This type of academic activity is vital to our research (and not only to the research); it is something that I will be pursuing.

A good mentoring program promotes understanding of the culture of the University and helps staff adjust to new or changing roles and situations.

I believe that until we understand what a research culture is and why it is important, that

We will no longer discuss research; we will be too busy doing it – and talks such as this, will no longer be necessary.

the moment we stand still, that is fail to keep learning, fail to keep cultivating, our knowledge and experience falls behind the status quo.

Most general, the term culture denotes whole product of an individual, group or society of intelligent beings. It includes technology, art, science, as well as moral systems and characteristic behaviours and habits of the selected intelligent entities.

Culture (from the Latin cultura stemming from colere, meaning "to cultivate"),

The essential characteristic of research activity is that it leads to publicly verifiable outcomes which are open to peer appraisal.

Research and experimental development comprises creative work undertaken on a systematic basis in order to increase the stock of knowledge, including knowledge of man (sic), culture and society, and the use of this stock of knowledge to devise new applications.

The final strand is knowledge transfer. It encompasses many dimensions of interaction between academia

The second strand is Learning and Teaching. It explicates a body of ideas, is informed by available research, and instils habits of inquiry that reflect the provisional nature of knowledge

Research is the first strand (note the first is research), embracing the systematic generation of new knowledge, development of new ideas and experiment with new techniques.

Robert George has created the Academic Freedom Alliance, a group that intends to offer moral and legal support to professors who are under fire, and even to pay for their legal teams if necessary. George was inspired, he told me, by a nature program that showed how elephant packs will defend every member of the herd against a marauding lion, whereas zebras run away and let the weakest get killed off. “The trouble with us academics is we’re a bunch of zebras,” he said. “We need to become elephants.”

Stephen Elliott wrestled for a long time with whether or not to describe what it feels like to be wrongly accused of rape—he wrote something and abandoned it because “I decided that I wouldn’t be able to handle the blowback”—before finally describing his experiences in a published essay.

The liberal philosopher John Stuart Mill, writing at about the same time as Hawthorne, made a similar argument. Much of his most famous book, On Liberty, is dedicated not to governmental restraints on human liberty but to the threat posed by social conformism, by “the demand that all other people shall resemble ourselves.”

But the real, and nonpartisan, lesson is this: No one—of any age, in any profession—is safe. In the age of Zoom, cellphone cameras, miniature recorders, and other forms of cheap surveillance technology, anyone’s comments can be taken out of context; anyone’s story can become a rallying cry for Twitter mobs on the left or the right. Anyone can then fall victim to a bureaucracy terrified by the sudden eruption of anger. And once one set of people loses the right to due process, so does everybody else. Not just professors but students; not just editors of elite publications but random members of the public.

In May, a young reporter, Emily Wilder, was fired from her new job at the Associated Press in Arizona after a series of conservative publications and politicians publicized Facebook posts critical of Israel that she had written while in college. Like so many before her, she was not told precisely why she was fired, or which company rules her old posts had violated.

This spring, Braden Ellis, a student at Cypress College in California, shared a class Zoom recording of his professor’s response when Ellis defended portrayals of police as heroes. Ellis said he did this in order to expose a purported bias against conservative viewpoints on campus. Even though the recording by itself does not prove the existence of long-standing bias, the professor—a Muslim woman who said on the recording that she did not trust the police—became the focus of a Fox News segment, a social-media storm, and death threats. So did other professors at the college. So did administrators. After a few days, the professor was removed from her teaching assignments, pending investigation.

In March, Sandra Sellers, an adjunct professor at Georgetown University Law Center, was caught on camera speaking to another professor about some underperforming Black students in her class. There is no way to know from the recording alone whether her comments represented racist bias or genuine concern for her students. Not that it mattered to Georgetown—she was fired within days of the recording’s becoming public. Nor could one know what David Batson, the colleague she was talking to on the recording, really thought either. Nevertheless, he was placed on administrative leave because he seemed, vaguely, to be politely agreeing with her. He quickly resigned.

Anyone who accidentally creates discomfort—whether through their teaching methods, their editorial standards, their opinions, or their personality—may suddenly find themselves on the wrong side of not just a student or a colleague but an entire bureaucracy, one dedicated to weeding out people who make other people uncomfortable. And these bureaucracies are illiberal. They do not necessarily follow rules of fact-based investigation, rational argument, or due process. Instead, the formal and informal administrative bodies that judge the fate of people who have broken social codes are very much part of a swirling, emotive public conversation, one governed not by the rules of the courtroom or logic or the Enlightenment but by social-media algorithms that encourage anger and emotion, and by the economy of likes and shares that pushes people to feel—and to perform—outrage. The interaction between the angry mob and the illiberal bureaucracy engenders a thirst for blood, for sacrifices to be offered up to the pious and unforgiving gods of outrage—a story we see in other eras of history, from the Inquisition to the more recent past.

A relevant criticism of Donald McNeil turned out to be that he was “kind of a grumpy old guy,” as one student on that trip to Peru described him.

