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}


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

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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 werenフ 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, donフ 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 canフ 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) Poirierピ 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 hasnフ 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 students 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 students negligence, for they pass it along whenever they esteem the students 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 canフ 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 isnフ 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 thatピ 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 donフ 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 didnフ 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.

select Chapter, Heading, SubHeading, InterstitialSequence, RelevanceLevel, TextName, PositionStart, TimestampBookmarkExtra, CitationOffset, CitationSentences, Path, Lexia from Notes where Chapter=1 and (Heading=0 or Heading=1) and ((RelevanceLevel=0 or RelevanceLevel>2) and RelevanceLevel<10) and (InterstitialSequence=0 or InterstitialSequence=100) order by Heading, SubHeading, InterstitialSequence 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

-1.2.0+++ {11}

-1.2.1+++ {11}

1 2 1 (+) [-4+]mCQK bauerlein-dumbest_generation (43) 20140531h 0 -1+ progress/2014/05/notes_for_bauerlein-dumbest_generation.html
Popular books like Harry Potter signal social happenings rather than intrinsic allure, and a steady withdrawal from other books. (43) Even the foremost youth reading phenomenon in recent years, the sole book event, qualifies more as a social happening than a reading trend.

1 2 1 (+) [-5+]mCQK bauerlein-dumbest_generation (54) 20140531l 0 -3+ progress/2014/05/notes_for_bauerlein-dumbest_generation.html
Students do not realize connection between general intellectual interest and academic performance; compare to Kemeny valuing act of teaching the computer to perform calculations in place of doing them oneself. (54) The connection between general intellectual interest and academic performance doesnフ register. Students aim high, but the attitudes undercut them and they donフ seem to realize it.
(55) The low rates suggest that for a majority of college students intellectual life belongs mainly in the classroom.

1 2 1 (+) [-4+]mCQK bauerlein-dumbest_generation (59) 20140531n 0 -5+ progress/2014/05/notes_for_bauerlein-dumbest_generation.html
Matthew Effect of childhood reading skills correlate to later reading and learning has sinister corollary for those who do not read as children. (59) Reading researches call it the Matthew Effect, in which those who acquire reading skills in childhood and learn later in life at a faster pace than those who do not. . . . A sinister corollary to the cognitive benefit applies: the more you donフ read, the more you canフ read.

1 2 1 (+) [-4+]mCQK bauerlein-dumbest_generation (80-81) 20140531w 0 -1+ progress/2014/05/notes_for_bauerlein-dumbest_generation.html
Parents seek relief for other household tasks by putting children in front of screens. (80-81) setting kids in front of the screen frees up time for cooking, cleaning, or just plan rest.

1 2 1 (+) [-4+]mCQK bauerlein-dumbest_generation (129) 20140603a 0 -8+ progress/2014/05/notes_for_bauerlein-dumbest_generation.html
Progressive vocabulary expansion crucial to intelligence; rare word count of print far exceeds oral media. (129) Print far exceeds live and televised speech, even to the point that a book by Dr. Seuss falls only slightly beneath the conversation of intelligent adults on the rare-word-per-thousand scale.
(129) The incidence of rare words is a minute quantitative sum, but it signifies a crucial process in the formation of intelligent minds. . . . Exposure to progressively more rare words expands the verbal reservoir. Exposure to media with entirely common words keeps the reservoir at existing levels.

1 2 1 (+) [-4+]mCQK bauerlein-dumbest_generation (132) 20140603d 0 -8+ progress/2014/05/notes_for_bauerlein-dumbest_generation.html
Poor quality and shallow content of teen writing ignored by adults who praise the depth and pace of immersion, but form bad habits. (132) A more circumspect glance finds that bad grammar, teen colloquialisms, and shallow ironies litter the blogs, comment threads, and social networking sites, raising the vocabulary problem cited earlier. . . . Teen blog writing sticks to the lingo of teens simple syntax, phonetic spelling, low diction and actually grooves bad habits. Nevertheless, instead of telling J. and other teens heavy into Web 2.0 to pull away from the screen and devote a few more hours to algebra, chemistry, and French, [Emily] Nussbaum and other adult observers marvel at the depth and pace of their immersion.

1 2 1 (+) [-4+]mCQK bauerlein-dumbest_generation (136) 20140603g 0 -5+ progress/2014/05/notes_for_bauerlein-dumbest_generation.html
Maturity involves vertical modeling based on relations with older people and traditions, but digital media encourages horizontal modeling of peers. (136) Maturity comes, in part, through vertical modeling, relations with older people such as teachers, employers, ministers, aunts and uncles, and older siblings, along with parents, who impart adult outlooks and interests. . . . The Web (along with cell phones, teen sitcoms, and pop music), though, encourages more horizontal modeling, more raillery and mimicry of people the same age, an intensification of peer consciousness.

1 2 1 (+) [-4+]mCQK bauerlein-dumbest_generation (138) 20140603i 0 -4+ progress/2014/05/notes_for_bauerlein-dumbest_generation.html
Education requires worthwhile encounters outside personal interests, thus digital media cocoon stultifying; compare outcomes to traditional practices. (138) The psychological delights are intellectually stultifying. For education to happen, people must encounter worthwhile things outside their sphere of interest and brainpower. Knowledge grows, skills improve, tastes refine, and conscience ripens only if the experiences bear a degree of unfamiliarity.
(139) With poor results in evidence, we should reassess the novel literacies hailed by techno-cheerleaders and their academic backers, compare them to the old ones in terms of their effects, and determine whether the abilities acquired in game spaces and Read/Write Web sites transfer to academic and workplace requirements.

1 2 1 (+) [-4+]mCQK bauerlein-dumbest_generation (156) 20140603o 0 -11+ progress/2014/05/notes_for_bauerlein-dumbest_generation.html
Parallel loss of gains in consumer choice and talkback capacity. (156) Young people have too much choice, too much discretion for educators and mentors to guide their usage. By the time they enter classrooms outfitted for e-learning, theyプe passed too many hours doing their own e-thing, grooving non-learning routines too firmly. And once again, in Nielsenピ consumer logic, the trend will only increase. Fast scanning breeds faster scanning, and more scannable online prose. Social networking promotes more social networking and more personal profile pages.
(156-157) In a word, the gain in consumer choice and talkback capacity brings a parallel loss. . . . In pre-cable, pre-Internet times, competition was limited, and viewers sometimes watched programs that didnフ jibe with their likings. The mismatch could be frustrating, but it occasionally served an edifying purpose: forcing people to recognize other peoples, different tastes, distant knowledge.

1 2 1 (+) [-4+]mCQK bauerlein-dumbest_generation (168) 20140614 0 -7+ progress/2014/05/notes_for_bauerlein-dumbest_generation.html
Mistake of concretizing self understanding on teenage peak years, in adolescence, is latent consequence of widespread digital media adoption as it happened in the United States from the 1970s onward. (168) It is the nature of adolescents to believe that authentic reality begins with themselves, and that what long preceded them is irrelevant. For 15-year-olds in the United States in the twenty-first century, the yardstick of pertinence is personal contact, immediate effects. . . . The attitude marks one of the signal changes of the twentieth century in the United States. It insists that a successful adolescence and rightful education entail growing comfortable with yourself, with who you are at age 17.

