Curlew wings: Audio Interview with Sal Khan at the Commonwealth Club on September 19th with interviewer Ninive Calegari, Two, wiki, subject pages at WUaS - 'Theories of Learning' - and - 'Inspiration in learning and teaching' - WUaS's Two Wings, The Commonwealth Club (SF Bay Area) - https://twitter.com/cwclub - RETWEETED this WUaS blog post!

Hi Ninive,

Great to connect through a social networking site.

I enjoyed your skillful and supportive interviewing of Sal Khan at the Commonwealth Club on September 19th, which I heard online - http://audio.commonwealthclub.org/audio/podcast/cc_20130919_sv_khan.mp3.

I added this conversation to two, wiki, subject pages at World University and School's (to give you an idea also of how WUaS works).

Theories of Learning -
http://worlduniversity.wikia.com/wiki/Theories_of_Learning

Inspiration in learning and teaching -
http://worlduniversity.wikia.com/wiki/Inspiration_in_learning_and_teaching

On the one hand, WUaS is for open, wiki, teaching and learning, where anyone can add a resource, teach to their web camera, or begin a subject - http://worlduniversity.wikia.com/wiki/Subjects - for example, - as one wing.

On the other, WUaS plans to offer MIT OCW-centric, online, accredited, university degrees, and is seeking our first high school applicants this autumn 2013, to matriculate online in the autumn of 2014, as we accredit first with the state of California (BPPE), then begin with WASC senior, and first in English and then in many languages and countries, for bachelor, Ph.D., law and MD degrees, as well as at the IB diploma level(s). For planning purposes, students would be taking these MIT OCW video courses - http://ocw.mit.edu/courses/audio-video-courses/ - interactively in Google + group video Hangouts, as well as eventually all of MIT OCW's 2,150 courses. See, too - http://scottmacleod.com/worlduniversityandschool.html - for our very first introductory video to High School students plus a subject page about the Conference Method, - as the other wing.


Thanks for hostessing a great conversation with Sal.

Best wishes,
Scott


P.S.
I've added you to WUaS's monthly business meeting email list, if that's alright.

*

Hello Universitians (on the WUaS sporadic email list of about 50 people),

I got a bounceback from Ninive's email (which doesn't work), but then messaged her via the social networking site where we connected (LinkedIn). I then posted my message to her in today's blog entry here - http://scott-macleod.blogspot.com/2013/09/curlew-wings-audio-interview-with-sal.html.

And I just got an email (to my sgkmacleod@gmail.com account) from Twitter saying that the Commonwealth Club (Bay Area) - https://twitter.com/cwclub - and retweeted my blog post above. 

Exciting ... and an interesting circuit (Is Ninive now at the Commonwealth Club?). I subsequently followed Commonwealth Club (Bay Area) - https://twitter.com/cwclub - from both Twitter accounts ... https://twitter.com/WorldUnivandSch - and  - https://twitter.com/scottmacleod. 

People are reading WUaS posts (and it doesn't always feel like it)! So, now I've added this email you're reading to this blog post, and am retweeting the Commonwealth Club's retweet to ... https://twitter.com/WorldUnivandSch :) .

All very circular but glad these circuits are taking shape, and yay for the Commonwealth Club (SF Bay Area) ... https://twitter.com/cwclub. 

Scott

...

A finch in the Galapagos: Quaker-informed World University and School's first (paid for) advertisement on page 38 of "Western Friend" magazine, Nontheist F/friends - The word 'nature' (juxtaposed in a nontheistically Friendly way with the word 'God')

Lovely, M!

Thank you for publishing Quaker-informed World University and School's first (paid for) advertisement on printed page 38 of the September October 2013 issue of "Western Friend" magazine (http://westernfriend.org/tag/septemberoctober-2013/) - and for editing it well, as well!


