Monday, March 20, 2006

Focus on the tools vs. human aspects of technology – touched upon with the debate

A. Are tools neutral? Are all things equal? Are there some tools that are inherently more destructive – more antisocial – than others? (customary intention of use – measured by regulation, ease of destruction) If humans are negatively impacted by technology – is the solution more technology – technological utopists

(1) problem = pollution - introduce toxins in the environments, use technology to solve this;

(2) problem – developed a lifestyle based on large expenditure of energy then is the solution a technical one;

(3) problem = loss of community, breakdown of families, and alienation from meaningful work

Should it be that our solutions are also human based – dialogue, discussion, balloting, negotiation, education and media (war vs. negotiation)

B. Are humans basically good or evil? And what if it is both? What if it is environmental – anyone can be driven to do about anything? And what of illness, mental health problems?

C. Balance of individual rights vs. society/species rights? If an individual is doing something that hurts no one else, should we stand by and let it happen? Is anyone really an “island?” What is a measure of a society – one that economically successful, provides justice and “level playing field” opportunities, cares for its most vulnerable, accepting of differences (immigration), protects freedom

Community web sites – abortion, stormfront, tolerance.org – lone wolf, pipe vs. content

Reduce this smaller scale – instead of building community but supporting an already “physical” community – Landmark’s acceptable use policy – maintain the health and security of the system, do not police for moral, ethical reasons, will prioritize the mission or educational goals

network neutrality on a grand scale (tiered access) (Windows operates as network neutrality)

Wednesday, March 08, 2006

It's hit the pedal to medal part of the semester. As much as I have tried to create buildup for this, there are some who are caught by surprise, and then those who are truly drowning. Only half of the term sheets came in, and half of those showed insufficient attention to the reading. Independent work by students, careful, deep and thoughtful reading, is the hardest to thing to teach but the easiest place where breakdowns exist. The test is tomorrow, and we get another measure of student effort. Odd how the student's haven't picked up on the grading plan and how little the tests count. How all the activities essentially count the same. Say the word "test" and then the motivation kicks in. Say the word "term sheet" and it's all a snooze. How do I get to students so that their assumptions don't get in the way so much? This class is different and will be run differently. Paying attention to this is important.