2,160 Matching Annotations
  1. Last 7 days
  2. thepoliticalnatureofthebook.postdigitalcultures.org thepoliticalnatureofthebook.postdigitalcultures.org
    1. By doing this I want to critically reflect on this project and extend it not in a ‘traditional’ way, i.e. by writing about a practical project in a linear manner in a separate print on paper venue in order for it to count as 'academic'. Instead I want this reflection to be connected more closely to the project itself and, indeed, to become a part of it. My reflection, interweaved with the above mentioned dialogue, will be written completely 'in' hypothes.is and will scaffold in a sense on specific aspects, fragments, outputs and pages of the original performative project. It will engage both with the practical project as an example of a performative publication, but at the same time it will further extend and reflect upon the New Formations article which the performative publication responds to and emerged from; in this sense my contribution to the disrupted Journal of Media Practice wants to establish closer connections to and wants to further explore the values and the thinking around (radical) open access and experimental performative publishing, both in theory and in practice.

  3. Apr 2024
    1. Great Books tend to arise in the presence of great audiences. by [[Naomi Kanakia]]

      Kanakia looks at what may have made 19th C. Russian literature great. This has potential pieces to say about how other cultures had higher than usual rates of creativity in art, literature, etc.

      What commonalities did these sorts of societies have? Were they all similar or were there broad ranges of multiple factors which genetically created these sorts of great outputs?

      Could it have been just statistical anomaly?

    1. what little indexing is attempted can only 14be described as an unsystematic effort. The catchword methodof the catalogue has been bodily transplanted to indexing,which makes it very difficult to control our indexed informationproperly, and limits our supply of information to that whichwill fall in with the catchword method

      Catchwords (broad or even narrow topics) can be useful, but one should expand beyond these short words to full phrases or even sentences/paragraphs which contain atomic (or perhaps molecular) ideas that can be linked.

      We could reframe the atomic as simple catchwords, and make molecular ideas combinations of these smaller atoms which form larger and fuller thoughts which can be linked and remixed with others.

      Dennis Duncan (2022) touches on this in his book on Indexing when he looks at indexes which contained portions of their fuller text which were later removed and thereby collapsing context. Having these pieces added back in gave a fuller picture of ideas within an index. Connect this idea with his historical examples.

      Great indexes go beyond the catchword to incorporate full ideas with additional context. To some extent this is what Luhmann was doing at larger scale compared to his commonplacing brethren who were operating far more closely to the catchword (tag) level. (Fortunately they held the context in their heads and were thus able to overcome some of the otherwise inherent problems.)

      The development of all of this historically seems to follow the principle of small pieces loosely joined.

    2. o businesses of varied sizes are set forth and their working illustrated."We note with appreciation the author's use of "flags" as indic.itors.Our experience of these handy and ingenious little devices datesfrom their first introduction in the States, and we can endorse all that"he says in their favour.

      When were bookmark-like "flags" introduced in America? (Certainly prior to 1908, based on this reference.)

  4. Mar 2024
    1. We need a better catch-all term for the ills perpetrated on humanity and society by technology companies' extractive practices and general blindness to their own effects while they become rich. It should have a terrifically pejorative tone.

      Something which subsumes the crazy bound up in some of the following: - social media machine guns - toxic technology - mass produced toxicity - attention economy - bad technology - surveillance capitalism - technology and the military - weapons of math destruction

      It should be the polar opposite of: - techno-utopianism

    1. To emphasize that “free software” refers to freedom and not to price, we sometimes write or say “free (libre) software,” adding the French or Spanish word that means free in the sense of freedom. In some contexts, it works to use just “libre software.”

      My second language is Spanish, and I understand quite well what 'Libre' means. In my view, there's no real difference between FLOSS and FOSS, since 'Free' translates to 'Libre'. However, when 'Free' pertains solely to 'price', it's more accurate to use 'Gratis', which means 'No Cost'.

      Additionally, considering that words can have multiple meanings in English as well, I question the necessity of incorporating an 'L' from another language into an English acronym. Instead of complicating the acronym, I believe in giving a clear explanation.

    1. How does a culture that prizes equality of opportunity explain, or indeedaccommodate, its persistently marginalized people?

      Is some of the "backlash" against diversity, equity and inclusion efforts in 2020s America a manifestation of attempting to prevent a shift in the status quo of class structure in America?

      How is the history of the space potentially useful in easing the potential transition to something better?

    2. How does a culture that prizes equality of opportunity explain, or indeedaccommodate, its persistently marginalized people?
    1. Notice how you know where you are in the book by the distribution of weight in each hand, and the thickness of the page stacks between your fingers. Turn a page, and notice how you would know if you grabbed two pages together, by how they would slip apart when you rub them against each other.

      Go ahead and pick up a book. Open it up to some page. Notice how you know how much water is left, by how the weight shifts in response to you tipping it.


      Victor, B. (2011). A brief rant on the future of interaction design. Tomado de https://worrydream.com/ABriefRantOnTheFutureOfInteractionDesign/

    1. The whole industry is built on this concept of planned obsolescence. That’s the term that I think IBM famously came up with in the sixties, where basically you’re intentionally trying to constantly sell people on the new new thing. And that’s what drives the stock price up. And that’s what drives the press cycle. And that’s what gets people to buy new products and things. And so, the whole industry is predicated around this idea of there’s always a new thing around the horizon.

      Where did the concept of planned obsolescence originate? Was it really IBM as Alex Wright suggests here?

      How does planned obsolescence drive capitalism? And as a result of that is there a balance between future innovation and waste? Is there a mechanism within capitalism that can fix this waste (or dramatically mitigate it)?

    1. Résumé de la vidéo [00:00:01][^1^][1] - [00:22:59][^2^][2]:

      Cette vidéo présente les objectifs et les activités de la Fabrique des Mobilités (FabMob), une association qui vise à promouvoir une mobilité durable et moins émettrice de carbone. Elle explique le concept de commun numérique et son application pratique dans le secteur de la mobilité, en mettant l'accent sur la coopération entre acteurs hétérogènes et la gouvernance partagée des ressources numériques.

