32 Matching Annotations
  1. Jul 2023
    1. The lack of a precise definition for the Macintosh project was not a problem. Many of the designers preferred to define the computer as they went along. “Steve allowed us to crystallize the problem and the solution simultaneously,” recalled Mr. Smith. The method put strain on the design team, since they were continually evaluating design alternatives. “We were swamped in detail,” Mr. Smith said. But this way of working also led to a better product, the designers said, because they had the freedom to seize opportunities during the design stage to enhance the product.

      co-evolution of problem and solution.

  2. Mar 2023
    1. According to a widespread view, reasoning and argumentation are related (as both concern reasons) but fundamentally different phenomena: reasoning would belong to the mental realm of thinking—an individual inferring new information from the available information by means of careful consideration of reasons—whereas argumentation would belong to the public realm of the exchange of reasons, expressed in language or other symbolic media and intended for an audience.

      empirical psychology vs logical analysis

  3. Feb 2023
    1. When you start a creative project but don’t finish, the expe­ri­ence drags you down. Worst of all is when you never deci­sively abandon a project, instead allowing it to fade into forgetfulness. The fades add up; they become a gloomy haze that whispers, you’re not the kind of person who DOES things.

      autch

  4. Jan 2023
    1. For instance, we could have created a periodic table that organized the elements alphabetically, or by color, or by how good they taste. Instead we organize them by atomic number, not because it's their “true” order, but because it’s useful. It helps us realize things like, “Hey, we’ve got a number 62 and a number 64—I wonder if there’s a number 63 out there. We should go looking for it."

      Good example for explaining ACRREx.

    2. Life ain’t chess! Nobody agrees on the rules, the pieces do whatever they want, and the board covers the whole globe, as well as the inside of your head and possibly several metaphysical planes as well.

      Ha! Cf. Lawson,

  5. Dec 2022
    1. In this case, students are invited to examine a prototype electromagnet and then make decisions about how they might improve it

      This is more tinkering than (open-ended) design.

  6. Jul 2022
    1. the fracture of the deeply internalized narrative that we control the world and are the masters of creation

      Now, in 2022, it seems that the lesson learned is actually the opposite. We did it! Science gave us vaccines and we mastered ourselves through this challenge!

    2. The breakdown of the population into generational tribes makes one realize how many realities coexist in the same space. They sometimes dovetail, overlap, affect each other, but they remain separate.

      This reminds me of an essay I read long ago about conservatism (I think), which describes the value for people in being and/or feeling part of ‘the eternal round’ (or something like that). In part it’s a desire for your children and grandchildren to live in the same world as you, the depth of that connection.

    3. The trove is wide open, overwhelming us

      This is the sense of vertigo or overwhelmedness - sesamicity - of the wanderer in the print.

    4. If a person should want to commune with infinity once more, then it’s enough to go online.

      Did you not just identify the internet as something that gives us a sense of finitude and lack of variety?

    5. The feeling of finitude makes everything banal, since only what does not yield to our understanding can awaken our enthusiasm and retain the wonderful status of mystery.

      Would not a lack of temporal finitude counteract this? If there is a mysterious future to discover or work towards, that would not be banal. But the problem, indeed, seems to be the inevitability of a future collapse, an end. Not difficult to imagine, but hard to face up to nonetheless.

  7. Jun 2022
    1. 2217 bytes

      why that number?

    2. For my part, I believe presentation is fused to content; I believe pre­sen­ta­tion is a form of con­tent; so RSS can­not be the end of the story.

      This is probably where Fraidycat falls down. But still, as you don't mention it, Robin, are you familiar with it?

    3. fol­low peo­ple

      Just follow? Not interact with? Build relationships with?

    4. And yet, noth­ing on the inter­net presently allows me to do this

      First thought: https://fraidyc.at/

      But I expect the discussion below to clarify how that does not suffice (?).

    5. What do you want from the inter­net, anyway?

      Literally laughed out loud to this.

    6. It needs, instead, close con­sid­er­a­tion and gen­er­ous imagination.

      This seems like a good opportunity to try hypothes.is again. I've been meaning to get back to using it. As an experiment, I'm going to try and annotate this post as I read it.

  8. Jul 2019
    1. The values in this Code, and the guidance it offers, aremeant to ground such regulations in an ethical attitude, andto preventthe need forenforcement.

      This was unclear to me reading everything before this point. Why not note this in the introductory section on purpose and contents? The relaxed nature of this sentiment also conflicts with a lot of the strongly declarative language and completely certain statements (as if the goals are facts) in this code of conduct (in my experience, at least).

    2. extracurricular activities, and an optimal effort to obtain good results in our studies

      If students are "responsible for their own education" (3.3.1), can they not determine their level of extracurricular involvement and the level of grades they aim at themselves?

      Students are saddled with enormous amounts of debt, have the BSA hanging over them during the first year and may have all sorts of other things going on that make them decide to just go for the 7,0 and finish their studies with as little effort as possible. We may not want this, but can we require otherwise from all our students?

