CRITICAL PROGRAMMING: Toward A Philosophy Of Computing

Chapter 1 Introduction{11}

1.1 from automated genocide to the dumbest generation{11}

1.2 a collective intelligence problem, societies of control, the quintessential postmodern object, foss hopes, default philosophies of computing{11}

1.3 not to use old tools for new problems, scholarship requires a cybersage, digital humanities projects, critical programming studies, plan of the dissertation{11}

schedule

Chapter 2 Situation post-postmodern network dividual cyborg{11}

2.1 modernism and postmodernism, regressive subjectivity, Heideggers America, inventing the posthuman{11}

2.2 cybernetics, embodiment, techno-capitalist networks, dividual cyborg, cybersage{11}

Chapter 3 Theoretical framework and methodology{11}

3.1 critical theory, textuality studies, media studies, philosophy of technology{11}

3.2 social construction of technology, ensoniment, histories of computing networking and software, psycho-social studies of computer programmers{11}

3.3 software studies, game studies, code space, critical code studies{11}

3.4 platform studies, diachrony in synchrony, technogenesis and synaptogenesis, cyborg revisited{11}

Chapter 4 Philosophical programmers{11}

4.1 system engineers pioneers of babelization, distribued network visionaries, the new ontologists{11}

4.2 application developers beyond hard mastery and bricolage, auto-ethnographers of coding places{11}

Chapter 5 Critical programming studies{11}

5.1 working code places{11}

5.2 programming philosophers{11}

5.3 symposia, ensoniment{11}

5.4 tapoc, flossification{11}

5.5 pmrek, machine embodiment{11}

Chapter 6 Conclusion{11}

6.1 recommendations{11}

6.2 future directions{11}

Works Cited

1.1 from automated genocide to the dumbest generation

1.1.1+++ {11}

1 1 1 (+) [-4+]mCQK bauerlein-dumbest_generation (161) 20140603r 0 -5+ progress/2014/05/notes_for_bauerlein-dumbest_generation.html
Bauerlein will argue that blame for the misuse of the digital realm falls on custodians of culture who promote its intellectual benefits, rather than the kids or their parents. (161) Parents like technology because it eases the demands of parenting, but they might be a little less inclided to do so if they werenƒt led to believe in the intellectual benefits of screen time. When it comes to education, parents take their cue from others, people who set learning standards and legitimize different exposures.
(161) If the pathways deteriorate, donƒt blame the kids and parents overmuch. Blame, also, the teachers, professors, writers, journalists, intellectuals, editors, librarians, and curators who will not insist upon the value of knowledge and tradition, who will not judge cultural novelties by the high standards set by the best of the past, who will not stand up to adolescence and announce, It is time to put away childish things. They have let down the society that entrusts them to sustain intelligence and wisdom and beauty, and they have failed students who canƒt climb out of adolescence on their own.

1 1 1 (+) [-4+]mCQK bauerlein-dumbest_generation (174) 20140604a 0 -1+ progress/2014/05/notes_for_bauerlein-dumbest_generation.html
Indulgent attitude toward youth evident in school zones dogmatically accepted by custodians of culture. (174) Spend some hours in school zones and you see that the indulgent attitude toward youth, along with the downplaying of tradition, has reached the point of dogma among teachers, reporters, researchers, and creators in arts and humanities fields, and pro-knowledge, pro-tradition conceptions strike them as bluntly unpleasant, if not reactionary and out of touch.

1 1 1 (+) [-4+]mCQK bauerlein-dumbest_generation (181) 20140604e 0 -3+ progress/2014/05/notes_for_bauerlein-dumbest_generation.html
Effects of educators indulging youth are routine irreverence and knowledge deficits; implied argument is that educators are at fault for participating in pedagogical practices that take indulging youth as a given, justifying, for example, gamefication. (181) Poirierƒs essay marks a signal case of the generational romance, the transformation of youth from budding egos into attuned sensibilities. His argument models a different mentoring, an approach that may have respected the students but yielded a terrible outcome. Over the years, the indulgence of youth circulated among educators and settled into a sanctioned pedagogy with a predictable result: not an unleashing of independent, creative, skeptical mental energies of rising students, but what we have seen in previous chapters, routine irreverence and knoweldge deficits.