It’s not just the hyper-social and the flirtatious who have found themselves victims of the New Puritanism. People who are, for lack of a more precise word, difficult have trouble too. They are haughty, impatient, confrontational, or insufficiently interested in people whom they perceive to be less talented. Others are high achievers, who in turn set high standards for their colleagues or students. When those high standards are not met, these people say so, and that doesn’t go over well. Some of them like to push boundaries, especially intellectual boundaries, or to question orthodoxies. When people disagree with them, they argue back with relish.

Once it was not just okay but admirable that Chua and Rubenfeld had law-school students over to their house for gatherings. That moment has passed. So, too, has the time when a student could discuss her personal problems with her professor, or when an employee could gossip with his employer. Conversations between people who have different statuses—employer-employee, professor-student—can now focus only on professional matters, or strictly neutral topics. Anything sexual, even in an academic context—for example, a conversation about the laws of rape—is now risky.

To begin with, the protagonists of most of these stories tend to be successful. Though not billionaires or captains of industry, they’ve managed to become editors, professors, published authors, or even just students at competitive universities. Some are unusually social, even hyper-gregarious: They were professors who liked to chat or drink with their students, bosses who went out to lunch with their staff, people who blurred the lines between social life and institutional life.

Just as odd old women were once subject to accusations of witchery, so too are certain types of people now more likely to fall victim to modern mob justice.

After Alexi McCammond was named editor in chief of Teen Vogue, people discovered and recirculated on Instagram old anti-Asian and homophobic tweets she had written a decade earlier, while still a teenager.

You would think it would be a good thing for the young readers of Teen Vogue to learn forgiveness and mercy, but for the New Puritans, there is no statute of limitations.

The censoriousness, the shunning, the ritualized apologies, the public sacrifices—these are rather typical behaviors in illiberal societies with rigid cultural codes, enforced by heavy peer pressure.

But what gives anyone the conviction that such a measure is necessary? Or that “keeping students safe” means you must violate due process? It is not the law. Nor, strictly speaking, is it politics. Although some have tried to link this social transformation to President Joe Biden or House Speaker Nancy Pelosi, anyone who tries to shoehorn these stories into a right-left political framework has to explain why so few of the victims of this shift can be described as “right wing” or conservative. According to one recent poll, 62 percent of Americans, including a majority of self-described moderates and liberals, are afraid to speak their mind about politics. All of those I spoke with are centrist or center-left liberals. Some have unconventional political views, but some have no strong views at all.

The censoriousness, the shunning, the ritualized apologies, the public sacrifices—these are typical behaviors in illiberal societies with rigid cultural codes.

Once it becomes clear that attention and praise can be garnered from organizing an attack on someone’s reputation, plenty of people discover that they have an interest in doing so.

Source: De Agostini Picture Library / Getty

Kipnis, who was accused of sexual misconduct because she wrote about sexual harassment, was not initially allowed to know who her accusers were either, nor would anyone explain the rules governing her case. Nor, for that matter, were the rules clear to the people applying them, because, as she wrote in Unwanted Advances, “there’s no established or nationally uniform set of procedures.” On top of all that, Kipnis was supposed to keep the whole thing confidential: “I’d been plunged into an underground world of secret tribunals and capricious, medieval rules, and I wasn’t supposed to tell anyone about it,’’ she wrote. This chimes with the story of another academic, who told me that his university “never even talked to me before it decided to actually punish me. They read the reports from the investigators, but they never brought me in a room, they never called me on the phone, so that I could say anything about my side of the story. And they openly told me that I was being punished based on allegations. Just because they didn’t find evidence of it, they told me, doesn’t mean it didn’t happen.”

Nobody is perfect; nobody is pure; and once people set out to interpret ambiguous incidents in a particular way, it’s not hard to find new evidence.

Not that everyone really wants an apology. One former journalist told me that his ex-colleagues “don’t want to endorse the process of mistake/apology/understanding/forgiveness—they don’t want to forgive.” Instead, he said, they want “to punish and purify.” But the knowledge that whatever you say will never be enough is debilitating. “If you make an apology and you know in advance that your apology will not be accepted—that it is going to be considered a move in a psychological or cultural or political game—then the integrity of your introspection is being mocked and you feel permanently marooned in a world of unforgivingness,” one person told me. “And that is a truly unethical world.”

Websites now offer “sample templates” for people who need to apologize; some universities offer advice on how to apologize to students and employees, and even include lists of good words to use (mistake, misunderstand, misinterpret).

But isolation plus public shaming plus loss of income are severe sanctions for adults, with long-term personal and psychological repercussions—especially because the “sentences” in these cases are of indeterminate length.

All of them, sinners or saints, have been handed drastic, life-altering, indefinite punishments, often without the ability to make a case in their own favor. This—the convicting and sentencing without due process, or mercy—should profoundly bother Americans.

The purpose here is not to reinvestigate or relitigate any of their cases. Some of those I interviewed have behaved in ways that I, or readers of this article, may well consider ill-judged or immoral, even if they were not illegal. I am not here questioning all of the new social codes that have led to their dismissal or their effective isolation. Many of these social changes are clearly positive.