      Points forts: + [00:00:01][^3^][3] Introduction de FabMob * Présentation des objectifs * Définition d'un commun numérique + [00:04:00][^4^][4] Rôle de la DGITM * Collaboration avec FabMob * Importance des communs dans la mobilité + [00:08:03][^5^][5] Modalités de participation * Encouragement des questions * Cycle de travail sur les outils numériques + [00:09:01][^6^][6] Définition académique d'un commun * Trois piliers : ressource, communauté, gouvernance * Exemples de communs numériques + [00:13:20][^7^][7] Panorama institutionnel * Diverses institutions impliquées dans les communs numériques * Exemples européens et français + [00:20:36][^8^][8] Distinction entre Open Data, Open Source et commun numérique * Explication des termes * Importance de la gouvernance des données Résumé de la vidéo [00:23:01][^1^][1] - [00:45:09][^2^][2]:

      La partie 2 de la vidéo aborde la logique d'Open Data, d'OP source, et de commun numérique dans le contexte français, en mettant l'accent sur l'importance de l'ouverture, des licences variées, et de la gouvernance collective pour le partage des ressources numériques.

      Points forts: + [00:23:01][^3^][3] Open Data et OP source * Accès libre aux logiciels * Licences variées + [00:23:37][^4^][4] Commun numérique * Service de sa communauté * Pas nécessairement ouvert + [00:25:02][^5^][5] Avantages du numérique * Effets de réseau * Coûts de réplication faibles + [00:27:00][^6^][6] Gouvernance collective * Importance de la fédération * Gestion de la ressource + [00:31:11][^7^][7] Exemples concrets * Affluence TC à Grenoble * Intelligence artificielle dans les transports + [00:43:42][^8^][8] Politiques publiques par les communs * Réduction des coûts * Transparence et pérennité Résumé de la vidéo [00:45:11][^1^][1] - [01:05:36][^2^][2]:

      La vidéo discute de l'importance de rendre les données de réglementation routière accessibles et utilisables pour les collectivités, en particulier pour l'intégration dans les systèmes GPS. Elle souligne la nécessité d'une collaboration communautaire pour créer une base de données exhaustive et utile.

      Points forts: + [00:45:11][^3^][3] Accessibilité des données * Simplifier l'utilisation des données pour les collectivités * Créer des outils de navigation intuitifs + [00:46:01][^4^][4] Intégration GPS * Intégrer les règles de circulation dans les GPS * Adapter la navigation aux spécificités des véhicules + [00:47:03][^5^][5] Avantages logistiques * Faciliter la traduction des règlements pour les chauffeurs étrangers * Améliorer la coordination entre les services de gestion du réseau + [00:48:00][^6^][6] Applications futures * Imaginer des usages réglementaires dynamiques * Permettre une créativité réglementaire avec les données numériques Résumé de la vidéo [01:05:38][^1^][1] - [01:25:41][^2^][2]:

      Cette vidéo discute des incitations financières pour le covoiturage en France, des défis de fraude et de la création d'un registre de preuve de covoiturage pour sécuriser les trajets et encourager l'adoption du covoiturage.

      Points forts: + [01:05:38][^3^][3] Incitations pour le covoiturage * Gratuité pour les passagers * Rémunération pour les conducteurs + [01:06:14][^4^][4] Forfait mobilité durable * Jusqu'à 800 € par an pour les salariés + [01:06:28][^5^][5] Primes de l'État * 100 € pour les nouveaux covoitureurs + [01:07:10][^6^][6] Défis de fraude * Risques liés aux incitations financières + [01:07:58][^7^][7] Registre de preuve de covoiturage * Infrastructure numérique contre la fraude + [01:11:02][^8^][8] Communauté et gouvernance * Plus de 700 collectivités impliquées Résumé de la vidéo [01:15:00][^1^][1] - [01:22:59][^2^][2]:

      La vidéo aborde le concept des communs numériques, leur importance dans la transition écologique et la mobilité, et comment ils favorisent la coopération entre divers acteurs. Elle souligne l'importance de la gouvernance collective et présente des exemples concrets de communs numériques dans le secteur des transports.

      Points clés: + [01:15:00][^3^][3] Définition des communs numériques * Trois piliers : ressource partagée, communauté hétérogène, règles de gouvernance + [01:17:00][^4^][4] Exemples de communs numériques * Open Street Map, logiciels, données, serveurs + [01:19:00][^5^][5] Institutions et communs numériques * Directions ministérielles, agences nationales, collectivités + [01:21:00][^6^][6] Différence entre Open Data, Open Source et communs numériques * Open Data : données en accès libre; Open Source : code source ouvert; Communs numériques : gestion collective de ressources numériques

    1. And that’s essentially where innovation stopped

      We could consider open pedagogy an innovation too, and even a next step from OER.

  5. Feb 2024
    1. Résumé de la vidéo [00:00:05][^1^][1] - [00:22:00][^2^][2]:

      La vidéo présente une conférence sur le projet Framaspace, une initiative de Framasoft visant à fournir des services numériques aux associations et collectifs. Le conférencier, Pier Goset, discute des défis politiques, sociaux et technologiques auxquels les associations sont confrontées et comment Framaspace peut les aider à s'organiser et à collaborer efficacement.

      Points forts: + [00:00:05][^3^][3] Introduction et remerciements * Remerciements aux étudiants pour la captation + [00:01:02][^4^][4] Présentation de Framasoft et Framaspace * Objectifs et historique de Framasoft * Annonce du projet Framaspace + [00:02:00][^5^][5] Les défis actuels * Problèmes politiques, sociaux et écologiques * Attaques contre la société civile + [00:03:33][^6^][6] Le numérique comme outil d'organisation * Avantages et inconvénients du numérique pour les associations + [00:04:11][^7^][7] Détails techniques de Framaspace * Infrastructure et capacité prévue pour les services + [00:13:12][^8^][8] Bilan et changements depuis l'année dernière * Adoption et feedback sur Framaspace * Mises à jour et améliorations techniques + [00:20:21][^9^][9] Statistiques et utilisateurs de Framaspace * Types d'associations utilisatrices et leurs domaines d'action Résumé de la vidéo [00:22:02][^1^][1] - [00:44:03][^2^][2] : La vidéo traite de l'impact de Framasoft sur les associations, en particulier celles qui sont petites ou sans salariés, et de l'utilisation de Framaspace pour soutenir les initiatives locales et la transition vers une économie sociale et solidaire.

      Points forts : + [00:22:02][^3^][3] Framasoft et les associations * Influence sur les petites associations * Soutien à la transition économique + [00:23:01][^4^][4] Histoire et évolution * Associations depuis 1936 * Croissance après 2017 + [00:23:31][^5^][5] Structures sans salariés * Cible principale de Framaspace * Offres adaptées aux besoins + [00:25:01][^6^][6] Nombre de membres et bénéficiaires * Associations touchant moins de 100 personnes * Importance de la taille pour l'impact + [00:26:01][^7^][7] Concurrence et financement * Débat sur la concurrence avec le secteur privé * Financement par les dons + [00:28:00][^8^][8] Exemples de structures * Diversité des utilisateurs de Framaspace * Exemples concrets d'associations Résumé de la vidéo 00:44:04 - 00:56:53 :

      La vidéo discute des améliorations potentielles et des fonctionnalités de Nextcloud pour les associations, y compris la diffusion d'informations, la fédération de contenu, et la gestion des membres et de la comptabilité. Elle aborde également les retours d'une enquête sur l'utilisation de Framaspace par les associations.