Quaker-informed
World University
and School
Like Wikipedia with MIT OCW.
We seek high school students to
apply autumn 2013 to matriculate
online in autumn 2014, earning free,
MIT OCW-centric, undergraduate
degrees. http://scottmacleod.com/
worlduniversityandschool.htm

Friendly regards,
Scott


*

Hi Nontheist F/friends,

My eyes lighted up about a week ago when I saw the word 'nature' (juxtaposed in a nontheistically Friendly way with the word 'God') in an email by Oz, and then with this email conversation today touching on 'nature' (personalized in a Friendly way by Oz) this morning. I find myself returning in a nontheistically f/Friendly way again and again to queries concerning nature and eliciting the neurophysiology of loving bliss naturally - http://worlduniversity.wikia.com/wiki/Loving_Bliss_(eliciting_this_neurophysiology) - ('the valley of love and delight' from the Shaker song, "Tis a Gift to Be Simple," and in somewhat Friendly language), as well as to what we might Quakerly learn about peace, gatheredness (corporate, Friendly centering?), and NtFriendly organizing (e.g. Meetings), as NtFs from what I'm calling primatological narratives of common chimpanzees (e.g. primitive war), Bonobo chimpanzees (e.g. nonharming), orangutans and gorillas, all our closest, genetic relatives in an evolutionarily biological sense, and therefore vis-a-vis nature, about which our NtF email conversation coming on 10 years seems to open possibilities ... e.g. broadly, if nontheistic, then nature, then evolutionary biology, then human primates, then commonalities with other species of primates, then NtF Friendliness in these senses (which most of our emails explore in one way or another). All of the above are perhaps my NtF leadings, as well.

So I danced over to the Oxford Companion to Philosophy" (2005, new edition, in print, and edited by Ted Honderich) to look up 'nature' and 'God' for learning purposes (which I'm typing part of it here, but see -
http://www.oxfordreference.com/view/10.1093/acref/9780199264797.001.0001/acref-9780199264797-e-1709?rskey=YaATm6&result=1711).


"nature. As with a very large number of concepts important to philosophers, 'nature' is a term with various meanings. Three seem especially worthy of note.

First, by 'nature' we mean everything that there is in the physical world of experience, very broadly construed. The universe and its contents, in short. To be natural is to be part of this world, and its distinguishing feature is usually taken to be the universal action of *laws, meaning unbroken regularities. For philosophers like Plato ...


The second sense of 'nature' identifies with the living world (past and present) as opposed to the non-living. It is such a distinction that one intends when one speaks of a museum of natural history. The burning philosophical problem here is chiefly that of definition and demarcation. Today we think that the world of organisms is the product of *evolution, beginning (on our earth) almost four billion years ago. Does this then mean that we can distinguish a mammal from a lump of rock only in terms of their respective histories, or will there be essential defining characteristics of the living which set the two aside? ...

To the Darwinian, as to the natural theologian, the mark of such organization is that it sustains 'adaptation', whereby the features of organisms promote the survival and reproduction of their possessors. It should be noted that, although this may all be of value to the individual organism, in a world which has produced the AIDS virus it is not immediately obvious that because something is living it thereby inherently possesses absolute value. ...


The third sense of 'nature' is that which sees everything, especially the organic world, set off against humans and the consequences of their labours. It is this sense which is being invoked when breakfast cereals are described as natural, and the real point of philosophical controversy arises over whether one should argue that it is nature in its raw pristine state which is truly good and worth while, or if one should argue that it is only inasmuch as nature has been altered and cultivated by humans that true worth appears. Although the organic-food industry thrives on the first disjunct, there have been many ready to endorse the second. To John Stuart Mill, for instance, it was clear that 'the very aim and object of action is to alter and improve Nature'.

Perhaps the best way out of this seemingly insoluble dilemma is to recognize that, as with those who have tried to characterize *human nature, the very attempt to draw the distinction is to invite sterile disputes. Although the science of ecology is still at a relatively primitive state, it is very clear that interference in one part of nature (in the present sense) is liable to have unexpected and unwelcome consequences elsewhere. But not to interfere is no less liable to be disastrous, especially if the animal side of *human beings is included in this conception of nature and only our intellectual abilities are excluded and barred from taking action."