There is a reason that Laura Kipnis, an academic at Northwestern, required an entire book, Unwanted Advances: Sexual Paranoia Comes to Campus, to recount the repercussions, including to herself, of two allegations of sexual harassment against one man at her university; after she referred to the case in an article about “sexual paranoia,” students demanded that the university investigate her, too. A full explanation of the personal, professional, and political nuances in both cases needed a lot of space.

But dig into the story of anyone who has been a genuine victim of modern mob justice and you will often find not an obvious argument between “woke” and “anti-woke” perspectives but rather incidents that are interpreted, described, or remembered by different people in different ways, even leaving aside whatever political or intellectual issue might be at stake.

Partisans, especially on the right, now toss around the phrase cancel culture when they want to defend themselves from criticism, however legitimate.

Right here in America, right now, it is possible to meet people who have lost everything—jobs, money, friends, colleagues—after violating no laws, and sometimes no workplace rules either. Instead, they have broken (or are accused of having broken) social codes having to do with race, sex, personal behavior, or even acceptable humor, which may not have existed five years ago or maybe five months ago. Some have made egregious errors of judgment. Some have done nothing at all. It is not always easy to tell.

After that, she must wear a scarlet A—for adulterer—pinned to her dress for the rest of her life. On the outskirts of Boston, she lives in exile. No one will socialize with her—not even those who have quietly committed similar sins, among them the father of her child, the saintly village preacher.

In one particularly ingenious entry, she explains the demise of the full stop (or, in American English, the “period”). If you have ever wondered why putting such once-crucial punctation in emails, phone messages or tweets now feels so awkward, here is the answer: “The period can feel so emphatic as to sound sarcastic, the internet’s version of ‘puh-leeze’ and ‘no, thank you’ and ‘srsly’ rolled into one tiny dot.” It can easily come across as passive-aggressive. Exclamation marks, moreover, “now convey warmth and sincerity”; failing to use them runs the risk of making the person you are messaging feel uncertain and anxious.

Bauhaus Everywhere

The real conspiracies are hiding in plain sight.

One complicating issue when trying to make sense across multiple communities is that not only do different communities have different cultures and practices, but also different epistemologies: different languages to describe their community and the soci(et)al context it operates in, with often different meanings attached to the terminologies used.

The Board took this action because the racist policies and beliefs of Woodrow Wilson are fundamentally incompatible with the Foundation’s values and work.

Voilà ce à quoi doit ressembler un corps beau.

Reactionary training is an expense

Middleware would reduce both platforms' own power and their function as levers for unaccountable state power, as governments increasingly pressure platforms to "voluntarily" suppress disfavored speech.2

Thus we can roughly define what we mean by the art of reading as follows: the process whereby a mind, with nothing to operate on but the symbols of the readable matter, and with no help from outside, 0 elevates itself by the power of its own operations. The mind passes from understanding less to under­standing more. The skilled operations that cause this to hap­pen are the various acts that constitute the art of reading.

Sergio: What about school?Rodolfo: School? One of the first memories I have from school, after Phoenix—I wasn't going to school in Phoenix, actually, I think I even skipped kindergarten—we moved to Long Beach, California. And the only thing I remember from school was my mom waking me up probably about four or five in the morning. The sun wasn't even out yet, and she would walk me to this random lady's house. Actually, she wasn't random, but she was just some lady I didn't know. There was two other kids there, and I would be in uniform. That was the first time I actually wore a uniform to go to school. I was there, but I didn't really remember that much. When we moved to Chicago, that's when everything changed.Rodolfo: I was a little bit older. I remember I went to Jordan Elementary. It was in the North side of Chicago. We were there for a very brief moment, because then we moved to Evanston. Evanston was literally right next to Chicago. The school I was attending was called Orrington Elementary. The reason why we moved, once again, is because she wanted a better quality of life for me. Where I was at, it was all English, there was no Spanish. Obviously, there were Hispanic kids who already spoke English, but there wasn't... She, herself didn't know English, so how could she teach me, so how could I be integrated into a school that doesn't even accommodate for individuals or kids who don't know English?Rodolfo: She moved schools, although we were still in Chicago because we needed... what was it? Proof of residency. We lived out of district, and she would get fined or I wouldn't be able to go to school there. The point is I went to school to Orrington Elementary. The program was called the TWI (Two Way Immersion). It was a bilingual program and that's where I learned my English, that school. Friends and everything. I feel as though like, that's why I learned my English so well, because I really, really wanted to learn it. I always heard kids at the park or at the store, at Target, at Jewels, or whatever and everybody spoke English, right? I just felt fascinated, I was intrigued by it.Rodolfo: It was a whole different language that I didn't know, and I wanted to master it. I wanted to be able to talk as they spoke, or talk as they talked. School was a very cool experience. I always had a lot of friends, and I was always the life of the classroom. I wasn't probably the best behaved kid, but I was always integrated in to what was going on with the school.Sergio: Do you remember any teachers or people?Rodolfo: Yeah, absolutely. Ms. Mule, Ms. Mule was my second or third grade teacher, I'm not sure which one it was. She was awesome, she always help me out with the English, always. Even in parent teacher conferences, she would literally always talk to my mom as if she'd be really interested. She would show genuine interest in what was going on with, not just me, but with the Hispanic kids. Kids who had trouble with English or weren't doing the best academically. She always would tell me, "Don't worry, you're gonna get it. You're gonna learn it." She had such a big heart.Rodolfo: Still even, my mother and I still talk about the teacher to this point in time. She tells me, "I remember Ms. Mule and she used to use hand gestures. She would always be like, 'Yeah, for this or for that.'" Even though I knew I wasn't the smartest or the most best behaved kid, she would always have that initiative to get us there. Get us to that point. Yeah, that was one of my favorite teachers. Man, I value that so much actually now. I miss that teacher. Another teacher was in fifth grade, his name was Mr. Stoom. He was Argentinian, he was from Argentina. He was another great teacher. He always told us, "Don't ever forget where you came from. Your roots are who you are, even though you all are coming from different parts of the world, don't ever forget who you are and where you come from." That's one of the biggest things right now, I'm kind of ashamed of.Rodolfo: I'm not, because I was so... What do they say, "Americanized." In Chicago, I was so in America. I never dedicated the time to open a book or even Google something of my home country. Now that I get here, I don't know what is going on. Just barely a couple of months ago, I found out Mexico is a third-world country. I didn't know that. I go to Polanco Fendi, Prado, Gucci, Armani, Louis Vuitton boutiques. To me, that's not a third world country. Yeah, that teacher was the one who started opening my eyes up more to my surroundings.