      Points forts : + [00:44:04][^1^][1] Améliorations de Nextcloud * Plus de temps pour des améliorations * Diffusion d'informations militantes + [00:45:17][^2^][2] Mutualisation du financement * Fonctionnalités spécifiques pour les associations * Intégration de Pacho pour la gestion + [00:46:01][^3^][3] Support de production * Utilisation d'Activista pour créer des visuels * Ajout de valeur à Framaspace + [00:46:39][^4^][4] Utilisation de Collectives * Simplification du développement * Publication sur le site web de l'association + [00:47:31][^5^][5] Framaspace fonctionne * Grâce aux dons et au soutien * Appel à la campagne de dons + [00:49:17][^6^][6] Statistiques d'utilisation * Outils de supervision en développement * Évaluation de l'utilisation de Collabora et OnlyOffice

    1. Résumé de la vidéo [00:00:04][^1^][1] - [00:25:09][^2^][2]:

      La vidéo présente une discussion sur l'utilisation des pratiques numériques dans le travail social, animée par Morgane Killuw, éducatrice spécialisée et formatrice. Elle est accompagnée de collègues belges, Anne Philipard et Pascal Peau, pour explorer les questions transfrontalières et l'éthique numérique dans le secteur.

      Points forts: + [00:00:04][^3^][3] Introduction de la session * Présentation des intervenants et contexte de la rencontre + [00:01:03][^4^][4] Structure de la session * Répartition du temps entre présentation et échange + [00:01:25][^5^][5] Rôle des travailleurs sociaux * Importance de la formation numérique dans leur travail + [00:02:37][^6^][6] Éthique numérique * Nécessité de transformer les habitudes face au numérique + [00:03:22][^7^][7] Adaptation au numérique * Les travailleurs sociaux face à l'évolution numérique non formée + [00:04:17][^8^][8] Impact du numérique sur la société * La société se numérise, influençant les pratiques sociales + [00:05:02][^9^][9] Usage personnel vs professionnel * Différences entre les usages numériques personnels et professionnels + [00:06:13][^10^][10] Recherche en Belgique * Diagnostic des utilisations numériques par les travailleurs sociaux + [00:08:17][^11^][11] Sécurité numérique * Importance de la sécurité numérique dans le travail social + [00:10:50][^12^][12] Schéma d'utilisation du numérique * Présentation d'un schéma pour comprendre l'usage du numérique + [00:13:11][^13^][13] Application du schéma * Utilisation du schéma dans la formation continue + [00:16:17][^14^][14] Conflits éthiques * Dilemmes éthiques rencontrés par les travailleurs sociaux + [00:18:04][^15^][15] Missions d'utilité publique * Responsabilités et défis liés aux données personnelles + [00:19:01][^16^][16] Outils numériques utilisés * Réflexion sur les outils numériques et leur conformité éthique + [00:20:13][^17^][17] Législation française * Lois encadrant le traitement des données personnelles + [00:22:58][^18^][18] Éthique et numérique * Discussion sur l'éthique professionnelle et son application au numérique Résumé de la vidéo [00:25:11][^1^][1] - [00:50:54][^2^][2] : La vidéo traite de l'importance de la réflexion éthique et technocritique dans le travail social, en particulier concernant la gestion des données et l'utilisation des technologies numériques. Elle souligne le manque de formation et de sensibilisation parmi les travailleurs sociaux et propose des initiatives pour intégrer une approche plus critique et éthique du numérique dans le secteur social.

      Points forts : + [00:25:11][^3^][3] Importance de la réflexion éthique * Gestion des données * Sensibilisation des travailleurs sociaux + [00:27:00][^4^][4] Différences entre la France et la Belgique * Codes de déontologie * Approches du numérique + [00:31:01][^5^][5] Choix des outils numériques * Confiance et légalité * Alternatives éthiques + [00:35:38][^6^][6] Présentation de projets * Initiatives technocritiques * Projets éducatifs + [00:39:01][^7^][7] Projet ACESA * Open Lab en travail social * Mutualisation des connaissances + [00:49:24][^8^][8] Collectif d'enseignants * Réflexion sur le numérique * Approche technocritique

    1. Résumé de la vidéo [00:00:04][^1^][1] - [00:22:15][^2^][2] : La vidéo présente un discours sur l'éducation nationale et le logiciel libre, mettant en lumière l'importance de l'open source dans l'éducation et divers projets éducatifs innovants.

      Points forts : + [00:00:04][^3^][3] Introduction au sujet * L'orateur partage son expérience au ministère + [00:01:17][^4^][4] Importance du logiciel libre * Discussion sur l'impact du logiciel libre dans l'éducation + [00:04:07][^5^][5] Projets éducatifs * Présentation de projets pédagogiques utilisant des ressources libres + [00:07:10][^6^][6] Contribution des élèves * Exemples d'élèves contribuant à des projets open source + [00:11:59][^7^][7] Professeurs développeurs * Mise en avant de professeurs créant des ressources éducatives libres + [00:16:02][^8^][8] Initiatives numériques * Illustration de diverses initiatives numériques dans l'éducation + [00:19:26][^9^][9] Vision du ministère * Vision future du ministère sur l'utilisation des ressources libres Résumé de la vidéo [00:22:17][^1^][1] - [00:36:18][^2^][2]: La vidéo aborde l'utilisation de ressources éducatives numériques libres et ouvertes dans le système éducatif français, soulignant l'importance de la souveraineté numérique et de la collaboration entre enseignants.

      Points clés: + [00:22:17][^3^][3] Ressources partagées * Nuage pour stockage * Piertube pour vidéos * Pad collaboratif + [00:24:17][^4^][4] Services intégrés * Apps éducation * Identifiant unique * Open source + [00:25:02][^5^][5] Plateforme éducative * Sciences et programmation * Déploiement national + [00:29:16][^6^][6] Formation et licences * Vidéos d'acculturation * Partenariats éducatifs + [00:30:34][^7^][7] Stratégie numérique * Soutien aux communs numériques * Charte et gouvernance + [00:33:54][^8^][8] Feuille de route * Priorité au logiciel libre * Bureau des communs numériques

    1. Résumé de la vidéo [00:00:02][^1^][1] - [00:19:31][^2^][2]:

      La première partie de la vidéo présente un logiciel de génération d'emplois du temps développé sous licence AGPL version 3, nommé Flop DT. Il vise à résoudre les problèmes complexes de planification dans les établissements éducatifs en permettant une gestion autonome et coopérative des emplois du temps.