1 2 1 (+) [-4+]mCQK bauerlein-dumbest_generation (169) 20140603s 0 -1+ progress/2014/05/notes_for_bauerlein-dumbest_generation.html
Reich gave deep interpretation to youth lifestyle of 1960s, but youth lifestyle under sway of American capitalist consumer experience reflects a different underlying intellectual depth and expanse. (169) [Charles] Reich interpreted youth lifestyle as a serious expression with deep political, social, and moral content, however flippant and anti-intellectual it appeared, and while his book comes off today like little more than a dated artifact in a time capsule, shorn of the radical, Bacchic 1960s rhetoric, the outlook he promoted carries on.

1 2 1 (+) [-4+]mCQK bauerlein-dumbest_generation (170-171) 20140610b 0 -11+ progress/2014/05/notes_for_bauerlein-dumbest_generation.html
Time magazine story about Twixters ignores quantity and quality of intellectual labor expended in nonproductive self-discovery period. (170-171) Despite their circumstance, Twixters arenフ marginal youngsters sinking into the underclass. They drift through their twenties, stalled at work and saving no money, but they like it that way. . . . Indeed, precisely along the lines of Reichピ understanding, they justify their aimless lifestyle as a journey of self-discovery.
(172) In casting Twixter lifestyle as genuine exploration and struggle, neither the author nor the researchers nor the Twixters themselves whisper a single word about intellectual labor. . . . Nobody ties maturity to formal or informal learning, reading or studying, novels or paintings or histories or syllogisms.

1 2 1 (+) [-4+]mCQK bauerlein-dumbest_generation (177) 20140604b 0 -4+ progress/2014/05/notes_for_bauerlein-dumbest_generation.html
Poirier argument that discourse of counterrevolutionary intellectuals war against the young, a containment policy for which enclosure in readily manipulable digital media cocoons, the dumbest generation marks a plateau in human cognitive evolution. (177) Few individuals represented the virtues of tradition and knowledge better than [Richard]
(179) The moderate tone lays all good sense on the side of adults, and youth sympathizers stand exposed, visibly impolite, erratic, and extreme. The very rationality of the discourse denies any credibility to youth protest. However civil, thoughtful, and reasonable it comes off, he [Poirier] declares, the discourse of counterrevolutionary intellectuals amounts to precisely a war against the young.

1 2 1 (+) [-4+]mCQK bauerlein-dumbest_generation (179) 20140604c 0 -3+ progress/2014/05/notes_for_bauerlein-dumbest_generation.html
Foreign policy reflected in culture war forms of control; compare to Edwards closed world. (179) The putatively rational and prudent judgments by levelheaded thinkers in fact repeat the foreign policies of the U.S. government, including the harshest ones.

1 2 1 (+) [-4+]mCQK bauerlein-dumbest_generation (182) 20140604f 0 -5+ progress/2014/05/notes_for_bauerlein-dumbest_generation.html
Indulgence of youth weakens already fragile continuity of tradition; connecting adult thinking with unpopular war further weakened it. (182) The continuity of tradition was always a fragile thing, and it wouldnフ take much for generation-to-generation handoffs to go wrong, but when the things that ensured it fell under reproach classrooms and teachers themselves adolescents could add a brand-new moral weapon to their resistance. If sensible adult judgment complemented bombing raids in Vietnam, adult critics of youth werenフ just cranky pedants. They were creepy plotters, and they might as well join hands with Pentagon strategists and corporate bosses.
(182) It didnフ take long for Poirierピ provocative sallies to become professional observance. By the 1980s, the rebellious, anti-Establishment posture of young adults had become the creed of Americaピ educational institutions.

1 2 1 (+) [-4+]mCQK bauerlein-dumbest_generation (185) 20140604g 0 -7+ progress/2014/05/notes_for_bauerlein-dumbest_generation.html
Treating disaffected youth as injustice indulges them and downgrades authority position of mentors, devaluing remote traditions for having no bearing since their only prior justification was by the rhetoric of recanting mentors; intellectual independence sabotages tradition. (185) It is normal for young people, temporarily, to act disaffected and feel unheard, but for the mentors to turn this condition into an injustice is to downgrade their position, with youths only too eager to play along. No matter how benevolent the rhetoric of the mentors, though, the thing it bestows intellectual independence does the majority of youths no favors. . . . It sabotages something that may, perhaps, be more fragile than the transmission of knowledge from old to young, namely, the simple, sturdy conviction that knowledge itself is worth receiving the conviction that traditions remote from their daily circumstances have any bearing.
(186) If mentors are so keen to recant their expertise, why should students strain to acquire it themselves?

1 2 1 (+) [-4+]mCQK bauerlein-dumbest_generation (190) 20140604j 0 -10+ progress/2014/05/notes_for_bauerlein-dumbest_generation.html
Appeal to maturity of perspective gleaned from encountering tradition and adults beyond peers as knowledge quality filtering mechanism. (190) Dissociated from tradition, with nobody telling them that sometimes they must mute the voices inside them and heed instead the voices of distant greatness, young people miss one of the sanative, humbling mechanisms of maturity. This is the benefit of tradition, the result of a reliable weeding-out process. . . . Only with the passage of time does the field refine and settle into its superior creations.
(190) Tradition provides a surer standard, a basis for judgment more solid than present comparisons, than political, practical, and commercial grounds.
(191) Contact with the past steadies and composes judgment of the present. Thatピ the formula. People who read Thucydides and Caesar on war, and Seneca and Ovid on love, are less inclined to construe passing fads as durable outlooks, to fall into the maelstrom of celebrity, pop culture, to presume that the circumstances of their own life are worth a Web page.

1 2 1 (+) [-4+]mCQK bauerlein-dumbest_generation (193) 20140606 0 -8+ progress/2014/05/notes_for_bauerlein-dumbest_generation.html
Unwilling versus ignorant lacks improvement mechanism; seems like echo of critique of writing in Phaedrus. (193) The attitude is even more harmful than the knowledge deficiencies weプe seen earlier. An ignorant but willing mind can overcome ignorance through steady work and shrewed guidance. . . . An unwilling mind canフ or wonフ. It already knows enough, and history, civics, philosophy, and literature have too little direct application to satisfy. For many young Americans, that translates into a demoralizing perception problem, a mismatch of expectation and ability.

