability to collaborate w/ those who have different skills, shows high degree of social intelligence."

"…not every older worker is frightened by the 4-year career. Some…have been living this way for decades, letting their curiosity—or their faster metabolism—guide them. What stands out is their sense of confidence that things can (and will) turn out okay."
collaboration  cross-culturalcompetency  computationalthinking  continuouslearning  socialintelligence  interdisciplinary  multidisciplinary  crossdisciplinary  adaptability  specialists  generalists  creativegeneralists  curiosity  sensemaking  renaissancemen  education  transdisciplinary  retooling  unlearning  learning  jobs  anyakamenetz  careers  change  cv  trends  t-shapedpeople  specialization 
january 2012 by robertogreco
Man is alone before the cosmos - interview - Domus [Interview with Oscar Niemeyer]
"…professor coming here to our office to talk about philosophy & the cosmos. We also edit an architectural periodical…architecture is just the pretext…magazine's real purpose is to provide young people with the information they need. In all disciplines, from medicine to engineering, when young people finish their studies, as specialists they can only talk about their idea of architecture, or more in general their job…haven't yet thought about or taken much notice of all the rest, of life itself, which is more important than architecture."

"…phrase I once used as motto…"Life is more important than architecture. The fight goes on. In defence of Latin America and the progress of the world.""

[Interviewer] "Looking from above, on the other hand, I was surprised at how the favelas seem more integrated with the environment and that, extensive as they are, they're paradoxically more respectful of it."

"Brasilia is nothing anymore. It is not an example, simply a provincial capital."
change  creativegeneralists  experts  specialists  generalists  brasil  brasilia  attobelloliardessi  space  design  architecture  oscarniemeyer  2010  specialization  brazil  brasília 
january 2012 by robertogreco
Neven Mrgan at re:build 2011 on Vimeo
"Bit Depth, by Neven Mrgan: At my dayjob, I design Mac software UI/UX, websites, T-shirts, and office signage. In my spare time, I’ve designed 8-bit games. I think every creative professional would benefit from fully executing projects of different complexity, history, and purpose."

[All great stuff. Totally agree with him about the gamification bit.]

[See also: http://mrgan.tumblr.com/post/14868098046/focused-dabbling ]
sideprojects  videogames  specialists  generalists  interdisciplinary  interdisciplinarity  dabbling  software  applications  transmit  panic  8-bit  bitdepth  depth  gaming  games  purpose  focus  darwin  work  design  polish  re:build  2011  appification  gamification  nevenmrgan  specialization  charlesdarwin 
december 2011 by robertogreco
Twelve Things You Were Not Taught in School About Creative Thinking | Psychology Today
"1. You are creative.
2. Creative thinking is work.
3. You must go through the motions of being creative.
4. Your brain is not a computer.
5. There is no one right answer.
6. Never stop with your first good idea.
7. Expect the experts to be negative.
8. Trust your instincts.
9. There is no such thing as failure.
10. You do not see things as they are; you see them as you are.
11. Always approach a problem on its own terms.
12. Learn to think unconventionally."
creativity  psychology  innovation  art  designthinking  2011  michaelmichalko  cv  conformity  failure  tcsnmy  toshare  openminded  negativity  defensiveness  specialists  creativegeneralists  generalists  knowledge  instinct  problemsolving  brain  thinking  experts  paradox  biases  bias  mindset  closedmindedness  specialization 
december 2011 by robertogreco
MAKE | Zen and the Art of Making
"Some of the most talented and prolific people I know have dozens of interests and hobbies. When I ask them about this, the response is usually something like “I love to learn.” I think the new discoveries and joys of learning are the crux of this beginner thing I’ve been thinking about. Sure, when you’ve mastered something it’s valuable, but then part of your journey is over — you’ve arrived, and the trick is to find something you’ll always have a sense of wonder about. I think this is why scientists and artists, who are usually experts, love what they do: there is always something new ahead. It’s possible to be an expert but still retain the mind of a beginner. It’s hard, but the best experts can do it. In making things, in art, in science, in engineering, you can always be a beginner about something you’re doing — the fields are too vast to know it all."
philliptorrone  making  learning  unschooling  curiosity  education  experts  generalists  creativegeneralists  2011  zen  knowledge  expertise  lewiscarroll  makers  electronics  art  artists  science  scientists  tinkering  tinkerers  lifelonglearning  deschooling  mindset  beginners  invention  arduino  fear  risktaking  riskaversion  teaching  lcproject  failure  stasis  yearoff  openminded  children  interestedness  specialists  motivation  intrinsicmotivation  exploration  internet  web  online  constraints  specialization  interested  beginner'smind 
november 2011 by robertogreco
The Rise of the Generalist « Modeled Behavior
"However, in the information age I can in many cases write a program to repeatedly perform each of these tasks and record every single step that it makes for later review by me. The individualized skill and knowledge is not so important because it can all be dumped into a database."
generalists  2011  karlsmith  specialization  specialists  technology  internet 
october 2011 by robertogreco
The Technium: Your Two Things
"…2 devices each person will carry are one general purpose combination device, & one specialized device (per your major interests & style)…

At the same time the attraction of a totem object, or something to hold in your hands, particularly a gorgeous object, will not diminish. We may remain w/ one single object that we love, that does most of what we need okay, & that in some ways comes to represent us. Perhaps the highly evolved person carries one distinctive object—which will be buried w/ them when they die.

…I don't think we'll normally carry more than a couple of things at once, on an ordinary day. The # of devices will proliferate, but each will occupy a smaller & smaller niche. There will be a long tail distribution of devices.