      Points forts: + [00:00:02][^3^][3] Introduction au logiciel Flop DT * Développé sous licence AGPL v3 + [00:04:53][^4^][4] Technologies utilisées * Django, V JS, PostgreSQL, solveurs linéaires + [00:06:20][^5^][5] Démonstration pratique * Interface utilisateur et gestion des modifications + [00:09:54][^6^][6] Autogestion et modifications coopératives * Chaque prof peut ajuster son emploi du temps + [00:13:02][^7^][7] Génération automatique d'emplois du temps * Utilisation d'un solveur pour créer des plannings + [00:17:59][^8^][8] Flexibilité et paramétrage * Adaptation aux besoins spécifiques des utilisateurs Résumé de la vidéo [00:19:55][^1^][1] - [00:40:53][^2^][2]: La vidéo traite de l'optimisation des emplois du temps dans un contexte universitaire, en utilisant un solveur mathématique pour gérer les contraintes et préférences des enseignants et étudiants. Elle aborde les défis techniques et politiques liés à l'élaboration d'un système autogéré qui respecte les besoins individuels tout en satisfaisant les exigences collectives.

      Points forts: + [00:20:00][^3^][3] Défis de l'optimisation * Nécessité de recherche * Temps de résolution variable + [00:21:19][^4^][4] Décision des solutions * Plusieurs solutions possibles * Choix pédagogique crucial + [00:23:26][^5^][5] Personnalisation des préférences * Chacun définit ses disponibilités * Importance de l'équité + [00:25:01][^6^][6] Résultats du solveur * Meilleure solution en 20 minutes * Possibilité d'explorer d'autres options + [00:30:02][^7^][7] Développement de l'outil * Création d'un paquet Debian * Synchronisation avec d'autres outils + [00:33:00][^8^][8] Gestion des droits utilisateurs * Droits selon les rôles * Modifications sous contraintes Résumé de la vidéo [00:40:55][^1^][1] - [00:58:47][^2^][2]: La vidéo discute de l'utilisation d'un logiciel de planification dans divers établissements, y compris des universités et des hôpitaux, pour gérer les emplois du temps. Elle aborde les défis de l'interfaçage avec d'autres logiciels et la possibilité d'une version médicale du logiciel.

      Points forts: + [00:41:02][^3^][3] Utilisation dans divers établissements * IUTs, universités, CHU pour les plannings de garde + [00:42:01][^4^][4] Adaptation aux petites structures * Boulangeries associatives, cinémas + [00:42:44][^5^][5] Partage des ressources entre départements * Salles et professeurs partagés + [00:45:01][^6^][6] Génération rapide des emplois du temps * Solutions satisfaisantes en quelques minutes + [00:47:11][^7^][7] Financement et développement * Soutien de la région Nouvelle Aquitaine et des utilisateurs + [00:49:02][^8^][8] Réflexion sur le modèle économique * Contribution financière et bénévolat pour le développement

    1. Résumé de la vidéo [00:00:00][^1^][1] - [00:27:22][^2^][2]:

      Cette vidéo présente un webinaire sur l'éducation ouverte et les ressources éducatives libres, organisé par le réseau des leaders en ressources éducatives libres et l'Université de Montréal. Il aborde l'importance de l'accès libre à l'éducation, les politiques de soutien, et les pratiques inspirantes dans le domaine.

      Points forts: + [00:00:20][^3^][3] Introduction au webinaire * Présentation par Marie des Martels * Reconnaissance territoriale + [00:04:01][^4^][4] Contexte du projet * Soutien de l'UNESCO et objectifs de développement durable * Retard des universités québécoises en ressources éducatives libres + [00:14:06][^5^][5] Soutien du ministère * Importance de l'intégration du numérique en enseignement supérieur * Initiatives pour la formation à distance et les ressources éducatives + [00:16:30][^6^][6] Principes de l'éducation ouverte * Élimination des barrières et favorisation de l'inclusion * Utilisation des licences libres et partage des connaissances + [00:26:02][^7^][7] Licences Creative Commons * Explication des licences et des 5 permissions de "royal" * Recommandation de l'UNESCO pour les ressources éducatives libres Résumé de la vidéo [00:27:25][^1^][1] - [00:50:12][^2^][2]: La vidéo présente des témoignages d'éducateurs et de professionnels sur l'importance des ressources éducatives libres (REL) et l'éducation ouverte. Ils partagent leurs expériences et projets visant à promouvoir l'accès libre et la collaboration dans le domaine éducatif.

      Points forts: + [00:27:25][^3^][3] Collaboration éducative * Importance de la co-création * Partage des connaissances + [00:28:05][^4^][4] Projet étudiant * Bourses pour création de REL * Valorisation des productions étudiantes + [00:29:30][^5^][5] Fabrique REAL et réseau des leaders * Projets pour l'éducation ouverte * Financement par le ministère + [00:33:46][^6^][6] Wikipédia et éducation * Potentiel pédagogique * Importance pour les étudiants + [00:37:47][^7^][7] Site web de ressources libres * Engagement moral envers les étudiants * Matériel pédagogique gratuit + [00:48:07][^8^][8] Vision de l'éducation ouverte * Éducation accessible à tous * Partage global des ressources éducatives Résumé de la vidéo 00:50:15 - 01:15:24: La vidéo présente une discussion sur l'éducation ouverte et l'importance de rendre l'apprentissage accessible à tous. Les participants partagent leurs perspectives sur la co-création, l'interdépendance des acteurs éducatifs, et l'importance de l'engagement individuel pour faire avancer l'éducation ouverte.

      Points forts: + [00:50:15][^1^][1] L'appel à l'action collective * Importance de l'éducation comme priorité + [00:52:03][^2^][2] Passion pour l'éducation ouverte * Conviction et engagement partagés + [00:54:02][^3^][3] Lien entre éducation et recherche * Nécessité d'une approche intégrée + [00:55:04][^4^][4] Motivation et interdépendance * Rôle clé des différentes parties prenantes + [00:56:49][^5^][5] Les étudiants comme acteurs clés * Créateurs et consommateurs de ressources éducatives + [01:03:48][^6^][6] Le domaine public comme ressource * Potentiel négligé pour l'éducation Résumé de la vidéo [01:15:26][^1^][1] - [01:16:55][^2^][2]:

      La partie 4 de la vidéo aborde l'éducation ouverte, les obstacles systémiques à l'éducation, et l'importance de l'inclusion des étudiants et des groupes marginalisés. Elle souligne l'alignement avec les recommandations de l'UNESCO de 2019.