1 2 1 (+) [-4+]mCQK bauerlein-dumbest_generation (195) 20140603v 0 -13+ progress/2014/05/notes_for_bauerlein-dumbest_generation.html
Confidence and enjoyment do not entail achievement, as shown by achievement levels between nations; teens unable to appraise capabilities, and aptitude and ambition do not align. (195) While confident students perform better than un-confident students within nations, between nations the relationship overturns.
(196) In other words, enjoyment and achievement have no necessary relation. . . . Confidence and enjoyment donフ guarantee better students. Furthermore, they prevent the students from forming one of the essential ingredients of long-term success: an accurate, realistic appraisal of their present capacities.
(196) Optimism is nice, but not when it reaches delusional limits. Soon enough, the faulty combo of aptitude and ambition will explode, and the teenagers wonフ understand why. . . . The math skills they lack are requisite for the degrees they expect, but they donフ make the connection.

1 2 1 (+) [0+]mCQK bauerlein-dumbest_generation (197) 20140603w 0 -1+ progress/2014/05/notes_for_bauerlein-dumbest_generation.html
Overly optimistic assessments of student proficiency by high school versus college teachers one consequence of indulgence by mentors. (197) All too often, the mentors donフ see the results of their indulgence, which emerge only after students leave their class, leaving teachers unaware of how the approach misleads their charges.

1 2 1 (+) [-4+]mCQK bauerlein-dumbest_generation (222) 20140612g 0 -9+ progress/2014/05/notes_for_bauerlein-dumbest_generation.html
Knowledge and tradition constrain culture wars, for example how 1955 to 1975 was apparently youth war against Establishment, by identifying key objects of attention and method of action. (222) The process can slide into the equivalent of a shouting match, and two things the keep it grounded and productive are, once again, knowledge and tradition. . . . They tie the arguments of the moment to founding principles and ideas, and hold them up against the best expressions of them through time. . . . Such object lessons ensure that skirmishes stay civil and evidence-based, and they censure a culture warrior who crosses lines of basic rights, freedoms, and respect.

1 2 1 (+) [-4+]mCQK bauerlein-dumbest_generation (224) 20140612i 0 -4+ progress/2014/05/notes_for_bauerlein-dumbest_generation.html
Idealization of NY intellectuals as studied by Dorman are former model culture warrior whose success credited to youthworld of ideas and argument informed by liberal study. (224) However serious their ambition and disciplined their reading, the would-be young intellectuals of today lack a vital component that earlier intellectuals enjoyed from their teens through college and that they credited for their later successes. It is: a youthworld of ideas and arguments, an intellectual forensic in the social settings of the the young. The New York Intellectuals are a case in point.
(225) The students may have been hotheaded sophomores, but they turned their fierce analysis upon the worldly questions of the day and upon themselves.

1 2 1 (+) [-5+]mCQK bauerlein-dumbest_generation (226) 20140612k 0 -13+ progress/2014/05/notes_for_bauerlein-dumbest_generation.html
Elegant argument why exceptionalism has unexpected effects on future generations who adhere to it. (226) Twenty years later, a New Left came along and prosecuted a culture war that began the steady deterioration of intellectual life among young Americans.
(227-228) They distinguished themselves from every other generation so dramatically, and chastised precursor intellectuals with such pious gall, that the entire relationship of past and present, revolutionary action and ideological tradition, broke down. . . . But while the writing of the Port Huron Statement required book learning, the reception of it didnフ. . . . The successors of Old Guard DSD would draw an easy lesson: why bother to learn things and read books that are obsolete and irrelevant? A predictable descent commenced. The sixties generationピ leaders didnフ anticipate how their claim of exceptionalism would affect the next generation, and the next, but the sequence was entirely logical. Informed rejection of the past became uninformed rejection for he past, and then complete and unworried ignorance of it.

1 2 1 (+) [-3+]mCQK bauerlein-dumbest_generation (228-229) 20140612l 0 0+ progress/2014/05/notes_for_bauerlein-dumbest_generation.html
Examples of College Republicans and updated SDS where exceptional youth are manifest comparable to examples of extreme minority of exceptionally creative and successful digital natives; actions of conservatives too focused on common foes with insufficient internal contention, leftists employing topical arguments with little appeal to philosophical tradition. (228-229)

1 2 1 (+) [-4+]mCQK hayles-how_we_think (247) 20131101c 3 -1+ progress/2012/07/notes_for_hayles-how_we_think.html
As Hayles brilliantly interprets electronic literature, if we take our pulse from its expression in media, following Kittler and others in a sort of pscyhoanalysis of the technological nonconscious, we easily conclude that the dumbest generation is the Nietzschean last man and childish consumer Horkheimer and Adorno decry as well as absorption of calculative evil from Hollerith generations, the everyday loser who becomes the model human feeding the banality of stupidity nonetheless capable of evil narrative; if only the problem were degenerate skilled programmers rather than zombie hordes of casual gamers and cow clickers. (247) They demonstrate that in this cultural moment fraught with anxieties about the future, fears for the state of the humanities, and prognostications about the
dumbest generation, remarkable literary works emerge that can catalyze audiences across the generations.

1 2 1 (+) [-4+]mCQK simon-shape_of_automation (4) 20131009a 0 -1+ progress/2013/04/notes_for_simon-shape_of_automation.html
Questions whether a highly educated workforce is really needed to operate a highly automated economy based on examples of western European and Japanese work forces: does this contribute to our becoming stupid? (4) There is, in fact, no evidence that a highly automated economy could not be operated efficiently with an educational profile like that of the western European or Japanese work forces that is, with far less formal education than now prevails in the United States.

1 2 1 (+) [-4+]mCQK turkle-alone_together (6) 20120605l 0 -3+ progress/2012/06/notes_for_turkle-alone_together.html
Inauthentic as new aesthetic: why not make the same argument for intellectual dumbing down of human machine relationships? (6)
Love and Sex seems to celebrate an emotional dumbing down, a willful turning away from the complexities of human partnerships the inauthentic as a new aesthetic.
(7) I did not see marriage to a machine as a welcome evolution in human relationships. And so I was taken aback when the [
Scientific American] reporter suggested that I was no better than bigots who deny gays and lesbians the right to marry.

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[<operator=when>] default philosophy of computing validating copyright-protected intellectual property becomes aware of itself it then inclines toward FOSS. The idea was that FOSS is intrinsically superior to closed source from the standpoint of self-replication and self-knowledge. Admitting that the user is part of the system opens discussion of the userピ relationship to the means of production; you could use Marxピ concept of alienated labor. However, it goes deeper than that because the highly skilled replacement labor force necessarily arises from the users, unless outsourcing can offer trained technologists. Reach an acceptable definition of computing and use it to justify intellectual property and copyright protection. Use the same concepts to admit IP whose copyright legitimizes the open source model. Develop arguments in favor of FOSS based not on the short-term profitability of corporations but the long-term viability of the technologies themselves. Suggest the decline in interest among American youth is a symptom of a larger problem, a crisis at the heart of the philosophy of computing. It would have been akin to licensing writing in the context of the ancient Greek correlate.

--1.2.5+++ {11}

1 2 5 (+) [-4+]mCQK bork-journal 20140904 20140904a 4 -1+ journal_2014.html
Ubiquitous presence of IBM machinery throughout WWII, then in Busaピ research, even simultaneous translation technology at the Nuremberg Trials repeated in
WALL-E in the Axiomピ gallery of portraits featuring the omnipresent Auto Pilot alongside its successive generations of human captains.