1 1 1 (+) [-4+]mCQK bauerlein-dumbest_generation (186) 20140604h 0 -3+ progress/2014/05/notes_for_bauerlein-dumbest_generation.html
Mentors mistakenly assume approval leads to students working more to continue their inquiries; learner-centered classrooms do not lead students to seek out instructors outside class. (186) The indulgers assume that their approval will bring teachers and students closer together, throwing students further into academic inquiry, inspiring them to learn and study, but the evidence shows that this does not happen.
(187-188) As instructor domination dwindles, as learner-centered classrooms multiply, then students should feel empowered to hunt down their profs at other times and places. But while active, learner-centered pedagogies have proliferated, more student-teacher contact hasnƒt happened, as subsequent NSSE reports show.

1 1 1 (+) [-4+]mCQK bauerlein-dumbest_generation (188-189) 20140607g 0 -4+ progress/2014/05/notes_for_bauerlein-dumbest_generation.html
Interesting the attitudes weakening tradition now attributed to shortcomings of cultural custodians rather than technologies. (188-189) College delinquency of this kind says nothing about these studentsƒ intelligence. It marks an attitude, a sign of disrespect, and we may blame several influences for its spread. When colleges treat students as consumers and clients, they encourage it, as does pop culture when it elevates hooky playing tricksters such as Ferris Bueller into heroes. College professors complain all the time about it, but they have their own part in their studentsƒ negligence, for they pass it along whenever they esteem the studentsƒ knowledge and deauthorize their own.

1 1 1 (+) [-4+]mCQK bauerlein-dumbest_generation (192-193) 20140604l 0 -6+ progress/2014/05/notes_for_bauerlein-dumbest_generation.html
Disabling narcissism prevents accurate self assessments of talents and competencies. (192-193) The behavioral features of narcissism are bad enough, but a set of other studies demonstrates just how disabling it proves, particularly with schoolwork. One consequence of narcissism is that it prevents young people from weighing their own talents and competencies accurately. . . . Education requires the opposite, a modicum of self-doubt, a capacity for self-criticism, precisely what the narcissism canƒt hear.

1 1 1 (+) [-4+]mCQK bauerlein-dumbest_generation (199) 20140603y 0 -6+ progress/2014/05/notes_for_bauerlein-dumbest_generation.html
Young Americans need teachers who give them less relevance, less indulgence, and more relevant, adult role models; Bauerlein believes this loss results in less time spent in out of class activities that complement class work. (199) What young Americans need isnƒt more relevance in the classroom, but less. . . . Young people need mentors not to go with the youth flow, but to stand staunchly against it, to represent something smarter and finer than the cacophony of social life.
(199) In the past, as long as teachers, parents, journalists, and other authorities insisted that young people respect knowledge and great works, young people devoted a portion of out-of-class hours to activities that complement in-class work.

1 1 1 (+) [-4+]mCQK bauerlein-dumbest_generation (200) 20140603z 0 -6+ progress/2014/05/notes_for_bauerlein-dumbest_generation.html
Youth more disengaged from culture the more mentors engage them in their own terms; digital technology fosters segregated social reality. (200) The more mentors have engaged youth in youth terms, though, the more youth have disengaged from the mentors themselves and from the culture they are supposed to represent.
(200) Digital technology has fostered a segregated social reality, peer pressure gone wild, distributing youth content in an instant, across continents, 24/7. . . . The impulses were always there, but the stern shadow of moral and cultural canons at home and in class managed now and then to keep them in check.