      Points forts: + [01:15:26][^3^][3] Éducation ouverte * Réflexion sur les obstacles * Développement impliquant les étudiants + [01:15:52][^4^][4] Groupes marginalisés * Préoccupation pour l'inclusion * Perspective intentionnelle sur la diversité + [01:16:13][^5^][5] Recommandations de l'UNESCO * Alignement avec les recommandations de 2019 * Discussion sur l'engagement et la production du webinaire

    1. scholastic learning

      How much different things may have been if the state, and not the Church, had been the progenitor and supporter of the early university?

      How might education have been different if it came out of itself (or something like curiosity or even society in general) without the influences on either church or state?

    2. As thehistorian Jean Leclercq, himself a Benedictine monk, puts it, ‘in theMiddle Ages, one generally read by speaking with one’s lips, at leastin a whisper, and consequently hearing the phrases that the eyessee’.6

      quoted section from:<br /> [au moyen âge, on lit généralement en pronançant avec les lèvres, au moins à voix basse, par conséquent en entendant les phrases que les yeux voient.] Jean Leclercq, Initiation aux auteurs monastiques du Moyen Âge, 2nd edn (Paris: Cerf, 1963), p. 72.

      What connection, if any, is there to the muscle memory of movement while speaking/reading along with sound/hearing to remembering what we read? Is there research on this? Implications for orality and memory?

    1. Résumé de la vidéo [00:00:00][^1^][1] - [01:04:26][^2^][2]:

      Cette vidéo est un webinaire sur les logiciels libres et open source, animé par Laurent Destailleur, expert en solutions libres pour les associations. Il présente les principes, les avantages et les exemples de logiciels libres et open source, ainsi que les solutions adaptées aux besoins des associations.

      Points clés: + [00:04:13][^3^][3] Qu'est-ce qu'un logiciel libre et open source ? * Un logiciel qui respecte les quatre libertés fondamentales : utiliser, étudier, modifier et redistribuer le logiciel * Un logiciel dont le code source est accessible et modifiable par tous * Un logiciel qui s'oppose au logiciel propriétaire, qui est fermé et restrictif * Un logiciel qui peut être gratuit ou payant, mais qui garantit la liberté des utilisateurs + [00:11:21][^4^][4] Quels sont les avantages des logiciels libres et open source ? * Une meilleure sécurité, car les failles sont détectées et corrigées plus rapidement par la communauté * Une meilleure transparence, car on peut savoir ce que fait le logiciel et éviter les mouchards ou les logiciels malveillants * Une meilleure pérennité, car le logiciel ne dépend pas d'un éditeur unique et peut être maintenu par d'autres acteurs * Une meilleure adaptabilité, car le logiciel peut être modifié et personnalisé selon les besoins des utilisateurs + [00:19:19][^5^][5] Quels sont les exemples de logiciels libres et open source ? * Il existe des logiciels libres et open source pour presque tous les domaines et tous les besoins * Il existe des logiciels libres et open source qui sont des alternatives aux logiciels propriétaires les plus connus, comme LibreOffice, GIMP, Firefox, etc. * Il existe des logiciels libres et open source qui sont des solutions spécifiques pour les associations, comme Dolibarr, AssoConnect, DoliAsso, etc. * Il existe des logiciels libres et open source qui sont des services en ligne, qui s'installent dans le cloud et qui offrent plus de simplicité et de mobilité + [00:32:51][^6^][6] Quelles sont les solutions libres et open source pour les associations ? * Il faut choisir les solutions en fonction des besoins et des contraintes de chaque association, en tenant compte du budget, du niveau technique, du nombre d'utilisateurs, etc. * Il faut comparer les solutions entre elles, en utilisant des critères objectifs, comme les fonctionnalités, la facilité d'utilisation, le support, etc. * Il faut tester les solutions avant de les adopter, en profitant des périodes d'essai, des versions de démonstration, des formations, etc. * Il faut se faire accompagner par des experts ou des prestataires, qui peuvent aider à installer, configurer, former, maintenir, etc. les solutions choisies

      Résumé de la vidéo [00:35:00][^1^][1] - [01:04:26][^2^][2]:

      Cette partie de la vidéo présente les solutions libres et open source pour les associations, en distinguant les logiciels installés en local et les logiciels dans le cloud. Elle donne des exemples de logiciels libres pour différents besoins, tels que la bureautique, la comptabilité, la gestion des contacts, la communication, etc. Elle explique également les avantages et les inconvénients de chaque type de logiciel, ainsi que les critères de choix à prendre en compte.

      Points clés: + [00:35:00][^3^][3] Les logiciels installés en local * Nécessitent une installation et une maintenance sur chaque poste * Permettent de garder le contrôle des données * Exemples : LibreOffice, Dolibarr, Gimp, Inkscape, etc. + [00:46:00][^4^][4] Les logiciels dans le cloud * Accessibles depuis n'importe quel navigateur web * Facilitent le travail collaboratif et la mobilité * Exemples : BlueMind, Framasoft, AssoConnect, DoliCloud, etc. + [00:58:00][^5^][5] Les critères de choix d'un logiciel libre * La fonctionnalité et la compatibilité avec les besoins * La facilité d'utilisation et la documentation * La pérennité et la communauté du projet * Le coût et le modèle économique * La sécurité et la confidentialité des données

    1. during theyears that Leslie Stephen contributed to the OED, he started his owncrowdsourced project, the Dictionary of National Biography (DNB). Just asMurray’s Dictionary traced the lives of thousands of words, Stephen’sdictionary traced the lives of thousands of people who made a notable impacton British history. Stephen invited 653 people to write 29,120 articles. Sixty-three volumes comprising 29,108 pages were published, the first volume in1885 and the last in 1900. The DNB is still going today, under the aegis ofOxford University Press, and it now covers the lives of 55,000 people.

      Presumably this dictionary also used a card index for collection? (check...)

    2. And yet he desperately needed the help of Subeditors because the task wastoo massive to do alone. Two years into the job, Murray had estimated thathe had sent out 817,625 blank slips to Readers. If they returned them withquotations, and if he spent a minimum of 30 seconds reading each one andallocating it to the correct sense of an entry, it would take him three workingyears to get through a third of the materials gathered.

      By the second year into his editing work on the OED, John Murray estimated that he had sent out 817,625 slips to readers.

