The next time you make breakfast, pay attention to the exquisitely intricate choreography of opening cupboards and pouring the milk — notice how your limbs move in space, how effortlessly you use your weight and balance. The only reason your mind doesn't explode every morning from the sheer awesomeness of your balletic achievement is that everyone else in the world can do this as well. With an entire body at your command

References

Victor, B. (2011). A brief rant on the future of interaction design. Tomado de https://worrydream.com/ABriefRantOnTheFutureOfInteractionDesign/

Résumé de la vidéo [00:00:00][^1^][1] - [00:20:08][^2^][2]:

Cette vidéo présente le Grand JT de l'Éducation du 18 décembre 2023, discutant des mesures pour améliorer le niveau d'éducation en France, notamment face aux résultats décevants du classement PISA. Elle aborde également des initiatives pour redonner le goût des sciences aux jeunes, la réforme du bac, et l'éducation à la consommation.

Points forts: + [00:00:00][^3^][3] Introduction du JT * Présentation des sujets principaux + [00:01:04][^4^][4] Plateforme Parcoursup * Nouveautés pour les élèves de terminale * Comparateur de formations et critères de sélection + [00:03:09][^5^][5] Cours d'empathie * Annonce d'une expérimentation étendue dans les écoles + [00:05:02][^6^][6] Menaces envers un professeur * Arrestation d'un élève après des menaces de mort + [00:05:51][^7^][7] Consommation d'alcool chez les jeunes * Sondage sur la perception de l'alcool par les adolescents + [00:07:05][^8^][8] Débat sur le "choc des savoirs" * Discussion sur les réformes éducatives annoncées par Gabriel Attal Résumé de la vidéo [00:40:56][^1^][1] - [00:51:38][^2^][2]: La vidéo discute de l'importance de l'éducation des jeunes à une consommation responsable et de la vigilance sur les réseaux sociaux, en mettant en lumière le lancement de "60 millions de consommateurs" pour les jeunes et les défis liés à la publicité et aux achats en ligne.

Points forts: + [00:40:56][^3^][3] Éducation à la consommation * Importance d'apprendre tôt * Différencier information et publicité + [00:42:41][^4^][4] Vigilance sur les réseaux sociaux * Méfiance envers les achats en ligne * Droits des consommateurs + [00:44:38][^5^][5] Souvenirs d'écoliers * Invités partageant leur enfance * Focus sur l'éducation et les activités artistiques + [00:50:53][^6^][6] Conclusion du JT * Rendez-vous pour la suite * Souhaits pour les fêtes de fin d'année

Résumé de la vidéo [00:00:00][^1^][1] - [01:21:00][^2^][2] :

Cette vidéo est la première table ronde d'un colloque organisé par la Fondation Jean Jaurès sur le thème "Décoloniser la province et former les élus". Elle revient sur le rapport de Michel Rocard "Décoloniser la province" publié en 1966, qui proposait une vision novatrice de l'aménagement du territoire, de la démocratie locale et de la régionalisation. Plusieurs intervenants, dont des universitaires, des élus locaux et des acteurs du développement local, analysent l'actualité et l'héritage de ce rapport, ainsi que les défis et les perspectives pour l'action publique territoriale.

Points forts : + [00:01:02][^3^][3] L'originalité du militantisme du PSU sur les questions urbaines et territoriales * S'oppose à la SFIO et au PCF sur la collaboration avec l'Etat * S'inspire de la victoire d'Hubert Dubedout à Grenoble en 1965 * Crée l'association Socialisme et Vie Urbaine + [00:10:10][^4^][4] La dénonciation de la situation coloniale de la province par rapport à Paris * Reprend le terme de Jean-François Gravier dans "Paris et le désert français" * Critique le centralisme jacobin et le dirigisme technocratique * Prône une décentralisation démocratique et socialiste + [00:20:10][^5^][5] Les propositions pour un développement autonome des régions * Préconise la création de conseils régionaux élus au suffrage universel * Plaide pour une planification concertée entre l'Etat et les régions * Défend le rôle des collectivités locales et des associations + [00:45:52][^6^][6] Les héritages et les limites du rapport Rocard * Inspire la réflexion du PS sur la décentralisation et la politique de la ville * Influence la création des contrats de plan Etat-région par Michel Rocard en 1981 * Pose des questions toujours d'actualité sur la démocratie participative, la métropolisation et la place de l'Etat

