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  1. Last 7 days
    1. définition du programme d'action culturelle de l'établissement en tenant compte des besoins des élèves
  2. Mar 2024
    1. tous ces éléments qui doivent ensuite permettre aux élèves de réussir au lycée puis de réussir à l'enseignement supérieur et enfin des connaissances de culture générale avec 00:16:52 des repère identifiés pour construire une culture commune à tous les élèves qui sortiront de l'école obligatoire de la scolarité obligatoire c'est un point qui a été très largement 00:17:03 discuté personne ni dans les audition que nous avons mené ni dans les groupes des travails ni entre nous quatre n'ont envisagé ou n'ont retenu l'idée d'une discipline culture générale mais au 00:17:15 contraire repérer dans chacun des programmes disciplinaires les connaissances qui fondent pour nous une une culture commune que tous les élèves sortants de l'école française doivent 00:17:27 partager
    1. Résumé de la vidéo [00:00:00][^1^][1] - [00:22:10][^2^][2] :

      Cette vidéo est une émission de radio sur la sociologie, animée par Laure Adler, qui reçoit deux sociologues français, Luc Boltanski et Jeanne Lazarus. Ils parlent de leur parcours, de leur méthode, de leur rapport à la société et de leur façon de défendre la sociologie face aux critiques. Ils exposent aussi leurs travaux respectifs sur des sujets comme l'argent, le commerce, la justice ou la morale.

      Points forts : + [00:00:00][^3^][3] La sociologie, une discipline en crise * Boltanski et Lazarus expliquent que la sociologie est souvent décriée, mais que c'est aussi une source de réflexivité et d'innovation * Ils revendiquent la légitimité de la sociologie comme science sociale et comme outil de compréhension du monde + [00:05:38][^4^][4] Le parcours des deux sociologues * Boltanski raconte comment il est venu à la sociologie dans les années 60, en lisant Marx et en fréquentant les meilleurs élèves de sa génération * Lazarus raconte comment elle a découvert la sociologie dans les années 90, en lisant Boltanski et en suivant ses cours + [00:10:00][^5^][5] La méthode sociologique * Boltanski et Lazarus distinguent les problèmes sociaux, qui viennent de la demande sociale, et les questions sociologiques, qui viennent de la discipline elle-même * Ils présentent leur approche pragmatique, qui consiste à prendre au sérieux les compétences et les justifications des acteurs sociaux + [00:15:00][^6^][6] La sociologie dans la société * Boltanski et Lazarus discutent de la relation entre la sociologie et la philosophie, et de la violence de la vérité sociologique * Ils évoquent aussi leur engagement social et politique, et leur volonté de contribuer à la société grâce à leurs travaux Résumé de la vidéo de [00:20:00][^1^][1] à [00:38:00][^2^][2]:

      Cette partie de la vidéo est un dialogue entre les deux sociologues Luc Boltanski et Jeanne Lazarus, qui abordent les questions suivantes:

      Points saillants: + [00:20:10][^3^][3] La sociologie et la politique * Les deux disciplines partagent la même substance: la vie en société * Mais elles ont des horizons différents: la sociologie vise à comprendre, la politique vise à agir * La sociologie doit éviter de se confondre avec la politique, mais elle peut contribuer à la réflexivité sociale + [00:25:49][^4^][4] La sociologie et la liberté * La sociologie ne nie pas la liberté des acteurs, mais elle montre les contraintes et les influences qui pèsent sur eux * La sociologie peut aider les acteurs à prendre conscience de leur situation et à se mobiliser pour la changer * La sociologie doit respecter la diversité des points de vue et des justifications des acteurs + [00:31:02][^5^][5] La sociologie et la critique * La sociologie prend au sérieux la compétence critique des acteurs, qui remettent en cause l'ordre social * La sociologie analyse les conditions, les formes et les effets de la critique sociale * La sociologie peut être elle-même critiquée, mais elle doit se défendre avec des arguments rationnels

    1. Résumé de la vidéo [00:00:00][^1^][1] - [00:20:26][^2^][2]:

      Cette vidéo de France Culture discute des jeunes face aux écrans et de l'impact sur leur santé physique et mentale. Elle aborde la nécessité de nuancer le discours alarmiste souvent présent dans les médias, la diversité des usages numériques, et les mesures politiques envisagées par le président Emmanuel Macron pour réguler l'exposition aux écrans.

      Points forts: + [00:00:07][^3^][3] Impact des écrans * Santé physique et mentale * Discours alarmiste à nuancer + [00:00:32][^4^][4] Préoccupations politiques * Propositions d'experts * Régulation gouvernementale + [00:01:22][^5^][5] Diversité des usages * Sensibilisation au numérique * Notion de temps d'écran + [00:01:46][^6^][6] Contexte familial * Importance du cadre familial * Facteurs autres que les écrans + [00:02:06][^7^][7] Éducation au numérique * Usages bénéfiques des écrans * Éduquer les parents et les jeunes + [00:04:09][^8^][8] Intelligence numérique * Combinaison avec l'intelligence littéraire * Opportunités pour la génération future Résumé de la vidéo [00:20:28][^1^][1] - [00:43:20][^2^][2]: La vidéo aborde l'impact des écrans sur les jeunes, en distinguant corrélation et causalité. Elle souligne l'importance de l'interaction parentale et de l'éducation numérique pour gérer l'exposition aux écrans et les contenus inappropriés.

      Points clés: + [00:20:28][^3^][3] Impact des écrans * Importance de l'interaction parentale * Éducation numérique essentielle + [00:24:26][^4^][4] Contrôle parental * Outil d'aide à l'autonomie * Gestion du temps d'écran + [00:34:27][^5^][5] Utilisation des écrans * Nuance dans l'approche * Dialogue familial nécessaire + [00:37:01][^6^][6] Lutte contre la haine en ligne * Sensibilisation et médiation * Stages de citoyenneté Résumé de la vidéo [00:43:22][^1^][1] - [01:03:36][^2^][2]: La vidéo aborde la protection de la vie privée des mineurs, le droit à l'image, la maturité numérique, le contournement des limites par les jeunes, et l'importance de l'éducation parentale et scolaire pour naviguer dans l'espace numérique. Elle souligne également les défis du cyberharcèlement, les vulnérabilités des victimes, et les interventions possibles pour prévenir et gérer ces situations.

      Points clés: + [00:43:22][^3^][3] Protection de la vie privée * Nouvelle loi adoptée * Respect de la vie privée des mineurs + [00:44:00][^4^][4] Droit à l'image et maturité numérique * Importance de l'éducation sur le droit à l'image * Sensibilisation dès l'enfance + [00:45:01][^5^][5] Contournement des limites * Les jeunes contournent les interdictions * Nécessité de poser des limites claires + [00:46:00][^6^][6] Cyberharcèlement * Impact sur la santé mentale des victimes * Besoin de prévention et d'intervention + [00:47:01][^7^][7] Rôle des plateformes * Importance de la modération et de la prévention * Collaboration avec les écoles et les centres de santé + [00:54:06][^8^][8] Espaces physiques et numériques * Réduction des espaces physiques pour les jeunes * Utilisation des jeux vidéo comme outils thérapeutiques Résumé de la vidéo 01:03:38 - 01:20:46:

      La partie 4 de la vidéo aborde la thérapie EMDR, l'immersion dans les jeux vidéo pour la thérapie, et les études manquantes sur les écrans nomades. Elle discute également des craintes liées à Internet, du temps d'écran, et de l'importance de comprendre les contenus et les usages des écrans.

      Points forts: + [01:03:38][^1^][1] Thérapie EMDR * Utilisée pour le post-traumatique + [01:04:30][^2^][2] Études sur les écrans * Manque d'études sur les usages + [01:05:22][^3^][3] Craintes d'Internet * Vol de données, usurpation d'identité + [01:07:00][^4^][4] Commission sur les écrans * Recherche de consensus scientifique + [01:09:01][^5^][5] Numérique et inégalités sociales * Impact sur la santé mentale + [01:13:00][^6^][6] Rapports et politiques * Importance de l'application pratique

    1. Résumé de la vidéo [00:00:00][^1^][1] - [00:21:08][^2^][2]:

      Cette vidéo aborde le défi de l'égalité dans le système éducatif français, en se concentrant sur les réformes du baccalauréat et de l'enseignement supérieur, ainsi que sur leur impact sur les inégalités sociales et scolaires.

      Points clés: + [00:00:00][^3^][3] Introduction au sujet * Discussion sur le taux de réussite au baccalauréat + [00:01:07][^4^][4] Réforme du baccalauréat * Changements dans les filières et spécialités * Impact sur les choix des élèves + [00:04:26][^5^][5] Réforme de Parcoursup * Nouveau système d'orientation dans l'enseignement supérieur * Effets sur le stress et l'incertitude des lycéens + [00:05:28][^6^][6] Accès à l'enseignement supérieur * Importance de l'obtention du baccalauréat pour l'accès à l'enseignement supérieur * Discussion sur la rentabilité des études supérieures + [00:10:18][^7^][7] Massification vs Démocratisation * Distinction entre l'augmentation des taux de scolarisation et la réduction des inégalités * Analyse de l'évolution des taux de réussite et de l'accès au baccalauréat + [00:14:18][^8^][8] Valeur du diplôme sur le marché du travail * Maintien de la valeur relative des diplômes malgré la massification * Importance de l'éducation pour l'insertion professionnelle et la protection contre le chômage Résumé de la vidéo [00:21:09][^1^][1] - [00:41:25][^2^][2]:

      La vidéo aborde les défis de l'égalité dans le système éducatif français, en mettant l'accent sur les inégalités sociales et les dépenses inégales dans l'éducation primaire et supérieure.

      Points clés: + [00:21:09][^3^][3] Inégalités dès la maternelle * Influence du milieu social + [00:21:28][^4^][4] Dépenses inégales * Moins pour le primaire, plus pour les classes préparatoires + [00:22:58][^5^][5] Approche globale nécessaire * Changement de l'approche de sélection vers la formation + [00:23:49][^6^][6] Paupérisation de l'université * Augmentation des étudiants, baisse des enseignants + [00:26:01][^7^][7] Échec des dispositifs actuels * Manque de changement dans la pédagogie + [00:30:14][^8^][8] Importance de la mixité sociale * Classes mixtes favorisent la progression de tous les élèves + [00:37:00][^9^][9] Désirabilité du métier d'enseignant * Baisse d'attractivité et conséquences sur le recrutement Résumé de la vidéo [00:41:26][^1^][1] - [00:43:20][^2^][2]:

      Cette partie de la vidéo aborde le défi de l'égalité dans l'éducation, en mettant l'accent sur la nécessité d'une formation pédagogique pour les enseignants et sur l'importance de lever les obstacles financiers et sociaux qui empêchent l'accès à l'éducation pour les classes sociales défavorisées.

      Points clés: + [00:41:26][^3^][3] Formation pédagogique * Manque de formation chez les enseignants + [00:41:48][^4^][4] Accès à l'éducation * Nécessité de lever les freins sociaux et financiers * Augmentation des bourses et des logements proposés + [00:42:32][^5^][5] Confiance et encouragement * Importance de donner confiance aux étudiants

    1. 56:00 The host presents an ultimate dilemma: between hard work and enjoyment in youth.

      For me, there is no dilemma. If one can tap into states of flow, work itself becomes enjoyable. And, it is reduced to like 3/4 hours. Hustle and grind is even counter productive to being productive.

  3. Feb 2024
    1. Résumé de la vidéo de [00:00:00][^1^][1] à [00:22:15][^2^][2] :

      Cette vidéo est le premier épisode d'un podcast d'Anis Rally, un vidéaste qui raconte son expérience de l'école et de l'art. Il revient sur son année de 4e au collège du Bourget, en Seine-Saint-Denis, où il a participé à un projet de film avec sa classe. Il interroge son ami Tony, qui était aussi dans le film, sur l'impact de ce projet sur leur parcours artistique et scolaire. Il compare leurs points de vue et leurs souvenirs, et évoque les profs qui ont marqué leur scolarité.