      At the average price of $0.025 for bulk index cards in 2023, this would have cost $20,440, so one must wonder at the cost of having done it. How much would this have been in March 1879 when Murray tool over editorship?

      How many went out in total? Who cut them all? Surely mass manufacture didn't exist at the time for them?

      Sending them out would have helped to ensure a reasonable facsimile of having cards of equal size coming back.

    1. Knowing is not a rationale for not acting. Can we doubt that knowl-edge has become a weapon we wield against ourselves?
    2. We have, as a bedrock value in our society, long agreed on thevalue of open access to information, and recognize the problems thatarise with attempts to restrict access to and development of knowledge.

      Many academics and modern people may think this way, but it is far from a "bedrock value".

      In many indigenous cultures knowledge was carefully sectioned and cordoned off.

      And as we know that knowledge itself is power (ipsa scientia potestas est - Francis Bacon) many people have frequently cordoned off access to information.

  6. Jan 2024
    1. The Charging This consists in its interior arrangement ofCabinet rows of pigeon-holes constructed on an inclineupwards so that the base of each horizontalrow of pigeon-holes is higher than its predecessor. Into thesepigeon-holes the charging shps are placed and there is a guidecard to each pigeon-hole marking the divisions of the charging slipsby giving the number of the slip which is to be filed immediatelybehind it.

      While slightly different in its physical configuration, the office charging cabinet (with a bleacher-like set up) is very similar to the similarly named library card charging tray.

      Which came first?

    1. Having at most four references to notes containing the same keyword (in an archive of sixty thousand notes / ZK II), the austerity of the keyword index's entries speaks to Luhmann's appreciation of meandering through relationships rather than searching for exact "hits."

      Source for the claim of "at most four references"?

      I could believe this on first blush, but has his archive done this work?

    1. Top down thinking is when you plan a meal, find recipes, get ingredients, and then cook the meal. You started with the result and worked your way down to what was needed to make it happen.Bottoms up is when you rifle through your cabinets and fridge to try to cobble together something edible. You start with the components and figure out what you can do.


      In this example both versions have a specific goal in mind: "to diminish hunger". What does this look like when we have no specific goal in mind, but are exploring a space without purpose, but only for cause?

      exploring with relationship to: ᔥ[[Bob Doto]] in What Do We Mean When We Say "Bottom-Up?"

    1. So organized, initiatives can collectively co-evolve and co-emerge into a purposeful transformation system oriented towards whole system change

      for - quote - whole system change - bottom up whole system change - open function SRG/ Deep Humanity/ Indyweb / Indranet / TPF framework - definition - transformation catalyst

      quote - (see below) - A transformation catalyst is an actor who - brings together numerous initiatives and actors around a shared and co-defined set of interests - with an action agenda in mind. - The TC stewards these actors through a set of three general (dialogue- and action-based) processes that can be adapted - to the unique context, needs, and interests - of each system and its players. - So organized, initiatives can collectively co-evolve and co-emerge - into a purposeful transformation system - oriented towards whole system change in a given context (which could happen - locally, - regionally, - bioregionally, or even more broadly - depending on the actors and orientations involved

    1. for - circular economy - kitchen - circular economy - furniture - circular kitchen - Stykka - modular furniture

      comment - sadly, it's not open source, but this is to be expected with most mainstream businesses. - the problem is in trying to protect one's IP and look after self-interest, it scales very slowly. - we need open-source, circular economy, open-source, circular furniture and open-source circular kitchen

    1. It seems to me farmore likely that a robotic existence would not be like a human one inany sense that we understand, that the robots would in no sense be ourchildren, that on this path our humanity may well be lost.

      Here would be a good place to give a solid definition of humanity? What makes it special beyond the "self"?

      We are genetically very closely related to great apes and chimpanzees and less closely to dogs, cats, and even rats. Do we miss our dogicity? Or ratanity?

      What if the robot/human mix is somehow even more interesting and transcendent than humanity? His negativity doesn't leave any space for this possible eventuality.

    1. Drag and drop a document to annotate it. Works with .pdf, .doc, .docx, .odt, .xls, .xlsx, .ods, .ppt, .pptx, .odp, .rtf, .epub and .csv files. .doc, .docx, .odt, .ppt, .pptx, .odp and .rtf are converted to .pdf. .xls and .xlsx and .ods are converted to .csv. You can also annotate PDFs inside Google Drive by authorizing Hypothes.is within your Google account. Hypothes.is PDF Annotator will be listed under the "Open with" option for PDF files upon authorization. (Uninstall). Privacy Policy. To easily open YouTube videos for annotation, use the bookmarklet. Drag this link to the bookmarks bar, or right-click/control-click to bookmark the link: DropDoc Bookmarklet The annotation functionality is enabled by Hypothes.is. The code for this site is open source. This is a personal project to explore different ideas and is maintained by Dan Whaley. I’d be delighted to hear any feedback at @dwhly. The intention is to keep the site up and running, but no guarantee around the preservation of documents is made. As an aside, annotations against PDFs or EPUBs with your Hypothes.is account, are discoverable on that PDF or EPUB regardless of its location (Background). As long as you have the original PDF somewhere, you'll always be able to see your annotations on it with Hypothes.is.


      Drag and drop a document to annotate it,

      or paste a YouTube video URL.

      Works with .pdf, .doc, .docx, .odt, .xls, .xlsx, .ods, .ppt, .pptx, .odp, .rtf, .epub and .csv files. .doc, .docx, .odt, .ppt, .pptx, .odp and .rtf are converted to .pdf. .xls and .xlsx and .ods are converted to .csv.

      You can also annotate PDFs inside Google Drive by authorizing Hypothes.is within your Google account.

      Hypothes.is PDF Annotator will be listed under the "Open with" option for PDF files upon authorization.

      To easily open YouTube videos for annotation, use the bookmarklet.

      The annotation functionality is enabled by Hypothes.is. The code for this site is open source.

      This is a personal project to explore different ideas and is maintained by Dan Whaley. I’d be delighted to hear any feedback at @dwhly.

    1. for - spiritual collectives - non-dogmatic spirituality

      summary adjacency between - spiritual collectives - Deep Humanity - Adjacency statement - There is a growing movement of people disenchanted with the contradictions, trauma or dogma of many mainstream religions. - Evangelical pastors and followers are converting to a more open and inclusive spiritual practice. - This growing movement has close resemblance to Deep Humanity in its openess to all religions and spiritual practices as long as they do not bring harm, and the lack of dogmatism. - There could be a good opportunity for synergies since spiritual collectives take an open source / commons approach to spiritual practice wherein we collaborate to surface the best principles to live by. - From a commons / open source perspective, we give this the name - open source religion - open source spirituality

    1. Some of these goals might include: - Reading to understand an author's argument, so you can critique it or respond to it;- Reading to accumulate information and data the author uses, for your own purposes; - Reading to learn facts and ideas that will provide background for a narrative or argument;- Reading for enjoyment, which often involves novelty.