1 1 1 (+) [-4+]mCQK bauerlein-dumbest_generation (212-213) 20140612a 0 -11+ progress/2014/05/notes_for_bauerlein-dumbest_generation.html
Democracy based on civic knowledge continuance requires informed electorate, meeting paradoxical free choice to opt out of civic life preferred by addicted consumers in projective cities. (212-213) Democracy requires an informed electorate, and knowledge deficits equal civic decay. . . . When government grows too complex and the effects of policy drift down into individual lives in too delayed and circuitous a way, citizenship knowledge appears an onerous and impractical virtue. . . . Individual freedom means the freedom not to vote, not to read the newspaper, not to contemplate the facts of U.S. history, not to frequent the public square in a word, to opt out of civic life.

1 1 1 (+) [-4+]mCQK bauerlein-dumbest_generation (217) 20140612e 0 -5+ progress/2014/05/notes_for_bauerlein-dumbest_generation.html
Contention bred by knowledge in democratic society leading to transformative, sanative culture wars the internal sustaining mechanism of democracy. (217) Knowledge breeds contention, then, but thatƒs how a pluralistic, democratic society works through rival interests and clashing ideologies.
(218) Knowledgeable antagonists elevate the process into a busy marketplace of ideas and policies, and further, at critical times, into something many people dread and regret, but that has, in truth, a sanative influence: a culture war. Culture wars break out when groups form the renounce basic, long-standing norms and values in a society and carry their agenda into mass media, schools, and halls of power.
(220) Culture wars break down the walls. They donƒt stop the sectarianism, and they can aggravate group commitments, but they also pierce the insulation of each group.

1 1 1 (+) [-4+]mCQK bauerlein-dumbest_generation (221) 20140612f 0 -10+ progress/2014/05/notes_for_bauerlein-dumbest_generation.html
College professors avoid public attention but also only think and act within their niche, leading defeating disciplinary self-criticism to indulgence of student self interpretations ignoring traditional themes and examples: value of this proposition is as example of value of culture wars operations hearing other sides. (221) The customary rites of professionalism and rehearsals of group identity didnƒt work, and college professors have been nervous about public attention ever since. Academics resented the publicity Bloom, Bennett, and other traditionalists received, while traditionalists grumbled that it had no effect on the campus. . . . But while none of the contenders were satisfied, the episode demonstrates the value of culture wars operations. . . . However intelligent they are, people who think and act within their niche avoid the irritating presence of ideological foes, but they also forgo one of the preconditions of learning: hearing other sides.

1 1 1 (+) [-4+]mCQK bauerlein-dumbest_generation (231) 20140612m 1 -8+ progress/2014/05/notes_for_bauerlein-dumbest_generation.html
Role of intellectuals includes occupying middle ground between professional and lay discourses, mediating confluence of niches, maintaining public exposure and academic rigor, and also producing next generation of thoughtful intellectuals. (231) Intellectuals must address the pressing matters, but they must also stand apart, living and breathing a corpus of texts, ideas, and events that are independent of current affairs. . . . Intellectuals occupy a middle ground between philosophical thought and popular discourse, between knowledge professionals and interested laypersons. The are positive mediators, reining in propensities on both sides. On one hand, by hauling academic inquiry into public forums, they keep knowledge from evolving into excess specialization and technical expertise, from withdrawing into the university and think tank as a useful technology or policy instrument. On the other hand, by remaining faithful to academic rigor and intellectual forebears, they keep knowledge from decaying into vulgar and cynical uses in the public sphere.