      Points forts : + [00:00:00][^3^][3] Le contexte et le sujet du podcast * Anis Rally se présente et explique son rapport à l'école * Il annonce qu'il va parler du projet de film qu'il a fait en 4e * Il veut savoir si ce projet a influencé sa vocation et celle des autres élèves + [00:01:33][^4^][4] La rencontre avec Tony, son ami d'enfance * Anis retrouve Tony dans son immeuble au Bourget * Tony lui dit qu'il n'a pas un bon souvenir du projet de film * Tony raconte qu'il faisait le show en classe avant que la prof arrive + [00:04:58][^5^][5] Le pitch du film qu'ils ont tourné * Anis résume l'histoire du film en mode blockbuster * Le film parle d'une école d'agents secrets où il y a deux groupes : les visages normaux et les visages bleus * Une histoire d'amour entre un visage normal et un visage bleu va changer la situation + [00:08:01][^6^][6] L'avis de Tony sur le projet et l'école * Tony dit qu'il n'a pas aimé le fait que la prof impose les thèmes du film * Tony dit qu'il n'a pas eu de déclic artistique grâce au projet * Tony dit qu'il a trouvé son expression dans le rap à la Courneuve + [00:15:15][^7^][7] Les profs qui ont compté pour eux * Anis et Tony parlent de Monsieur Rimeno, le prof d'espagnol qui leur soufflait les réponses * Tony parle de Madame Robert, la prof de philo qui lui a donné de l'autonomie * Anis parle de Monsieur Mode, le prof de musique qui leur a permis de faire du rap

    1. Résumé de la vidéo de [00:00:00][^1^][1] à [00:19:23][^2^][2] :

      Cette vidéo est le deuxième épisode d'un podcast intitulé "L'école c'est de la merde", dans lequel Anis, un ancien élève du collège du Bourget, retrouve ses camarades de classe et discute avec eux de leur parcours scolaire et professionnel. Dans cet épisode, Anis rencontre Mohamed, qui a ouvert son propre restaurant à Aubervilliers. Ensemble, ils se remémorent le court-métrage qu'ils ont réalisé en 4e avec leur professeur de français, Madame Gugen, et comment cette expérience a pu influencer leur vie. Ils évoquent aussi les difficultés qu'ils ont rencontrées à l'école, les voyages qu'ils ont faits grâce à la fac, et leur envie de quitter la France.

      Points forts : + [00:00:04][^3^][3] Anis retrouve Mohamed après 10 ans * Ils se sont perdus de vue après le lycée * Ils se rappellent du court-métrage en 4e * Mohamed jouait Roméo et Anis un balayeur + [00:05:02][^4^][4] Mohamed parle de son restaurant à Aubervilliers * Il a appris tout seul à gérer son affaire * Il a envie de passer à autre chose, comme le e-commerce * Il veut faire des choses qui le passionnent + [00:09:34][^5^][5] Anis et Mohamed discutent de l'école et de l'éducation * Ils trouvent que l'école n'est pas adaptée à leur forme d'intelligence * Ils ont appris plus de choses en voyageant qu'à l'école * Mohamed s'intéresse à la méthode Montessori pour son enfant + [00:14:00][^6^][6] Anis et Mohamed évoquent la question de l'islam en France * Ils ne se sentent pas reconnus ni respectés en tant que musulmans * Ils comparent avec leur expérience à l'étranger, où ils ont été mieux accueillis * Mohamed veut partir de la France à cause de ce mal-être + [00:18:21][^7^][7] Anis annonce qu'il va aller voir Madame Gugen à Amsterdam * C'est la professeure de français qui leur a fait faire le court-métrage * C'est la personne dont ils ont le plus parlé * C'est la fin du deuxième épisode du podcast

    1. Résumé de la vidéo de [00:00:00][^1^][1] à [00:15:14][^2^][2] :

      Ce podcast raconte l'histoire d'un ancien élève qui retrouve sa prof de 4e qui lui a fait faire un court-métrage. Il lui parle de son rapport à l'école, à l'art et à la banlieue. Elle lui explique comment elle a organisé des projets artistiques avec ses élèves et comment elle a quitté l'enseignement.

      Points forts : + [00:00:04][^3^][3] Le contexte du podcast * L'élève prend un train pour aller en Hollande * Il a retrouvé sa prof grâce à LinkedIn * Il veut lui parler du film qu'ils ont fait ensemble + [00:01:02][^4^][4] Le générique du podcast * Le titre est "L'école c'est de la merde" * Le podcast est réalisé par Arnaud Forest * Le dernier épisode s'appelle "Madame Gugin" + [00:01:16][^5^][5] La rencontre avec la prof * Elle l'attend à la sortie du train * Elle a l'air jeune et dynamique * Elle se souvient bien de lui et du film + [00:03:08][^6^][6] Le projet du film en 4e * Elle a travaillé avec deux autres profs * Elle a bénéficié de moyens citoyens et jeunesse * Elle a emmené les élèves au cinéma du Bourget + [00:06:00][^7^][7] Le départ de la prof * Elle a arrêté d'enseigner pour faire du cinéma * Elle a changé de proviseur qui était contre les projets artistiques * Elle a eu du mal à envoyer ses filles à l'école + [00:09:01][^8^][8] La vision de la prof sur l'école * Elle pense que l'école tue la créativité et la confiance des enfants * Elle pense que les enfants de banlieue sont intelligents et énergiques * Elle pense qu'il faut être foisonnant et riche pour semer des petites graines

    1. Résumé de la vidéo de [00:00:00][^1^][1] à [00:52:27][^2^][2] :

      Cette vidéo présente deux outils pour évaluer le niveau de maturité d'un projet d'innovation sociale : le schéma du cycle de vie et la grille d'évaluation. Ces outils ont été co-construits avec des acteurs de l'écosystème de l'innovation sociale au Québec. Ils permettent de situer un projet dans les différentes phases du processus d'innovation sociale et d'identifier les indicateurs qualitatifs correspondants. La vidéo explique le contexte, les sources d'inspiration, la démarche de co-construction, l'organisation et l'utilisation des deux outils. Elle donne aussi un exemple concret d'application de la grille à un projet.

      Points saillants : + [00:00:08][^3^][3] Présentation du webinaire et des intervenants * Marie-Chantal Bach, directrice du RQIS * Gabriel Salathé-Beaulieu, animateur du webinaire * David Longtin, chercheur et présentateur des outils * Josée Baudoin, témoin d'un projet d'innovation sociale + [00:03:58][^4^][4] Contexte et objectifs du projet d'outils d'évaluation * Besoin exprimé par les acteurs de l'innovation sociale au Québec * Financement du ministère de l'Économie et de l'Innovation * Portage par imonovis, RQIS, CEDRIC et TIESS * Revue de littérature et groupes de discussion en 2021 * Co-construction de cinq outils avec une trentaine de partenaires en 2022 + [00:06:25][^5^][5] Sources d'inspiration et démarche de co-construction des deux outils présentés * Schéma du RQIS (2014) et revue de littérature (2021) comme points de départ * Deuxième groupe de travail avec six ateliers pour revisiter le schéma et élaborer la grille * Intégration des propositions et des tests des participants + [00:09:25][^6^][6] Organisation et utilisation du schéma du cycle de vie d'une innovation sociale * Quatre grandes phases : émergence, expérimentation, pérennisation ou changement d'échelle, institutionnalisation * Douze niveaux de maturité identifiés par des numéros et des lettres * Possibilité d'allers-retours, de rétroactions, de refocalisation ou de fin du projet * Correspondance avec la grille d'évaluation du niveau de maturité + [00:16:06][^7^][7] Organisation et utilisation de la grille d'évaluation du niveau de maturité d'un projet avec un potentiel d'innovation sociale * Version détaillée avec des indicateurs qualitatifs à vérifier par oui ou non * Version synthétique avec le critère principal de chaque niveau * Prise de notes pour documenter les éléments du projet qui justifient le niveau de maturité * Exemple d'application de la grille à un projet situé à la phase d'émergence + [00:22:22][^8^][8] Témoignage de Josée Baudoin sur l'utilisation de la grille pour son projet de médiation culturelle * Projet qui vise à favoriser l'accès à la culture pour les personnes en situation de vulnérabilité * Utilisation de la grille pour situer le projet à la phase d'expérimentation * Avantages de la grille : clarté, simplicité, adaptabilité, réflexivité * Limites de la grille : subjectivité, complexité, temporalité + [00:26:19][^9^][9] Période de questions et réponses avec les participants * Questions sur la définition de l'innovation sociale, la différence entre les phases, la durée du cycle de vie, etc. * Réponses de David Longtin, Gabriel Salathé-Beaulieu et Marie-Chantal Bach * Renvoi aux autres outils et au prochain webinaire

    1. Résumé de la vidéo [00:00:00][^1^][1] - [02:14:30][^2^][2] :

      Cette vidéo est une retransmission de la cérémonie de clôture de la Conférence mondiale de l'UNESCO sur l'éducation culturelle et artistique, qui s'est tenue à Abou Dhabi en février 2024. La conférence a réuni des représentants de plus de 190 pays, ainsi que des experts, des artistes, des éducateurs et des jeunes, pour discuter du rôle de la culture et des arts dans l'éducation et le développement durable. La vidéo présente les moments forts de la conférence, notamment :

      Points saillants : + [00:00:00][^3^][3] La performance musicale et dansée du groupe Al Ayyala * Un groupe traditionnel des Émirats arabes unis * Il joue des instruments à percussion et à vent * Il exécute une danse synchronisée avec des bâtons + [00:15:09][^4^][4] Le discours de Roda Alsaadi, une jeune émiratie * Elle lit une lettre qu'elle a écrite à son fils de deux ans * Elle lui parle de l'importance de la culture et de l'ouverture aux autres * Elle l'encourage à apprendre les arts, les danses, les musiques et les poèmes du monde + [00:21:01][^5^][5] Les témoignages de quatre jeunes venant de Colombie, du Ghana, du Kenya et des Émirats arabes unis * Ils partagent leur expérience, leur aspiration et leur vision pour l'avenir * Ils montrent comment la culture, les arts et l'éducation ont transformé leur vie * Ils appellent à renforcer l'éducation culturelle et artistique dans le monde + [00:48:11][^6^][6] Le rapport oral de la rapporteuse de la conférence, Mme Hae Sun Park * Elle résume les principaux résultats et les leçons tirées des sessions thématiques * Elle présente le cadre proposé par l'UNESCO pour l'éducation culturelle et artistique * Elle souligne les défis et les opportunités liés aux technologies numériques et à l'intelligence artificielle + [01:36:55][^7^][7] L'adoption de la déclaration d'Abou Dhabi sur l'éducation culturelle et artistique * Une déclaration qui réaffirme l'engagement des États membres à promouvoir l'éducation culturelle et artistique * Une déclaration qui reconnaît la contribution de la culture et des arts à l'éducation de qualité et au développement durable * Une déclaration qui appelle à la coopération internationale et au renforcement des capacités dans ce domaine

      Résumé de la vidéo [01:40:00][^1^][1] - [02:14:30][^2^][2]:

      Cette vidéo est la deuxième partie d'un spectacle culturel et artistique organisé dans le cadre de la Conférence Mondiale de l'UNESCO sur l'éducation culturelle et artistique à Abou Dhabi en 2024. La vidéo présente des performances variées de musique, de danse, de théâtre et de poésie, ainsi que des discours de personnalités et d'experts sur l'importance de la culture et des arts pour l'éducation et le développement durable.

      Points forts: + [01:40:00][^3^][3] Un groupe de musiciens et de danseurs traditionnels des Émirats arabes unis * Jouent des instruments comme le oud, le tambour et la flûte * Dansent avec des épées, des bâtons et des foulards * Chantent des chansons folkloriques en arabe + [01:48:11][^4^][4] Une présentation du rapport oral de la conférence par la rapporteuse * Résume les principaux thèmes et résultats des sessions thématiques * Souligne le rôle essentiel de l'éducation culturelle et artistique pour la diversité, la résilience et la durabilité * Appelle à l'adoption et à la mise en œuvre du cadre proposé par l'UNESCO + [01:52:11][^5^][5] Une table ronde sur les politiques publiques pour l'éducation culturelle et artistique * Réunit des ministres, des experts et des représentants de la société civile * Partage des expériences et des bonnes pratiques de différents pays et régions * Discute des défis et des opportunités pour renforcer la coopération et l'innovation + [02:03:17][^6^][6] Une performance de slam poetry par un jeune poète français * Déclame un poème engagé sur les enjeux sociaux et environnementaux du monde actuel * Utilise des jeux de mots, des rimes et des métaphores * Fait participer le public en les invitant à répéter des phrases + [02:08:26][^7^][7] Une intervention du directeur général de l'UNESCO * Félicite les organisateurs, les participants et les artistes pour la réussite de la conférence * Rappelle la mission et les valeurs de l'UNESCO pour promouvoir la culture et l'éducation comme des droits humains fondamentaux * Annonce l'adoption du cadre pour l'éducation culturelle et artistique par acclamation + [02:14:24][^8^][8] Une clôture musicale par un chœur d'enfants * Interprète une chanson en anglais sur le thème de la paix et de l'harmonie * Accompagne la chanson avec des gestes et des sourires * Reçoit une ovation du public et des invités

    1. https://www.youtube.com/watch?v=k4REX8vUk0o

      Résumé de la vidéo [00:00:00][^1^][1] - [01:00:00][^2^][2]:

      Cette vidéo est une émission en direct de la FCPE Haute-Savoie, une association de parents d'élèves, sur le thème des occupations pour les enfants pendant les vacances. L'émission accueille deux intervenants : Eric Bothorel, de la Fédération des Oeuvres Laïques, et Alexia Brion, enseignante en grande section. Ils échangent sur les questions suivantes : faut-il faire travailler les enfants pendant les vacances ? Quels sont les bienfaits des colonies de vacances ? Quel est le rôle de l'éducation populaire ? Quelles sont les actualités de la FCPE Haute-Savoie ?