50 yrs from now a very common ritual upon meeting of old friends will be the mutual exchange & cross examination of what lovely personal thing they have in their pocket or purse. You'll be able to tell a lot about a person by what they carry."
kevinkelly  totems  possessions  evocativeobjects  objects  devices  future  predictions  technology  specialization  generalpurpose  combinationdevices  beauty  2011  specialists 
july 2011 by robertogreco
Jon Kolko » Interaction design and design synthesis. ["The Conflicting Rhetoric of Design Education"]
"We must train generalists. We must train specialists…

Skills of craft, building, and beauty are more important than theory or systems thinking. Theory and systems thinking are more important than craft, building, and beauty…

We must focus more on ethnography, anthropology, and the social sciences. We must focus more on science, cognitive psychology, math, and engineering…

It's clear that a change is needed in design education, and it's equally clear that the discourse of this change must advance beyond simply calling well-intentioned designers to action…"
jonkolko  education  design  designeducation  nuance  paradox  generalists  specialization  specialists  craft  making  doing  building  iteration  theory  systems  systemsthinking  well-rounded  balance  lcproject  pedagogy  teaching  learning 
july 2011 by robertogreco
Community Media - Interactive World: Pathways to Participation - Elite Pedagogy and Revolution
"It is a sad fact that much of what we do in our younger years at school acts as barrier to our future confidence and enjoyment. The main reason is that most people are made to feel that they are failures, or fall short of the required standards.

The component of play, spontaneity, & expression, are beaten out of us with the rigour of rules & traditions; a culture of compulsion prevails together with a morbid attraction to examination & assessment regimes. Our children suffer anxiety and stress; they become miserable & unresponsive. Retreating to private worlds, they seldom gain the confidence or the creativity to comprehend their suffering; the system's ultimate victory is that the children are unable to construct meaningful forms of rebellion.

Our obsession with competition, elitism, skills' acquisition, specialisation, and a functional / instrumental approach to learning plays a major role in inhibiting the majority of individuals from participation and creative growth…"
unschooling  deschooling  education  tcsnmy  lcproject  learning  spontaneity  play  standards  standardization  testing  competition  competitiveness  failure  expression  compulsion  rules  tradition  anxiety  stress  racetonowhere  creativity  confidence  elitism  specialization  via:grahamje  specialists 
july 2011 by robertogreco
Moving beyond self-directed learning: Network-directed learning « Connectivism
"To address the information and social complexity of open courses, learners need to be network-directed, not self-directed learners. Social networks serve to filter and amplify important concepts and increase the diversity of views on controversial topics. This transition is far broader than only what we’ve experienced in open courses – the need for netwok-centric learning and knowledge building is foundational in many careers today…

Most importantly network-directed learning is not a “crowd sourcing” concept. Crowd sourcing involves people creating things together. Networks involve connected specialization – namely we are intelligent on our own and we amplify that intelligence when we connect to others. Connectedness – in this light – consists of increasing, not diminishing, the value of the individual."
learning  connectivism  networkedlearning  cck11  via:steelemaley  georgesiemens  self-directedlearning  self-directed  learningnetworks  deschooling  ivanillich  chaos  messiness  cv  amplifiers  specialization  mooc  cck  specialists  moocs 
may 2011 by robertogreco
Athletes are different from you and me
Way too much to pull a quote. Several passages woven together into a tight argument. Classic Carmody from his amazing stint at Kottke.org.
sports  athletes  davidfosterwallace  timcarmody  billsimmons  katiebaker  michaeljordan  hemingway  fscottfitzgerald  tonyhawk  eddiedow  specialization  pathology  behavior  humans  society  dedication  specialists 
april 2011 by robertogreco
Salottobuono > projects > THE LEARNING CLOUD
"Education has often been intended as a social emancipatory tool by which previous social structures can be questioned. As the amount considered necessary to learn increased, so the edu system became increasingly compartmented. Formal & specialized education for the minority will become even more particularized & compartmented, requiring specific structures & facilities, which can be hosted in a circumscribed area as the Loop.

Learning has always taken place throughout life, independent of any peculiar educational structure. Due to the "One country, two systems" policy, learning in btwn Hong Kong & Shenzhen can’t be just a matter of study or curiosity, but has much to do w/ the notion of border, crossing, & the related difficulty to move & to know what’s behind the fence.

By instituting in HK’s boundary closed area a net of sprawled light structures hosting students from all ages, from K to uni. Education & learning for the ‘cross-boundary students’ here could…"
saluttobuono  thelearningcloud  china  shenzen  hongkong  policy  learning  agesegregation  compartmentalization  boundaries  borders  society  education  formal  informal  lifelonglearning  interdisciplinary  multidisciplinary  crossdisciplinary  specialization  generalists  curiosity  unschooling  deschooling  specialists 
march 2011 by robertogreco
Noreena Hertz: How to use experts -- and when not to | Video on TED.com
"We make important decisions every day -- and we often rely on experts to help us decide. But, says economist Noreena Hertz, relying too much on experts can be limiting and even dangerous. She calls for us to start democratizing expertise -- to listen not only to "surgeons and CEOs, but also to shop staff.""
experts  specialization  specialists  tunnelvision  generalists  listening  patternrecognition  decisionmaking  ted  noreenahertz  economics  infooverload  confusion  certainty  uncertainty  democratization  blackswans  influence  blindlyfollowing  confidence  unschooling  deschooling  trust  openminded  echochambers  complexity  nuance  truth  persuasion  carelessness  paradigmshifts  change  gamechanging  criticalthinking  learning  problemsolving  independence  risktaking  persistence  self-advocacy  education  progress  manageddissent  divergentthinking  dissent  democracy  disagreement  discord  difference  espertise 
february 2011 by robertogreco
The Trouble With Experts : CJR
"By abandoning the assumption that gold-plated credentials equal expertise, the press might even change history. Could journalists have helped to take down, say, Bernie Madoff, before the feds did if they had questioned the sec’s experts more? Shirky wonders.