1 1 1 (+) [-1+]mCQK black-ibm_and_the_holocaust (vi) 20131020 0 0+ progress/2013/10/notes_for_black-ibm_and_the_holocaust.html
The book IBM and the Holocaust by Edwin Black, which American digital humanists ought to be obliged to read as part of their philosophy of computing canon, begins with a reproduction of a 1933 Dehomag (Deutsche Hollerith Maschinen Gesellschaft M-B-H-Berlin-Licterfelde) advertisement featuring the word berssicht (oversee), an all-seeing eye enlightening an IBM punch card form of early mechanical computing, a factory sporting a massive smokestack, and the words mit hollerith Lochkarten (with Hollerith cards), alluding to the commencement of a horrifying holocaust narrative implicating IBM machinery and its employees and partners in America and Europe with their bureaucratic counterparts in the murderous Nazi regime like Adolf Eichmann, the subject of Hannah Arendt banality of evil; however, I find the human machine situation of WALL-E more indicative of the transformation of humanity by modern digital computing, comical future descendants of what Hayles refers to as the dumbest generation, whose comfortable spaceship utopia plays upon the horrific reality of the movie The Matrix whose human beings are never awake as embodied. (vi)


select Chapter, Heading, SubHeading, InterstitialSequence, RelevanceLevel, TextName, PositionStart, TimestampBookmarkExtra, CitationOffset, CitationSentences, Path, Lexia from Notes where Chapter=1 and Heading=1 and (SubHeading=0 or SubHeading=1) and (InterstitialSequence=0 or InterstitialSequence=100) order by Heading, SubHeading, InterstitialSequence desc, RelevanceLevel desc, TextName, cast((trim(leading '(' from substring_index(PositionStart, '-', 1))) as unsigned)

TOC 1.1 from automated genocide to the dumbest generation+

1.2 a collective intelligence problem, societies of control, the quintessential postmodern object, foss hopes, default philosophies of computing

TOC 1.2 a collective intelligence problem, societies of control, the quintessential postmodern object, foss hopes, default philosophies of computing+

1.3 not to use old tools for new problems, scholarship requires a cybersage, digital humanities projects, critical programming studies, plan of the dissertation

schedule

2.1 modernism and postmodernism, regressive subjectivity, Heideggers America, inventing the posthuman

TOC 2.1 modernism and postmodernism, regressive subjectivity, Heideggers America, inventing the posthuman+

2.2 cybernetics, embodiment, techno-capitalist networks, dividual cyborg, cybersage

3.1 critical theory, textuality studies, media studies, philosophy of technology

TOC 3.1 critical theory, textuality studies, media studies, philosophy of technology+

3.2 social construction of technology, ensoniment, histories of computing networking and software, psycho-social studies of computer programmers

TOC 3.2 social construction of technology, ensoniment, histories of computing networking and software, psycho-social studies of computer programmers+

3.3 software studies, game studies, code space, critical code studies

TOC 3.3 software studies, game studies, code space, critical code studies+

3.4 platform studies, diachrony in synchrony, technogenesis and synaptogenesis, cyborg revisited

4.1 system engineers pioneers of babelization, distribued network visionaries, the new ontologists

TOC 4.1 system engineers pioneers of babelization, distribued network visionaries, the new ontologists+

4.2 application developers beyond hard mastery and bricolage, auto-ethnographers of coding places

5.1 working code places

TOC 5.1 working code places+

5.2 programming philosophers

TOC 5.2 programming philosophers+

5.3 symposia, ensoniment

TOC 5.3 symposia, ensoniment+

5.4 tapoc, flossification

TOC 5.4 tapoc, flossification+

5.5 pmrek, machine embodiment

6.1 recommendations

TOC 6.1 recommendations+

6.2 future directions


TOC

Works To Cite

AuthorTitleStartedRelLatestReadNotesMLAhours
blackibm_and_the_holocaust10 20138.102014071290%50%Y0
johnsoncomputer_ethics08 20148.10201407275%5%Y0
johnsoncomputer_ethics_fourth_edition06 20128.102014080325%25%Y0
johnsoncomputer_ethics_third_edition06 20118.102014072325%25%Y0
kurzweilage_of_spiritual_machines01 20148.102014012350%5%Y0
Items [5] Research Remaining [0] Refinement Remaining [0]