      Points forts : + [00:00:00][^3^][3] Le lancement de l'émission * Présentation du thème et des intervenants * Rappel des conflits dans le monde * Diffusion d'un logo de l'Ukraine + [00:02:36][^4^][4] La définition de l'éducation populaire * C'est l'éducation du peuple par le peuple * C'est l'apprentissage informel par l'intermédiaire du monde * C'est une démarche éducative complémentaire à l'école + [00:07:47][^5^][5] Le témoignage des enseignantes * Elles donnent leur avis sur les cahiers de vacances * Elles conseillent de varier les activités et de respecter le rythme des enfants * Elles soulignent l'importance du jeu et de la lecture + [00:13:53][^6^][6] La présentation des colonies de vacances * Elles sont organisées par la Fédération des Oeuvres Laïques * Elles proposent des activités variées et adaptées aux besoins des enfants * Elles favorisent l'autonomie, la socialisation et la découverte + [00:21:47][^7^][7] Le point sur l'actualité de la FCPE Haute-Savoie * Elle revient sur la carte scolaire et le plan collège * Elle annonce la prochaine émission sur la rentrée scolaire * Elle diffuse un clip sur les vacances été hiver

      Résumé de la vidéo [00:22:00][^1^][1] - [01:00:00][^2^][2]:

      Cette partie de la vidéo traite des questions d'actualité liées à l'éducation, notamment la carte scolaire, le plan collège et les rythmes scolaires. L'animateur et les intervenants échangent leurs points de vue et leurs expériences sur ces sujets.

      Points forts: + [00:22:00][^3^][3] La carte scolaire * Présentation des chiffres et des critères de la carte scolaire * Débat sur l'équité et la mixité sociale dans les établissements * Position de la FCPE sur la carte scolaire + [00:40:00][^4^][4] Le plan collège * Présentation du plan collège du conseil départemental * Financement de 1 milliard d'euros d'ici 2030 * Création de trois collèges neufs et réhabilitation de 14 collèges * Engagement du président du conseil départemental à respecter le plan + [00:58:00][^5^][5] Les rythmes scolaires * Retour sur les différentes modalités de rythmes scolaires * Importance du sommeil et du repos pour les enfants * Rôle des activités périscolaires et extrascolaires * Témoignages d'enseignants et de parents sur les rythmes scolaires

    1. Résumé de la vidéo [00:00:00][^1^][1] - [00:48:00][^2^][2] :

      Cette vidéo est un documentaire sur la laïcité à l'école, réalisé par Irène Berelovic et Marina Julienne. Il suit le parcours d'une classe de première générale d'un lycée de Saint-Denis, où les élèves sont majoritairement musulmans, et qui participent à un projet de podcast sur ce sujet. Le documentaire explore les questions, les débats, les tensions, les contradictions, les expériences et les opinions des élèves et des adultes qui les entourent, sur la relation entre école et religion, et sur le sens et les limites de la laïcité.

      Points forts : + [00:00:00][^3^][3] Le rituel du matin * Les élèves doivent enlever leur voile avant d'entrer dans le lycée * Certains le vivent comme une humiliation, d'autres comme un geste symbolique * Les surveillants sont partagés sur la loi de 2004 qui interdit les signes religieux ostensibles + [00:10:36][^4^][4] Le projet de podcast * Les élèves sont associés à la réalisation d'un podcast sur la laïcité * Ils formulent la question : comment vous vous débrouillez avec la laïcité ? * Ils interviewent des intervenants extérieurs, comme un professeur de philosophie ou une journaliste + [00:25:00][^5^][5] La sortie au musée * Les élèves vont au musée d'Orsay pour voir des œuvres d'art * Ils réagissent aux tableaux représentant des corps nus, comme L'Origine du monde de Courbet * Ils confrontent leurs regards, leurs goûts, leurs valeurs et leurs croyances + [00:40:00][^6^][6] Le voyage scolaire * Les élèves partent au Festival d'Avignon pour assister à des spectacles de théâtre * Ils doivent respecter la règle du non-port du voile, même en dehors du lycée * Ils découvrent des formes d'expression artistique variées et parfois provocatrices

    1. Résumé vidéo [00:00:04] - [01:03:03] :

      Cette vidéo est un enregistrement d'un colloque sur le rôle de la culture dans le développement de l'enfance, organisé par la Cité des Sciences et de l'Industrie en 2024. Le colloque se déroule sur deux jours et aborde les thèmes du risque, du développement, de l'imaginaire et des récits chez les enfants. Le premier intervenant est David Lebreton, professeur de sociologie à l'Université de Strasbourg, qui expose sa réflexion sur la sociologie du risque et l'apprentissage par l'expérience sensible.

      Temps forts : + [00:00:04] Introduction du colloque par Bruno Maquart, président d'Universcience * Présente la Cité des enfants et ses activités * Annonce la rénovation complète de la Cité des enfants * Souligne l'importance de réunir les acteurs de l'enfance et de la culture * Cite un poème de Jacques Prévert sur l'enfance + [00:06:01] Présentation de David Lebreton par Brune Bottero, journaliste * Rappelle ses travaux sur les souffrances adolescentes * Mentionne ses livres sur le risque et le corps + [00:07:30] Conférence de David Lebreton sur la sociologie du risque * Montre la diversité des modes d'éducation des enfants selon les sociétés * Insiste sur le rôle du corps et des sens dans la connaissance du monde * Critique la société contemporaine qui enferme les enfants dans la sécurité et les écrans * Plaide pour une pédagogie participative qui sollicite l'expérience sensible de l'enfant * Donne des exemples d'activités culturelles et physiques qui favorisent l'ouverture au monde et la prise de risque * Conclut sur la nécessité de faire confiance aux enfants et de les laisser explorer leur environnement + [00:59:50] Questions et réponses avec le public * Réagit aux témoignages de parents et d'enseignants * Nuance ses propos sur les écrans et les activités à risque * Cite des films et des livres qui illustrent son propos

      Source : conversation avec Bing, 07/02/2024 (1) 13 générateurs de vidéo avec l’IA incontournables en 2024 - Digitiz. https://digitiz.fr/blog/generateurs-video-ia/. (2) 6 générateurs de vidéo par intelligence artificielle - BDM. https://www.blogdumoderateur.com/tools/design/generateur-video-ia/. (3) Créer une sélection de temps forts - Aide YouTube - Google Help. https://support.google.com/youtube/answer/4522163?hl=fr. (4) Créer un temps fort sur Twitch - Montage vidéo simplifié - GeeksByGirls. https://www.geeksbygirls.com/creer-un-temps-fort-sur-twitch/.

    1. Webinaires "Comprendre ses élèves" https://www.ensfea.fr/appui/thematiqu...

      Intervenant. Philippe Sahuc, Animateur-chercheur-créateur, UMR EFTS, ENSFEA Intervenante. Claire Latil, animatrice du réseau Animation & Développement Culturel, Bureau de l’Action Éducative et de la Vie Scolaire, Direction Générale de l’Enseignement et de la Recherche

      Une grande enquête a essayé de repérer et comprendre ces pratiques, et notamment le rapport entretenu par les jeunes avec la “culture” versus les “loisirs”, ou les “loisirs” versus le “travail”, démontrant que les catégories de pratiques sociales et culturelles, peinent parfois à rendre visible une réalité plus complexe qu’il n’y paraît.. Cette étude pose, plus généralement, la question des limites à l’intime des jeunes qu’on cherche à connaître et également de l’utilisation qui peut être faite de cette connaissance par des professionnels de l’éducation … les inviter parfois à l’action mais aussi à ne pas trop en faire !

      00:00 Présentation 01:06 Conférence - Philippe Sahuc 20:13 Compléments - Claire Latil 27:34 Questions/réponses 36:56 Conclusion

    1. other cultures do not think this and that suggests that our sense of self is largely culturally constructed

      for - quote - Sarah Stein Lubrano - quote - self as cultural construction in WEIRD culture - sense of self

      quote - (immediately below)

      • It's just a weird fascination of our weird culture that
        • we think the self is there and
        • it's the best and most likely explanation for human behavior
      • Other people in other cultures do not think this
      • and that suggests that our sense of self is largely culturally constructed

      discussion - sense of self is complex. See the work of - Michael Levin and - https://jonudell.info/h/facet/?max=100&expanded=true&user=stopresetgo&exactTagSearch=true&any=michael+levin - Major Evolutionary Transition in Individuality - https://jonudell.info/h/facet/?max=100&expanded=true&user=stopresetgo&exactTagSearch=true&any=major+evolutionary+transition+in+individuality

  4. Jan 2024
    1. What all of these issues had in common was that the left, especially the academic left, had pushed far enough to trigger a backlash. And more than any other politician, Mr. DeSantis was the conservative politician who rose with that backlash against “woke” and coronavirus restrictions. The broad range of anti-woke and anti-pandemic politics meant that there were many moderates and conservatives who thought they agreed with Mr. DeSantis. They imagined him as a politician much like themselves, much in the same way that both antiwar progressives and centrist Democrats saw themselves in Mr. Obama in 2008.

      This syncs with the the twitter thread i recently wrote.

  5. Dec 2023
    1. The most important takeaway from exposing these myths is that productivity cannot be reduced to a single dimension (or metric!). The prevalence of these myths and the need to bust them motivated our work to develop a practical multidimensional framework, because only by examining a constellation of metrics in tension can we understand and influence developer productivity. This framework, called SPACE, captures the most important dimensions of developer productivity: satisfaction and well-being; performance; activity; communication and collaboration; and efficiency and flow

      A good thing about this framework is that while it's intended to measure productivity in a more objective manner, it doesn't eschew subjective dimensions like satisfaction and well-being, which are largely personal and self-reported

  6. Nov 2023
    1. PROPOSITION 4Penser les politiques publiques culturelles ou sportives au regard des besoins des enfants et des jeunes, en les impliquant davantage dans leur élaboration.
    2. PROPOSITION 9Étendre la tranche d’âge des bénéficiaires des pass Culture et Sport existants et simplifier les démarches d’inscription.
    3. PROPOSITION 7Baisser le prix des activités sportives, artistiques et culturelles, rendre gratuites certaines activités et mettre en place des aides financières pour que tous les enfants puissent accéder aux loisirs.
    1. Black women generally work in predominantly white patriarchal organisations, with very distinctive cultures, traditions and practices that inadvertently perpetuates gender and racial discrimination

      organizational culture

    1. The fact that most free software is privacy-respecting is due to cultural circumstances and the personal views of its developers
    1. Aussi, l'éditorialisation décrit la façon dont nos traditions culturelles influencent notre manière de structurer les contenus
    2. À cette fin, un groupe d'experts serait appelé à éditer ces contenus

      Ce qui veut dire que la curation est faite par des experts et l'éditorialisation peut être produite par un effort de groupe ou une communauté?

      Est-ce qu'au moment où les données sont manipulées par un ou des individus la dimension culturelle n'entre pas en jeu? Puisqu'une campagne de grippe ne serait pas la même si on change de pays, donc nécessairement le choix des informations serait influencé par, entre autres, des facteurs culturels.

  7. Oct 2023
    1. But sometimes Alter’s comments seem exactly wrong. Alter calls Proverbs 29:2 “no more than a formulation in verse of a platitude,” but Daniel L. Dreisbach’s Reading the Bible with the Founding Fathers devotes an entire chapter to that single verse, much loved at the time of the American Founding: “When the righteous are many, a people rejoices, / but when the wicked man rules, a people groans.” Early Americans “widely, if not universally,” embraced the notion that—as one political sermon proclaimed—“The character of a nation is justly decided by the character of their rulers, especially in a free and elective government.” Dreisbach writes, “They believed it was essential that the American people be reminded of this biblical maxim and select their civil magistrates accordingly.” Annual election sermons and other political sermons often had Proverbs 29:2 as “the primary text.” Far from being a platitude, this single verse may contain a cure to the contagion that is contemporary American political life.