      Nice start on a list of goals for reading


    1. Christian Lawson-Perfect @christianp@mathstodon.xyz@liseo there are lots of ways of representing colours numerically. The most basic way that computers use is to use a number between 0 and 255 for each of the red, green and blue components, called RGB encoding. The problem with that is that colours that look close to each other don't necessarily have close RGB values. There are other colour spaces which try to get closer to the ideal of having similar colours close together. Oklab, which I use in this tool, is currently the best for that.


      Is there a way to mathematically encode colors, similar to RGB perhaps, such that the colors in nearby neighborhoods all have values close to each other?

    1. the canonical unit, the NCU supports natural capital accounting, currency source, calculating and accounting for ecosystem services, and influences how a variety of governance issues are resolved
      • for: canonical unit, collaborative commons - missing part - open learning commons, question - process trap - natural capital

      • comment

        • in this context, indyweb and Indranet are not the canonical unit, but then, it seems the model is fundamentally missing the functionality provided but the Indyweb and Indranet, which is and open learning system.
        • without such an open learning system that captures the essence of his humans learn, the activity of problem-solving cannot be properly contextualised, along with all of limitations leading to progress traps.
        • The entire approach of posing a problem, then solving it is inherently limited due to the fractal intertwingularity of reality.
      • question: progress trap - natural capital

        • It is important to be aware that there is a real potential for a progress trap to emerge here, as any metric is liable to be abused
    1. I've come across Porstmann a few times as the "intellectual father of the A-Series", the "creator of the DIN formats", and the creator of A4 in various contexts. I saw that he wrote an interesting looking handbook in the mid-1920s and was curious if anyone has come across or even read it? It looks like it went into three editions up to the 1950s. I'm not seeing any English translations at present. I suspect it has material on using card indexes as databases and may be focused on business use, but may also have some connections to note taking practices of the time. I've also found several references to Porstmann's work and that of George Christoph Lichtenberg which makes me even more curious about the potential note taking connections.

      Porstmann, Walter. Kartei - Kunde: das Handbuch der Karteitechnik. Stuttgart: Verlag für Wirtschaft und Verkehr, 1928. https://search.worldcat.org/formats-editions/58666432?limit=50&offset=1&orderBy=publicationDateAsc

      Syndication link: https://forum.zettelkasten.de/discussion/2785/anyone-read-porstmanns-kartei-kunde-das-handbuch-der-karteitechnik/p1?new=1

  7. Dec 2023
    1. How to link between Cards The "date" and "time" stamp of a cards define their "absolute name". This is why the time stamp must be unique, but not necessary to be accurate. In addition, it is easy to find a specific card, according to the stamp, if all cards are kept in chronological order. This technique was first introduced on the 2-channel.


      The PoIC system allows linking of cards using date/timestamps for indexing/finding. Interestingly they were all kept in chronological order rather than in idea order as in Luhmann's zettelkasten.

      What are the pros/cons of this?<br /> - more searching and hunting through cards certainly is a drawback for lack of "threaded" ideas - others...

      hawkexpress apparently learned this technique on the 2-channel.

      (Edited 2022-10-13, 2023-12-27)

    1. When the Keynesian settlement was nally put into eect, afterWorld War II, it was oered only to a relatively small slice of theworld’s population. As time went on, more and more people wantedin on the deal. Almost all of the popular movements of the periodfrom 1945 to 1975, even perhaps revolutionary movements, couldbe seen as demands for inclusion: demands for political equality thatassumed equality was meaningless without some level of economicsecurity. This was true not only of movements by minority groups inNorth Atlantic countries who had rst been left out of the deal—such as those for whom Dr. King spoke—but what were then called“national liberation” movements from Algeria to Chile, whichrepresented certain class fragments in what we now call the GlobalSouth, or, nally, and perhaps most dramatically, in the late 1960sand 1970s, feminism. At some point in the ’70s, things reached abreaking point. It would appear that capitalism, as a system, simplycannot extend such a deal to everyone

      How might this equate to the time at which Rome extended its citizen franchise to larger swaths of people and the attendant results which came about? particularly the shift towards an empire versus a republic?

      These seem to have been happening in the case of America with Donald Trump attempting to become a modern day Julius Caesar. To whom is Trump indebted?

    1. Are you two serious? Instead of advocating to fix this bug you go out of your way to post another bug report to advocate the devs to dig in their heels?! How about standardizing some devastating needed questions in the technology industry: 1. How does this help productive members of society? 2. Does this serve a useful purpose? 3. Should I be doing this? 4. Have I had a full, non-interrupted, rational conversation with multiple people who disagrees to help determine if I have objectively determined my answers to the first three questions?
    1. https://docsify-this.net/#/

      Instantly Turn Online Markdown Files into Web Pages This open-source web app, built with the magical documentation site generator Docsify, provides a quick way to publish one or more online Markdown files as standalone web pages without needing to set up your own website.

    1. Das Bemerkenswerte an dieser Aussage ist, dass sie klar zum Ausdruck bringt, was wir in system-theoretischen Begriffen als Produktion von Komplexität durch Selektion bezeichnen könnten. DerGrundgedanke ist, dass der Zettelkasten, wenn er richtig eingerichtet ist, in der Lage sein muss, vielmehr Komplexität zu erzeugen, als in den Zettelkasten eingeführt worden ist. Das ist eben der Fall,wenn seine Innenstruktur, wie Luhmann (1992a, S. 66) es formuliert hat, „selbständige kombinatori-sche Leistungen“ ermöglicht, so dass das, was der Zettelkasten bei jeder Abfrage mitzuteilen hat, im-mer viel mehr ist, als der Benutzer selbst im Kopf hatte.

      machine translation:

      The remarkable thing about this statement is that it clearly expresses what we might call, in systems theory terms, the production of complexity by selection. The basic idea is that the Zettelkasten, when set up correctly, must be able to generate much more complexity than was introduced into the Zettelkasten. This is precisely the case if its internal structure, as Luhmann (1992a, p. 66) put it, enables “independent combinatorial performances”, so that what the Zettelkasten has to communicate with each query is always much more than that user himself had in mind.

      Perhaps a usable quote to support my own theory, but certainly nothing new to me.

      Perhaps some interesting overlap with Ashby's law of requisite variety here? Perhaps an inverse version for creating variety and complexity?