Résumé de la vidéo [00:46:00][^1^][1] - [01:21:00][^2^][2] :

Cette partie de la vidéo est la troisième table ronde du colloque "Décoloniser la province et former les élus" organisé par la Fondation Jean Jaurès. Elle porte sur le thème "La décentralisation, une réforme toujours inachevée ?" et réunit des intervenants issus du monde politique, universitaire et associatif. Ils débattent des enjeux, des limites et des perspectives de la décentralisation en France, à la lumière du rapport de Michel Rocard "Décoloniser la province" publié en 1966.

Points forts : + [00:46:00][^3^][3] Introduction de la table ronde par Alain Richard * Présente les intervenants et le sujet * Rappelle le contexte historique et politique du rapport Rocard * Souligne les apports et les limites de la décentralisation + [00:51:05][^4^][4] Intervention de Jean-Pierre Balligand * Ancien député et président de l'Institut de la décentralisation * Revient sur les origines et les motivations de la décentralisation * Analyse les forces et les faiblesses du modèle français * Propose des pistes d'amélioration et de réforme + [01:00:10][^5^][5] Intervention de Rémi Lefebvre * Professeur de science politique à l'université de Lille * Interroge la dimension démocratique de la décentralisation * Critique le déficit de participation et de représentation des citoyens * Suggère des moyens de renforcer la légitimité et la transparence des élus locaux + [01:09:22][^6^][6] Intervention de Catherine Trautmann * Ancienne maire de Strasbourg et ancienne ministre de la Culture * Témoigne de son expérience d'élue locale et de son engagement européen * Met en avant les atouts et les défis de la coopération transfrontalière * Plaide pour une vision plus solidaire et plus intégrée de l'Europe des territoires + [01:18:10][^7^][7] Intervention de Olivier Bianchi * Maire de Clermont-Ferrand et président de la métropole * Évoque les difficultés et les opportunités des territoires périphériques * Dénonce les inégalités et les fractures territoriales * Appelle à une nouvelle gouvernance et à une nouvelle solidarité entre les collectivités + [01:26:45][^8^][8] Débat avec la salle * Questions et réactions du public sur les thèmes abordés * Réponses et échanges des intervenants * Conclusion et clôture de la table ronde

This underlies the ideas of songlines and oral mnemonic practices and is related to Vannevar Bush's "associative trails" in As We May Think.

Luhmann, Niklas. “ZK II Zettel 9/8b.” Niklas Luhmann-Archiv, undated. https://niklas-luhmann-archiv.de/bestand/zettelkasten/zettel/ZK_2_NB_9-8b_V.

• for: types of initiators of community projects, SONEC - initiators of community projects, question - frameworks for community projects, suggestion - collaboration with My Climate Risk, suggestion - collaboration with U of Hawaii, suggestion - collaboration with ICICLE, suggestion - collaboration with earth commission, suggestion - collaboration with DEAL

• question: frameworks for community projects

  • If our interest is to attempt to create a global collective action campaign to address our existential polycrisis, which includes the climate crisis, then how do we mobilize at the community level in a meaningful way?

  • I suggest that this must be a cosmolocal effort. Why? Knowledge sharing across all the communities will accelerate the transition of any participating local community.

  • This means that we cannot rely on citizens living in small communities to construct an effective coordination framework for rapid de-escalation of the polycrisis. The capacity does not exist within small communities to build such a complex system. The system can be more effectively built before the collective action campaign is started by a virtual community of experts and ready for trial with pilot communities.
  • To meet this enormous challenge, it cannot be done in an adhoc way. At this point in time, many people in many communities all around the globe know of the existential crisis we face, but if we look at the annual carbon emissions, none of the existing community efforts has made a difference in their continuing escalation.
  • The knowledge required to synchronize millions of communities to have a unified wartime-scale collective action mobilization to reach decarbonization goals that the mainstream approach has not even made a dent in will be a complex problem.
  • In other words, what is proposed is a partnership.
  • Since we are faced with global commons problems that pose existential threats if not mitigated in 5 to 8 years, the scope of the problem is enormous.
  • Super wicked problems require unprecedented levels of collaboration at every level.
  • The downscaling of global planetary boundaries and doughnut economics seems the most logical way to think global, act local.