      Ungenerous to take Alter to task for context which he might not have the background to comment upon.

      Does Alter call it a "platitude" from it's historical context, or with respect to the modern context of Donald J. Trump and a wide variety of Republican Party members who are anything but Christian?

    1. Article 30 Dans les Etats où il existe des minorités ethniques, religieuses ou linguistiques ou des personnes d'origine autochtone, un enfant autochtone ou appartenant à une de ces minorités ne peut être privé du droit d'avoir sa propre vie culturelle, de professer et de pratiquer sa propre religion ou d'employer sa propre langue en commun avec les autres membres de son groupe.
    1. Ogilvie uncovers the story of Anna Thorpe Wetherill, an anti-slavery activist who hid escaped enslaved people in her house in Philadelphia. Mrs Thorpe focused her efforts in the slips she sent to Oxford on recording the language of slavery, submitting definitions for ‘abhorrent’, ‘abolition’, ‘accursed’ and ‘attack’. Like Margaret Murray’s, her work ensured that the language of colonisation appeared in the dictionary not just as the lingua franca of jingoistic imperialism but shaded with the stories and the voices of the colonised.
    2. Dixon’s standards were variable: he was happy for Murray to include ‘cunt’ but drew the line at ‘cundum ... a contrivance used by fornicators, to save themselves from a well-deserved clap; also by others who wish to enjoy copulation without the possibility of impregnation’.
    1. France is quite different. It is a culture of quality and differentiation. Take French cuisine as an example. Unlike other world cuisines, which are characterized by dishes (e.g., Italian pizza or Spanish paella), the French restaurant experience is one where chefs are always adding their own twist. Almost any dish can be served in a French restaurant because what makes it French is the attention to detail in the preparation. French restaurants also tend to focus on few dishes, and I am not talking about Michelin star restaurants, but regular lunch places that serve a fixed menu at noon. Many of them are great, and provide a very contrasting experience to that of the American dinner. No 20-page plasticized menu with 100s of options (none prepared very well), but a few carefully crafted dishes each day. It is not about more, bigger, or faster, but about fewer, different, and better. No architectural scale sponge-filled wedding cakes, but delicious and beautifully crafted petite gâteaus that satisfy you with taste, not size.
    1. 05:00 hustle culture: do what you love, and do it aggressively, not loving the thing and working hard leads to burnout

    1. He used the chance to declare “cultural war” for the “soul of America,” against an enemy of radicals “cross-dressing” as moderate Democrats, who were preaching “abortion on demand” and “radical feminism” while working-class Americans watched their jobs disappear and a “mob”—the Rodney King riots—looted and burned Los Angeles. The liberal columnist Molly Ivins memorably wrote that the speech “probably sounded better in the original German,” but its themes would form the founding document of today’s Republican Party. Indeed, when I mentioned the speech to a former Trump Administration official, he immediately recited several lines by heart.

      Pat Buchanan ran for the Republican nomination in 1992 and in a prime-time speech at the Republican convention that summer he declared a "cultural war" for the "soul of America".

  8. Sep 2023
    1. Company culture is a lot more than what you say or what’s on your site. It’s about how people treat each other, how things are decided, and even how people use their workspace.

      Company Culture Iceberg

    1. If you want to learn a language just for fun, start with Swedish. If you want to rack up an impressive number, stay in Europe. But if you really want to impress, bulking up your brain to master Cantonese or Korean is the sign of the true linguistic Ironman.
    2. A second way languages can be hard is with sounds and distinctions that do not exist in the learner‘s language.
    3. Chinese stands out for its difficulty. It is commonly said that a learner must memorise around 2,000 characters to be able to read a newspaper. But even this estimate is criticised; someone with 2,000 characters will still have to look up unfamiliar ones in every few lines of text. Japanese is (mostly) written with a subset of the Chinese characters, but most characters can be given either a Japanese or Chinese pronunciation, making the task mind-tangling in that language too.
    4. The main reason a language is hard is that it is different from your own.
    1. we are fundamentally a cultural species. 00:09:51 Culture is our life support system. Our cumulative culture allows us to cushion ourselves against the harsh realities of the environment and to reshape the environment.
      • for: cultural evolution, cultural evolution - Bruce Hood, cumulative cultural evolution, CCE, gene-culture coevolution

      • paraphrase

        • Our evolving technology allowed us to expand into new territories and manipulate the environment in ways that gave us an edge.
        • Places like this remind me about how harsh nature can be.
        • We're so used to living in air conditioning, and having the comfort of the modern world, but when you go out into nature and experience it first hand, you're reminded very powerfully about how weak we are as an animal.
        • And this is because we are fundamentally a cultural species.
        • Culture is our life support system.
        • Our cumulative culture allows us to
          • cushion ourselves against the harsh realities of the environment and to
          • reshape the environment.
      • for: doppleganger, conflict resolution, deep humanity, common denominators, CHD, Douglas Rushkoff, Naomi Klein, Into the Mirror World, conspiracy theory, conspiracy theories, conspiracy culture, nonduality, self-other, human interbeing, polycrisis, othering, storytelling, myth-making, social media amplifier -summary
        • This conversation was insightful on so many dimensions salient to the polycrisis humanity is moving through.
        • It makes me think of the old cliches:
          • "The more things change, the more they remain the same"
          • "What's old is new" ' "History repeats"
        • the conversation explores Naomi's latest book (as of this podcast), Into the Mirror World, in which Naomi adopts a different style of writing to explicate, articulate and give voice to
          • implicit and tacit discomforting ideas and feelings she experienced during covid and earlier, and
          • became a focal point through a personal comparative analysis with another female author and thought leader, Naomi Wolf,
            • a feminist writer who ended up being rejected by mainstream media and turned to right wing media.
        • The conversation explores the process of:
          • othering,
          • coopting and
          • abandoning
        • of ideas important for personal and social wellbeing.
        • and speaks to the need to identify what is going on and to reclaim those ideas for the sake of humanity
        • In this context, the doppleganger is the people who are mirror-like imiages of ourselves, but on the other side of polarized issues.
        • Charismatic leaders who are bad actors often are good at identifying the suffering of the masses, and coopt the ideas of good actors to serve their own ends of self-enrichment.
        • There are real world conspiracies that have caused significant societal harm, and still do,
        • however, when there ithere are phenomena which we have no direct sense experience of, the mixture of
          • a sense of helplessness,
          • anger emerging from injustice
        • a charismatic leader proposing a concrete, possible but explanatory theory
        • is a powerful story whose mythology can be reified by many people believing it
        • Another cliche springs to mind
          • A lie told a hundred times becomes a truth
          • hence the amplifying role of social media
        • When we think about where this phenomena manifests, we find it everywhere:
  9. Aug 2023
    1. The main thing I learned while reading through Phyllis Diller's jokes is that comedy has changed a lot since she started her career in the mid-1950s. Her comedy is focused on short one-liners that get laughs in quick succession, while today's comedy is more story-driven. Although a lot of her jokes are very time-bound due to their content, it was interesting to get a glimpse of what was happening at the time a joke was written. Each joke card has a date on it, and the cards span the 1960s to the 1990s. The topic of the jokes told a lot about what people were worried about or focused on at the time the joke was written, whether it was the inflation or student protests of the 1970s, a celebrity's many marriages, or gossip about the president at the time. While, like any comedian, some of her jokes fall flat, I appreciated Diller's hard work in meticulously recording, testing, and filing each joke in the gag file, along with her ability to make a joke about almost any topic.

      evidence of comedy shift from 50s/60s of one liners to more story-based comedy of the 2000s onward. Some of this may come about through idea links or story links as seen in some of Diller's paperclipped cards (see https://hypothes.is/a/W9Wz-EXsEe6nZxew_8BUCg).

    1. The phrase "Rule 34" was coined from an August 13, 2003 webcomic captioned, "Rule #34 There is porn of it. No exceptions." The comic was drawn by TangoStari (Peter Morley-Souter) to depict his shock at seeing Calvin and Hobbes parody porn.[1][2]
    1. The task is to have a communitynevertheless, and to discover means of using specialties topromote it. This can be done through the Great Conversa-tion.

      The commons as a social glue

      Perhaps there's a framing of "the commons" as a larger entity from which we not only draw, but to which we contribute and in which we participate that glues us all together.

      Link under: https://hypothes.is/a/mEgAiEIFEe6trVPf7HjFhQ

    2. The task is to have a communitynevertheless, and to discover means of using specialties topromote it. This can be done through the Great Conversa-tion.

      We need some common culture to bind humanity together. Hutchins makes the argument that the Great Conversation can help to effectuate this binding through shared culture and knowledge.

      Perhaps he is even more right in the 2000s than he was in the 1950s?

    3. We and the Japanesethought, in the i86o's, how wonderful it would be if thisresult could be achieved. We and they fixed our minds on theeconomic development of Japan and modified the educationalsystem of that country on "American lines" to promote thiseconomic development. So the rich got richer, the poor gotpoorer, the powerful got more bellicose; and Japan becamea menace to the world and to itself.

      Writing in 1951, Hutchins is writing too close to the time period of post World War II to have a better view of this topic. He's fashioned far too simple a story as a result.

      There was a lack of critical thinking and over-reliance on top down approval which was harmful in the Japanese story of this time period though.

    1. About ten years ago, a massive breakthrough happened in genomic research technology. A method appeared which is called NGS, next generation sequencing, and this method significantly cuts time and costs of any genomic research. For example, have you ever heard about the Human Genome Project? It was quite a popular topic for science fiction some time ago. 00:03:10 This project launched in 1990 with the goal to decrypt all genomic information in a human organism. At that time, with the technology of the time, it took ten years and three billion dollars to reach the goals of this project. With NGS, all of that can be done in just one day at the cost of 15,000 dollars.
      • for: progress trap, cumulative cultural evolution, gene-culture co-evolution, speed of cultural evolution, human genome project
      • paraphrase
        • the human genome project took 10 years and cost 3 billion dollars
        • with NGS technology, 10 years later, the same job takes 1 day and costs $15,000 dollars
    1. the Auto industry built for us and what's most Insidious is the financials behind all of this
      • for: adjacency - urban decay, suburbs, history- suburbs, history - car culture, urban decay - economics
      • paraphrase

        • as the suburbs expanded they need more and more roads highways Bridges infrastructure to stay afloat
        • but because the nature of the suburb is spread out single-family housing as opposed to the densely packed City Apartment dwelling the suburbs have too few people to be able to fund this infrastructure
        • subsequently, they so they have to keep expanding in order to fund themselves and even then they still can't fund themselves
        • so they often rely on tax dollars from City dwellers to subsidize their Suburban excesses
        • who lives in the cities because of white flight ?... people of color
        • when it comes to housing, people of color have been screwed over in literally every way in imaginable

