So I put myself through a sort of course, reading that literature, and that led me to utopianism. And that led me, through Kropotkin, into anarchism, pacifist anarchism. And at some point it occurred to me that nobody had written an anarchist utopia. We’d had socialist utopias and dystopias and all the rest, but anarchism—hey, that would be fun. So then I read all the anarchist literature I could get, which was quite a lot, if you went to the right little stores in Portland. INTERVIEWER Where you got your books in a brown paper bag? LE GUIN You had to get to know the owner of the store. And if he trusted you, he’d take you to the back room and show you this wealth of material, some of which was violent anarchism and would have been frowned on by the government. I swam around in that stuff for a couple years before I could approach my lump of concrete again, and I discovered it had fallen apart. I had my character, and he was a physicist, but he wasn’t who I thought he was. So that book started not with an idea but with a whole group of ideas coming together. It was a very demanding book to write, because I had to invent that society pretty much from scratch, with a lot of help from the anarchist writers, particularly Americans like Paul Goodman, who had actually tried to envision what an anarchist society might be like.
1,212 Matching Annotations
- Aug 2014
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www.theparisreview.org www.theparisreview.org
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- Feb 2014
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ubuntuone.com ubuntuone.com
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Chapter 1, The Art of Community We begin the book with a bird’s-eye view of how communities function at a social science level. We cover the underlying nuts and bolts of how people form communities, what keeps them involved, and the basis and opportunities behind these interactions. Chapter 2, Planning Your Community Next we carve out and document a blueprint and strategy for your community and its future growth. Part of this strategy includes the target objectives and goals and how the community can be structured to achieve them. PREFACE xix Chapter 3, Communicating Clearly At the heart of community is communication, and great communicators can have a tremendously positive impact. Here we lay down the communications backbone and the best practices associated with using it
Reading the first 3 chapters of AoC for discussion in #coasespenguin on 2013-02-11.
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- Jan 2014
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www.yale.edu www.yale.edu
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This suggests that peer production will thrive where projects have three characteristi cs
If thriving is a metric (is it measurable? too subjective?) of success then the 3 characteristics it must have are:
- modularity: divisible into components
- granularity: fine-grained modularity
- integrability: low-cost integration of contributions
I don't dispute that these characteristics are needed, but they are too general to be helpful, so I propose that we look at these three characteristics through the lens of the type of contributor we are seeking to motivate.
How do these characteristics inform what we should focus on to remove barriers to collaboration for each of these contributor-types?
Below I've made up a rough list of lenses. Maybe you have links or references that have already made these classifications better than I have... if so, share them!
Roughly here are the classifications of the types of relationships to open source projects that I commonly see:
core developers: either hired by a company, foundation, or some entity to work on the project. These people care most about integrability.
ecosystem contributors: someone either self-motivated or who receives a reward via some mechanism outside the institution that funds the core developers (e.g. reputation, portfolio for future job prospects, tools and platforms that support a consulting business, etc). These people care most about modularity.
feature-driven contributors: The project is useful out-of-the-box for these people and rather than build their own tool from scratch they see that it is possible for the tool to work they way they want by merely contributing code or at least a feature-request based on their idea. These people care most about granularity.
The above lenses fit the characteristics outlined in the article, but below are other contributor-types that don't directly care about these characteristics.
the funder: a company, foundation, crowd, or some other funding body that directly funds the core developers to work on the project for hire.
consumer contributors: This class of people might not even be aware that they are contributors, but simply using the project returns direct benefits through logs and other instrumented uses of the tool to generate data that can be used to improve the project.
knowledge-driven contributors: These contributors are most likely closest to the ecosystem contributors, maybe even a sub-species of those, that contribute to documentation and learning the system; they may be less-skilled at coding, but still serve a valuable part of the community even if they are not committing to the core code base.
failure-driven contributors: A primary source of bug reports and may also be any one of the other lenses.
What other lenses might be useful to look through? What characteristics are we missing? How can we reduce barriers to contribution for each of these contributor types?
I feel that there are plenty of motivations... but what barriers exist and what motivations are sufficient for enough people to be willing to surmount those barriers? I think it may be easier to focus on the barriers to make contributing less painful for the already-convinced, than to think about the motivators for those needing to be convinced-- I think the consumer contributors are some of the very best suited to convince the unconvinced; our job should be to remove the barriers for people at each stage of community we are trying to build.
A note to the awesome folks at Hypothes.is who are reading our consumer contributions... given the current state of the hypothes.is project, what class of contributors are you most in need of?
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the proposition that diverse motivations animate human beings, and, more importantly, that there exist ranges of human experience in which the presence of monetary rewards is inversely related to the presence of other, social-psychological rewards.
The first analytic move.
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common appropriation regimes do not give a complete answer to the sustainability of motivation and organization for the truly open, large-scale nonproprietary peer production projects we see on the Internet.
Towards the end of our last conversation the text following "common appropriation" seemed an interesting place to dive into further for our future discussions.
I have tagged this annotation with "meta" because it is a comment about our discussion and where to continue it rather than an annotation focused on the content itself.
In the future I would be interested in exploring the idea of "annotation types" that can be selectively turned on and off, but for now will handle that with ad hoc tags like "meta".
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The following selection from The Yale Law Journal is not paginated and should not be used for citation purposes.
Note that this disclaimer only says the document should not be used for citation purposes, but doesn't say we can't use it for annotation purposes like testing out the Chrome PDF.js + Hypothes.is extension! :)
You can install the extension from the Chrome Web Store with this link:
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understanding that when a project of any size is broken up into little pieces, each of which can be performed by an individual in a short amount of time, the motivation to get any given individual to contribute need only be very small.
The second analytic move.
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blog.peerlibrary.org blog.peerlibrary.org
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In the Middle Ages, just the opposite was true. Reading was generally done aloud, often to an audience. It was an active process, so active that Susan Noakes, in her analysis of medieval reading, points out “that it had been recommended by physicians, since classical times, as a mild form of exercise, like walking.”
Reading in the Middle Ages considered a mild form of exercise.
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- Nov 2013
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www.nytimes.com www.nytimes.com
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In a Literary Lab project on 18th-century novels, English students study a database of nearly 2,000 early books to tease out when “romances,” “tales” and “histories” first emerged as novels, and what the different terms signified.
This may be a reference to the Eighteenth Century Collection Online-Text Creation Partnership (ECCO-TCP) project, which transcribed and marked up in XML ~2,200 eighteenth-century books from the Eighteenth Century Collections Online database (ECCO). The ECCO-TCP corpus is in the public domain and available for anyone to use: http://www.textcreationpartnership.org/tcp-ecco/
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- Oct 2013
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www9.georgetown.edu www9.georgetown.edu
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For men of quick intellect and glowing temperament find it easier to become eloquent by reading and listening to eloquent speakers than by following rules for eloquence.
Similar to what Quintilian said.
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rhetoric.eserver.org rhetoric.eserver.org
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I know it is an ordinary subject of inquiry whether more is contributed by writing, reading, or speaking. This question we should have to examine with careful attention, if we could confine ourselves to any one of those exercises. 2. But they are all so connected, so inseparably linked with one another that if any one of them is neglected, we labor in vain in the other two, for our speech will never become forcible and energetic unless it acquires strength from great practice in writing.
Writing is essential to improve not only the way we speak, but how we organize our thoughts. It produces clarity
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rhetoric.eserver.org rhetoric.eserver.org
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READING remains to be considered.
First time this has been addressed explicitly for education, though Cicero did mention the need to be well-read
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