In our NtF conversations about nature over the years, I've most often in the past referred to the second OCP meaning here, and especially perhaps vis-a-vis our closest primate relatives, as offering narratives, from nature or evolutionary biology, from which we might learn, as NtFs, that unprogrammed Quakers who believe in the Divine, might not otherwise be able to learn from, and as Friends.

In bringing into conversation the OCP here, I also would like to bring into conversation more philosophy with NtFs, which we in our emails often touch on, and from personal and Friendly-informed perspectives, but which conversation might flourish in new ways with such philosophical treasures in the OCP.

Yay for nature as NtFs, and symbolizing about it.

Friendly greetings,
Scott


*

For WUaS, wiki, subject pages on a) 'Nontheist Friends/Atheist Quakers,' as well as b) 'Quakers,' c) 'eliciting loving bliss neurophysiology,' d) 'primates' and e) 'Bonobo,' see these WUaS Subjects here - http://worlduniversity.wikia.com/wiki/Subjects - with an invitation to openly teach and learn about these.

http://www.biologyjunction.com/images/FinchTypes.jpeg

...

Networks of roots: Greatly appreciate your 'relationships' conception' of self (which I see somehow very postmodern, in the sociology of knowledge), and even an expression of us living in the Information Age and virtual worlds (in this "Information Technology and the Network Society" course), Interdisciplinary conversation with Philosophy First some definitions and quotes, All to explore our own conceptions of self in the information age, as well as key ideas and analyses and data in our 'textbook' "Networked," such as 'individualism' for the purpose of studying aspects of the "Network Society" (per Castells):

Hi James,

I greatly appreciate your 'relationships' conception' of self (see below - which I see somehow as very postmodern, in the sociology of knowledge), and even an expression of us living in the Information Age and virtual worlds (in this "Information Technology and the Network Society" course). First some definitions and quotes, and then further conversation about what you've written perhaps in another email, - all to explore our own conceptions of 'self' in the information age, as well as key ideas and analyses and data in our 'textbook' "Networked: The New Social Operating System," such as 'individualism,' - for the purpose of studying, and learning about, aspects of the "Network Society" (per Castells):

'individualism' quote 

'only the individual can be a proper accounting unit'

("Have the bad boys of Caracas, or elsewhere, understood faster than the rest of us what our new society is all about? Is the new gang identity the culture of communal hyper-individualism? Individualism because, in a pattern of immediate gratification, only the individual can be a proper accounting unit (italics mine). Communalism because, for this hyper-individualism to be an identity - that is, to be socialized as value not just as senseless consumption - it needs a milieu of appreciation and reciprocal support: a commune, as in White's time, it is a commune of the end of time, it is a commune of timeless time, characterizing the network society. And it exists, and explodes, territorially. Local cultures of urgency are the reverse expression of global timelessness" (from Castells' book "The Power of Identity" Vol. II, 2004, New Edition pp 67-68)).

"individualism and anti-individualism. Theses in philosophy of mind advocating opposed conceptions of the psychological subject. 

The individualist conceives the psychological facts about a person as facts which hold independently of her relation to her physical and social environment. Pressure is put on the conception by the claims (i) that some mental states are world-involving, (ii) that some mental state are linguistic-community-involving. ... "

http://www.oxfordreference.com/view/10.1093/acref/9780199264797.001.0001/acref-9780199264797-e-1214?rskey=Sf8ADA&result=1214

"nirvana. In *Buddhist philosophy, the blowing out of the flame of the self. Hence the end of all suffering - by living without craving or by dying never to be reborn. Commonly understood a pure extinction, it is described by some Buddhist scriptures as a positive state of perpetual peace. 'Since the self, strictly speaking, does not exist anyway, who enjoys this permanent painlessness?" Is it real - since nothing real can be permanent?' These remain questions to be answered by silence." 

http://www.oxfordreference.com/view/10.1093/oi/authority.20110803100235330

"self. The term 'self' is often used interchangeably with *'person', though usually with more emphasis on the 'inner', or psychological, dimension of personality than on outward bodily form. Thus a self is conceived to be a subject of consciousness, a being capable of thought and experience and able to engage in deliberative action. More crucially, a self must have a capacity for *self-consciousness, which partly explians the aptness of the term 'self'. Thus a self is a being that is able to entertain first person thoughts. 