        • so we have this self-perpetuating cycle

          • the growth of suburbs leads to more suburban sprawl
          • this increases the need for cars
          • this leads to the building of more highways and Roads
          • this leads to not enough income to pay for the suburbs
          • this leads to black and brown communities being forced to subsidize Suburban Lifestyles at the expense of the beautification of their own communities leading to the degradation of inner city neighborhoods
    2. Auto industry actively demonized pedestrians making fun of pedestrian victims of auto accidents and coining the term jaywalker from the term J used in the late 1800s to mean worthless 00:10:26 fourth rate a hick or a dope and walking in the suburbs is actively discouraged through City planning
      • for: history - suburbs, history - car culture
      • etymology
        • jaywalking
          • invented by the auto industry to discourage waling in the suburbs. A "Jay" was a derogatory term in the 1800s that meant "worthless"
    3. Lots but the people living in the suburbs continued to work and commute in the cities what's the solution High-Speed Rail and Incredibly 00:08:08 efficient mass transit no dummy cars obviously but it wasn't obvious the obsession with and Reliance on cars that seems uniquely American was manufactured as not a symptom but a feature of the 00:08:20 suburbs
      • for: history - suburbs, history - car culture
      • paraphrase
        • With so many people living in the suburbs, there was a new transportation problem as these people had to travel to the city centers to work.
        • High speed rail and mass transit lost out over big oil and the auto industry lobby, and this loss resulted in an auto-centric design that shaped not only the American landscape, but the entire world
        • The 1956 federal aid highway act created a national highway system, but also provided positive feedback to increase suburban development
        • highway construction disproportionately affected minority communities
    4. the GI Bill provided a range of benefits to returning World War II veterans including low-cost mortgages job training and college tuition the implementation of these benefits was not Equitable across racial lines though the 00:04:36 legislation itself didn't explicitly differentiate benefits based on race in practice the distribution of its benefits was largely influenced by social and institutional racism the GI Bill worked in tandem with existing racially discriminating housing and 00:04:48 lending practices such as redlining and restrictive covenants which effectively excluded black veterans from enjoying the same opportunities for homeownership as their white counterparts redlining was a discriminatory practice where 00:05:00 lenders would designate neighborhoods with a high percentage of black people as high risk areas for mortgage lending these areas were often outlined in red on maps used by Banks and other lending institutions hence the term redlining 00:05:13 this led to a systemic denial of Home Loans or Insurance to People based on the racial or ethnic composition of their neighborhoods
      • for: history - suburbs, GI Bill, racial discrimination, structural racism, institutional racism, racial discrimination
      • paraphrase
        • The GI Bill institutionally and structurally discriminated against people of color and played a major role in how suburbs expansion was racially discriminatory against people of color
      • for: town planning, zoning, uglification, history - car culture, big oil - lobby, history - suburbs
    1. What is the culture of the future?
      • for: futures, decarbonizing - cultural sector, climate futures - cultural sector, climate futures - cultural industry
      • paraphrase
        • more local performances
        • more local purchases
        • leverage point for regional transition
        • reduce capacity
        • slowdown
        • reconceive / eco-conceive the arts so that it may endure
        • educate and change public policy
    2. And where the artists take part in a fantasy of overconsumptionThe place where artists play a distinctive role, exactly like high-level sports athletes, is in the propagation of a certain fantasy.
      • for: W2W, carbon inequality, carbon footprint - 1%, carbon emissions - 1%, luxury advertising, luxury advertising contracts, carbon emissions - luxury goods
      • key insight
        • the elites are often the main popularizers, influencers and propagandists of the fantasy of overconsumption
        • culture of overconsumption
        • such elites have a close tie to the luxury industry via large advertising contracts
        • Media posts critical of the carbon air travel emissions of famous DJ named DJ Snake offers a prime example of a common attitude of privilege and self-righteousness found amongst a number of elites
    3. artists are complicit in
      • for: carbon emissions of the 1%, carbon inequality, carbon emissions - artists, high carbon lifestyle
      • comment
        • top tier entertainers are conditioned to a high carbon lifestyle. This is a challenge to overcome.
        • example given
          • DJ who flew to perform in four different EU cities in the same evening!
    4. Culture, a hyper-consumerist sector
      • for: carbon emissions - culture, carbon emissions - cultural sector, carbon footprint - culture,

      • paraphrase

      • stats
        • for France
        • culture and leisure are the third reason for travel after work and shopping
        • watching movies at movie theatre alone is responsible for nearly one million tons of CO2 emissions
        • culture takes up 60% of all downloads on the internet, 80% if porn is included
        • tens of thousands of buildings such as auditoriums are depending on fossil fuels to operate
        • cultural events drive high carbon tourist industry:
          • account for 60% of revenue of hotels and restaurants at the Avignon Festival
          • Louvre's carbon footprint of 3.4 million tons of CO2 emissions are in large part due to air travel of tourists from around the globe
    1. In AET, this process results in a species that is prone to niche construction and ecosystem engineering, and the scale of these processes continues to increase as the population rises. This increasing scale coupled with human propensity for niche construction leads to human unsustainability
      • for: for: ecological collapse, overshoot, progress trap, progress trap - cultural evolution, ultra-sociality, Lotka's maximum power, gene culture coevolution
      • key finding
        • paraphrase
          • In AET,
            • multi-level selection acting on the genome and
            • occurring in concert with selective and non-selective mechanisms acting on culture and technology
          • results in a species that is prone to
            • niche construction and
            • ecosystem engineering,
          • and the scale of these processes continues to increase as the population rises.
          • This increasing scale
            • coupled with human propensity for niche construction
          • leads to human unsustainability
    2. To Gowdy and Krall, the ultra-social nature of human groups allowed for a shift in the primary level of selection from the individual level to the group level. Thus, “With the transition to agriculture the group as an adaptive unit comes to constitute a wholly different gestalt driven by the imperative to produce surplus
      • for: ecological collapse, overshoot, progress trap, progress trap - cultural evolution, ultra-sociality, Lotka's maximum power
      • paraphrase
        • to Gowdy and Krall, the ultra-social nature of human groups allowed for a shift in the primary level of selection
          • from the individual level
          • to the group level.
        • Thus, “With the transition to agriculture the group as an adaptive unit comes to constitute a wholly different gestalt
          • driven by the imperative to produce surplus
      • for: gene culture coevolution, carrying capacity, unsustainability, overshoot, cultural evolution, progress trap

      • Title: The genetic and cultural evolution of unsustainability

      • Author: Brian F. Snyder

      • Abstract

      • Summary
      • Paraphrase
        • Anthropogenic changes are accelerating and threaten the future of life on earth.
        • While the proximate mechanisms of these anthropogenic changes are well studied
          • climate change,
          • biodiversity loss,
          • population growth
        • the evolutionary causality of these anthropogenic changes have been largely ignored.
        • Anthroecological theory (AET) proposes that the ultimate cause of anthropogenic environmental change is
          • multi-level selection for niche construction and ecosystem engineering.
        • Here, we integrate this theory with
          • Lotka’s Maximum Power Principle
        • and propose a model linking
          • energy extraction from the environment with
          • genetic, technological and cultural evolution
        • to increase human ecosystem carrying capacity.
        • Carrying capacity is partially determined by energetic factors such as
          • the net energy a population can acquire from its environment and
          • the efficiency of conversion from energy input to offspring output.
        • These factors are under Darwinian genetic selection
        • in all species,
        • but in humans, they are also determined by
          • technology and
          • culture.
        • If there is genetic or non-genetic heritable variation in
          • the ability of an individual or social group
        • to increase its carrying capacity,
        • then we hypothesize that - selection or cultural evolution will act - to increase carrying capacity.
        • Furthermore, if this evolution of carrying capacity occurs - faster than the biotic components of the ecological system can respond via their own evolution,
          • then we hypothesize that unsustainable ecological changes will result.
  10. Jul 2023
    1. Hookup culture aligned well with our “factory settings,” as it were——so much so that it would hardly occur to a group of male friends to discuss the issue. A group of college boys discussing hookup culture would be rather like a group of old-school cowboys spontaneously debating the merits of gun culture.
    1. The same as hearing a Beatles tune, or rewatching The Snowman at Christmas, or raising up a pint of foaming beer, fish and chips is a national pleasure we expect to repeat and repeat. Impossible to imagine eating this meal for the last time.
    2. The fundamental cooking method is always the same. Fillets of white fish, usually haddock or cod, are slapped about in a viscous yellow batter before being dropped into 180C baths of oil. An experienced frier will tend their bubbling fillets compulsively, using a metal strainer to turn and tease the food as the batter flares and hardens, basting with twitches of the wrist. After about five minutes, the battered fish will be golden, curved in on itself like a banana, firm enough to be set atop chips without surrendering its shape.↳As for the chips, these are made from white potatoes, peeled and cut to the thickness of thumbs, then placed in a steel basket and submerged in the same hot oil until they will crack apart when squeezed. There is resistance in Scotland towards the frying of cod, which is seen as an English lunacy, but it is generally accepted that potatoes grown in the drier soil of England do better when fried, being lower in glucose and less likely to caramelise. National pride stretches so far. Only not so far as brown chips.
    3. Undoubtedly, fish and chips is immigrant food, imported, perfected and perpetuated by a mish-mash of refugees and others originating from Portugal, Spain, eastern Europe, Italy, Cyprus, Greece and China. The method of deep-frying white fish in a liquid batter made of flour and egg or milk was likely brought over to London by Jews in flight from Catholic inquisitors. Walton and other food historians have identified chipped potatoes “in the French style” being sold from carts in the industrial Pennines as early as the 1860s.
    4. The fish and chips sold in the East Neuk might be the best in the British Isles and because of that (it follows) the best on the planet.
    1. They now have the chance to understandthemselves through understanding their tradition.

      It feels odd that people wouldn't understand their own traditions, but it obviously happens. Information overload can obviously heavily afflict societies toward forgetting their traditions and the formation of new traditions, particularly in non-oral traditions which focus more on written texts which can more easily be ignored (not read) and then later replaced with seemingly newer traditions.

      Take for example the resurgence of note taking ideas circa 2014-2020 which completely disregarded the prior histories, particularly in lieu of new technologies for doing them.

      As a means of focusing on Western Culture, the editors here have highlighted some of the most important thoughts for encapsulating and influencing their current and future cultures.

      How do oral traditions embrace the idea of the "Great Conversation"?

    1. As socialist realism was imposed on Soviet writers, one form of permissible resistance, of finding an inner freedom, was to read translations of foreign writers. No private library was complete without Hemingway, Faulkner, London, Fitzgerald, Steinbeck, Salinger—all officially permitted as “progressive writers” exposing the “ulcers of the capitalist world.”
  11. Jun 2023
    1. In accord with these different cultural emphases Chinese preschoolers develop theory of mind insights in a different sequence than Western children, Both groups of children understand the diversity of desires first. But Chinese children, unlike Western children consistently understand knowledge acquisition before they understand the diversity of beliefs. (Wellman, et al. 2006; Wellman, et al. 2011).

      The varying theories of mind by preschoolers of different cultures, provides further evidence that epistemology plays a major role in learning, and learning differences based on culture. Meyer (2013) makes room for indigenous epistemology to move us beyond Western thought. Giving rise to more understanding on implications of culture on learning.

      Meyer, M. A. (2013, April 1). Holographic epistemology: native common sense. Document - Gale Academic OneFile. https://go.gale.com/ps/i.do?p=AONE&u=googlescholar&id=GALE|A330802620&v=2.1&it=r&sid=AONE&asid=4d695856

    1. Makhathini’s verbal and written commentaries on his music, connoteshis identification with and situatedness in Nguni cultural practices). Makhathini’s music oftencontains forms, rhythmic and harmonic approaches that invoke Nguni music practices,including the use of episodic and cyclical formal principles and the use of modalities. Whilethese musical gestures in themselves are not unambiguous markers of particular culturalpractices, they become clearer as spatial coordinates when read together with Makhathini’sdiscourses on his practice.
    1. And because libraries generally do not take possession of the ebook files they rent from publishers, their crucial role as long-term preservers of culture has been severed from their role as institutions that provide democratic access—a striking change.

      E-books have caused the missions of many libraries to shift away from institutions that provide democratic access to a preserved culture.

  12. May 2023
    1. Makhathini’s verbal and written commentaries on his music, connotes his identification with and situatedness in Nguni cultural practices). Makhathini’s music often contains forms, rhythmic and harmonic approaches that invoke Nguni music practices, including the use of episodic and cyclical formal principles and the use of modalities. While these musical gestures in themselves are not unambiguous markers of particular cultural practices, they become clearer as spatial coordinates when read together with Makhathini’sdiscourses on his practice.
    1. Dave Pollard writes about types of silence and its cultural role in different situations. Prompted by a K-cafe by David Gurteen. Great to see such old network connections still going strong.

      Book mentioned [[The Great Unheard at Work by Mark Cole and John Higgins]] something for the antilib re power assymmetries?

    1. Is there potentially a worry amongst Republicans that by losing the "culture wars" that they'll somehow lose control of society and the capitalist order which funds their party and helps to keep them in control?

      Link to Gramsci's idea about cultural hegemony: https://hypothes.is/a/pRnPLPTtEe2_pyt2-Z7pwg

    2. Cultural hegemony is therefore used to maintain consent to the capitalist order, rather than the use of force to maintain order.
    1. Dave Troy is a US investigative journalist, looking at the US infosphere. Places resistance against disinformation not as a matter of factchecking and technology but one of reshaping social capital and cultural network topologies.

      Early work by Valdis Krebs comes to mind vgl [[Netwerkviz en people nav 20091112072001]] and how the Finnish 'method' seemed to be a mix of [[Crap detection is civic duty 2018010073052]] and social capital aspects. Also re taking an algogen text as is / stand alone artefact vs seeing its provenance and entanglement with real world events, people and things.

    1. In her markings, Rose Caylor gave us a sense of her husband, the playwright Ben Hecht. In her copy of “A Child of the Century,” which Mr. Hecht wrote, she had drawn an arrow pointing to burns on a page. “Strikes matches on books,” she noted about her husband, who was a smoker.

      This is a fascinating bit of reading practice.