And then there’s the chance that authentic experts (not necessarily credentialed experts) could become journalists of some kind. It’s happening already. Take the flock of professor-bloggers masticating the news on the Foreign Policy Web site or economist bloggers like Tyler Cowen. There are journalists who have become experts via either peer or crowd review…To cheaply paraphrase Isaiah Berlin, journalists can’t all be clever hedgehogs, but perhaps some generalist foxes can start growing some quills."
society  journalism  generalists  specialization  specialists  credentials  experts  expertise  autism  jennymccarthy  science  blackswans  tunnelvision  via:coldbrain  vaccines  amateur  amateurism  unschooling  deschooling  clayshirky 
january 2011 by robertogreco
The following is from Bluebeard by Kurt Vonnegut (22 January 2003, Interconnected)
"Paul Slazinger has had all his clothes and writing materials brought here. He is working on his first volume of non-fiction, to which he has given this title: The Only Way to Have a Successful Revolution in Any Field of Human Activity.

For what it's worth: Slazinger claims to have learned from history that most people cannot open their minds to new ideas unless a mind-opening team with a peculiar membership goes to work on them. Otherwise, life will go on exactly as before, no matter how painful, unrealistic, unjust, ludicrous, or downright dumb that life may be.

The team must consist of three sorts of specialists, he says. Otherwise, the revolution, whether in politics or the arts of the sciences or whatever, is sure to fail.

The rarest of these specialists, he says, is an authentic genius -- a person capable of having seeminly good ideas not in general circulation. 'A genius working alone,' he says, 'is invariably ignored as a lunatic.'

The second sort of specialist is a lot easier to find: a highly intelligent citizen in good standing in his or her community, who understands and admires the fresh ideas of the genius, and who testifies that the genius is far from mad. 'A person working like that alone,' says Slazinger, 'can only yearn out loud for changes, but fail to say what their shapes should be.'

The third sort of specialist is a person who can explain anything, no matter how complicated, to the satisfaction of most people, no matter how stupid or pigheaded they may be. 'He will say almost anything in order to be interesting or exciting,' says Slazinger. 'Working alone, depending solely on his own shallow ideas, he would be regarded as being as full of shit as a Christmas turkey.'"

[Update 13 May 2013: Now also here: http://magicalnihilism.com/2013/05/13/i-can-never-find-this-quote-about-revolutions-by-vonnegut-so-im-sticking-it-here-for-safe-keeping/ and here http://robertogreco.tumblr.com/post/50358994041/the-mind-opening-team ]
mattwebb  bluebeard  vonnegut  genius  innovation  specialists  communication  translation  cv  revolutions  movements  mindchanges  via:tomc  humans  specialization  generalists  trust  explainers  explaining  testimony  2003  kurtvonnegut  mindchanging 
january 2011 by robertogreco
On Education § SEEDMAGAZINE.COM
"The global skill gap arises because neither the high-level specialist within a discipline nor the policy-school graduate is likely to be equipped with the skills needed to solve global problems of a cross-disciplinary nature. The experts provide crucial insights, but their skills are typically focused on generating research, debating ideas, and addressing narrow issues rather than large-scale professional problem solving and management. Meanwhile, the policy graduate typically lacks the grounding in core scientific principles across the appropriate range of topics. The solution lies in training sophisticated science-educated generalists who can coordinate insights across disciplines while managing complex agendas for results."
education  global  interdisciplinary  highered  crossdisciplinary  crosspollination  multidisciplinary  learning  problemsolving  criticalthinking  collaboration  generalists  specialization  specialists  policy  management  complexity  science  academia 
december 2010 by robertogreco
How College Kills Creativity; Nothing Succeeds Like Failure - The Chronicle of Higher Education
"If the sources of genius remain something of a riddle, Robinson is emphatic about what does not contribute to creative excellence: higher education…academy's emphasis on specialization & its "inherent tendency to ignore or reject highly original work that does not fit existing paradigm" is an impediment to creativity…points to several intriguing studies. One, by Dean Keith Simonton, a professor of psych at UC Davis, suggests that creativity flourishes best among those w/ equivalent of 2 years of an undergraduate education—no less, no more. Csikszentmihalyi, a professor of psychology at Claremont Graduate U, has also looked at the relationship btwn education & innovation. In his 1996 book, Creativity: Flow & the Psychology of Discovery & Invention, he argued that formal education has historically had little effect on the lives of creative people. "If anything," he wrote, "school threatened to extinguish the interest & curiosity that the child had discovered outside its walls.""