A first-person thought is one whose apt expression in language requires the use of the first-person pronoun 'I', or some equivalent *indexical expression. ... "

http://www.oxfordreference.com/view/10.1093/acref/9780199264797.001.0001/acref-9780199264797-e-2301?rskey=4Xe5q8&result=2303

"society. A set of individuals and / or institutions in relations governed by practical interdependence, convention, and perhaps law - which relations may vary from the local to the international. The modern concept emerged in later eighteenth-century Europe (in arguments against absolutism and civic republicanism) to denote a supposed sphere of causal and moral self-sufficiently lying between the political and the personal. The concept was the ground for the new 'science' of 'sociology'. It later came to be used more loosely to include the political and the personal. Many *liberalisms have resisted the idea of 'the social', preferring to see individuals as self-sufficient. Some philosophers, however, including Williams and Rawls, as well as some critics of liberalism, like MacIntyre, have recently reasserted conceptions of the social as the ground of moral possibility and moral judgement."

*

In the interest of an interdisciplinary conversation, these entries are all from "The Oxford Companion to Philosophy" (2005 new edition, printed version) and edited by Ted Honderich. I include the nirvana definition with its Buddhist conception of self, because I don't think that's what any of us (?) are referring to, especially in reference to the book "Networked."

I see the book and research in "Networked" as coming into conversation with Castells' research, and a body of questions some sociologists have been asking for around at least 2 decades now, about the internet, especially concerning the internet as alienating, and questions about the internet and individual choice or agency in the information age (which we'll get to in later 2nd hour talks this autumn, as well as in "Networked," with data and social theory), and especially in terms of data. The discipline of social science has often posited that capitalism, including global information capitalism now, is a condition giving rise to alienation with no agency (Marx et al, forward). And, similarly, Bio-power or (archaeologies of knowledge) and discourse (Foucault et al.) creates kinds of subjectivity where agency or choice also isn't relevant. Both Castells, who actively theorizes about conceptions of the individual and agency, as well as the term "individualism," and Rainie and Wellman's data seem to be sound, methodological framings of social science questions, and good  research (e.g. Rainie's surveys at Pew, with large sample sizes) as responses to these ongoing conversations.  

Everyone, what other questions about the first chapter of "Networked" and vis-a-vis everyone's own research, do you have? 

Please read chapter 2 (and 1 if you haven't finished it) for Thursday, with a new thread to come about this. 

The more we can engage these course conversations actively - and by writing, perhaps - the more interesting learning is, I'd suggest here. 

Greatly appreciating, James, your not seeing "Thus, I simply do not see any Individual, yet alone a Networked one.  What I see is a new level of networked connectivity such that my parts (subnetworks) interconnect with other's parts (subnetworks) more freely". What do other people think for yourselves, and vis-a-vis the first chapter in "Networked," especially in terms of studying effects of the information age, and knowledge 'about' this, and concerning "individualism" and "self".

On a personal note, while I don't resonate with the theoretical framing in "Networked" in the same way I do with Manuel Castells' social theory, thinking, writing, speaking, research and theoretical framings - and especially on a feeling level (Castells is far-reaching in his thinking and theorizing about the information age, and this feels good to me, even fascinating and captivating - and Castells explicitly recognizes the significance of students' feelings about learning social science; see - http://globetrotter.berkeley.edu/people/Castells/) - I do appreciate Rainie and Wellman's approaches to generating data and then trying to scaffold a theory/theories around it. 