  • Building such a collaboration system requires expert knowledge. Once built, however, it requires testing in pilot communities. This is where a partnership can take place

  • 2024, Jan. 1 Adder

    • My Climate Risk Regional Hubs
      • time 29:46 of https://hyp.is/go?url=https%3A%2F%2Funfccc.int%2Fevent%2Flater-is-too-late-tipping-the-balance-from-negative-to-positive&group=world
      • https://www.wcrp-climate.org/mcr-hubs
      • Suggestion:
        • SRG has long entertained a collaborative open science project for grassroots polycrisis / climate crisis education - to measure and validate latest climate departure dates
        • This would make climate change far more salient to the average person because of the observable trends in disruption of local economic activity connected to the local ecology due to climate impacts
        • This would be a synergistic project between SRG, LCE, SoNeC, My Climate Risk hubs, ICICLE and U of Hawaii
        • Our community frameworks need to go BEYOND simply adaptation though, which is what "My Climate Risk" focuses exclusively on. We need to also engage equally in climate mitigation.
  • reference
  • I coedited this volume on examples of existing cosmolocal projects
    • https://clreader.net/

• for: Horizon Canada - strategic foresight think tank

• summary

  • Horizon Canada still makes the biggest assumption of all, an intact modernity

Ha!

Die EU hat seit 1995 1500 Milliarden Euro in der Straßennetz investiert 66% mehr als in das Eisenbahnnetz. Während das Autobahnnetz um 60% ausgebaut wurde, wurde das Eisenbahnnetz um 6,5% reduziert. Die Treibhausgasemissionen des Verkehrs wuchsen zwischen 1995 und 2019 um 15%. Die Zahlen stammen aus einer umfassenden Studie zur Entwicklung der europäischen Verkehrsinfrastruktur vielleicht aber doch Infrastruktur oder, die von Greenpeace in Auftrag gegeben wurde

https://www.repubblica.it/green-and-blue/2023/09/19/news/greenpeace_trasporti_europa_autostrade_treni-415017423/

Studie: https://www.greenpeace.org/static/planet4-italy-stateless/2023/09/5989cf9a-analysis_development-of-transport-infrastructure-in-europe_2023.pdf

The data of the past is congruent with the current psychological trends that face the education system of today. Developmentalists have charted how children construct and revise intuitive theories. In turn, a variety of theories have developed because of the greater use of statistical information that supports probabilistic contingencies that help to better inform us of causal models and their distinctive cognitive functions. These studies investigate the physical, psychological, and social domains. In the case of intuitive psychology, or "theory of mind," developmentalism has traced a progression from an early understanding of emotion and action to an understanding of intentions and simple aspects of perception, to an understanding of knowledge vs. ignorance, and finally to a representational and then an interpretive theory of mind.

The mechanisms by which life evolved—from chemical beginnings to cognizing human beings—are central to understanding the psychological basis of learning. We are the product of an evolutionary process and it is the mechanisms inherent in this process that offer the most probable explanations to how we think and learn.

Bada, & Olusegun, S. (2015). Constructivism Learning Theory : A Paradigm for Teaching and Learning.

• for: memex, Vannevar Bush, Indyweb, Ted Nelson

• fundamental problem of research writing / reading

  • researchers write to think in one way
  • and read and process information in another
  • we interfere with the reading comprehension process of the reader by writing to think

• there are three reactions to reading text we do not understand

  • we reread - it slows us down
  • we don't understand
  • we feel frustrated

• a researcher writes to help the thinking process

Esto es buenísimo para la innovación de nuevos inventos que pueden beneficiar la humanidad por medio de la imaginación del ser humano pero creo se debe ser limitado debido a la gran imaginación que contiene el ser humano pero dicha imaginación se puede crear ideas buenas, malas y desechables.

There's some interesting comparison to the ideas here and the long term state-of-the-art in information management, particularly in business and library settings which Bush wholly ignores.

Most fascinatingly Bush "coins" memex here, but prior art for the Memindex as a similar product in the office/business productivity space easily goes back to 1906 and was popular to and through at least the early 1950s.