Billy: And jazz helped me discover that because it's like a chain. African American people help each other out through their music, that helped other people out, that helped me out. Eventually I took my friend out of a heroin addiction because of that, because of the music. And I started crying when he told me. He was like, "Dude, I just wanted to thank you because you took me out of my heroin addiction." I actually did something. So that music was really important for me. It gave me an identity.Anita: So, you were attracted to African American blues and jazz?Billy: Yeah, because my brother was listening to it and so I'm like, "Dude, what are you listening to? This is weird We usually listen to rock." He's like, "Man, this is called blues, bro. This is a really cool music, and it has to do with African American people back in the day and it tells the story of America."Billy: So, I just looked into it and I became obsessed with it. I couldn't stop. Once I discovered Louis Armstrong, that was just it. I could not stop playing jazz and so yeah, in North Carolina, I was just feeling kinda crappy and that music came at the perfect time.

Anita: That's pretty cool.Billy: Yeah, I'm sorry for doing that just, I have to burst out and sing.Anita: Yeah, no that was great. That was fantastic. So, as you can tell, Billy is a musician.Billy: I love music, I love to sing. It's just... it's like a form of therapy for me. Yeah. It really is.Anita: Do you sing Mexican stuff or just...?Billy: You know what, it's embarrassing because a lot of people tell me, "Oh, sing this Jose, Jose song or Mexican traditional songs,” and I don't know them and so it's like, "Bro, I'm sorry. I don't know it." I only play grandpa music.Anita: But it's grandpa American music?Billy: It's American music history and if it wasn't for that there wouldn't be a lot of genres today. I really like that old stuff, for sure.Anita: And how did you get exposed to that old stuff?Billy: So, that was in North Carolina. I was actually going through a really big depression. I didn't know what to do anymore, being illegal in the U.S, not being able to find jobs, not being able to go into college was difficult for me so I was falling into a depression. And then I came across this guy called Robert Johnson. Robert Johnson is the king of the Delta blues. He's one of the most important American musicians, ever.Billy: So, I started listening to his music and just the pain and the story of him uplifted me. He was letting me know, "You know what, you're healthy. You're young. Look at these African American people back in the day, what they went through and compared to what you're going through? Don't be a sissy and don't complain."Billy: So that music just uplifted me, and it gave me energy and it let me know, "Bro, you don't have to just be this kid with”—because I had a lot of anxiety—"This kid with anxiety. You can play music and make people feel good." And so that helped me out a lot and eventually that led me to, and this is going to sound weird but, it led me to discover the purpose of what a human is because, listen to this, when you play music, you're helping other people out, right? And you're really contributing to the change that you want to live in the future.Billy: And I was, like, "Dude, what's the purpose of a human being? Why are we here?" And it's simply to help others. That's all it is. It is to contribute to the change you want to live in and it's very fulfilling when you help somebody. And so that let me know, "Dude, you're here to help others and, yeah, just do it."

Unsere Vision ist eine zukunftsfähige Musikbranche mit Vorbildcharakter in der Umsetzung von Klimaschutzmaßnahmen.

We live in a moment where censorship and free speech are hot button topics. So it’s all the more striking that these anti-CRT bills, with clear intent to limit a discussion of the basic facts of American history and society, are being made into law all over America with minimum protest from the people who yelp the loudest about cancel culture. 