[text here: http://www.stevepavlina.com/forums/personal-effectiveness/55236-nothing-succeeds-like-failure-how-college-kills-creativity.html ]
creativity  education  practice  psychology  mihalycsikszentmihalyi  learning  unschooling  deschooling  flow  failure  colleges  universities  schools  schooling  innovation  specialization  generalists  curiosity  interested  lcproject  formaleducation  schooliness  invention  discovery  adversity  highereducation  highered  specialists  interestedness 
november 2010 by robertogreco
The Cognitive Cost Of Expertise | Wired Science | Wired.com
"Now for the bad news: Expertise might also come with a dark side, as all those learned patterns make it harder for us to integrate wholly new knowledge. Consider a recent paper that investigated the mnemonic performance of London taxi drivers. In the world of neuroscience, London cabbies are best known for their demonstration of structural plasticity in the hippocampus, a brain area devoted (in part) to spatial memory. Because the cabbies are required to memorize the entire urban map of London – it’s the most rigorous driving test in the world – their posterior hippocampi swell and expand, leading to permanent changes in the brain. Knowledge shapes matter."
neuroscience  psychology  constraints  jonahlehrer  perception  brain  chess  thinking  science  expertise  memory  plasticity  generalists  specialization  mindchanges  permanence  specialists  mindchanging 
november 2010 by robertogreco
Text Patterns: making connections
"We need some faculty who are irresponsible to their disciplines & responsible first to integrating & connecting knowledge. This is a precise & concise summation of what I’ve tried to do for many years now. There’s a price to be paid for this kind of thing, of course: expanded interests do not yield expanded time. The day’s number of hours remain constant…So the more I explore topics, themes, books, films — whatever — outside the usual boundaries of my official specialization, the less likely it is that I will read every new article, or even every new book, in “my field."…Is the unswerving focus on a specifically bounded area of specialization the sine qua non of scholarship? Is it even intrinsic to scholarship? Is there not another model of scholarship whose primary activity is “integrating and connecting knowledge”?

I think there is such a model…I’ll be looking for new and interesting connections for the rest of my life. That’s how my mind works…"
academia  scholarship  interdisciplinary  multidisciplinary  generalists  knowledge  specialists  crossdisciplinary  connections  specialization 
november 2010 by robertogreco
Want smarter kids? Make them study something - one thing - for a long time.
"His idea goes like this: Assign each student a single, specific topic, which he or she will study over and over again, from every possible angle, from early elementary school through high school. Egan, a professor of education at Canada's Simon Fraser University, hopes that by the time such students finish high school, they will be world-class experts on their topics - as well as more effective citizens and better people.

"People who know nothing in depth commonly assume that their opinions are the same kind of thing as knowledge," Egan writes in his forthcoming book "Learning In Depth: A Simple Innovation That Can Transform Schooling," which will be available in January. He also contends that "a central feature of becoming a moral person is to learn to become engaged with something outside the self.""
kieranegan  learning  education  schools  teaching  specialization  expertise  depthoverbreadth  depth  specialists 
november 2010 by robertogreco
What Are You Going to Do With That? - The Chronicle Review - The Chronicle of Higher Education
"It's easy, the way the system works, to simply go w/ flow. I don't mean the work is easy, but the choices are. Or rather, the choices sort of make themselves…

Moral imagination means the capacity to envision new ways to live your life. It means not just going w/ flow. It means not just "getting into" whatever school or program comes next. It means figuring out what you want for yourself, not what your parents want, or your peers want, or your school wants, or your society wants. Originating your own values. Thinking your way toward your own definition of success…

Morally courageous individuals tend to make the people around them very uncomfortable. They don't fit in w/ everybody else's ideas about the way the world is supposed to work, & still worse, they make them feel insecure about the choices that they themselves have made—or failed to make. People don't mind being in prison as long as no one else is free. But stage a jailbreak, and everybody else freaks out."

[via: http://tumble77.com/post/1389655615/people-dont-mind-being-in-prison-as-long-as-no ]
humanities  education  creativity  writing  college  colleges  universities  cv  schooling  schooliness  unschooling  deschooling  ratrace  treadmill  racetonowhere  choice  grades  grading  self-esteem  success  happiness  ideas  identity  courage  tcsnmy  lcproject  curiosity  self  williamderesiewicz  risk  risktaking  iconoclasm  safety  convenience  predictablity  control  mistakes  glvo  generalists  specialists  specialization 
october 2010 by robertogreco
Making Future Magic – a bit about the music – Blog – BERG
"Some of the best bits about working at BERG are how everyone, despite having particular specialist skills, gleefully ignores boundaries, disciplines, labels and predefined processes, and allows themselves space to just run with things when they get excited. Deciding to do the music for the first Making Future Magic film ourselves was one of those moments."
crossdisciplinary  multidisciplinary  specialization  specialists  generalists  berg  berglondon  do  make  creativity 
september 2010 by robertogreco
How To Raise A Superstar [If true, this is huge endorsement of small, progressive schools where the emphasis is not on competition, but on exposure, experience, and unstructured time, where all students are given the chance to participate.]
"smaller cities offer more opportunities for unstructured play…to hone general coordination, power, & athletic skills. These longer hours of play also allow kids to experience successes (& failures) in different settings…likely toughens their attitudes in general…important advantage of small towns…actually less competitive…allowing kids to sample & explore many different sports. (I grew up in big city,…sports career basically ended at 13. I could no longer compete w/ other kids my age.) While conventional wisdom assumes it’s best to focus on single sport ASAP, & compete in most rigorous arena…probably a mistake, both for psychological & physical reasons…While deliberate practice remains absolutely crucial, it’s important to remember that most important skills we develop at early age are not domain specific…real importance of early childhood has to do w/ development of general cognitive & non-cognitive traits, such as self-control, patience, grit, & willingness to practice"
jonahlehrer  children  childhood  biology  learning  cognition  education  sports  psychology  practice  tigerwoods  performance  competition  urban  rural  tcsnmy  confidence  persistence  self-control  patience  grit  self-confidence  athletics  athletes  variety  toshare  topost  lcproject  unschooling  deschooling  sampling  malcolmgladwell  burnout  specialization  generalists  coordination  success  failure  play  unstructuredtime  specialists 
august 2010 by robertogreco
Conceptual Framework for Online Identity Roles « emergent by design
"I just wrapped up a final project for an aesthetics course this semester, the assignment being to create a “Database of the Self.” I chose to make the database as a representation of the roles we play in terms of how we interact with information online. The roles are overlaid on a panarchy, which shows a visualization of adaptive lifecycles. Though the evolution of every idea or meme won’t necessarily follow this specific path, (it may in fact be rhizomatic, with multiple feedback loops), this begins to flesh out what we become as nodes within an enmeshed series of networks."