1 2 5 (+) [-3+]mCQK bork-journal 20150120 20150120 5 -1+ journal_2015.html
Perhaps what Scott meant questioning whether my pronouncements concerning foss was that to many groups and individuals its significance is nugatory.

1 2 5 (+) [-4+]mCQK bynum_rogerson-ethics_in_the_information_age (2-3) 20140401 0 -2+ progress/2014/01/notes_for_bynum_rogerson-ethics_in_the_information_age.html
Philosophers described policy vacuums surrounding technologies too rapidly emerging for critical reflection to manage, calling for new social and ethical policies; they recognize critical tasks are hindered by biases favoring entrenched groups who deploy the very technologies in question, which Postman calls technopoly. (2-3) Technology changes so rapidly that new possibilities emerge before the social consequences can be fathomed (Rogerson and Bynum 1995). New social/ethical policies for the information age, therefore, are urgently needed to fill rapidly multiplying policy vacuums (Moor 1985).

1 2 5 (+) [-4+]mCQK johnson-computer_ethics_third_edition (vii-viii) 20140723c 0 -7+ progress/2011/06/notes_for_johnson-computer_ethics_third_edition.html
Ethical issues are policy vacuums created around new developments and uses of computer technologies. (vii-viii) Does the field of computer ethics simply follow the development of computer technology? Should computer ethicists simply react to technological developments? Wouldnフ it be better if the sequence were reversed so that technological development followed ethics? . . . In a sense, the ethical issues
are the policy vacuums, and policy vacuums are created when there is a new development of use of computer technology.

select Chapter, Heading, SubHeading, InterstitialSequence, RelevanceLevel, TextName, PositionStart, TimestampBookmarkExtra, CitationOffset, CitationSentences, Path, Lexia from Notes where Chapter=1 and (Heading=0 or Heading=2) and ((RelevanceLevel=0 or RelevanceLevel>2) and RelevanceLevel<10) and (InterstitialSequence=0 or InterstitialSequence=100) order by Heading, SubHeading, InterstitialSequence desc, TextName, cast((trim(leading '(' from substring_index(PositionStart, '-', 1))) as unsigned)

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

-1.3.0+++ {11}

-1.3.1+++ {11}

--1.3.2+++ {11}

--1.3.3+++ {11}

1 3 3 (+) [-4+]mCQK bork-journal 20080902 20080902 0 -30+ journal_2008.html
Opening A Companion to Digital Humanities and reading the Foreword by Roberto A. Busa, whose programmed concordance of the texts of St. Thomas Aquinas, if fully implemented according to his 1949 design, would have consisted of 500 tons of punched cards, I initially chucked at his statement, In His mercy, around 1955, God led men to invent magnetic tapes, but soon understood that I had stepped into a healthy, rigorous movement in humanities computing that had been going on at least 2500 years since Plato wrote a critique of writing in Phaedrus. Those familiar with von Neumann architecture for digital, electronic, stored program, sequential, random access memory computing know that there is a significant difference between tertiary and secondary storage, so much that certain questions are never asked depending on how much is available. Primary storage is high speed, random access memory, with the highest cost per unit of storage; secondary storage is slower but much larger memory, whose latency is deterministic enough to support time division multiplexing; tertiary is so slow that it is best left for batch jobs, but infinite and low cost per unit of storage. Busa, opining about the invention of magnetic tape, seems hopelessly dated, unable to grasp the implications of current web-based technologies of the sort relevant to digital media studies focusing on texts, which contain visual encodings of sound, and also machine-encoded sounds and images, were we to analyze his concerns as arising from his conscious and unconscious interaction with tertiary and secondary storage technologies of his time. However, when in The History of Humanities Computing Susan Hockley begins enumerating the various groups, publications, and systems spanning the last fifty years, such as the Association for Computers and the Humanities (ACH), the Text Encoding Initiative (TEI) Guidelines for Electronic Text Encoding and Interchange, and the Thesaurus Linguae Graecae (TLG), that amusement is replaced with deep respect and awe at the magnitude of their undertakings. A whole subculture of hard-core hacking had been going on my entire life directly beneath the one I had spent immersed in philosophy and classics in which I had participated as a proto-electronic, secondary orality infused member of print culture. Suddenly I did not feel that what I thought was new and had never been done before was unassailable and true just because I had grown up my entire life using digital computers and happened, by unlikely twist of fate, to also have journeyed in that wonderfully deep wilderness of the mind known as humanities or liberal arts. But clearly Greg Crane, writer of Classics and the Computer: An End of the History, knew a thing or two about C, networking, and Unicode. Interestingly, he juxtaposes the paucity of resources doled out to classicists with the statement that [t]he set of problems particular to classicists is shrinking (subsection Convergence of needs ). This is due to outsourcing the problems that are not your core business, and is expected: We abandoned our editor and resolved never to address a general problem that the marketplace would solve for us (subsection Multilingual text editing ). Yet the great challenge for humanities computing, laid out in Platoピ Phaedrus (in the Loeb Classical Library translation by Harold North Fowler), to instantiate

SOCRATES: The word which is written with intelligence in the mind of the learner, which is able to defend itself and knows to whom it should speak, and before whom to be silent.

PHAEDRUS: You mean the living and breathing word of him who knows, of which the written word may justly be called the image.

SOCRATES: Exactly.

remains unsolved, and perhaps only indirectly approached. For does not Busaピ vision of antiBabel as the software expression of hermeneutic informatics really also point towards Socrates ideal, the huam response to Know thyself utilizing Godピ gifts discovered in technology? The Texts and Technology program web site states that [a]reas of research and production include digital editing, Web design, multimedia production, distributed education, entertainment, publishing, information architecture, and visualization. Shall we add software development and programming languages?

What better place to pursue one of the great programming challenges of artificial intelligence than a discipline oriented towards texts and technology? As the authors of The Digital Humanities and Humanities Computing: An Introduction note, application is as important as theory. .. project conception and management can be as important pragmatic concerns as others which are more traditionally associated with disciplinary pursuits (subsection Principles, Applications, and Dissemination , paragraph 1). Spoken like it was coming out of a meeting at a software company. This is where I am trying to find my place in the Texts and Technology program, whose web site states that [a]reas of research and production include digital editing, Web design, multimedia production, distributed education, entertainment, publishing, information architecture, and visualization. Shall we add software development and programming languages?

1 3 3 (+) [-6+]mCQK conley-rethinking_technologies (xii) 20131205h 0 -6+ progress/2013/12/notes_for_conley-rethinking_technologies.html
Grim prospects for twenty-first century, and emergence of high speed computing and virtual reality lay ground for digital humanities, texts and technology, digital media studies, and critical programming to deal with shifts. (xii) Evidence shows that technologies have not led humans toward any promised land.
(xii) In view of the grim prospect of the twenty-first century, we are compelled to ask how critics of culture, philosophers, and artists will deal with technologies. . . . Now, in a world where the notion of space has been completely changed through electronic simultaneity, where the computer appears to go faster than the human brain, or where virtual reality replaces reality, how do philosophy, critical theory or artistic practices deal with those shifts?