    3. This Code of Conduct gives direction to allmembers of theTU Delftcommunity(includingacademic and support staff, students,and guests)as to how best to act, how best to respond to integrity-related issues that may arise, and how best to maintain a high level of respect for each other and for our world.

      Does the status of this code as 'giv[ing] direction ... as to how best to act' mean that it is entirely voluntary? Is it merely aspirational? Or are there consequences for violating (specific parts of) it? If so, then these are not clear (neither in terms of substance nor of procedure).

    4. We, the employees and students of TU Delft, take our core values to be:Diversity, Integrity, Respect, Engagement, Courage and Trust (‘DIRECT’)

      The university can ask its employees and students to act in accordance with a set of centrally determined values, but as it is formulated here, we are asked to hold these 6 as our core values. I do not and will not. Neither will religious or independently minded people.

    5. In fact, these differences add value,not only to our daily lives but also to the results of the work we do together.

      This is in large part an empirical claim. Although I agree with this, I do not believe everyone at the TU does, nor that everyone should be obligated to.

      In addition, I object to the instrumental view taken here (and to 'diversity' as a goal in and of itself). I believe the obligation of public institutions like universities to cultivate an inclusive community, representative of society as a whole, stems from democratic values, not from considerations of performance.

    6. To clarify what is and (in particular) what is not negotiable, e.g. the ‘orange’ versus the ‘red’ zone.We have not used this terminology, as adding a level of new terms seemed likely to make the document less readable. The intention is to connect this document, online, with theupdated‘dilemma game’, encouraging readers to engage the game in order to call attention to negotiable vs. non-negotiable ethical principles and conduct.

      Regardless of the exact terminology, I find this a strange approach. In a document called a 'code', I expect as much explicit clarity as possible about what the organization sees as non-negotiable responsibilites and obligations, as distinct from aspirational dreams such as everybody inspiring each other and everyone (including all our students and support staff) actively striving to contribute to the UN Sustainable Development Goals.

      Choosing not to provide clarity on what is required, and what is merely hoped for, seriously undermines the value of this Code of Conduct as a Code of Conduct.

    7. the following key principles

      These 'principles' are mostly formulated as if they are facts: 'All members of the TU Delft community [do X].' If this statement is something employees and students are going to be required to explicitly assent to, it seems more appropriate to formulate them in terms of intent, responsibilities, or expectations. For instance: 'As a member of the TU Delft community, I will, to the best of my ability, [do X].'

    8. with the corresponding goal of improvingdiversity and inclusiveness

      This focuses very heavily on diversity (of background), giving the impression that this is the only important social aspect. Why not something like: 'with the corresponding goal of cultivating a healthy, safe, and inclusive environment'?

    9. so

      What precedes 'and so' is not the reason for what follows. Our students can, I hope, expect to be treated wiht respect and care regardless of how diverse or innovative a group they may be.

    10. The contributions of all members of the TU Delft community have led to its establishment as a world-renowned university of technology. In order to maintainthis leading position, it is essential thatmembers of the TU Delft community continuously strive toachieve the highest standards in research, teaching, societal impact, and leadership.Additionally, ourefforts must be directed toward establishing and demonstrating that we are a diverse community, united by our integrity as well as by our ambitions, who valueand respect each other’s contributions.

      I find it strange to open a section on the purpose of this document with the goal of maintaining our reputation and 'leading position'. I'd say the primary motivation for holding ourselves to high standards is to ensure the value of the knowledge and technologies we develop, and of the education we provide, regardless of whether we're winning some imagined competition.

      In addition, 'establishing and demonstrating that we are a diverse community' sounds awfully close to making this a matter of image and reputation as well. In my view, as a public institution serving a democratic society, we have an obligation to be inclusive and representative of that society.

    11. At TU Delft, wedistinguish three ‘pillars of integrity’

      This seems like a very helpful set of definitions to clarify the vague concept of 'integrity'.

    12. TU Delft is explicit and transparent about its ideals, values, principles and responsibilities, also in day-to-day practices, procedures and operations

      This is the only point in this list that describes the required behaviour of the TU Delft as an institution, instead of that of its members. This should either be reformulated as a guideline for individual employees (not for students, I'd say), or serve as the basis of a separate list that details what members of the TU community can expect from the institution -- the other side of a sort of 'social contract' between the organization and its members.

    13. The TU Delft Code of Conduct states the aspirations, responsibilities and rights that inspire and guide all members of the TU Delft community

      This seems better placed as the first sentence of the paragraph above this list. It is not a principle or guideline.

    14. l.All members of the TU Delft community contribute to a ‘DIRECT’ culture of Diversity, Integrity, Respect, Engagement, Courage and Trust

      This 'principle' is a tautology. The goal of acting in accordance with these values is already stated in the paragraph above this list.

    15. All members of the TU Delft community aim to inspire each othe

      This sounds wonderful, but it cannot be something we actively expect of everyone at the university. Do we require students to aim to inspire their teachers? Ideally, students do, yes, but it cannot be demanded of them. And when administrative staff competently make sure things run smoothly, this is not enough? Or would that fall under 'inspiring' their colleagues by example? Such a broad understanding of this exortation makes it practically meaningless.