[interactive version: http://gavinkeech.com/mememachine/ ]

[via: http://bettyann.tumblr.com/post/905732940 ]
socialdesign  socialmedia  infographic  information  roles  social  identity  design  research  online  cognition  networks  self  generalists  specialists  activators  pathfinders  facilitators  enhancers  connectprs  propogators  amplifiers  assimilators  stabilizers  disruptors  observers  scribes  specialization 
august 2010 by robertogreco
How US Public School almost killed an Entreprenuer | The Do Village ["10 things that were constantly reinforced during my 12 years of public school in America that had to be unlearned as an adult desiring to be an entrepreneur."]
"10 things that were constantly reinforced during my 12 years of public school in America that had to be unlearned as an adult desiring to be an entrepreneur.

1. Fit in instead of be original

2. Follow the rules instead of questioning why they exist

3. Helping others is cheating despite the fact that everything you do as a successful adult is a team effort

4. Have good handwriting instead of teaching me to type

5. Do it because the teacher said so, instead of teaching me to understand why doing it is important

6. Don’t challenge authority instead of teaching me that I deserve respect too

7. Get good grades in all my classes, even though I will never do trigonometry ever in life. (Sine these nuts. lol)

8. Don’t fail instead of teaching me to value trial and error

9. Debating and arguing with friends is a bad thing, instead of encouraging independent thought and self confidence

10. Be a generalist and learn things I hate, instead of developing my genius at things that i like.

More Dumbshit that I still dont understand.

*Getting to school late will be punished by making you stay home for 3 days…WTF

*Memorize stuff that now can be looked up on Google.

*Learn to do calculus by hand, despite being required to purchase a $200 calculator.

*Appearing smart is more important than being effective…. REALLY?

These are all that I can think of now. Feel free to add dumbshit you learned in the comments section."
education  tcsnmy  rules  handwriting  typing  cheating  collaboration  helping  respect  authority  schools  schooliness  backwards  confidence  self-confidence  arguing  debate  generalists  specialists  doing  making  do  via:cervus  lcproject  unschooling  deschooling  teaching  learning  entrepreneurship  unlearning  rote  math  mathematics  trialanderror  failure  risk  risktaking  toshare  topost  manifesto  specialization  manifestos  rotelearning 
july 2010 by robertogreco
TeachPaperless: Post-ISTE Thoughts
"It's not enough to be a teacher of math or a teacher of history; we need to liberate ourselves from 1,500 years of disciplinarian categorization and move into a view of education as the preparation of the self in the matters of living.

Science, technology, engineering, math, and yes even art -- though wonderful and necessary in and of themselves -- are only tools, lenses really through which to measure, process, and evaluate the world.

We need to go beyond that."
shellyblake-pock  tcsnmy  purpose  schools  education  2010  iste2010  whatmatters  learning  lcproject  multidisciplinary  interdisciplinary  crossdisciplinary  messiness  schooliness  categorizations  specialization  generalists  life  living  death  love  empathy  compassion  truth  creativity  toshare  comments  specialists 
july 2010 by robertogreco
Coldbrain. (Stock, flow, generalists and specialists)
"Generalists...produce content that covers range of topics...necessarily scattershot, & people will dip in & out when content matches their own interests. But if you find a generalist whose interests match your own, it’s all gold. That’s rare.

I see good & bad examples of both approaches every day, & I bet you do too.
There’s a 3rd way, & I rather like it. It’s about producing flow relating to a range of your interests, & saving your stock for things you passionately care about...about being consistently interesting, but caring enough about your audience to spend time digging deeper into topics to create last content. It’s about treating your readers as a diverse bunch of broadly educated people, interested in reading intelligent content & commentary.

Gruber, Kottke, Merlin & so many other people that I love all do this. It’s incredibly obvious in hindsight, but until today, I hadn’t quite appreciated the subtle reasons why I like them so much. Something for us to aspire to."
matthewculnane  snarkmarket  stockandflow  robinsloan  generalists  passion  cv  writing  interesting  interestingness  curation  interested  kottke  daringfireball  merlinmann  specialists  specialization  interestedness 
may 2010 by robertogreco
enzo mari sixty paperweights
"but there is more. granting the papers months and years to mature, to form geological layers of meditation, also means escaping the oppressive mechanisms of the productive system, the compulsive logic of efficiency at all costs. it means affording oneself the subversive luxury of taking all the required time to develop a good project. it means extending the range of research in order to get an overall picture, acting against the increasing hyper-specialization that restrains creative expression nowadays."
enzomari  objects  specialization  research  productivity  efficiency  compulsivity  subversion  creativity  time  design  office  paperweights  specialists 
may 2010 by robertogreco
More Like Us — Meredith Jung-En Woo, Dean of Arts & Sciences and Buckner W. Clay Professor
"there is perhaps something to the argument that we as a nation have become excessively focused on credentials...I sometimes discern this tendency in the steadily upward trend in multiple majors over the past decade. The requirements for more than one major can be strenuous, crowding out the flexibility for students to venture out to new fields, experiment in ways that push the limits of knowledge. In the College, we offer some 3000 course sections, & I wonder whether something essential is lost when students trade in a broad liberal arts curriculum in order to satisfy the new requirements for an additional credential.