1 3 3 (+) [-4+]mCQK johnson-computer_ethics_third_edition (xiv) 20140723p 0 -2+ progress/2011/06/notes_for_johnson-computer_ethics_third_edition.html
Critiques arguments that Internet is a democratic technology; emerging issues of jurisdiction, systems of trust, and insularity. (xiv) I examine the arguments that are made to show that the Internet is a democratic technology and I critique these arguments.
(xiv) I conclude this chapter by pointing to three issues that will be particularly important to watch in the future: jurisdiction, systems of trust, and insularity.

1 3 3 (+) [-4+]mCQK postman-technopoly (10-11) 20131227e 10 -5+ progress/2013/12/notes_for_postman-technopoly.html
Computer technology of questionable value to everyday masses, the losers, yet it is from the losers that revolutionaries compute. (10-11) Which is why they are losers.
(11) Eventually, the losers succumb, in part because they believe, as Thamus prophesied, that the specialized knowledge of the masters of a new technology is a form of wisdom. The masters come to believe this as well, as Thamus also prophesied. The result is that certain questions do not arise. For example, to whom will the technology give greater power and freedom?

1 3 3 (+) [-4+]mCQK rushkoff-program_or_be_programmed (25) 20140103e 0 -5+ progress/2014/01/notes_for_rushkoff-program_or_be_programmed.html
Need for human response to technologies, a new ethical template, akin to codification by Torah and Talmud of changes brought on by literacy. (25) We are aware of the many problems engendered by the digital era. What is called for now is a human response to the evolution of these technologies all around us. We are living in a different world than the one we grew up in one even more profoundly different than the world of the alphabet was from the oral society that existed for millennia before it. That changing society codified what was happening to it through the Torah and eventually the Talmud, preparing people to live in a textual age. Like they did, we need to codify the changes we are undergoing, and develop a new ethical, behavioral, and business template through which to guide us.

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1 3 4 (+) [-5+]mCQK bauerlein-dumbest_generation (2) 20140529f 0 -12+ progress/2014/05/notes_for_bauerlein-dumbest_generation.html
Robbins found evidence of inescapable corporate rat race in precollege years of exceptional students, displacing other life questions; Brooks calls them Organization Kids, well matching inhabitants of Boltanski and Chiapello projective city, for which acts of gamefication producing results overshadow educational activities themselves. (2) These kids have descended into a competitive frenzy, [Alexandra] Robbins mourns, and the high school that should open their minds and develop their characters has become a torture zone, a hotbed for Machiavellian strategy. . . . The professional rat race of your men in gray flannel suits climbing the business ladder has filtered down into the pre-college years, and Robbinsピ tormented subjects reveal the consequences.
(3) The achievement chase displaces other life questions, and the kids canフ seem to escape it. . . . He [David Brooks] calls them Organization Kids. Theyプe been programmed for success, and a preschool-to-college gauntlet of standardized tests, mounting homework, motivational messages, and extracurricular tasks has rewarded or punished them at every stage. They system tabulates learning incessantly and ranks students against on another, and the students soon divine its essence: only results matter.

1 3 4 (+) [0+]mCQK bauerlein-dumbest_generation (209) 20140612 0 -1+ progress/2014/05/notes_for_bauerlein-dumbest_generation.html
Lost twenty year range of humans dumbest generation PHI founds future philosophies of computing. (209) Thus the amusing tale of a 20-year sleep becomes a parable of civic life.

1 3 4 (+) [-4+]mCQK bork-journal 20020902 20020902 0 -5+ journal_2002.html
Side by side new technology and old technology in the workshop designed for learning "how computers work from the ground up" seems to be a waste of resources. Why not delve directly into the state of the art, for instance following whatever educational programs Microsoft is currently offering? The answer is that a philosophically minded (wise) approach accounts for the limitations inherent in the system, which includes the human learner as well as the technological artifacts. Among these are the human learnerピ capacity to integrate multiple, highly complex technologies in an amount of time reasonable for achieving a basic understanding of the subject matter, along with the tendency of commoditized software packages to conceal their internal design. Ideally, indeed, a learning environment suited to the particular individual would include whatever effects supplement education, for instance pleasing background music.

1 3 4 (+) [-6+]mCQK bork-journal 20070322 20070322 0 -31+ journal_2007.html
The FOS option make possible freedom from the oppression of the corporate desktop. Just think about how much of the day is squandered at the altar of the managed corporate desktop. Segregation of duties entails that users are stripped of administrative access to their work stations, just as they no longer have access to order their own the office supplies. I spent ten years studying philosophy, twenty years studying computing, now it is time to put this knowledge to use for the philosophy of computing. Mission statement to be posted on the tapoc blog by UZLINUX with the ellipsis (elision) operator doing the same work as phrases (strings) in ancient Greek texts, "et cetera" in idealized Latin texts, and so on and so on--until the original was modified and the original "My overall mission .. I spent ten years" disappeared:

My overall mission is to promote the philosophy of computing by combining the speculative through scholarly study of ancient texts with the practical through hobbyist study of electronic technology. Learning is needed to successfully move towards this goal. Relatively safe and innocuous subjects are preferred to mitigate risk during this exploratory training period. I have chosen electronic pinball machines. Their design and operation embody the essential elements of von Neumann architecture stored program binary electronic computing technology, yet they are simple enough to understand completely. This decision is made in response to a profound dilemma at the heart of the philosophy of computing, namely concerning what should be studied. One the one hand, the twin claims of complete knowledge and correct knowledge cannot be made of any state of the art technologies, not only due to "closed source" practices, as even "open source" products like GNU/Linux have all gotten too complex. The impossibility of fully understanding the state of the art makes the ideal of comprehensive knowledge therefore seem ridiculous. Should philosophy shun such a challenge? On the other hand, there is no practical incentive for studying most defunct computer technologies because the objects embodying them are of little value or interest today. There is no rationale for using slow, cumbersome devices when faster, cheaper alternatives exist. Intimately knowing previous states of the art amounts to little more than entertaining worthless, time-consuming hypotheses. Is all the old stuff junk? Electronic pinball machines are presently an exception. They are still valuable and fun to play. Because they were manufactured at the same time as the first personal computers, their circuit designs and programming are simple enough to completely survey by a serious hobbyist. The majority of these machines are generally in a state of decline, so learning how they work and how to fix them is an excellent occupation in itself.