    2. Not everyone values marginalia, said Paul Ruxin, a member of the Caxton Club. “If you think about the traditional view that the book is only about the text,” he said, “then this is kind of foolish, I suppose.”

      A book can't only be about the text, it has to be about the reader's interaction with it and thoughts about it. Without these, the object has no value.

      Annotations are the traces left behind of how one valued a book as they read and interacted with it.

    1. Josh Sargent, a member of the Akwesasne Mohawk community in upstate New York, where Hoover researched the impact of industrial contamination in the St. Lawrence River for her dissertation, said she’s “a good person and always welcome here.” Debates about her identity seem to be taking place in the “bubble of academia,” he said, while the real challenges facing Native people are being overlooked. He said she’s doing important work, and her book, “The River Is in Us,” accurately depicted the environmental harm suffered by his community. “I hope people read it.”

      An important question here: her identity may not have been completely authentic, but is this a reason not to heed and consider her work on its own merit?

      How do any of us really know our identities?

  13. Apr 2023
    1. 面包大规模传入中国始于清末,外国冒险家们带着坚船利炮闯入中国,从东南、东北两个方向向内陆延伸。东北长期受到俄日的影响,在面包产业上很早就独树一帜。19 世纪后期,秋林大列巴开始风靡,成为几代哈尔滨人的共同记忆,并被追溯为中国本地面包的鼻祖。如果中国面包业一定要诞生一个本土豪强,那么,东北是最有力的竞争者。
    1. As I walked home down the steep slope of Fulton Street afterward, I thought: This is like a synagogue, but without Jews or Judaism. Like many things nowadays, the seculars have reinvented a religious concept to cope with the very barrenness that secularism bequeathed us.

      In many ways this is the blight of the modern world.

    1. Armstrong, Dorsey. King Arthur: History and Legend (Course Guidebook). Great Courses 2376. Chantilly, VA: The Teaching Company, 2015.

      King Arthur: History and Legend. Streaming Video. Vol. 2376. The Great Courses: Literature and Language. Chantilly, VA: The Teaching Company, 2015. https://www.wondrium.com/king-arthur-history-and-legend.

    1. Our strategies for changing the world are often inspired by a culture created by a physicalist metaphysics. That’s why I propose that metaphysics eats culture for breakfast. What we believe to be real and relevant is the most significant factor in the formation of culture, which in turn influences our thoughts and emotions, which in turn influence our values, which influence our institutions and political policies. The change has to happen at the deepest level if it’s going to have any significant impact on an issue as important as whether or not we go extinct.

      // Metaphysics eats culture for breakfast - a takeoff of a well-known business meme - culture eats strategy for breakfast - Beiner goes one level deeper and claims - metaphysics eats culture for breakfast - He justifies this via this argument - Our strategies for changing the world - are often inspired by - a culture created by a physicalist metaphysics. - That’s why I propose that metaphysics eats culture for breakfast. - What we believe to be real and relevant - is the most significant factor - in the formation of culture, - which in turn influences our thoughts and emotions, - which in turn influence our values, - which influence our institutions and political policies. - The change has to happen at the deepest level - if it’s going to have any significant impact - on an issue as important as whether or not we go extinct.

  14. Mar 2023
    1. the best known example of this type of research concerns the co-evolution of pastoralism and lactose tolerance [30]. In rough terms, the basic hypothesis—which is widely accepted and well confirmed—is that the adoption of dairying set up a modified niche in which the ability to digest lactose into adulthood was at an advantage.

      Best known example of gene-culture coevolution - co-evolution of pastoralism and lactose intolerance - the adoption of dairying set up a modified niche - in which the ability to digest lactose into adulthood was an advantage. - ancestors who were lactose tolerant could take advantage of a new source of calories. - Hence it is the learned acquisition of dairying which explains the natural selection of genes favoring lactase persistence, - the continued production of the enzyme lactase beyond weaning - Dual inheritance theory (Gene-culture coevolution) typically uses this example to explain - Dairying is inherited via a cultural channel - lactase persistence is inherited via a genetic channel - Recent supporters of this also make recent claims that it is not possible to distinguish between - what is biological from what is cultural

    1. talking to ChatGPT began to feel like every other interaction one has on the internet, where some guy (always a guy) tries to convert the skim of a Wikipedia article into a case of definitive expertise. Except ChatGPT was always willing to admit that it was wrong.
    1. It has been suggested that - the human species may be undergoing an evolutionary transition in individuality (ETI).

      there is disagreement about - how to apply the ETI framework to our species - and whether culture is implicated - as either cause or consequence.

      Long-term gene–culture coevolution (GCC) i- s - also poorly understood.

      argued that - culture steers human evolution,

      Others proposed - genes hold culture on a leash.

      After review of the literature and evidence on long-term GCC in humans - emerge a set of common themes. - First, culture appears to hold greater adaptive potential than genetic inheritance - and is probably driving human evolution. - The evolutionary impact of culture occurs - mainly through culturally organized groups, - which have come to dominate human affairs in recent millennia. - Second, the role of culture appears to be growing, - increasingly bypassing genetic evolution and weakening genetic adaptive potential. -Taken together, these findings suggest that human long-term GCC is characterized by - an evolutionary transition in inheritance - from genes to culture - which entails a transition in individuality (from genetic individual to cultural group). Research on GCC should focus on the possibility of - an ongoing transition in the human inheritance system.

    1. Gene–culture coevolution and the nature of human sociality
      • Title: Gene–culture coevolution and the nature of human sociality
      • Author: Herbert Gintis

      //Abstract - Summary - Human characteristics are the product of gene–culture coevolution, - which is an evolutionary dynamic involving the interaction of genes and culture - over long time periods. - Gene–culture coevolution is a special case of niche construction. - Gene–culture coevolution is responsible for: - human other-regarding preferences, - a taste for fairness, - the capacity to empathize and - salience of morality and character virtues.

      • Title: Human niche construction in interdisciplinary focus
      • Author:
        • Jeremy Kendal
        • Jamshid J. Tehrani
        • John Oding-Smee
      • Abstract
        • summary
        • Niche construction is an endogenous causal process in evolution,
      • reciprocal to the causal process of natural selection.
        • It works by adding ecological inheritance,
        • comprising the inheritance of natural selection pressures previously modified by niche construction,
        • to genetic inheritance in evolution.
        • Human niche construction modifies selection pressures in environments in ways that affect both human evolution, and the evolution of other species.
        • Human ecological inheritance is exceptionally potent
        • because it includes the social transmission and inheritance
        • of cultural knowledge, and material culture.
        • Human genetic inheritance
        • in combination with human cultural inheritance
        • thus provides a basis for gene–culture coevolution,
        • and multivariate dynamics in cultural evolution.
        • Niche construction theory potentially integrates the biological and social aspects of the human sciences.
        • We elaborate on these processes,
        • and provide brief introductions to each of the papers published in this theme issue.
    1. he gained popularity, particularly among young men, by promoting what he presented as a hyper-masculine, ultra-luxurious lifestyle.

      Andrew Tate, a former kickboxer and Big Brother (17, UK) housemate, has gained popularity among young men for promoting a "hyper-masculine, ultra-luxurious lifestyle".

      Where does Tate fit into the pantheon of the prosperity gospel? Is he touching on it or extending it to the nth degree? How much of his audience overlaps with the religious right that would internalize such a viewpoint?

    1. For open educators, this runs counter to the very reason we use OER in the first place. Many open educators choose OER because there are legal permissions that allow for the ethical reuse of other people’s material — material the creators have generously and freely made available through the application of open licenses to it. The thought of using work that has not been freely gifted to the commons by the creator feels wrong for many open educators and is antithetical to the generosity inherent in the OER community.
      • Title

        • Revolution and American Indians: “Marxism is as Alien to My Culture as Capitalism"
      • Author

        • Russell Means
      • Context

        • The following speech was given by Russell Means in July 1980, before several thousand people who had assembled from all over the world for the Black Hills International Survival Gathering, in the Black Hills of South Dakota.
        • It was Russell Means's most famous speech.
  15. Feb 2023
    1. reply https://forum.zettelkasten.de/discussion/comment/16622/#Comment_16622

      Adler has an excellent primer on this subject that covers a lot of the basics in reasonable depth: - Adler, Mortimer J. “How to Mark a Book.” Saturday Review of Literature, July 6, 1940. (https://stevenson.ucsc.edu/academics/stevenson-college-core-courses/how-to-mark-a-book-1.pdf)

      Marking books can be useful not only to the original reader, but future academics and historians studying material culture (eg: https://apps.lib.umich.edu/online-exhibits/exhibits/show/marks-in-books), and as @GeoEng51 indicates they might be shared by friends, family, romantic interests, or even perhaps all of the above (see: https://newcriterion.com/issues/2017/4/mrs-custers-tennyson).

      For those interested in annotation marks and symbols (like @ctietze's "bolt" ↯) I outlined a few ideas this last month at: https://www.reddit.com/r/Zettelkasten/comments/10qw4l5/comment/j6vxn6a/?utm_source=reddit&utm_medium=web2x&context=3

    1. What we ultimately should care about is being able to use our knowledge to produce something new, whatever that may be. To not merely reproduce you must understand the material. And understanding requires application, a hermeneutic principle that particularly Gadamer worked out extensively. If you really want to measure your level of understanding, you should try to apply or explain something to yourself or someone else.
    1. Enseignements artistiques :Élaboration des schémas départementaux de développementdes enseignements artistiques dans les domaines de lamusique, de la danse et de l’art dramatique qui définissentl’organisation du réseau des enseignements artistiques et lesmodalités de participation financière des départements
  16. Jan 2023
    1. Emily J. LevineAby Warburg and Weimar Jewish Culture:Navigating Normative Narratives,Counternarratives, and Historical Context

      Levine, Emily J. “Aby Warburg and Weimar Jewish Culture: Navigating Normative Narratives, Counternarratives, and Historical Context.” In The German-Jewish Experience Revisited, edited by Steven E. Aschheim and Vivian Liska, 1st ed., 117–34. Perspectives on Jewish Texts and Contexts 3. De Gruyter, 2015. https://www.jstor.org/stable/j.ctvbkjwr1.10.

    1. I have a bit of a soft spot for Niklas Luhmann ever since David Seidl introduced me to his ideas. I think it was at an EGOS conference in the early 2000s.

      https://petersmith.org/blog/2022/12/10/zettelkasten/

      Peter Smith was introduced to Niklas Luhmann at an European Group for Organizational Studies (EGOS) Conference in the early 2000s, ostensibly a business related group.


      I came across this via an IndieWeb reference and webmention.

  17. Dec 2022
    1. A final point regarding the myth of hard work and poverty is that this mythis particularly powerful because it implies a sense of justice and fairness. Thosewho do well in life through their hard work are seen as deserving, and thosewho do not do well in life through their lack of hard work are also seen as de-serving of their fate.14 There is something comforting about the idea that peopleget their just rewards. Unfortunately, neither the world nor poverty is fair. AsMichael Harrington wrote in his 1963 book, The Other America:The real explanation of why the poor are where they are is that they madethe mistake of being born to the wrong parents, in the wrong section of thecountry, in the wrong industry, or in the wrong racial or ethnic group. Oncethat mistake has been made, they could have been paragons of will and mo-rality, but most of them would never even have had a chance to get out ofthe other America.15
    1. I am not afraid of Charlie because he writes extreme, offensive things online. I am afraid of him because I recognize so many of his proclivities in regular people—the shifting eyes, the formless references and mental absence. If you spend all of your time consuming internet culture, you are consuming stories and myths and personalities that only exist online. To curate your online presence is to give up a piece of your physical self, to live in a simulated universe of your own creation. 
    2. But to ignore the internet, he said, is to give up on making an impact in your own time. Cultural cycles move so fast online that being unplugged for a few years will render anyone culturally defunct, functionally a separate species from the digitally engaged. The internet is a superhighway. Step off and you might be safer, but you will also be quickly left behind.
    3. The innovation of Milady was reminding people that you can technically say anything you want online, if you just embrace that none of it matters. There is nothing physically stopping any of us from logging onto Twitter right now and typing pages and pages of literally anything. We decided to make the internet boring. We decided to care. You could inscribe yourself on every wall on the internet and no one can tell you “no.” 
    4. Internet people, or people whose entire identities are wrapped up in their online presence, represent a new direction of culture. You don’t have to live in or know about the real world to be important. You can loop around and around in a tiny online world with its own values and characters, and that is enough.
    5. Everyone knows someone who has lost a piece of themselves to the internet. They latch onto a digital community and start to think it’s the whole world. 
    6. But there are hundreds of online communities with their own rules, their own norms, their own Charlies—extremely online people buzzing behind the screen.
    7. I work hard to not be online. But I am always drawn back to internet culture because it moves so much faster than real life. In the best moments, people are so much more honest on the internet; a meme can capture a feeling it would take hundreds of words to explain. Being online is the surest way to feel relevant, even if you lose yourself in the process.
    1. We often misdiagnose our current malady as one of “polarization.” That’s wrong. We have one rogue, ethno-authoritarian party and one fairly stable and diverse party. It just looks like polarization when you map it red and blue or consider these parties to be equal in levels of mercenary commitment, which they overwhelmingly are not. In one sense, America has always been polarized, just not along partisan lines. It’s also been more polarized rather recently, as in 1919 or 1968.Instead, we suffer from judicial tyranny fueled by white supremacy. One largely unaccountable branch of government has been captured by ideologues who have committed themselves to undermining the will of the electorate on matters ranging from women’s bodily autonomy to voting rights to the ability of the executive branch to carry out the policy directives of Congress by regulating commerce and industry.