For details on this, see:

https://boffosocko.com/2023/03/09/the-memindex-method-an-early-precursor-of-the-memex-hipster-pda-43-folders-gtd-basb-and-bullet-journal-systems/

• Title
  • As we may Think
• Author
  • Vannevar Bush

!- different ways to think of : the self - the thing that has the mind or the body - the thing that endures through life while everything else changes, it was me as a baby, a child, a young man, an old man, etc.

!- who do you think you are : has sections - snakes and elephants - the atman - favorite illusion - argument: you really do think you have a self - why you think you have a self

I quite like the wording of this sentence.

That is, the advantage of folk- lore is that it conveys what people think in their own words and actions, and what they

say or sing in folklore expresses what they might not be able to in everyday conversation.

是的，总有不想做的觉得麻烦的，但又不得不做的。既然无法避免不如享受把他做好的过程。

annotation meta: may need new tag: codify a team's norms

imitations and constraints, leaving you happily unoptimized and free to roam, to wonder, to wander toward whatever makes you feel alive here and now in each moment.

Some may categorize handbooks on note taking within the productivity space as "self-help" or "self-improvement", but still view it as something that happens outside of ones' self. Doesn't improving one's environment as a means of improving things for oneself count as self-improvement?

Marie Kondo's minimalism techniques are all external to the body, but are wholly geared towards creating internal happiness.

Because your external circumstances are important to your internal mental state, external environment and decoration can be considered self-improvement.

Could note taking be considered exbodied cognition? Vannevar Bush framed the Memex as a means of showing associative trails. (Let's be honest, As We May Think used the word trail far too much.)

How does this relate to orality vs. literacy?

Orality requires the immediate mental work for storage while literacy removes some of the work by making the effort external and potentially giving it additional longevity.

Prof Peter Hotez MD PhD [@PeterHotez]. (2021, December 15). Many thanks @Finneganporter while i predicted some of this, a part that caught me off guard in the pandemic was the rise of contrarian intellectuals from conservative think tanks or even Harvard Stanford so desperate for relevance they aligned themselves with far right extremists [Tweet]. Twitter. https://twitter.com/PeterHotez/status/1471100070250508288

Active learning is a pedagogical structure whereby a teacher presents a problem to a group of students and has them (usually in smaller groups) collectively work on the solutions together. By talking and arguing amongst themselves they actively learn together not only how to approach problems, but to come up with their own solutions. Teachers can then show the correct answer, discuss why it was right and explain how the alternate approaches may have gone wrong. Research indicates that this approach helps provide a deeper understanding of the materials presented this way, that students score higher on exams and are less likely to either fail or drop out of these courses.

Active learning sounds very similar to the sorts of approaches found in flipped classrooms. Is the overlap between the two approaches the same, or are there parts of the Venn diagrams of the two that differ, and, if so, how do they differ? Which portions are more beneficial?

Does this sort of active learning approach also help to guard against "group think" as the result of comparing solutions from various groups? How might this be applied to democracy? Would separate versions of committees that then convene to compare notes and come up with solutions improve the quality of solutions?

Is this responsible for some of the "group think" seen in the Republican party and the political right? Imitation of bad or counter-intuitive actions outweights scientifically proven better actions? Examples: anti-vaxxers and coronavirus no-masker behaviors? (Some of this may also be about or even entangled with George Lakoff's (?) tribal identity theories relating to "people like me".

Explore this area more deeply.

Another contributing factor for this effect may be the small-town effect as most Republican party members are in the countryside (as opposed to the larger cities which tend to be more Democratic). City dwellers are more likely to be more insular in their interpersonal relations whereas country dwellers may have more social ties to other people and groups and therefor make them more tribal in their social interrelationships. Can I find data to back up this claim?

How does link to the thesis put forward by Joseph Henrich in The WEIRDest People in the World: How the West Became Psychologically Peculiar and Particularly Prosperous? Does Henrich have data about city dwellers to back up my claim above?

What does this tension have to do with the increasing (and potentially evolutionary) propensity of humans to live in ever-increasingly larger and more dense cities versus maintaining their smaller historic numbers prior to the pre-agricultural timeperiod?

What are the biological effects on human evolution as a result of these cultural pressures? Certainly our cultural evolution is effecting our biological evolution?