How can this mission be promoted? How about by a new myth. I think it was Nietzsche who remarked that every few years the character of Socrates is resurrected and reinterpreted to embody the spirit of the latest philosophical ideas. Let us do so here. The student equally impressed with ancient literature and modern technology should find hobbies that an American Socrates, the archetypal itinerant technologist, would like. In the spirit of the book Zen and the Art of Motorcycle Maintenance a journal will record adventures in the study of ancient philosophical texts alongside the ancient computing machinery of the late 20th century through hacking electronic pinball machines. It will be an effort to give substance to the fantastic, and spirituality to otherwise mundane technologies. The meaning behind the myth will be: Read Plato and learn how computers work from the ground up.

1 3 4 (+) [-4+]mCQK bork-journal 20070707 20070707 0 -6+ journal_2007.html
For epistemology note the simple fact that FOS enables a history of software, citing authors from Annals. Like the strange fact that much of psychological research involves undergraduate psychology majors, it seems likely that studies of software engineering practices will inevitably focus on FOS material since the history of the source code is available in an unrestricted format. Example of what is cyberspace answered with TCP/IP inter networked stored program electronic computing machinery, in particular the RFI and other open documents defining the networking. Strange case of IEEE standards. You would think things like standards should be open source (but maybe not free). In conclusion compare the effort of instantiating the FOS option in oneピ life--walking the talk--to that of being a vegetarian, low-carbon-footprint, and so on.

1 3 4 (+) [-6+]mCQK bork-journal 20140215 TAPOC_20140215 0 -2+ journal_2014.html
The basic problem of the period seems to be that we humans are getting dumber while the machines that complement if not complete us continue improving, putting us on a trajectory whose destiny is peripheral characters, couch dwelling spaceship inhabitants subject to the control systems built into the environment that is Spaceship Earth. This does not make sense at the actor network level, for we can hardly believe that the machines have not stopped depending on us, leveraging our unsatiable use of them to keep building on to their collective mass, a need sensed by Sherry Turkle.

1 3 4 (+) [-4+]mCQK bork-journal 20140424 20140424 0 -4+ journal_2014.html
I put the philosophy in the code so it comes back as part of technological unconscious extending Thrift via Hayles toward philosophies of computer programming, computer programming philosophies, philosophy being programmed by computer programmers, philosophies about computing and programming that we now study, only to discover the discipline has not been named yet as such, nor until publication of my dissertation anything explicitly territorializing those spaces that may flourish into future discourse networks, for example, ancient Greek and Latin philosophical texts reread to discern default philosophies of computing of their times, such that they appear through inclusion as floss, bootstrapping machine cognition in future runs, noting how much can be experimented with by adjusting clock time in the virtual machine to manipulate the tapoc session six display that responds differently every day based on a predictable procedure for those who understand the code, and empirically by running it, again referencing Thrift who discusses roving empiricism. The big picture to be communicated by the dissertation is to exemplify doing philosophy by writing software, preparing working code spaces or places. This is how to answer the post-postmodern Nietzschean challenge how does one philosophize with a computer? In this introductory chapter I set out what I will argue is one of the optimally tunable fundamental philosophical problems of the time, falling out after we accept Thrift technological unconscious as suitable overall ontological diagram like Callon actor network, to each their ultimate explanation of everything.

1 3 4 (+) [-4+]mCQK bork-journal 20140915 20140915 0 -1+ journal_2014.html
Just as children believe social media shares their agenda, adults similarly excuse transnational corporations for sundry evils from noxious smoke to unhealthy beverages to laying waste to the American mind, and all accept the facts, even if they include past complicity in the holocaust be the same organizations that today provide digital media.

1 3 4 (+) [-6+]mCQK bork-journal 20140916 20140916 1 -2+ journal_2014.html
Most do not know what TCP IP version four let alone six does or how it works or looks in raw data streams, let alone HTML which itself has been criticized as weak language, that is the alignment to which to effect a corrective for the dumbest generation region. When all of these are done then it is done becomes universal law built into virtual realities with which we meet machines today, for like I said, we can teach programming HTML, PHP, shell scripts, C, C++, and so on.

1 3 4 (+) [-6+]mCQK busa-perspectives_on_digital_humanities (xvi) 20140903b 0 -1+ progress/2014/09/notes_for_busa-perspectives_on_digital_humanities.html
Ties humanities computing to discourse of written texts, although admitting machines in the discussion; only a step away from admitting programming texts in future perspectives. (xvi) Humanities computing is precisely the automation of every possible analysis of human expression (therefore, it is exquisitely a humanistic activity), in the widest sense of the word, from music to the theater, from design and painting to phonetics, but whose nucleus remains the discourse of written texts.

1 3 4 (+) [-4+]mCQK busa-perspectives_on_digital_humanities (xx-xxi) 20140913d 0 -3+ progress/2014/09/notes_for_busa-perspectives_on_digital_humanities.html
Philosophical insight influenced from decades spent doing directed, if not yet critical programming in his programs for Latin. (xx-xxi) These thoughts have formed gradually in my mind over the years, starting from the realization that my programs for Latin, which I always wanted broken up from monofunctional use, could be applied with the same operative philosophy to more than twenty other languages (all in a phonetic script), even those that do not descend from Latin, such as Arabic and Hebrew, which are written from right to left. I had only to transfer elements from one table to another, changing the length of fields, or adding a field. (However, I cannot say anything about languages written ideograms or pictorgrams.

1 3 4 (+) [-4+]mCQK busa-perspectives_on_digital_humanities (xvii) 20140914c 0 -1+ progress/2014/09/notes_for_busa-perspectives_on_digital_humanities.html
Hermeneutics associated with linguistic analysis; potentially territorializable by philosophy of computer programming. (xvii) I call the third current hermeneutic or interpretative, that informatics most associates with linguistic analysis and which I would describe as follows.

1 3 4 (+) [-4+]mCQK busa-perspectives_on_digital_humanities (xvii-xviii) 20140914d 0 -14+ progress/2014/09/notes_for_busa-perspectives_on_digital_humanities.html
Ultimate critical programming project extending current functionality of Index Thomisticus in current Lessico Tomistico Biculturale, hinting at ultimate communication with AI, calling for attachment to ensoniment projects. (xvii-xviii) At the moment, I am trying to get another project under way, which will obviously be posthumous, the first steps of which will consist in addiing to the morphological encoding of each single separate word of the Thomistic lexicon (in all there are 150,000, including all the particles, such as et, non, etc.), the codes that express its syntax (i.e., its direct elementary syntactic correlations) within each single phrase in which it occurs. This project is called Lessico Tomistico Biculturale (LTB). Only a computer census of the syntactic correlations can document what concepts the author wanted to express with that word. Of a list of syntactic correlations, the conceptual translation can thus be given in modern languages. . . . To give one example, in the mind of St. Thomas ratio seminalis meant then what today we call genetic programming. Obviously, St. Thomas did not know of either DNA or genes, because at the time microscopes did not exist, but he had well understood that something had to perform their functions.