Best, 

Scott

James:

"Perhaps it would help if we spend some time on the sociology of knowledge here.  In particular how the notion of self is created and supported in the under-connected world.  (Having some difficulty here finding useful terms here.  I'd say non-networked, but this is technically incorrect.)  It seems to me there is a reliance in fact-to-face communication upon reifying and non-informational codings.  The nod of a head, or a glance down a dress.  It seems to me the notion of individual as used by Rainie and Wellman is rooted in this particular "real world."  I don't think the face-to-face "real world" does a very good job of mapping to the highly-connected world.  A glance down a dress in the Metaverse carries several degrees of freedom not obtainable in the "real world"

Sphere is neither an individual nor a society.  Sphere is a persona.  Jim also is a persona.  The two have much in common, but they are also in some ways very distinct.  Sphere and Jim are facets within a network.  A subnetwork of the global network which you would usually call a person.  Nowhere here do I see an individual.  I see Sphere doing Sphere's things in SL, and Dharma doing Dharma's things in OpenSim Grid.  ANd Jim doing Jim's things at the computer.  None are separate, but none are really the same either.

Thus, I simply do not see any Individual, yet alone a Networked one.  What I see is a new level of networked connectivity such that my parts (subnetworks) interconnect with other's parts (subnetworks) more freely.  I see a breakdown of the gatekeeper society and its replacement with a higher order of connectivity with greater degrees of freedom.  I don't find the society verses individual model persuasive as a description for what is emerging.

People talk about how much of themselves they now keep online.  This is more than metaphor.  This is what to expect if civilization is not to simply collapse.

James"

...

Whooping Crane: Tim Cummings on Scottish smallpipes, Music Playing Spaces in G+ group video Hangouts, where we mute ourselves, text occasionally, and develop what we're playing musically for an hour, will hopefully develop into online real time music-making and jamming, as the internet's ~ 1 second lag in video conferencing ends, Musically networking here online ... (check out, as well, World University and School's beginning, online, free, open, wiki Music School, and, as an example, the 'Scottish smallpipes and borderpipes' page).

Hi Tim,

Just heard your enjoyable piping on Youtube when listening to various Scottish Smallpipes - http://www.youtube.com/watch?v=Pc1eIYHM_vw - might here be aiming for a set of Walsh's A/D combo in wood at some point.

I and a piping friend occasionally hold online Music Playing Spaces in G+ group video Hangouts, where we mute ourselves, text occasionally, and develop what we're playing musically for an hour. They happen somewhat spontaneously and at different times, and mostly in California time.

Here are some URLs about this - http://worlduniversityandschool.blogspot.com/2012/06/music-playing-spaces-on-wednesdays-and.html and http://scott-macleod.blogspot.com/2011/12/egret-music-playing-practicing-online.html and and example - http://www.youtube.com/watch?v=LX79AzS-c4Q - which was recorded.

They happen occasionally, and will hopefully develop into online real time music-making and jamming, as the internet's ~ 1 second lag in video conferencing ends.

If you have a G+ Profile page (which I'll see by sending this email), I'll let you know in Vermont occasionally when they're happening if you're interested - https://plus.google.com/u/0/112822712931339453961/posts - and you could even simply join the hangout if you were around at the time from this page, by clicking "Join Hangout".

They may begin to start happening more regularly MWF at 4 pm PDT (7 pm EDT) next week, (and possibly vis-a-vis the Prince Charles Pipe Band's Grades 4 & 5 pipers as well, but actually will probably just remain open, online, Music Playing Spaces ... it's all just unfolding. :)

Musically networking here online ... (check out, as well, World University and School's beginning online, free, open, wiki Music School -  http://worlduniversity.wikia.com/wiki/World_University_Music_School - and, as an example, the 'Scottish smallpipes and borderpipes' page - http://worlduniversity.wikia.com/wiki/Scottish_smallpipes_and_borderpipes).