      Thesis: not polarization but white-supremacy-filled judicial tyranny

      It isn’t clear to me that the judiciary is filled with white suprematists, but the judiciary is increasingly swinging conservative appointed by far right ideologues fueled by white suprematism.

    1. Culture jamming is the practice of disrupting the mundane nature of everyday life and the status quo with surprising, often comical or satirical acts or artworks.
  18. Nov 2022
    1. “We’re at war. This is a political war, a cultural war, and it’s a spiritual war,” Ogles said after he won his primary. “And as we go forward, we’ve got to get back to honoring God and country.”
    1. The JFK assassination episode of Mad Men. In one long single shot near the beginning of the episode, a character arrives late to his job and finds the office in disarray, desks empty and scattered with suddenly-abandoned papers, and every phone ringing unanswered. Down the hallway at the end of the room, where a TV is blaring just out of sight, we can make out a rising chatter of worried voices, and someone starting to cry. It is— we suddenly remember— a November morning in 1963. The bustling office has collapsed into one anxious body, huddled together around a TV, ignoring the ringing phones, to share in a collective crisis.

      May I just miss the core of this bit entirely and mention coming home to Betty on the couch, letting the kids watch, unsure of what to do.

      And the fucking Campbells, dressed up for a wedding in front of the TV, unsure of what to do.

      Though, if I might add, comparing Twitter to the abstract of television, itself, would be unfortunate, if unfortunately accurate, considering how much more granular the consumptive controls are to the user. Use Twitter Lists, you godforsaken human beings.

    1. We are now seeing such reading return to its former social base: a self-perpetuating minority that we shall call the reading class. — Griswold, McDonnell and Wright, “Reading and the Reading Class in the Twenty-First Century,” Annual Review of Sociology (2005) They see two options for readers in society: Gaining “power and prestige associated with an increasingly rare form of cultural capital” Becoming culturally irrelevant and backwards with “an increasingly arcane hobby”

      Reading is suggested to be potentially waning, maybe becoming more elite or even obsolete. It seems to disregard its counterpart: writing. For every thing that can be read, writing has preceded it. Writing, other than direct transcription, is not just creating text it is a practice, that also creates effects/affordances for the writer. Also thinking of Rheingold's definition of literacy as a skill plus community in which that skill is widely present. Writing/reading started out as bookkeeping, and I assume professional classes will remain text focused (although AR is an 'oral' path here too)

    1. Teachers are actually managing something far more important than test scores. They're managing, massaging, inspiring, reinforcing and jollying along the only thing that helps a kid learn, which is the energy and trust in the classroom. Good teachers do it instinctively and constantly, though it's exhausting and painstaking to do. This is the one thing teachers don't get rewarded for or credit for. They care enough to manage the waves of excitement and wonder and fatigue and frustration in their classrooms. They manage the waves and let the particles take care of themselves.
    2. Measurement requires stopping the action, getting outside of it and holding it up against a yardstick, exactly the opposite of the activity that would create products or ship them, make customers happy or move our business forward in any way.
    1. The origin of the term “culture” is best documented by the comparative literature scholar Raymond Williams, who charted its appearance in his book Culture and Society, 1780-1950. At the beginning of the 18th century, “culture” was still only a verb. It meant to cultivate the land, to encourage natural growth: the culture of leeks or potatoes or gardens. But inevitably, the term was applied to mean the “cultivation” of the social conditions for a healthy society.

      The origin of the term "culture"

    1. I hadn't fully understood — really appreciated — how much corporate publishing systems steer people's behaviour until this week. Twitter encourages a very extractive attitude from everyone it touches.

      This stands out indeed.

    1. Meme wars are culture wars, the authors write — “accelerated and intensified because of the infrastructure and incentives of the internet, which trades outrage and extremity as currency, rewards speed and scale, and flatten the experience of the world into a never-ending scroll of images and words.”
    1. Language/location related Mastodon Instances:

      • https://ailbhean.co-shaoghal.net/
        • This server is aimed at Gaelic speakers. Tha am frithealaiche seo ann do luchd na Gàidhlig.
      • https://mastodon.scot
        • A community primarily intended for (but not limited to) people in Scotland or who identify as Scottish.
      • https://mastodon.ie/
        • Irish Mastodon
      • https://toot.wales
        • Twt is the free and open community for Wales and the Welsh, at home and abroad.
    1. She told WHYY's Fresh Air in 1989 that her husband was a walking contradiction — a wild man on stage, boozing and womanizing, who wouldn't allow a drop of alcohol in his own home.
    2. Lewis made it through a just a few tour dates before succumbing to the press and public's censure, and retreated back to the U.S. That doesn't mean that he was ever publicly regretful. His marriage to Myra lasted a decade
  19. Oct 2022
    1. And one day, while having a little smackerel of something, the absurdity of this just hit me.How absurd it is that we create something like the Internet. A global web of interconnected computers. And someone makes us believe that to communicate with each other we need the help of a dysfunctional, closed building that shuts people out and harms people and the environment with their business model.The internet is out here, outside those walls. And it won’t exclude anyone or throw anyone out.The internet is already a social medium.

      Jaron Lanier once gave a similar example. How weird it is that to have a conversation with a person, a third party has to be involved. Like a social network. Why not just have the conversation on your own domains? This also reaches out to the idea of webmentions and having conversations through your blog or website.

    1. A recent writer has called attention to apassage in Paxson's presidential address before the American Historical Associationin 1938, in which he remarked that historians "needed Cheyney's warning . . . not towrite in 1917 or 1918 what might be regretted in 1927 and 1928."

      There are lessons in Frederic L. Paxson's 1938 address to the American Historical Association for todays social media culture and the growing realm of cancel culture when he remarked that historians "needed Cheyney's warning... not to write in 1917 or 1918 what might be regretted in 1927 and 1928.

    1. His topics include the rhetoric and impact of culture wars in American political life and the relationship between politics and culture in the United States.
    1. they are commonly based on a sequence of events that we expect to occur in given situations

      cognitive scripts / habitual behaviour is often an entrained response to a common situation. Situations that are common for many people means there is commonality in their cognitive scripts too. 'Copying the neighbours' is a heuristic that informs the formation of such cognitive scripts in a situation, which is also one of the heuristics that contributes to emergence. Are shared cognitive scripts, through emergence, atomic particles of culture? (Vgl [[Culture is the Greatest Hits collection of social facts 20070828174701]] (Social facts are agreements in groups of people.) and [[The Blank Slate by Steven Pinker 20070828073721]] where he presents a culture as the sum of the individual psychologies of those in a culture.

    1. Der Nachlass ist aber nicht nur ein wissenschaftshistorisches Dokument, sondern auch wegen der Rückseiten interessant: Jungius verwendete Predigttexte und Erbauungsliteratur, Schülermitschriften und alte Briefe als Notizpapier. Zudem wurde vieles im Nachlass belassen, was ihm irgendwann einmal zugeordnet wurde, darunter eine Reihe von Manuskripten fremder Hand, z. B. zur Astronomie des Nicolaus Reimers.

      machine translation (Google):

      The estate is not only a scientific-historical document, but also interesting because of the back: Jungius used sermon texts and devotional literature, school notes and old letters as note paper. In addition, much was left in the estate that was assigned to him at some point, including a number of manuscripts by someone else, e.g. B. to the astronomy of Nicolaus Reimers.

      In addition to the inherent value of the notes which Jungius took and which present a snapshot of the state-of-the art of knowledge for his day, there is a secondary source of value as he took his notes on scraps of paper that represent sermon texts and devotional literature, school notes, and old letters. These represent their own historical value separate from his notes.


      link to https://hypothes.is/a/m2izykwGEe2TaktJuW0Qgg

    1. Ortega’s brilliant insight came in understanding that the battle between ‘up’ and ‘down’ could be as important in spurring social and cultural change as the conflict between ‘left’ and ‘right’. This is not an economic distinction in Ortega’s mind. The new conflict, he insists, is not between “hierarchically superior and inferior classes…. upper classes or lower classes.” A millionaire could be a member of the masses, according to Ortega’s surprising schema. And a pauper might represent the elite.
    1. one recognizes in the tactile realitythat so many of the cards are on flimsy copy paper, on the verge of disintegration with eachuse.

      Deutsch used flimsy copy paper, much like Niklas Luhmann, and as a result some are on the verge of disintegration through use over time.

      The wear of the paper here, however, is indicative of active use over time as well as potential care in use, a useful historical fact.

    1. Jason Lustig is a Harry Starr Fellow in Judaica at Harvard University’s Center for Jewish Studies, and the Gerald Westheimer Early Career Fellow at the Leo Baeck Institute. He completed his PhD at UCLA in 2017, where his dissertation examined 20th-century struggles over Jewish archives and the control of culture and memory in Germany, the USA and Israel/Palestine.
  20. Sep 2022
    1. The culture of poverty argument asserts that poverty has become a way of lifefor many of the poor, and that this way of life is passed down from one genera-tion to the next.
    1. In 1991, the earliest known roundel was found in Germany, also corresponding to the Stroked Pottery culture. Called the Goseck Circle, it is 246 feet (75 m) in diameter and had a double wooden palisade and three entrances. Because two of the entrances correspond with sunrise and sunset during the winter and summer solstices, one interpretation of the Goseck Circle is that it functioned as an observatory or calendar of sorts, according to a 2012 study in the journal Archaeological Papers of the American Anthropological Association (opens in new tab).

      Sounds like this shares many of the potential features of Stonehenge, stone and timber circles, and menhirs that fit into Lynne Kelly's thesis on mnemonic devices.

    1. At first, TikTok was exciting because there was culture that could only happen there. Now that on-platform culture is being overwhelmed by viral arbitrage, and the actual content is getting closer to what you see on every other network. As the platform gets bigger, it gets more generic, and there’s less to distinguish it from every other mass-market social network.

      There was a sense of newness to TikTok that's gone. Instead of a "TikTok culture", there's a sense that it's part of a bigger, algorithmically arbitraged and filtrated whole.

      And that's by the way an interesting idea, that "viral arbitrage" is cross-platform - as there are so many narratives about platforms as closed gardens with moats, pitching their services against each other.

    1. the human brain I've argued for at least two million years has co-evolved with the emergence of these distributed networks and it can't realize its design 00:02:13 potential is to say we wouldn't even be speaking for example until it is immersed in such a network these networks themselves 00:02:24 generate complex cognitive structures which were connected to and which reformat our our brains and therefore the brains task is is very complex we have to assimilate the structures of 00:02:37 culture and manage them and I'm going to argue that a lot of our most complex thinking strategies are actually culturally imposed in the starting point 00:02:51 of the human journey

      !- for : individual / collective gestalt - In Deep Humanity praxis, the individual / collective gestalt is fundamental - the individual is enmeshed and entangled with culture before birth - culture affects individual and individual affects culture in entangled feedback loops

    1. Ukrainian artist Lubov Panchenko became famous in the 1960s with her pictures full of folk motifs. She was persecuted by the Soviet authorities for her works that revived Ukrainian culture.

      one of my favorite artists!

    1. an increasing share of adaptive information is stored in culture compared with genes.

      !- feature : culture-driven human inheritance - more adaptive information is being stored in culture than in genes

    2. It follows, then, that humans are experiencing an evolutionary transition in individuality from single human to cultural group because culture is replacing genes as the primary human inheritance system, and cultural adaptations are heavily group structured.

      !- Question : culture-driven human inheritance - How do progress traps fit into this, as opposed to genetic-driven inheritance?