What about the effects of communication media on our cultural and biological evolution? Memes, orality versus literacy, film, radio, television, etc.? Can we tease out these effects within the socio-politico-cultural sphere on the greater span of humanity? Can we find breaks, signs, or symptoms at the border of mass agriculture?

total aside, though related to evolution: link hypercycles to evolution spirals?

We should place the definition of Assistive Technology here: Assistive Technology is technology used by individuals with disabilities in order to perform functions that might otherwise be difficult or impossible.

https://www.theatlantic.com/technology/archive/2013/07/the-hut-where-the-internet-began/277551/

Original paper that became The Atlantic article As We May Think (1945).

This quote by Doug Engelbart was selected for the IBM THINK Poster 2015 http://bit.ly/1DHBLYI. For more on the IBM THINK Exhibit see http://bit.ly/1oZu1RN.

The quote is from Engelbart's paper "Improving our Ability to Improve" http://bit.ly/1po1K7p which he presented at the World Library Summit in Singapore in 2002.

Question to myself: Is not having to think about it actually a good goal to have? Is it at odds with making intentional/well-considered decisions?  Obviously there are still many of interesting decisions to make even when using a framework that provides conventions and standardization and makes some decisions for you...

Times info@bylinetimes.com (https://bylinetimes.com/), B. (2020, October 9). Climate Science Denial Network Behind Great Barrington Declaration. Byline Times. https://bylinetimes.com/2020/10/09/climate-science-denial-network-behind-great-barrington-declaration/

le routines sono strategie per rendere visibile il pensiero

I’ve seen some version of this conversation happen more times than I can remember. And someone will always say ‘it’s because you’re too used to thinking in the old way, you just need to start thinking in hooks’.

But after seeing a lot of really bad hooks code, I’m starting to think it’s not that simple — that there’s something deeper going on.

ReconfigBehSci en Twitter: “RT @ce_pickles: @reformthinktank has called for JRS to allow part-time working– i.e. employer pays worked hours, the scheme non-worked hour…” / Twitter. (n.d.). Twitter. Retrieved May 7, 2020, from https://twitter.com/SciBeh/status/1258281846292578304

Butler, S. M. (2020). After COVID-19—Thinking Differently About Running the Health Care System. JAMA Health Forum, 1(4), e200478–e200478. https://doi.org/10.1001/jamahealthforum.2020.0478

Strategy, E. (2020, April 23). Coronavirus: Impact and challenges [What Think Tanks are thinking]. European Parliamentary Research Service Blog. https://epthinktank.eu/2020/04/23/coronavirus-impact-and-challenges-what-think-tanks-are-thinking/

Digital ThinkTanking in Times of COVID-19 | DGAP. (n.d.). Retrieved April 24, 2020, from https://dgap.org/en/events/digital-thinktanking-times-covid-19

ReconfigBehSci en Twitter: “‘Proper science without the drag’ – Move to the medical model of journal review: ‘Yes/No’ decision. We suggest the temporary adoption of this model for crisis-relevant material by journals. [happening already, but potentially even better models: @Meta_psy and @F1000Research?]” / Twitter. (n.d.). Twitter. Retrieved April 15, 2020, from https://twitter.com/scibeh/status/1242094075312046082

The fact that thinking is the production of a human being derives from the necessity of knowing what an human being is. Descartes wants to answer the question: who am I. Thus he takes what seems to be the more material and certain thing: thinking. Then he says: I am something who thinks. But actually this is a paralogism.

They're used to death, but for good reason. There are few things better than a good TPS for getting students warmed up for discussion. One can even allow the TPS to inform the entire lesson: if the TPS results in a class-generated set of questions or learning objectives, teach from that, or plan to teach from it in the next class session.

Many new technologies were combined to realize this prescient sentence.

<br>By Jon Sullivan - PDPhoto, Public Domain, Link

I'll be interested to see if this report is entirely Positivist, or if Engelbart recognizes the possibility of computing being weaponized in sectors like politics, economics, security and warfare.

I find it interesting how decades of using computers has led to "new methods of thinking and working that allow the human to capitalize upon the computer's help." With all the new technologies, I think the central intellectual development has been to reverse the sequence of design decisions Engelbart describes. Best practice these days is to start with "the people who will occupy this building, and the daily sequences of their activities."