1 3 4 (+) [-4+]mCQK busa-perspectives_on_digital_humanities (xviii) 20140914g 0 -3+ progress/2014/09/notes_for_busa-perspectives_on_digital_humanities.html
Automatic abstracting along with eventual ensoniment or display tasks for programmed computing machinery answering questions of hermeneutic informatics. (xviii) Second, there is still no scientific grammar of any language that gives, in a systematized form, all the information necessary to program a computer for operations of artificial intelligence that may be currently used on vast quantities of natural texts, at least, e.g., for indexing the key words under which to archive or summarize these texts to achieve
automatic indexing automatic abstracting.

1 3 4 (+) [-4+]mCQK busa-perspectives_on_digital_humanities (xviii) 20140914h 0 -2+ progress/2014/09/notes_for_busa-perspectives_on_digital_humanities.html
Reformulating traditional aspects of every language to make computable, for which many terms have been proposed. (xviii) Third, it is thus necessary for the use of informatics to reformulate the traditional morphology, syntax, and lexicon of every language. In fact all grammars have been formed over the centuries by nothing more than sampling.

1 3 4 (+) [-4+]mCQK busa-perspectives_on_digital_humanities (xviii) 20140914i 0 -2+ progress/2014/09/notes_for_busa-perspectives_on_digital_humanities.html
Grammars of human languages formed for centuries by sampling. (xviii) Third, it is thus necessary for the use of informatics to reformulate the traditional morphology, syntax, and lexicon of every language. In fact all grammars have been formed over the centuries by nothing more than sampling.

1 3 4 (+) [-4+]mCQK busa-perspectives_on_digital_humanities (xx) 20140914u 0 -1+ progress/2014/09/notes_for_busa-perspectives_on_digital_humanities.html
Nominates as spiritual testament his Strasburg conference presentation, another item of philosophy of computing discourse networks. (xx) I should like to summarize the formula of a global solution to the linguistic challenge that I presented at the above-mentioned conference at Strasburg, much as if it were my spiritual testament, although I am uncertain whether to call it prophecy or utopia.

1 3 4 (+) [-6+]mCQK busa-perspectives_on_digital_humanities (xx) 20140914x 0 -6+ progress/2014/09/notes_for_busa-perspectives_on_digital_humanities.html
AntiBabel universal language virtual reality proposed as common interlingual system used only by the machines to media human communication via disciplined basic languages, mother tongue of human machine collective intelligence to be theorized as post postmodern network dividual cyborgs. (xx) Thus there would be on the computer a common interlingual system consisting solely of strings of bits and bytes with correspondence links both between convergences and divergences in themselves and between each other. It would be a sort of universal language, in binary alphabet,
antiBabel, still virtual reality. . . . The number of such correspondences thus extracted (lexicon and grammar) would be a set of disciplined basic languages, to be adopted for the telematic use of the computer, to be also printed and then updated according to experience.

1 3 4 (+) [-4+]mCQK busa-perspectives_on_digital_humanities (xx) 20140914y 0 -6+ progress/2014/09/notes_for_busa-perspectives_on_digital_humanities.html
Telematic use of computer as purpose for developing disciplined basic languages seems like perverse corruption of human being Heidegger feared. (xx) Thus there would be on the computer a common interlingual system consisting solely of strings of bits and bytes with correspondence links both between convergences and divergences in themselves and between each other. It would be a sort of universal language, in binary alphabet,
antiBabel, still virtual reality. . . . The number of such correspondences thus extracted (lexicon and grammar) would be a set of disciplined basic languages, to be adopted for the telematic use of the computer, to be also printed and then updated according to experience.

1 3 4 (+) [-4+]mCQK clark-supersizing_the_mind (xxviii) 20130913a 0 -2+ progress/2012/10/notes_for_clark-supersizing_the_mind.html
Entry for texts and technology studies admitting that our writing machines influence our subjectivity. (xxviii) This matters because it drives home the degree to which environmental engineering is also self-engineering. In building our physical and social world worlds, we build (or rather, we massively reconfigure) our minds and our capacities of thought and reason.

1 3 4 (+) [-6+]mCQK hayles-how_we_think (247) 20131101b 2 -3+ progress/2012/07/notes_for_hayles-how_we_think.html
Cultural moment on verge of the dumbest generation embodied in digital works like TOC, RST and OR shows need for renewed interest in print traditions mixed with technical sensibility of Comparative Media Studies and Big Humanities. (247)
(247) The rich conceptualizations and intricate patterns of
TOC, RST, and OR show that technogenesis has a strong aesthetic dimension as well as neurocognitive and technical implications. They demonstrate that in this cultural moment fraught with anxieties about the future, fears for the state of the humanities, and prognostications about the dumbest generation, remarkable literary works emerge that can catalyze audiences across the generations. These works vividly show that the humanities, as well as our society generally, are experiencing a renewed sense of the richness of print traditions even as they also begin to exploit the possibilities of the digital regime.

1 3 4 (+) [-4+]mCQK hockey-history_of_humanities_computing (9) 20140913r 0 -3+ progress/2014/09/notes_for_hockey-history_of_humanities_computing.html
Debate over learning programming debate included replacement for Latin as mental discipline, but too difficult and distracting from core humanities work; principle languages SNOBOL and Fortran. (9) A debate about whether or not students should learn computer programming was ongoing. Some felt that it replaced Latin as a mental discipline (Hockey 1986). Others thought that it was too difficult and took too much time away from the core work in the humanities.

1 3 4 (+) [-4+]mCQK hockey-history_of_humanities_computing (9) 20140913s 0 -4+ progress/2014/09/notes_for_hockey-history_of_humanities_computing.html
Programming replaced by interface use as primary humanities computing activity taking time from core practices. (9) A debate about whether or not students should learn computer programming was ongoing. Some felt that it replaced Latin as a mental discipline (Hockey 1986). Others thought that it was too difficult and took too much time away from the core work in the humanities. The string handling language SNOBOL was in vogue for some time as it was easier for humanities students than other computer languages, of which the major one was still Fortran.

1 3 4 (+) [-6+]mCQK koerner-readin_writin_ruby_on_rails (32) 20131214f 0 -1+ progress/2013/12/notes_for_koerner-readin_writin_ruby_on_rails.html
Demand for software developers overrides demand for Mandarin and other foreign language skills. (32) Demand for software developers already far outstrips supply, and itピ expected to increase 30 percent by 2020 more than double the average for all other jobs.

1 3 4 (+) [-7+]mCQK koerner-readin_writin_ruby_on_rails (32) 20131214h 4 -3+ progress/2013/12/notes_for_koerner-readin_writin_ruby_on_rails.html
Rushkoff observation that ignorance of programming akin to relying on others to drive us around, including striated WALL-E conveyances: makes sense for aircraft but not automobiles; Engelbart bulldozer mentioned by Chun? (32) As the media theorist Douglas Rushkoff has observed, to ignore programming is akin to relying on others to drive us around instead of learning to drive ourselves. The majority of our interactions in 50 years wonフ be with monolingual humans from Asia; theyネl be with machines. So letピ teach our kids to tell them what to do, rather than the other way around.

