10 Matching Annotations
  1. Sep 2021
    1. em ? Puritanism, in its marriage of convenience with industrial capitalism, was the agent which converted men to new valuations of time; which taught children even in their infancy to improve each shining hour; and which saturated men's minds with the equation, time is money.128 O
    2. Once in attendance, they were under military rule: The Superintendent shall again ring, - when, on a motion of his hand, the whole School rise at once from their seats; - on a second motion, the Scholars turn; - on a third, slowly and silently move to the place appointed to repeat their lessons, - he then pronounces the word "Begin" . . .93 T

      Have we industrialized the humanity out of our society? Where is the space for creating identity, autonomy, and self-direction?

    3. and McKendrick has shown how Wedgwood wrestled with the problem at Etruria and introduced the first recorded system of clocking-in.87 Bu

      Josiah Wedgwood was apparently the first to institute a system of clocking-into work.

    4. ween societies at greatly differing economic levels). It is also that there has never been any single type of "the transition". The stress of the transition falls upon the whole culture: resistance to change and assent to change arise from the whole culture. And this culture includes the systems of power, property-relations, religious institu- tions, etc., inattention to which merely flattens phenomena and trivializes analysis. Above all, the transition is not to "industrialism" tout court but to industrial capitalism or (in the twentieth century) to alternative systems whose features are still indistinct. Wh

      Speaking about transitions within societies and cultures can be problematic as they are complex and intertwined between individuals, families, and larger structures and institutions. The transition to industrialization is often seen as a foregone conclusion when, in fact, it was a gradual struggle over time. Glossing over these types of transition can trivialize analysis of the complex effects at play.

  2. Jul 2021
    1. teaching is a very special art, sharing with only two other arts-agriculture and medicine-an exceptionally im­portant characteristic.

      Note here that this analogy only goes so far. The sciences of medicine and agriculture have come leaps and bounds since the start of the industrial revolution and our outputs and expectations for both with respect to humanity have increased tremendously.

      Not so with education. While we have dramatically increased the amount of information, there still seems to be a limit to how much an individual can learn.

      César Hidalgo calls this limit the personbyte.

      The perennial question for education technology is how might we get around this limit?

      The only solution in some areas is new discoveries concatenating and compressing some of the knowledge by abstracting it to simpler spaces, as sometimes happens in physics, but generally this is relatively rare. (or is it? justify...)

    2. There is no inactive learning, just as there is no inactive reading.

      This underlies the reason why the acceleration of the industrial revolution has applied to so many areas, but doesn't apply to the acceleration of learning.

      Learning is a linear process.

  3. Jun 2021
    1. The goal, as Taylor defined it in his celebrated 1911 treatise, The Principles of Scientific Management, was to identify and adopt, for every job, the “one best method” of work and thereby to effect “the gradual substitution of science for rule of thumb throughout the mechanic arts.”

      Reminder to go back and read this.

      [[Frederick Winslow Taylor]]

  4. Apr 2021
    1. 1790> Morris Town (built by John morris (1745-1819) - apparently the first purpose-built workers' village (a precursor to Levittowns in the United States and Puerto Rico)

  5. Oct 2020
    1. There must be an ‘industrial revolution’ in education

      This first phrase is the most telling of all the issues we deal with on the edtech front. Because the industrial revolution touched almost every aspect of life since its inception, everyone presumes that it must also affect education.

      Sadly other than helping to make searching for and obtaining material much quicker, it still needs to be consumed, thought about, and digested by a student. The industrial revolution simply hasn't increased the bandwith of the common student's brain. It's unlikely that anything in the near future will expand it.

  6. Feb 2017