Let's say it's been twenty years since PDAs have been widely available. I returned to higher education less than ten years ago. K-12 seems to have embraced learning technologies, and their affordances, to improve primary and secondary education. In my experience, few educators with terminal degrees have made the effort while younger and more precarious teachers are slowly adopting educational technologies. Administrators are leading the way with their digital management systems and students are using proprietary social media platforms. Our institutions are doing what they were designed to do: resist change and reproduce the social order. Research paid for with public monies is as quickly privatized as that produced in corporations. Open education practices are just beginning to be explored.

The first PDA, the Organizer, was released in 1984 by Psion, followed by Psion's Series 3, in 1991. The latter began to resemble the more familiar PDA style, including a full keyboard.[4][5] The term PDA was first used on January 7, 1992 by Apple Computer CEO John Sculley at the Consumer Electronics Show in Las Vegas, Nevada, referring to the Apple Newton.[6] In 1994, IBM introduced the first PDA with full telephone functionality, the IBM Simon, which can also be considered the first smartphone. Then in 1996, Nokia introduced a PDA with telephone functionality, the 9000 Communicator, which became the world's best-selling PDA. Another early entrant in this market was Palm, with a line of PDA products which began in March 1996. https://en.wikipedia.org/wiki/Personal_digital_assistant

My reply to another post about historical context might be helpful. https://hyp.is/R07lQCldEem5RmPv1ywB5g/worrydream.com/Engelbart/

​Technology is in constant motion. If we try to ignore the advances being made the world will move forward without us. Instead of trying to escape change, there needs to be an effort to incorporate technology into every aspect of our lives in the most beneficial way possible. If we look at the ways technology can improve our lives, we can see that technology specifically smartphones, have brought more benefits than harm to the academic and social aspects of teenagers lives, which is important because there is a constant pressure to move away from smart devices from older generations. The first aspect people tend to focus on is the effect that technology has on the academic life of a teen. Smartphones and other smart devices are a crucial part of interactive learning in a classroom and can be used as a tool in increasing student interest in a topic. For example, a popular interactive website, Kahoot, is used in many classrooms because it forces students to participate in the online quiz, while teachers can gauge how their students are doing in the class. Furthermore, these interactive tools are crucial for students that thrive under visual learning, since they can directly interact with the material. This can be extended to students with learning disabilities, such as Down Syndrome and Autism,​ research has shown that using specialized and interactive apps on a smart device aids learning more effectively than technology free learning. Picture Picture Another fear regarding technology is the impact it has on the social lives of young adults, but the benefits technology has brought to socializing outweighs any possible consequences. The obvious advantage smartphones have brought to social lives is the ability to easily communicate with people; with social media, texting, and calling all in one portable box there is no longer a struggle to be in contact with family and friends even if they are not in your area. Social media can also be used for much more In recent years, social media has been a key platform in spreading platforms and movements for social change. Because social media websites lower the barrier for communicating to large groups of people, it has been much easier to spread ideas of change across states, countries, or the world. For example, after Hurricane Sandy tore apart the northeastern United States, a movement called "Occupy Sandy" in which people gathered to provide relief for the areas affected was promoted and organized through social media. Other movements that have been possible because of social media include #MeToo, March for Our Lives, #BlackLivesMatter, and the 2017 Women's March. ​

I seem to run across references to this every couple of months. Interestingly it is never in relation to information theory or Claude Shannon references which I somehow what I most closely relate it to.

Another thing in a certain place in the neighborhood where she lived. Now I think the poem's first 2 1/2 lines were purposely provocative. They keep you guessing, and make you keep reading.

Oh. I guess she's listing things and places in her life.

What? How can you be from clothespins?

This quote by Doug Engelbart was selected for the IBM THINK Poster 2015 http://bit.ly/1DHBLYI. For more on the IBM THINK Exhibit see http://bit.ly/1oZu1RN.

The quote is from Engelbart's paper "Improving our Ability to Improve" http://bit.ly/1po1K7p which he presented at the World Library Summit in Singapore in 2002.

Just interested in the pervasive use of the word "artifacts," which still pops up in discussions about technologies.