Happy piping,
Scott



Online Music Playing Space … example



http://www.youtube.com/watch?v=LX79AzS-c4Q

...

European tree frog: What are 'Individualism' and 'Society' for Rainie and Wellman?, Quotes,"This is the era of free agents and the spirit of personal agency. But is not the World According to ME-it is not a world of autonomous and increasingly isolated individualists. Rather, it is the World According to the Connected Me ... ", Manuel Castells' brings individualism vis-a-vis communalism into conversation and Rainie and Wellman characterize something new between the two, thanks to the information age and the internet

Hi, All, 

(http://worlduniversityandschool.blogspot.com/2013/09/information-technology-and-network.html)

What are 'Individualism' and 'Society' for Lee Rainie and Barry Wellman in their book "Networked: The New Social Operating System" (MIT 2012)? 

Here are some of our quotes from their text thus far: 

For Rainie and Wellman "the individual is at the autonomous center just as she is reaching out from her computer" ... within "social network operating systems and all mobile systems" ... (in the context of the "social network operating system" which for them is a) personal, b) multiuser, c) multitasking and d) multithreaded) (p. 7).

"Moving among relationships and milieus, networked individuals can fashion their own complex identities depending on their passions, beliefs, lifestyles, professional associations, work interests, hobbies or any number of other personal characteristics. These relationships often depend on context, which provides networked individuals an opportunity to present different faces in different circumstances online" (p. 19). 

They write: "This is the era of free agents and the spirit of personal agency. But is not the World According to ME-it is not a world of autonomous and increasingly isolated individualists. Rather, it is the World According to the Connected Me, where people armed with potent technology tools can extend their networks far beyond what was possible in the past and where they face new constraints and challenges that are outgrowths of networked life" (p. 19).

What are other quotes about individualism and society from Chapter 1 to help focus our conversation, in some detail. 

Now, while these definitions may diverge significantly from what we think ourselves about "individualism", or what we have learned about individuals or selves, growing up in our own unique cultures (identity-wise), they do provide an approach to explain much data about the information age, particularly per Rainie's Pew Center for Internet and American Life, which we'll get to. 

And I'll repost here (from September 19th) where I think some of these questions are coming from in terms of asking sociologically how the information age is developing, per Manuel Castells, and Rainie and Wellman. 

"Per Rainie and Wellman's "Networked," their argument is specific for Networked Individualism as a new development in social theory vis-a-vis the internet. See their chart on page 38 in Chapter 2, distinguishing between Group-Centered Society and Network Individualism. How to come richly into conversation with this chart is something I think we'll find fruitful for this course.

Whereas Manual Castells brings individualism vis-a-vis communalism into conversation, theoretically - see http://globetrotter.berkeley.edu/people/Castells/castells-con6.html - Rainie and Wellman characterize something new between the two, thanks to the information age and the internet."

What do you think? And how can such questions inform your research, as well as your writings? 

Best, 

Scott

Network Society - 

http://worlduniversity.wikia.com/wiki/Network_Society

Newly hatched green turtle: Practicing - Playing a Musical Instrument, "4 Concentrate when you practice. Yo-yo Ma says join feelings into your music when you feel bad, to integrate your feelings with your mind and body"

Hi M, 

Just exploring enjoying music-playing when feelings of discontent emerge ... 

I've been practicing (my bagpipes) for about 2 hours now, and observed, in the middle of it, old feelings of discontent, which probably go back to my ages 6-12 and practicing the piano (and even also doing homework). It's interesting to think through, with awareness of feelings, of how to navigate such 'weather,' now that I'd like to bring my piping up a level every year. 

Here's one place for sharing ideas about this ... 

http://worlduniversity.wikia.com/wiki/Practicing_-_Playing_a_Musical_Instrument.