Tweet Post Share Save Get PDF Buy Copies Print Idea in Brief The Situation The fast-changing nature of business today means that employees’ continual learning is vital for organizational success. The Response Chief learning officers are assuming a more expansive role, aiming not only to train employees but also to transform their organizations’ capabilities and make learning an integral part of the company’s strategic agenda. The Specifics Extensive interviews at 19 large companies revealed that “transformer CLOs”—those who are embracing this expanded role—are driving changes in their enterprises’ learning goals, learning methods, and learning departments. In today’s dynamic business environment, workplace learning has become a key lever for success. And with that shift, the traditional role of the chief learning officer is changing. No longer are CLOs responsible just for training—making skills-based and compliance-oriented courses available to employees and perhaps running leadership-development programs. Instead, they’re embracing a more powerful role in which they reshape capabilities and organizational culture. We call this new type of leader the transformer CLO. Transformer CLOs are strong senior managers whose mission is to help their companies and their employees thrive, even as technologies, business practices, and whole industries undergo rapid change. The transformer CLO role is not reserved for the lucky few whose CEOs see learning and development as essential; any CLO can take steps to fundamentally change the nature of learning in an organization. We recently conducted extensive interviews with 21 senior learning officers at 19 large companies to find out how they conceive of their roles and organizations. This research, which builds on our prior work on digital leadership and culture, revealed that transformer CLOs are driving three principal types of change in their enterprises. They’re transforming their organizations’ learning goals, shifting the focus from the development of skills to the development of mindsets and capabilities that will help workers perform well now and adapt smoothly in the future. They’re transforming their organizations’ learning methods, making them more experiential and immediate, and atomizing content for delivery when and where it’s needed. And they’re transforming their organizations’ learning departments, making them leaner, more agile, and more strategic. Transforming Learning Goals The need for organizations to become more adaptable means changing the goals of corporate learning. Instead of narrowly focusing on job- or compliance-related training for all but their high-potential leaders, organizations should cultivate every employee’s ability to explore, learn, and grow. The objective is not only to train people but also to position the company for success. To achieve this, CLOs should strive to do the following: Reshape leadership development. Creating a true learning organization starts at the top, with preparing executives to lead in new ways. One company that has done this well recently is Standard Chartered, a multinational financial-services company. Three years ago, under a new CEO, Standard Chartered launched a strategy that fundamentally changed the way it does business—and required its leaders to build new strengths. “We’d been doing executive development for years,” said Ewan Clark, the company’s global head of leadership effectiveness and organizational development. “But a lot of it had been about either pure self-actualization or aspects of coaching. This time we’ve put the organizational agenda right in the center of executive development, and we’ve said that leadership is about developing the skills, capabilities, and value behaviors to lead this agenda.” As part of that effort, the company began teaching leaders to augment their experience and intuition with investigation, experimentation, and data-driven analysis when making decisions about their parts of the organization. Their instructions, according to Clark, were straightforward: “Articulate a hypothesis. Go out and experiment. And if it doesn’t work, then why not? What did you learn? Add to it. Capture your learning. Share it with other people.” This new approach required changes in the leaders’ mindsets, not just their skills and procedures. Organizations should cultivate every employee’s ability to learn and grow. It’s not enough, though, to improve leadership capabilities at the very top of the organization. To effect widespread change, organizations need strong leadership to cascade down. Cargill, a privately held food and agriculture business, achieved this by democratizing learning. As Julie Dervin, the company’s global head of corporate learning and development, told us, “We really only had the capacity to reach about 10% to 15% of the total relevant population in a given year when delivering a particular learning program. Unintentionally, we were creating a learning culture where only a select few got access to high-quality training.” Dervin and her team resolved to fix that problem. “We’ve been fundamentally changing how we design, deliver, and shape those learning experiences to be able to reach exponentially more learners with high-impact learning,” she said. Concentrate on capabilities, not competence. In their change programs, transformer CLOs focus less on teaching currently needed skills and more on developing mindsets and behaviors that can enable employees to perform well in tasks that may not yet be defined. This shift may also mean moving away from comprehensive skills inventories and competency maps, which can lead people to check boxes rather than build capabilities. “We don’t really know enough about what the world will look like in the next couple of years to be able to predict exactly what skills we will need,” said Amelie Villeneuve, the head of the corporate university at UBS, the multinational financial-services firm. “If you focus on building individual microskills, you may be missing the bigger picture.” Emphasize digital thinking. The transformer CLOs we interviewed have sought to develop digital awareness and aptitude in their employees. Singapore-based DBS Bank, for example, created a learning curriculum that aims to build seven priority skills for digital-business success. “While not everyone needs to be an expert at each of these,” said David Gledhill, who served as the company’s chief information officer until August 2019, “we want them to know enough so that they understand the transformation we’re driving and contribute great ideas.” Vital Skills for a Digital World To equip its employees for success in today’s digital business environment, DBS Bank focuses on imparting skills ... One priority, for instance, is to get people more comfortable using data in decision-making. Data-driven thinking is key for almost everyone in an organization, but in different ways. Frontline sales and service reps need to be aware of information about customer preferences and behaviors. Executives must learn to trust and value data even when it contradicts their past experiences and gut feelings. Leaders often don’t know what to do with all the data that digital innovations are making available to them, said Nancy Robert, who, as the executive vice president of the American Nurses Association, led the design and delivery of training for millions of the organization’s members. As Robert put it, nurses don’t necessarily have the “digital-data competency” to answer the questions that confront them. “How am I going to interpret that data and integrate it into the rest of the care?” she said. “That takes a very different cognitive skill.” Cultivate curiosity and a growth mindset. CLOs can amplify their teams’ energies and capabilities by fostering a “pull” model of learning, in which employees set their own agendas for gaining knowledge and skills. Doing that, however, requires an environment that sparks employees’ curiosity and ignites in them the desire to learn and grow. Villeneuve has worked on this at UBS and previously at Google, where, she said, she learned how it is possible to “accelerate wisdom more effectively by providing a series of contexts where people can play and learn at the same time.” Leaders at DBS Bank launched a number of programs to find out what would inspire curiosity among their employees. One notable success is GANDALF Scholars, in which employees can apply to receive grants of $1,000 toward training on any work-related topic, as long as they agree to teach what they learn to at least 10 other people. When you engage employees in teaching, as DBS is doing, you expand and deepen learning. Rahul Varma, the senior managing director for talent at Accenture, calls this a “leaders teaching leaders” philosophy. “You learn the most,” he said, “when you actually have to teach somebody what you learn.” This approach turns the natural curiosity and energy of any single employee into learning opportunities for many others. It certainly seems to be working at DBS: As of early 2019, 120 grant recipients had gone on to train more than 13,500 people—4,000 in person and the rest through digital channels. According to Gledhill, many GANDALF Scholars report that the teaching component of the program is their favorite part. “What they enjoyed most,” he said, “was the empowerment.” Transformer CLOs