    3. culture is gradually replacing genetics as the primary human system of inheritance. This hypothesis helps clarify the human ETI.

      !- conclusion : GCC - very important finding - nobody knows the implications of such a profound shift - it means we are profoundly dependent on culture, on artificial human-created adaptations for our survival !- in other words : GCC - we no longer genetically evolve to adapt, but rather cognitive create solutions to adapt!

    4. if cultural evolution is sufficiently rapid, it may act to pre-empt and slow genetic evolution. That is, in solving adaptive challenges before genetic evolution takes place, cultural inheritance may reduce the opportunity for natural selection on genes and weaken the adaptive value of information stored in genetic inheritance in the long term. This process is the opposite of genetic assimilation, in which a plastic trait becomes genetically encoded. We call this mode of GCC cultural pre-emption.

      !- Question : Genetic Evolution

      Does this mean that our predominantly cultural evolution threatens to freeze our genetic evolution? This is possible, since genetic evolution takes place on time scales that are orders of magnitudes larger than cultural evolution Unless theoretically proposed, it may have escaped detection for a long time

    5. human long-term GCC is characterized by an evolutionary transition in inheritance (from genes to culture) which entails a transition in individuality (from genetic individual to cultural group).

      !- for : Cultural Evolution - the findings of this paper point to culture is displacing genetic adaptive potential as the main driver of evolution. This is a very profound finding!

    1. The list is compiled each year by the Marist Mindset team of Professor Tommy Zurhellen, Associate Professor of English; Dr. Vanessa Lynn, Assistant Professor of Criminal Justice; and Dr. Joyce Yu-Jean Lee, Assistant Professor of Art and Digital Media.
    1. Here it is probably necessary to explain that lots of things were once typed — on machines called typewriters — during a period of human history after stone tablets and before laptops and cellphones. It is probably also necessary to explain that reference to a card catalog in the first paragraph. A card catalog was an inventory of what was in a library before all the holdings were listed, and maybe available, online.

      A bit tongue-in-cheek, the New York Times describes for the technically inadept what a typewriter and a card catalog are.

    1. They are not meant to prove thatthe student did his or her homework. Rather, they provethat students can make something out of their education.

      Francesco Erspamer's definition of a thesis is proof "that students can make something out of their education."

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    Annotators

  21. Aug 2022
    1. Indeed, judging from the accounts of the many employees who have now gone on record about this issue, the “debates” that have been happening at Basecamp are precisely the kinds of conversations that happen when you have a diverse workforce. Different issues affect different people differently, and being able to speak freely about those differences is the hallmark of a healthy culture. But by framing these discussions as “acrimonious debates” rather than “challenging conversations,” Hansson has positioned himself not as a peacemaker, but as a tyrant hell-bent on taking his toys and going home; shutting down discussions rather than holding space for growth and discovery.
    1. "Self-silencing" — people saying what they think others want to hear rather than what they truly feel — is skewing our understanding of how Americans really feel about abortion, COVID-19 precautions, what children are taught in school and other hot-button issues, a new study finds.

      This has to be true, and I'm glad there is a study to demonstrate it. It's one study, and it's a small sample. But, it's worth a look.

    1. I was doing some random searches for older material on zettelkasten in German and came across this.

      Apparently I've come across this before in a similar context: https://hypothes.is/a/CsgyjAXQEeyMfoN7zLcs0w

      The description now makes me want to read it all the more!

      This is a book about a box that contained the world. The box was the Picture Academy for the Young, a popular encyclopedia in pictures invented by preacher-turned-publisher Johann Siegmund Stoy in eighteenth-century Germany. Children were expected to cut out the pictures from the Academy, glue them onto cards, and arrange those cards in ordered compartments—the whole world filed in a box of images.

      As Anke te Heesen demonstrates, Stoy and his world in a box epitomized the Enlightenment concern with the creation and maintenance of an appropriate moral, intellectual, and social order. The box, and its images from nature, myth, and biblical history, were intended to teach children how to collect, store, and order knowledge. te Heesen compares the Academy with other aspects of Enlightenment material culture, such as commercial warehouses and natural history cabinets, to show how the kinds of collecting and ordering practices taught by the Academy shaped both the developing middle class in Germany and Enlightenment thought. The World in a Box, illustrated with a multitude of images of and from Stoy's Academy, offers a glimpse into a time when it was believed that knowledge could be contained and controlled.

      Given the portions about knowledge and control, it might also be of interest to @remikalir wrt his coming book.

    1. If conservatives are right about the importance of virtue, morality, religious faith, stability, character and so on in the individual; if they are right about sexual morality or what came to be termed “family values”; if they are right about the importance of education to inculcate good character and to teach the fundamentals that have defined knowledge in the West for millennia; if they are right about societal norms and public order; if they are right about the centrality of initiative, enterprise, industry, and thrift to a sound economy and a healthy society; if they are right about the soul-sapping effects of paternalistic Big Government and its cannibalization of civil society and religious institutions; if they are right about the necessity of a strong defense and prudent statesmanship in the international sphere—if they are right about the importance of all this to national health and even survival, then they must believe—mustn’t they?—that we are headed off a cliff.

      A breathless paragraph that does articulate well and generously the conservative (nay) reactionary position of those who year to return to an "orange" (or even amber) order before the arrival of green.

      The issue is they want to go back rather than forward which is the only option. We need to "transclude" green -- and orange and amber. Yes we do want virtue, and values, and (probably) a reduced government -- and more. And we need to recognize difference and systematic injustice and a multiplicity of perspectives. And go beyond that into something new.

      This ultimately is simply reactionary. One can sympathize and appreciate it. One imagine what it was like for Catholics in their old ordered world with the all good things of the high middle ages bemoaning the arrival of the protestant heretics. But there is no going back. We can go forward -- and still take much of what was good from that past.

    1. Contemporary scholarship is not in a position to give a definitive assessmentof the achievements of philosophical grammar. The ground-work has not beenlaid for such an assessment, the original work is all but unknown in itself, andmuch of it is almost unobtainable. For example, I have been unable to locate asingle copy, in the United States, of the only critical edition of the Port-RoyalGrammar, produced over a century ago; and although the French original isnow once again available, 3 the one English translation of this important workis apparently to be found only in the British Museum. It is a pity that this workshould have been so totally disregarded, since what little is known about it isintriguing and quite illuminating.

      He's railing against the loss of theory for use over time and translation.

      similar to me and note taking...

    1. As geekdom moves from the cultural fringes into the mainstream, it becomes increasingly difficult for the figure of the geek to maintain the outsider victim status that made him such a sympathetic figure in the first place. Confronted with his cultural centrality and white, masculine privilege—geeks are most frequently represented as white males—the geek seeks a simulated victimhood and even simulated ethnicity in order to justify his existence as a protagonist in a world where an unmarked straight white male protagonist is increasingly passé.
    1. https://twitter.com/_35millimetre/status/1556586974928068611

      Turns out the world’s greatest drawing of a frog was done in 1790, by Itō Jakuchu pic.twitter.com/GttSfHA7Kl

      — Charlie (@_35millimetre) August 8, 2022
      <script async src="https://platform.twitter.com/widgets.js" charset="utf-8"></script>

      Makes me want to revisit some of the history of early haiku and frog references. What was the literacy level within Japanese culture at this time? Were there more methods entwining elements of orality and memory into the popular culture?

    1. Historical Hypermedia: An Alternative History of the Semantic Web and Web 2.0 and Implications for e-Research. .mp3. Berkeley School of Information Regents’ Lecture. UC Berkeley School of Information, 2010. https://archive.org/details/podcast_uc-berkeley-school-informat_historical-hypermedia-an-alte_1000088371512. archive.org.

      https://www.ischool.berkeley.edu/events/2010/historical-hypermedia-alternative-history-semantic-web-and-web-20-and-implications-e.

      https://www.ischool.berkeley.edu/sites/default/files/audio/2010-10-20-vandenheuvel_0.mp3

      headshot of Charles van den Heuvel

      Interface as Thing - book on Paul Otlet (not released, though he said he was working on it)

      • W. Boyd Rayward 1994 expert on Otlet
      • Otlet on annotation, visualization, of text
      • TBL married internet and hypertext (ideas have sex)
      • V. Bush As We May Think - crosslinks between microfilms, not in a computer context
      • Ted Nelson 1965, hypermedia

      t=540

      • Michael Buckland book about machine developed by Emanuel Goldberg antecedent to memex
      • Emanuel Goldberg and His Knowledge Machine: Information, Invention, and Political Forces (New Directions in Information Management) by Michael Buckland (Libraries Unlimited, (March 31, 2006)
      • Otlet and Goldsmith were precursors as well

      four figures in his research: - Patrick Gattis - biologist, architect, diagrams of knowledge, metaphorical use of architecture; classification - Paul Otlet, Brussels born - Wilhelm Ostwalt - nobel prize in chemistry - Otto Neurath, philosophher, designer of isotype

      Paul Otlet

      Otlet was interested in both the physical as well as the intangible aspects of the Mundaneum including as an idea, an institution, method, body of work, building, and as a network.<br /> (#t=1020)

      Early iPhone diagram?!?

      (roughly) armchair to do the things in the web of life (Nelson quote) (get full quote and source for use) (circa 19:30)

      compares Otlet to TBL


      Michael Buckland 1991 <s>internet of things</s> coinage - did I hear this correctly? https://en.wikipedia.org/wiki/Internet_of_things lists different coinages

      Turns out it was "information as thing"<br /> See: https://hypothes.is/a/kXIjaBaOEe2MEi8Fav6QsA


      sugane brierre and otlet<br /> "everything can be in a document"<br /> importance of evidence


      The idea of evidence implies a passiveness. For evidence to be useful then, one has to actively do something with it, use it for comparison or analysis with other facts, knowledge, or evidence for it to become useful.


      transformation of sound into writing<br /> movement of pieces at will to create a new combination of facts - combinatorial creativity idea here. (circa 27:30 and again at 29:00)<br /> not just efficiency but improvement and purification of humanity

      put things on system cards and put them into new orders<br /> breaking things down into smaller pieces, whether books or index cards....

      Otlet doesn't use the word interfaces, but makes these with language and annotations that existed at the time. (32:00)

      Otlet created diagrams and images to expand his ideas

      Otlet used octagonal index cards to create extra edges to connect them together by topic. This created more complex trees of knowledge beyond the four sides of standard index cards. (diagram referenced, but not contained in the lecture)

      Otlet is interested in the "materialization of knowledge": how to transfer idea into an object. (How does this related to mnemonic devices for daily use? How does it relate to broader material culture?)

      Otlet inspired by work of Herbert Spencer

      space an time are forms of thought, I hold myself that they are forms of things. (get full quote and source) from spencer influence of Plato's forms here?

      Otlet visualization of information (38:20)

      S. R. Ranganathan may have had these ideas about visualization too

      atomization of knowledge; atomist approach 19th century examples:S. R. Ranganathan, Wilson, Otlet, Richardson, (atomic notes are NOT new either...) (39:40)

      Otlet creates interfaces to the world - time with cyclic representation - space - moving cube along time and space axes as well as levels of detail - comparison to Ted Nelson and zoomable screens even though Ted Nelson didn't have screens, but simulated them in paper - globes

      Katie Berner - semantic web; claims that reporting a scholarly result won't be a paper, but a nugget of information that links to other portions of the network of knowledge.<br /> (so not just one's own system, but the global commons system)

      Mention of Open Annotation (Consortium) Collaboration:<br /> - Jane Hunter, University of Australia Brisbane & Queensland<br /> - Tim Cole, University of Urbana Champaign<br /> - Herbert Van de Sompel, Los Alamos National Laboratory annotations of various media<br /> see:<br /> - https://www.researchgate.net/publication/311366469_The_Open_Annotation_Collaboration_A_Data_Model_to_Support_Sharing_and_Interoperability_of_Scholarly_Annotations - http://www.openannotation.org/spec/core/20130205/index.html - http://www.openannotation.org/PhaseIII_Team.html

      trust must be put into the system for it to work

      coloration of the provenance of links goes back to Otlet (~52:00)

      Creativity is the friction of the attention space at the moments when the structural blocks are grinding against one another the hardest. —Randall Collins (1998) The sociology of philosophers. Cambridge, MA: Harvard University Press (p.76)

    1. Neural models more closely resemble movable type: they will change the way culture is transmitted in many social contexts.
    1. actors in the motion capture suits, referred to as zhongzhiren in Chinese and naka no hito in Japanese

      “Person in the Middle” name for virtual environment actors

      It refers to the person at the center of the technology fulfilling the physical aspects of the virtual world — the person in the motion capture suit.