1 3 4 (+) [-4+]mCQK lammers-programmers_at_work (1) 20131002a 0 -11+ progress/2012/04/notes_for_lammers-programmers_at_work.html
Compare to dearth of information about in depth consideration of programmers to predictions about manuals by McGee. (1) The idea for this series of interviews with notable programmers of our time originated with Min S. Yee, the publisher of Microsoft Press. . . . He noticed parallels between the work of the writer and that of the programmers. . . . When Yee looked in bookstores, he discovered innumerable how to books about programming, but a dearth of information that presented the experiences, approaches, and philosophies of software designers in a personal, in-depth manner. So Microsoft Press decided to look into the minds and personalities behind the software.

1 3 4 (+) [-4+]mCQK latour-aramis (vii) 20130816a 1 -2+ progress/2013/10/notes_for_latour-aramis.html
Butler Nowhere is current intellectual universe that eradicates interest in souls of machines. (vii) It is our own intellectual universe, from which we have in effect eradicated all technology. In this universe, people who are interested in the souls of machines are severely punished by being isolated in their own separate world, the world of engineers, technicians, and technocrats.

1 3 4 (+) [-6+]mCQK latour-we_have_never_been_modern (12) 20131003f 0 -3+ progress/2012/05/notes_for_latour-we_have_never_been_modern.html
Would a monster be Turkles latest conception of the human computer symbiosis; does the free, open source movement reflect this becoming necessary democracy of things, allowing Bogost to finally promote alien phenomenology? (12) My hypothesis which, like the previous ones, is too coarse is that we are going to have to slow down, reorient and regulate the proliferation of
monsters by representing their existence officially. Will a different democracy become necessary? A democracy extended to things?

1 3 4 (+) [-6+]mCQK latour-we_have_never_been_modern (116) 20131004g 0 -5+ progress/2012/05/notes_for_latour-we_have_never_been_modern.html
Paradoxical that we know more about ethnic and technological others than ourselves. (116) Paradoxically, we know more about the Achuar, the Arapesh or the Alladians than we know about ourselves. . . . Is anthropology forever condemned to be reduced to territories, unable to follow networks?

1 3 4 (+) [-4+]mCQK lessig-code_version_2 (7) 20130907 0 -1+ progress/2013/08/notes_for_lessig-code_version_2.html
Can culture catch up to address structural values for regulating third generation cyberspace, such as democratization of IPv6, helped by critical programming studies? (7) Theorists of cyberspace have been talking about these questions since its birth.

1 3 4 (+) [-6+]mCQK rushkoff-program_or_be_programmed (10) 20140102c 0 -2+ progress/2014/01/notes_for_rushkoff-program_or_be_programmed.html
Realization that world is read write, not just read only. (10) From that moment on, everything changed. I realized I was not living in a read only universe, but in a read/write one.

1 3 4 (+) [-4+]mCQK turkle-second_self (95) 20131014j 0 -3+ progress/2011/04/notes_for_turkle-second_self.html
Heim and Feenberg write of the gains and losses inherent in technological change (rather than assuming the progress always involves more gains); what gaps can I investigate, what has become of that first generation of child programmers, how do people use programming in everyday life now, how are children being taught or learning programming on their own today: to pursue these ideas, trace the history of scholarly research on children learning to program (see Note 4 on 339 for the early literature that influenced Turkle) in addition to mapping the trajectory of Turkles work, also keeping the texts and technology emphasis in mind. (95) Do computers change the way children think?
Do they open childrenピ minds or do they dangerously narrow their experience, making their thinking more linear and less intuitive? There is a temptation to look or a universal, isolable effect, the sort that still eludes experts on the effects of television.

1 3 4 (+) [-6+]mCQK ucf-core_exam_for_john_bork (1) 20121029b 0 -5+ progress/2012/10/notes_for_ucf-core_exam_for_john_bork.html
Neither position adequate so rather than dwell on them propose a more useful model, which may sidestep dialectics. (1) 4. The relation of technology to society is undoubtedly a complex one, but even sophisticated renderings of that relation often settle on a reductive model: either technological determinism or social constructionism. Neither position, however, adequately accounts for the ways in which technologies and their contexts of social, political and economic conditions are bound up in the formation of one another. Begin by specifying the shortcomings and blindspots of each position. Consider to what extent the instrument-centered depiction of how new technologies fuel societyピ direction ignores the cultural and political arrangements that made such technologies possible.

1 3 4 (+) [-6+]mCQK weinberg-psychology_of_computer_programming (33) 20140225i 0 -2+ progress/2014/02/notes_for_weinberg-psychology_of_computer_programming.html
Using college freshmen may suffice for general psychological experiments but without seasoned subjects study risks being psychology of programmer trainees. (33) In selecting subjects, inadvertent constraint may slip in. Whereas psychology may be the psychology of college freshmen, the psychology of programming could easily become the psychology of programmer trainees.

1 3 4 (+) [-5+]mCQK zizek-parallax_view (351-352) 20140219b 8 -7+ progress/2009/05/notes_for_zizek-parallax_view.html
Zizek quotes Marx establishing necessary constraints of fictional discourse among commodities: read against Kittler on submergence of human discourse into intramachine communication networks reducing to storage and transmission quality measurements, memory performance rather than any particular contents, and against Kurzweil confidence that machines might meaningfully read human texts: both positions leave out consideration of meaningful intramachine discourse and texts. (351-352) This situation is literally evoked by Marx in his famous fiction of commodities that start to speak to each other: If commodities could speak, they would say this: our use-value may interest men, but it does not belong to us as objects. What does belong to us as objects, however, is our value. Our own intercourse as commodities proves it. We relate to each other merely as exchange-values. [Capital, vol. 1 (harmondsworth: Penguin, 1990) pp. 176-177] So, again, the real task is to convince not the subject, but the chicken-commodities: not to change the way we talk about commodities, but to change the way commodities talk among themselves.

--1.3.5+++ {11}

1 3 5 (+) [-4+]mCQK bork-journal 20141021 TAPOC_20141021 0 -1+ journal_2014.html
That the revision history of the foss project includes notes files invites fossification out of tapoc, which is discussed in detail in chapter five, heading four, subheading two and one; this is the basis of the automated transition into free use equivalent to public domain after all copyrights expire, a computable moment given a real virtuality PHI becomes the basis of a philosophy of computing that happens instantaneously with the next code submission and retrospectively fossification.

select Chapter, Heading, SubHeading, InterstitialSequence, RelevanceLevel, TextName, PositionStart, TimestampBookmarkExtra, CitationOffset, CitationSentences, Path, Lexia from Notes where Chapter=1 and (Heading=0 or Heading=3) and ((RelevanceLevel=0 or RelevanceLevel>2) and RelevanceLevel<10) and (InterstitialSequence=0 or InterstitialSequence=100) order by Heading, SubHeading, InterstitialSequence desc, TextName, cast((trim(leading '(' from substring_index(PositionStart, '-', 1))) as unsigned)


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


Works To Cite

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]