are personalizing, digitizing, and atomizing learning. UBS, DBS, Accenture, and other companies that have embraced a growth mindset subscribe to two beliefs: that everyone’s abilities can and must be developed if the organization is to thrive in a fast-moving environment, and that innate talent is just the starting point. But for a growth mindset to become part of the company’s culture, all employees must internalize those beliefs. That won’t happen unless learning is pervasive, available to everybody who might benefit from it. And that requires rethinking the way learning is delivered. Transforming Learning Methods Until recently, providing learning to all employees was too expensive, and there weren’t enough trainers. Employees almost always had to be physically present at training sessions, which often meant traveling and missing time at work. That naturally limited the number of participants, making learning an exclusive rather than a democratic opportunity. Now things have changed. Peer teaching greatly expands the number of trainers and expert content developers. And digital instruction expands the reach of learning opportunities to more employees without the company’s having to worry about enrollment numbers, scheduling conflicts, or travel costs. Employees can access learning when and where they need it, often from colleagues who live the topic every day. Transformer CLOs are taking advantage of all these developments. Perhaps most visibly, they are moving away from traditional classroom training in which people are exposed to the same content for the same amount of time regardless of their particular needs and levels of understanding. Instead, these CLOs are personalizing, digitizing, and atomizing learning. They are shifting their attention from specific courses to the whole learning experience. To accommodate the different preferences employees have for how they consume and absorb information, a growing number of companies now make training available through a variety of media—text, audio, video, and more. Transformer CLOs go even further. They’re introducing innovations such as programs that set aside learning time on people’s calendars, and mobile apps that pose leadership questions to managers during their day. They’re offering games and simulations and encouraging the company’s own subject-matter experts to produce YouTube-type instructional videos. They’re even exploring the use of artificial intelligence to develop recommendation engines that, guided by individual and peer behavior, will suggest tailored learning activities to employees. In short, transformer CLOs do everything possible to create engaging and effective experiences that meet employees wherever they happen to be, geographically, temporally, or intellectually. Optimize the inventory of learning resources. CLOs need to be selective about what learning materials to stock and how to supply them. At GE Digital, Heather Whiteman, the company’s former head of learning, used analytics with her team to study hundreds of courses taken by thousands of employees—and then systematically rooted out those found lacking, not just in terms of usage and ratings but in their effects on employee growth. “If a course didn’t move the dial for capabilities that lead to performance,” she told us, “we would drop it in favor of one that did.” Similarly, Villeneuve and her team at UBS used analytics to optimize the learning inventory. The bank had a wealth of training materials online, but analysis showed that many employees who searched for those materials gave up before finding what they needed. Armed with that knowledge, Villeneuve and her team focused on developing a core of fewer but better resources. Then, applying principles of behavioral science, they designed a user interface that put no more than six items on a page, with no more than three clicks needed to get to any item. The results have been remarkable: Ten times more employees now engage with the materials on the company’s core learning shelf. Balance face-to-face and digital learning. CLOs should experiment to get the right mix of face-to-face and digital learning. Cargill, which until recently allocated 80% of its budget to in-person training and only 20% to digital training, is in the process of flipping that ratio around. Dervin and her team have redesigned the company’s leadership-development programs to put some of the coursework online. Senior leaders initially had reservations about the effectiveness of digital instruction and worried about losing opportunities to network and build relationships. But those misgivings were short-lived. The first three cohorts who tried the online learning ended up enjoying the experience so much that they engaged in more training than was required. “What we’re seeing,” Dervin said, “is that this goes hand in glove with the pace and the rhythms of their day-to-day, and they’re loving the flexibility it provides.” Deutsche Telekom, for its part, has developed a matrix to help determine whether a given offering might be better handled with face-to-face instruction, a purely digital approach, or a blend of the two. The matrix helps leaders weigh multiple factors: the type of content, the target audience, and development and delivery considerations. Digital or Face-to-Face Training? Deutsche Telekom considers a number of factors when deciding how best to present specific learning programs. FORMAT CONTENT TARGET AUDIENCE DEVELOPMENT AND DELIVERY CONSIDERATIONS Purely digital formats Best suited for: Hard skills Mandatory training Simple topics Durable, reusable material Larger groups Geographically dispersed or mobile employees, such as those in sales and field service More time required to produce nonstandard material Higher up-front cost to produce nonstandard material Lower cost to deliver per user No need for trainers or videoconferencing facilities at the location Face-to-face or blended formats Best suited for: Soft skills Ad hoc training Complex topics Material that changes frequently Smaller groups Geographically concentrated employees Employees being onboarded Less time required to produce nonstandard material Lower up-front cost for course preparation Potential higher cost to deliver, but possibility of using existing staff as trainers Need for training rooms or videoconferencing at the location   Source: Adapted from company documents © HBR.org Rethink face-to-face learning. As engaging and effective as digital learning experiences can be, face-to-face learning is still important—although it may take new forms. Accenture employs some very sophisticated digital learning platforms and tools and has a vast library of online content, but Varma’s experience is that digital learning goes only so far. “What we’ve found,” he said, “is that there is no substitute for getting people together in cohorts that are cross-cultural and cross-functional.” To achieve that without requiring employees to be in the same physical space, Accenture has created more than 90 “connected classrooms” around the world. These enable the company to offer all employees some types of training—classes in design thinking, for example—that are taught by in-house experts in several different locations. “One facilitator could be in Bangalore, another could be in Manila, and another in Dalian, China,” Varma told us. People are still learning from people, but thanks to videoconferencing and other interactive technologies, along with more-collaborative approaches to learning, traditional geographic constraints no longer apply. Teams all over the world now coach one another and solve problems together. “That is how we do learning, every single day,” Varma said. Some companies have pursued another approach for their face-to-face learning: They’ve created hands-on simulations in which participants must solve real-life problems. At UBS, employees take part in “three-dimensional case studies” in order to develop key capabilities, such as the ability to influence stakeholders or rethink a company product. The interactive case studies test not only their knowledge and intellectual skills but also how they engage with others and react as the situation unfolds. As Villeneuve told us, “They have to do it all together, and they get feedback on everything at the same time.” Face-to-face learning is still important—although it may take new forms. Similarly, operational professionals at DBS spend three days in a simulation exercise that involves transforming a hypothetical old-school bank into a full-fledged digital bank. They work with trainers and colleagues from other parts of the business to tackle staffing and resourcing issues and handle crisis situations unique to the digital world. An element of competition heightens the intensity and engagement. Go beyond instruction. Transformer CLOs believe that instruction alone is not sufficient for meaningful learning. Accenture’s Varma anchors his approach in what he calls the three I’s: instruction, introspection, and immersion. Instruction comes first, of course. But then trainees need to engage in reflection—the introspection part of Varma’s three I’s. This might involve giving employees time to privately mull over what they’ve learned, having them talk it over with a fellow trainee on a walk, or providing a formal opportunity during class to discuss it with a whole cohort.