Regardless of whether students graduate with one major or two, it remains a fact that our educational system is the best in the world...our best comparative advantage. It keeps foreign students flocking to our shores, especially from Asia. In the long run, these students will, in one way or another, be more like us, and I think they will be better for it."
credentials  liberalarts  education  creativity  multidisciplinary  crossdisciplinary  generalists  interdisciplinary  unschooling  deschooling  specialization  competition  japan  us  highered  colleges  universities  innovation  tcsnmy  jamesfallows  davidhalberstam  exams  testing  messiness  disorder  individualism  can-doattitude  1980s  1990s  meredithjung-enwoo  specialists 
april 2010 by robertogreco
Doorknobs and directors « Snarkmarket
"This is not to say that super-specialization is not a super-smart strat­egy! Being extremely good—the best in the world—at a par­tic­u­lar thing is actu­ally one of the best strate­gies for sur­vival and sat­is­fac­tion. But I just don’t think it nec­es­sar­ily leads any­where other than… super-specialization. It seems to me, look­ing around, that the peo­ple in charge of cities, pub­lic spaces, orga­ni­za­tions, and Spider-Man 4 are the peo­ple who have gone straight at those more macro lev­els like an arrow."
specialization  generalists  cv  robinsloan  snarkmarket  macro  micro  dou­glashof­s­tadter  jeffveen  interdisciplinary  multidisciplinary  crossdisciplinary  detail  bigpicture  specialists 
january 2010 by robertogreco
YouTube - OBSESSIVES: Pizza - CHOW
"An oven built by hand, tile by tile. Four pizzas on the menu, with no fancy-pants toppings. Anthony Mangieri does one thing at Una Pizza Napoletana, and he does it the very best way he can."
obsession  pizza  perfection  recipes  food  specialization  anthonymanglieri  slow  simplicity  specialists 
december 2009 by robertogreco
Scanners: Refuse To Choose!: How to be an eclectic and quit fooling around
"In case you're new to this subject, Scanners are people who are interested in so many things they can’t bear to limit themselves to just one. The rest of the world seems united in their opinion of this problem: it must be changed. Everyone knows that if you don’t focus on one thing you’ll never get anywhere. And most people seem pretty sure that if you’re interested in everything and lose interest in most things before you’ve completed them, that you are almost certainly lazy, shallow (ever been called a ‘dilettante?), self-indulgent and afraid of hard work. As a result you are un-deserving of respect unless you change your ways."
generalists  specialization  specialists  books  cv  reading  learning 
october 2009 by robertogreco
In Defense of Generalists | The Institute For The Future
"The most pressing problems in science and technology, and more broadly in business and the economy, don't lend themselves readily to specialists' solutions. They require not just inter-discipinary teamwork to make progress, but transdisciplinary thinking - literally, we need people that can have converstaions between disciplinary appraoches to problems inside their own head. In fact, you could argue that most of the gridlock around big problems like global warming, health care, and so on, stem from the inability of narrow specialist and interest groups to speak each others' language, translate heuristics and integrate complex concepts and data. They're too specialized, having become more and more isolated in focused communities, thanks to the web."
generalists  specialists  specialization  thinking  crossdisciplinary  multidisciplinary  transdisciplinary  crosspollination  interdisciplinary  problemsolving  diversity  integration 
october 2009 by robertogreco
Why teach the arts? Art inspires learning | csmonitor.com
"The arts offer both a key educational component & the unique experience of handling each stage of a project – coordinating hand, eye & mind – from inspiration to finishing touches. In contrast, business realities necessitate specialization. Schools also practice specialization, both in the estrangement of various studies & by progressively narrowing the focus. Perhaps because expertise pays, it is not generally the case that the "higher" people go in education, the broader, more interconnected, integrated & holistic becomes their vision. If the arts provide an alternative metaphor applicable to education, it is that elements must balance & synergize. The attractive color, "catchy" musical passage, or favorite rhyme that doesn't fit only weakens the work."
education  pedagogy  art  arts  generalists  specialization  specialists  schools  business  science  learning  tcsnmy  integrative  interconnectivity  multidisciplinary  interdisciplinary  crossdisciplinary  interconnected 
october 2009 by robertogreco
THE LAST DAYS OF THE POLYMATH | More Intelligent Life
"Polymaths possess something that monomaths do not. Time and again, innovations come from a fresh eye or from another discipline. Most scientists devote their careers to solving the everyday problems in their specialism. Everyone knows what they are and it takes ingenuity and perseverance to crack them. But breakthroughs—the sort of idea that opens up whole sets of new problems—often come from other fields. The work in the early 20th century that showed how nerves work and, later, how DNA is structured originally came from a marriage of physics and biology. Today, Einstein’s old employer, the Institute for Advanced Study at Princeton, is laid out especially so that different disciplines rub shoulders. I suspect that it is a poor substitute.