    2. Dieser Aspekt war den gebildeten Menschen der frühen Neuzeit nicht entgangen. Am Ende des 18.Jahrhunderts hatte Christoph Meiners (1791, S. 91) darauf hingewiesen, dass „selbst die Vereinigungvon so vielen Factis und Gedanken, als man in vollständigen Excerpten zusammengebracht hat, eineMenge von Combinationen und Aussichten [veranläßt], die man sonst niemals gemacht oder erhaltenhätte“.

      Machine translation:

      This aspect was not lost on the educated people of the early modern period. At the end of the 18th century, Christoph Meiners (1791, p. 91) had pointed out that “even the union of as many facts and ideas as have been brought together in complete excerpts [causes] a multitude of combinations and prospects that otherwise never made or received would have".

      Find the Meiners reference and look more closely at his version of combinatorial creativity with respect to excerpts.

      See: Meiners, Christoph. 1791. Anweisungen für Jünglinge zum eigenen Arbeiten besonders zum Lesen, Excerpiren, und Schreiben. Hannover: In der Helwingschen Hofbuchhandlung.

      • for: futures - neo-Venetian crypto-networks, Global Chinese Commons, GCC, cosmolocal, coordiNation, somewheres, everywheres, nowheres, Global System One, Global System Two, Global System Three, contributory accounting, fourth sector, protocol cooperative, mutual coordination economics

      • summary

      • learned something new
        • I learned a number of new ideas from reading Michel's article. He gives a brief meta-history of our political-socio-economic system, using Peter Pogany's framework of Global System One, Two and Three and within this argues for why a marriage of blockchain systems and cosmolocal production systems could create a "fourth sector" for the transition to Global System Three.
        • He cites evidence of existing trends already pointing in this direction, drawing from his research in P2P Foundation
    1. Contributory accounting
      • for: open source - contributory accounting, Indyweb - contributory accounting, open source accounting - indyweb - provenance

      • comment

        • Indyweb's people-centered, interpersonal design enables granular contributory accounting within the network through the feature known as provenance, that tracks the evolution of shared ideas within a network
        • this is done without blockchain, a blockchainless ecosystem
    1. How to fold and cut a Christmas star<br /> Christian Lawson-Perfect https://www.youtube.com/watch?v=S90WPkgxvas

      What a great simple example with some interesting complexity.

      For teachers trying this with students, when one is done making some five pointed stars, the next questions a curious mathematician might ask are: how might I generalize this new knowledge to make a 6 pointed star? A 7 pointed star? a 1,729 pointed star? Is there a maximum number of points possible? Is there a minimum? Can any star be made without a cut? What happens if we make more than one cut? Are there certain numbers for which a star can't be made? Is there a relationship between the number of folds made and the number of points? What does all this have to do with our basic definition of what a paper star might look like? What other questions might we ask to extend this little idea of cutting paper stars?

      Recalling some results from my third grade origami days, based on the thickness of most standard office paper, a typical sheet of paper can only be folded in half at most 7 times. This number can go up a bit if the thickness of the paper is reduced, but having a maximum number of potential folds suggests there is an upper bound for how many points a star might have using this method of construction.

  8. Nov 2023
    1. It would seem that people who spend too much time online experience more anxiety. Could it be that we've evolved to only be able to manage so many inputs and amounts of variety of those inputs? The experiencing of too much variety in our environments and the resultant anxiety may be a result of the limits of Ross Ashby's law of requisite variety within human systems.

      This may also be why chaos machines like Donald Trump are effective at creating anxiety in a populace whose social systems are not designed to handle so many crazy ideas at once.

      Implications for measurements of resilience?

    1. As to the mechanics of research, I take notes on four-by-six indexcards, reminding myself about once an hour of a rule I read long agoin a research manual, “Never write on the back of anything.”

      Barbara Tuchman took her notes on four-by-six inch index cards.

      She repeated the oft-advised mantra to only write on one side of a sheet.

      What manual did she read this in? She specifically puts quotes on "Never write on the back of anything." so perhaps it might be something that could be tracked down?

      Who was the earliest version of this quote? And was it always towards the idea of cutting up slips or pages and not wanting to lose material on the back? or did it also (later? when?) include ease-of-use and user interface features even when not cutting things up?

      At what point did double sided become a thing for personal printed materials? Certainly out of a duty to minimize materials, but it also needed the ability to duplex print pages or photocopy them that way.

    1. The example of maps he shows here discusses a social interaction component which allows for an interdisciplinary approach to the knowledge scaffolding (especially if students shared their work with each other).

      Are there other non-social affordances in this system? Affordances that would let an individual go further/faster by themselves?

  9. Oct 2023
    1. "Causal Triplet: An Open Challenge for Intervention-centric Causal Representation Learning" Yuejiang Liu1, 2,* YUEJIANG.LIU@EPFL.CH Alexandre Alahi2 ALEXANDRE.ALAHI@EPFL.CH Chris Russell1 CMRUSS@AMAZON.DE Max Horn1 HORNMAX@AMAZON.DE Dominik Zietlow1 ZIETLD@AMAZON.DE Bernhard Sch ̈olkopf1, 3 BS@TUEBINGEN.MPG.DE Francesco Locatello1 LOCATELF@AMAZON.DE

    1. Israel was forbidden to set up sacred stones, pillars: “you shall not set up a pillar (massebah), which the LORD your God hates” (Deuteronomy 16:22).

      Relationship to the first two commandments against worshiping other gods and the use of idols?

      How does this relate to the standing stone found in the room at Khirbet Qeiyafa from the time of David?

      Dates of this text with respect to Khirbet Keiyafa?

    1. https://udenver.zoom.us/meeting/register/tZcuceuspzkuE9VomnEaGva1HH1ra_iS4Eua?ref=jessestommel.com#/registration

      Some related ideas that are suggesting some sort of thesis for improving the idea of ungrading: - We measure the things we care about. - In Education, we care about learning and understanding, but measuring these outside of testing and evaluation is difficult at best (therefor ungrading). - No one cares about your GPA six months after you graduate. - Somehow we've tied up evaluations and grades into the toxic capitalism and competition within US culture. Some of this is tied into educational movements related to Frederick Winslow Taylor and Harvards Eliot. - Hierarchies instituted by the Great Chain of Being have confounded our educational process.

    1. The rules of such learningconstitute the art of unaided discovery.

      There always seems to be a duality of "rules" and "art" I see in almost every representation of the idea of art.

      Thesis: To practice an art, there are always rules which one is following. Often the rules may be unwritten or hidden, but they are being followed on some level.

      Is there art which doesn't have any rules?