As we are drained of our “inner repertory of dense cultural inheritance,” Foreman concluded, we risk turning into “‘pancake people’—spread wide and thin as we connect with that vast network of information accessed by the mere touch of a button.”

Mike: I feel like I'm a Mexican American. You learn to love your country when you're young, because of your parents and your culture, but at the same time you see all these opportunities that are given to you by going to the United States. And a lot of things that people say in the United States is bullshit.

Luisa: [Sniffles] Because of my mom, I got to meet extremely interesting people that opened up my worldview more so than it already was, because reading transports you to different places and different languages and cultures and you learn so much, and you feel like you have actually been there, but you've never been. It's funny, but that's how it works. My mom, she started working for this store [unclear] and she was doing her design school, and they specialized in Muslim attire and my mom was like, "You know what? I'm going to be independent," so she moves aside. She starts her own thing, and she starts making a bunch of clothes.

They pay lip service to multiculturalism and diversity and non-judgmentalness, but they don't raise their own children that way.

So the truth is that the influencer economy is just a garish accentuation of the economy writ large. As our culture continues to conflate the private and public realms—as the pandemic has transformed our homes into offices and our bedrooms into backdrops, as public institutions increasingly fall prey to the mandates of the market—we’ve become cheerfully indentured to the idea that our worth as individuals isn’t our personal integrity or sense of virtue, but our ability to advertise our relevance on the platforms of multinational tech corporations.