Isaiah Berlin once divided thinkers into two types. Foxes, he wrote, know many things; whereas hedgehogs know one big thing. The foxes used to roam free across the hills. Today the hedgehogs rule."
polymaths  generalists  specialization  specialists  education  learning  society  culture  history  books  psychology  research  creativity  genius  intelligence  knowledge  ideas  cv  interdisciplinary  crossdisciplinary  multidisciplinary 
september 2009 by robertogreco
unbecoming expert | stimulant - changing things around. . .
"illusion of neat set of bins into which you can place all knowledge & experience is reinforced & rehashed in school, where the entirety of your school experience is defined in terms of concrete units of time given names like “Math” & “English.” As the underlying structure behind the defining, dominant activity for most youth (i.e., school), this classification exacerbates the confusion between activity (what you do) & identity (who you are)...The end goal [should be] to empower a person to approach an activity w/out comparing themselves against some sort of stifling, mental standard, requiring the activity to be common or otherwise unmysterious, diversely peopled, & open to engagement at many levels...Just because Tradition has already homesteaded words like “scientist” & “artist” & “philosopher” doesn’t mean that needs to matter. You can either attack that problem directly — makers & hackers have been calling themselves engineers for years — or you can make the question irrelevant."
education  categorization  interdisciplinary  identity  hackers  hacking  multidisciplinary  crossdisciplinary  generalists  specialization  specialists  schools  schooling  deschooling  ivanillich 
september 2009 by robertogreco
Relevant History: Paul Graham on meeting time
"Pre-industrial work ... was task-oriented: whether you worked in the fields or town, the rhythm of your working day wasn't determined by a clock, but by Nature and the work you needed to get done. With the rise of the factory system, and the growing specialization of labor within factories, the rhythms of work were defined not by organic tasks, but by machines and the factory itself: you worked a certain number of hours a day, and then you stopped. Work was no longer task-oriented, but time-oriented.

Of course, there are types of work that have always remained task-oriented, even when we're measuring or regulating or standardizing them using time. Cooking is one. Parenting is another. Babies are as demanding as any factory-owner, but as any new parent will tell you, they run very much on their own clocks. But today, when the two are at odds, task-orientation loses out to time-orientation: managers set meeting times for subordinates, some of whom are likely to be young mothers."
industrialization  time  work  taskoriented  meetings  paulgraham  alexsoojung-kimpang  specialization  industrialrevolution  parenting  timemanagement  specialists 
july 2009 by robertogreco
Quotes: Heinlein - Specialization is for Insects
"A human being should be able to change a diaper, plan an invasion, butcher a hog, conn a ship, design a building, write a sonnet, balance accounts, build a wall, set a bone, comfort the dying, take orders, give orders, cooperate, act alone, solve equations, analyze a new problem, pitch manure, program a computer, cook a tasty meal, fight efficiently, die gallantly. Specialization is for insects."

[via: http://www.kottke.org/09/07/core-human-skills ]
education  specialization  psychology  generalists  robertheinlein  specialists 
july 2009 by robertogreco
Liz Coleman's call to reinvent liberal arts education | Video on TED.com
"Bennington president Liz Coleman delivers a call-to-arms for radical reform in higher education. Bucking the trend to push students toward increasingly narrow areas of study, she proposes a truly cross-disciplinary education -- one that dynamically combines all areas of study to address the great problems of our day."
colleges  universities  liberalarts  education  learning  interdisciplinary  crossdisciplinary  multidisciplinary  politics  design  society  future  ethics  lizcoleman  reform  change  gamechanging  expertise  specialization  specialists  generalists  lcproject  tcsnmy  skepticism  overspecialization  knowledge  academia  policy  unschooling  deschooling  benningtoncollege  transdisciplinary 
june 2009 by robertogreco
Near Future Laboratory » Follow Curiosity, Not Careers - "Let things get rather undisciplined and a bit unruly. Disciplines are self-satisfied, with is akin to apathy, which never solved any problems."
"How do you follow your curiosity?...A template? Maybe something like this: Spend a year listening, reading, learning about a new practice. Find out who the thought leaders are and why. Ask everyone who is in the particular practice community three questions: what’s your story? ... who’s your hero in your field? who else should I meet? Go to the trade conferences & dive deep. Listen to everything. Read everything. Filter by simple keywords...Spend the next year helping out & apprenticing. Be a humble servant, asking questions but also getting hands dirty and trousers scuffed. Be active, modest & become a learner. Move about, but focus on the nuances of the craft aspects of the practice community. Another year making/creating/building on your own, whatever the field might be. Prepare to be a contributor in a more active way. Find a voice of your own. You would’ve created a network that knits you into the community by this time. And subsequent years, refining and polishing that “voice.”"
julianbleecker  education  learning  unschooling  deschooling  colleges  universities  multidisciplinary  interdisciplinary  specialists  generalists  creativity  curiosity  gamechanging  tcsnmy  lcproject  business  careers  apprenticeships  interestingness  specialization 
april 2009 by robertogreco
Caterina.net: Obsessions and Spare Time Pursuits
"I've often quoted this, from Robert Heinlein: "A human being should be able to change a diaper, plan an invasion, butcher a hog, conn a ship, design a building, write a sonnet, balance accounts, build a wall, set a bone, comfort the dying, take orders, give orders, cooperate, act alone, solve equations, analyze a new problem, pitch manure, program a computer, cook a tasty meal, fight efficiently, die gallantly. Specialization is for insects." ...quoted most recently in 2003, in another blog post about obsessions, and whether or not it is possible to know a lot about one thing without knowing less of another"
caterinafake  generalists  specialization  specialists  obsession  passion  motivation  learning  administration  management  interviews  jobsinterviews  lifestyle  quotations  via:preoccupations  robertheinlein 
january 2009 by robertogreco
FT.com | The Economists’ Forum | A time for humility
"This, in short, is a time for humility. Why did we mostly get “it” so sensationally wrong? How did something that looks increasingly like the precursor of a slump creep up on almost all of us this year? It is a pretty good question. It is a pretty embarrassing one, too. ... I would insist that one of the big lessons of this experience is that economics is too compartmentalised and so, too, are official institutions. To get a full sense of the risks being run, we needed to combine the worst scenarios of each sets of experts. Only then would we have had some sense of how the global imbalances, inflation targeting, the impact of China, asset price bubbles, financial innovation, deregulation and risk management systems might interact."
economics  crisis  2008  specialization  bigpicture  generalists  martinwolf  analysis  finance  markets  specialists 
november 2008 by robertogreco
Adam Smith, Disproved - Economix Blog - NYTimes.com
"Adam Smith, in his famous pin factory description, wrote that labor specialization improves productivity. He should have specified which species he was referring to.

