16 Matching Annotations
  1. Jun 2022
  2. Jan 2022
  3. Feb 2021
  4. Oct 2017
    1. p. 77 Description of Rochdale in 1967 (i.e. before the tower went up)

      At the moment there are some 30 full-time members of the college, who come from all over North America and range from Ph.D.'s to high school dropouts. They are much younger than a cross-section of the university, but somewhat older than a cross-section of undergraduates. There are another 50-200 part-time participants, mostly students or teachers at degree-granting institutions in Toronto. We occupy six rented houses this year; next fall we'll move into an 18-storey building which is under construction at the corner of Huron and Bloor. It will house 850 residents, who will own and operate the building cooperatively; it will also become a focal point for the college's external members. It is up to each member to determine the extent, form, and content of his participation in the college's educational life--including, in a number of cases, none at all.

    2. p. 75 Two interesting points about mismatch between university and students:

      (1) Many of the students who are being processed have little inclination or capacity for the rigours of a liberal education. Fine. But I object to the game of pretending that they would be able to achieve liberal goals within the system we offer, if only they tried harder. That is simply not true, and it does bad things to their psyches to encourage them to believe it. It would be far more honest, and I should think more fruitful, to accept most university education as having different aims from the liberal. Once drop that pretence, in both rhetoric and practice, and you could begin meeting the great bulk of students where they actually are.

      (2) Some students at least would be capable of an education far superior to the one the system enforces. They are being positively harmed by their university education, since they have to meet its demands before their liberal (and usually private) pursuit begins. (And before you ask, "Why can't the two coincide?" ask a good student how much of the university's instruction moves him toward the first-hand apprehension of his discipline's coherence and beauty.)

    3. p.74 Summarises the place of the university/multiversity

      (1) The multiversity is a place where great thought and great research are often possible.

      (2) The multiversity is a place from which great contributions can often be made to society.

      (3) The multiversity is a place in which the claims of institutional continuity and efficiency come to head-on collision with its educational aims; the latter are normally wiped off the map.

      (4) The multiversity is a place in which the education of the vast majority ranges from the mediocre to the pernicious. This fact creates new educational norms, which become positive deterrents to the education of any who wish to go beyond the majority. It is for these students -- the bright ones, the original or independent ones, the ones who care deeply --that the university is such bad news. It is in the crazy position of obstructing their education.

      (5) Education at the multiversity is post-secondary, encouraging the transfer of discrete units of information and theory, rather than liberal, encouraging the contemplation of energizing form in what a student comes to know. And the system of lectures, essays and exams, and the root assumptions of thousands of the university's members, canonize the post-secondary version of education. It is possible to go beyond it, but only by radically dissenting from the university. For the twenty-year-old who does not know what he is dissenting in favour of, this is either very isolating or very undermining.

    4. Lee, Dennis. 1968. “Getting to Rochdale.” In The University Game, edited by Howard Adelman and Dennis Lee, 69–94. Toronto: Anansi. https://market.android.com/details?id=book-j7tYAAAAMAAJ.

  5. Mar 2017
    1. Any communication between people about the same thing isa common revelatory experience about informational models of that thing.Each model is a conceptual structure of abstractions formulated initially inthe mind of one of the persons who would communicate, and if the conceptsin the mind of one would-be communicator are very different from those inthe mind of another, there is no common model and no communication

      cf. Wittgenstein Beetle in a Box

    2. The Computer as a CommunicationDevice

      Licklider, J.C.R. and Robert W. Taylor. "The Computer as a Communication Device." Science & Technology (1968), 21--31

  6. Sep 2015
    1. he field is too young, a

      I wonder if the situation has changed at all?

    2. Yet, it is important to recognize that, particularlyin information science, there is no sharp distinction be-tween research and technology. I

      It is curious that they are seen to be so closely related. I wonder if as technologies age, and become more part of the infrastructure we take for granted if that will be the case.

    3. Artificial intelligence; automata; problem solving;self-organizing systems.

      Interesting how many of these seem like computer science to me. I wonder if computer science has subsumed some of these disciplines?

    4. he tremendous growth in science and technologyand the accelerated pace at which new knowledgebecomes available and old knowledge becomes ob-2. The fast rate of obsolescence of technical knowl-edge, so that the old graduate must go back toschool and update his skills;3. The large number of working scientists and thelarge number of scientific and technical journalswhich exist today;4. The increased specialization which makes communi-cation and the exchange of infonnation betweendisciplines very difficult;5. The short time lag between research and applicationthat makes the need for information more pressingand more immediate

      Information science is needed to deal with the rapid expansion of the amount of information that is available. The same motivation drove Vannevar Bush to think about the Memex.

    5. oday's society.

      A redefinition was needed to reflect the more diverse landscape that technologies like television and radio introduced.

    6. rariansliip and docu-mentation are applied aspects of information scie

      Similar to applied mathematics and mathematics proper?

    7. Eobert S. Taylor p

      Helped create the Internet with Licklider at DARPA.