For the past twenty-four hours, I’ve been dwelling among the influencers at Clubhouse FTB, enduring bouts of dick jokes and long glugs of White Claw, the sort of chaffing male camaraderie you’re apt to find in frat houses or hunting lodges.

If this is so, we literati must surrender certain cherished assumptions: that litera ture is inextricably associated with reading and writing, that lack of literacy means lack of culture.

I’ve probably spent too much time standing around at receptions, drinking bad white wine to get me through yet another twenty-eight year old from the Cato Institute droning about how the completely new paradigm of data-ownership is going to ‘fix privacy’. (These guys are a menace. Even in Brussels!)

130 years on, privacy is still largely conceived of as an individual thing, wherein we get to make solo decisions about when we want to be left alone and when we’re comfortable being trespassed upon.

You don't have to be a Welsh speaker to realise these place names make Wales different.They connect us to our history and our shared identity.

While it is impossible to imagine surveillance capitalism without the digital, it is easy to imagine the digital without surveillance capitalism.

Binstock: You once referred to computing as pop culture. Kay: It is. Complete pop culture. I’m not against pop culture. Developed music, for instance, needs a pop culture. There’s a tendency to over-develop. Brahms and Dvorak needed gypsy music badly by the end of the nineteenth century. The big problem with our culture is that it’s being dominated, because the electronic media we have is so much better suited for transmitting pop-culture content than it is for high-culture content. I consider jazz to be a developed part of high culture. Anything that’s been worked on and developed and you [can] go to the next couple levels. Binstock: One thing about jazz aficionados is that they take deep pleasure in knowing the history of jazz. Kay: Yes! Classical music is like that, too. But pop culture holds a disdain for history. Pop culture is all about identity and feeling like you’re participating. It has nothing to do with cooperation, the past or the future—it’s living in the present. I think the same is true of most people who write code for money. They have no idea where [their culture came from]—and the Internet was done so well that most people think of it as a natural resource like the Pacific Ocean, rather than something that was man-made. When was the last time a technology with a scale like that was so error-free? The Web, in comparison, is a joke. The Web was done by amateurs.

Here are the economics: The cost of recruiting a midcareer software engineer (who earns $150,000- 200,000 per year) can be $30,000 or more including recruitment fees, advertising, and recruiting technology. This new hire also requires onboarding and has a potential turnover of two to three times higher than an internal recruit. By contrast, the cost to train and reskill an internal employee may be $20,000 or less, saving as much as $116,000 per person over three years.  The net savings: it can cost as much as 6-times more to hire from the outside than to build from within.

This new direct-to-consumer media also means that battles over the boundaries of acceptable views and the ensuing arguments about “cancel culture” — for instance, in New York Magazine’s firing of Andrew Sullivan — are no longer the kind of devastating career blows they once were. (Only Twitter retains that power.) Big media cancellation is often an offramp to a bigger income

he Rebellion of 1857—-was the “greased cartridge” controversy.

changes in Indian culture.

While there are certain things most users will anticipate with any interface, there may be expected affordances that are unique to your users and the cohort they represent

And, Eichhorn notes, there’s been surprisingly little written about the specific impact of our digital culture on memory.

Americans worked together: “As soon as several of the inhabitants of the United States have conceived a sentiment or an idea that they want to produce in the world, they seek each other out; and when they have found each other, they unite.”

Who owns and controls it?

It’s the usual Silicon Valley sleight-of-hand move, very similar to Uber reps claiming drivers aren’t “core” to their business. I’m sure Substack is paying a writer right now to come up with a catchy way of saying that Substack doesn’t pay writers.

So Substack has an editorial policy, but no accountability. And they have terms of service, but no enforcement.

Substack is taking an editorial stance, paying writers who fit that stance, and refusing to be transparent about who those people are.

the Unix Philosophy is a crucial part of the patterns, opinions, and culture of Node.js

JavaScript, as a language, has some fundamental shortcomings — I think the majority of us agree on that much. But everyone has a different opinion on what precisely the shortcomings are.

As to opinions about the shortcomings of the language itself, or the standard run-times, it’s important to realize that every developer has a different background, different experience, different needs, temperament, values, and a slew of other cultural motivations and concerns — individual opinions will always be largely personal and, to some degree, non-technical in nature.

Stuart relied heavily on the rural locale of northeastern Kentucky for his writings.[1]

And essentially, we became what’s called a rent-seeking economy, not a productive economy. So, when people in Washington talk about American capitalism versus Chinese socialism this is confusing the issue. What kind of capitalism are we talking about?

Unlike modern readers, who follow the flow of a narrative from beginning to end, early modern Englishmen read in fits and starts and jumped from book to book. They broke texts into fragments and assembled them into new patterns by transcribing them in different sections of their notebooks. Then they reread the copies and rearranged the patterns while adding more excerpts. Reading and writing were therefore inseparable activities.

Un violon dans mon école