A new paper finds that ants that specialize are no more productive than ants that don’t. The author, an evolutionary biologist at the University of Arizona named Anna Dornhaus, studied how efficiently rock ants completed their tasks of brood transport, collecting sweets, foraging for protein and nest-building. An ant was considered more specialized the more it concentrated its work on one particular task.

She found that the ants that specialized in these tasks did not perform them more efficiently than ants that remained “generalists,” and in some cases performed their tasks less efficiently."
generalists  economics  specialists  specialization  animals  ants  insects  adamsmith  sociology  evolution  productivity  science 
november 2008 by robertogreco
robertogreco {tumblr} - Unschooling and Messiness
"Jessica Shepherd reviews the recently published How Children Learn at Home in the Guardian. The review seems to focus more on the unschooling subset of home education and the part that I find most interesting is the comparison to the messiness that often results in creative leaps. It reminds me of a variety of articles that have been emphasizing the importance of random events and cross-pollination or hybridization of traditional fields of study."
unschooling  crossdisciplinary  interdisciplinary  multidisciplinary  transdisciplinary  postdisciplinary  nassimtaleb  glvo  crosspollination  messiness  davidsmith  julianbleecker  nicolasnova  robertepstein  design  learning  deschooling  education  creativity  comments  lcproject  schools  technology  consilience  creative  children  homeschool  research  books  blackswans  tinkering  serendipity  specialization  academia  grantmccracken  lelaboratoire  ted  poptech  etech  lift  picnic  lacma  art  science  medicine  us  terminology  vocabulary  specialists 
august 2008 by robertogreco
Larry Page on how to change the world - Apr. 30, 2008
"what's driven economic growth, it's been major advances in things that mattered...our society is not organized around doing that...If you look at people who have high impact, they have pretty general knowledge....don't have really narrowly focused education."
google  innovation  future  energy  business  generalists  creativity  entrepreneurship  environment  risk  leadership  culture  technology  science  education  specialization  problemsolving  world  optimism  specialists 
may 2008 by robertogreco
In Nature, And Maybe The Corner Office, Scientists Find That Generalists Can Thrive
“there are conditions under which it helps to have generalists, especially for fairly small groups...might have to pay them more, they might often do the wrong task, but if you don’t have them, whole notion of specialization leading to greater economic productivity might actually be wrong.”

[see also: http://plus.maths.org/latestnews/jan-apr08/generalists/index.html ]
generalists  business  biology  specialization  math  research  specialists  labor  groups  organizations  management  administration  leadership 
may 2008 by robertogreco
Creative Generalist - Those University Walls
"Universities offer both the most compelling reason to fragment into disciplines and tracks of study as well as the most compelling reasons not to."
education  universities  generalists  specialization  interdisciplinary  specialists 
april 2008 by robertogreco
Notional Slurry » There are exactly two ways: one, and many
[link rot, so try this: https://archive.li/rKOiX ]

"In what way am I delayed by paying attention to more, different, inarguably interesting stuff? Gratifying stuff?"..."Called a flighty dreamer all too often, I think increasingly that I stand on the side of realism. I will be finished when I’m dead."
attention  collaboration  ideas  learning  cv  creativity  creative  generalists  failure  future  society  expectations  howwework  method  work  careers  via:hrheingold  gamechanging  culture  specialists  specialization  life  education  academia  schools  schooling  unschooling  freedom  allsorts  canon  williamtozier 
march 2008 by robertogreco
Bush-U-Like « Adam Greenfield’s Speedbird
"doctrine of computational ubiquity some forty years downstream...and frank description of the memex as outboard memory augmentation...Vannevar Bush as belonging properly to the history of ubicomp."
ubicomp  memex  vannevarbush  hypertext  del.icio.us  ubiquitous  memory  information  infooverload  specialization  search  taxonomy  tagging  tags  internet  web  specialists 
february 2008 by robertogreco
A human being should be able to change a diaper, plan... (kottke.org)
"...an invasion, butcher a hog, conn a ship, design a building, write a sonnet, balance accounts, build a wall, set a bone, comfort the dying, take orders, give orders, cooperate, act alone, solve equations...Specialization is for insects."
generalists  work  specialists  literature  opinion  specialization 
january 2008 by robertogreco
The Top 5 Reasons to Be a Jack of All Trades | The Blog of Author Tim Ferriss
"*more fun, in most serious existential sense
*Diversity of intellectual playgrounds breeds confidence, not fear of unknown
*Boredom is failure
*In world of dogmatic specialists, generalist runs show
*Jack of all trades, master of none = artificial pairing"
generalists  entrepreneurship  confidence  diversity  specialization  jobs  learning  life  skills  philosophy  perspective  careers  work  specialists 
december 2007 by robertogreco
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