And Marsalis and Ma offer some sound guidelines in a related vein - 

http://scottmacleod.com/GuidelinesPracticingMusicalInstrument.htm - 

which I only connected with in the past few weeks, in their item 4 - 

"4 Concentrate when you practice.

Yo-yo says join feelings into your music when you feel bad, to integrate your feelings with your mind and body" - 

which  explicitly addresses the question of feelings when practicing. Sometimes when I've felt discontent in general recently, I've sung to join feelings with singing, per Yo-yo Ma, and even let the singing become the feelings, which has been transformative (when I've really joined the feelings and the singing), - and good.

Just exploring reflexively the psychology (my own) of playing regularly, for learning's sake, and may add these ideas to WUaS's Playing / Practicing wiki page (being aware of language, and learning to play daily, in lieu of the word practice, can have merit) via a blog entry. (There are already many good ideas there). I'd like to bring this all toward great happiness through music-making ... which will involve, even as my technique improves, a change and development of thinking, and ways of playing together. :)

Curious about your thoughts about some of this ... since we share a love of making music, and the value of practicing, as well. While everyone, and every child, is different, family dynamics influence approaches to focusing musically, so further conversation with you could help us co-understand such questions, and help us both make music more happily, as we grow better at it, as well. :)

xo, 

Scott

...

Curare: In search of a host - hosted by Harvard?, Added both 'Curarium' and 'metaLAB (at) Harvard' (and a few other web sites you mentioned) to wiki World University and School's Library Resources' - http://worlduniversity.wikia.com/wiki/Library_Resources - and Museums' - http://worlduniversity.wikia.com/wiki/Museums - subject pages (and others), which are extensible and planned for all 7,105+ languages and 242+ countries, each a wiki page to begin

Dear Jeffrey, Matthew and Pablo,

Thanks for an engaging, timely and topical talk today about Curarium at Harvard - http://cyber.law.harvard.edu/events/luncheon/2013/9/metalab - which I viewed from the San Francisco Bay Area.

I've added both 'Curarium' and 'metaLAB (at) Harvard' (and a few other web sites you mentioned) to wiki World University and School's Library Resources' - http://worlduniversity.wikia.com/wiki/Library_Resources - and Museums' - http://worlduniversity.wikia.com/wiki/Museums - subject pages (and others), which are extensible and planned for all 7,105+ languages and 242+ countries, each a wiki page to begin; Wikipedia, by way of comparison is in 285 languages, and we all wrote it, (as we all know). C.C. WUaS is like C.C. Wikipedia with C.C. MIT OCW, and is accrediting to offer Creative Commons' licensed, online, MIT OCW-centric, university degrees in many languages and countries (accrediting for planning purposes on - http://ocw.mit.edu/courses/audio-video-courses/ - see also - http://scottmacleod.com/worlduniversityandschool.html).

I see many far-reaching collaboration possibilities between Curarium and WUaS in your planning for Curarium, first and foremost being WUaS's all-languages' (7,105+) focus. And in WUaS planning on using Wikidata with its focus on C.C. Wikicommons, WUaS will also take an items' approach as we grow our database in inter-lingual Wikidata, which could well articulate remarkably with Curarium's approaches (with some of its content licensed by Harvard Regents).

Creative Commons' licensed WUaS is in search of a host as well as developers, and while planning to develop in the new, inter-lingual, C.C. Wikidata database, as a back end, with C.C. MediaWiki (like Wikipedia) as a front end, moving on from our current Wikia wiki (with about 617 wiki pages), WUaS would like to inquire whether you would be open to communicating further about and exploring such potential collaborations?

I participated in Harvard Law Professor Charlie Nesson's "CyberOne: Law in the Court of Public Opinion" course in 2006, and also met with Yochai Benkler for a half hour in his office around the time of this course. I know a number of other Berkman Center for Internet and Society at Harvard University friends, as well, including John Palfrey, Colin Maclay and Becca Nesson.

MIT OCW-centric, startup World University and School (as wiki) would like (is planning) to become the online Harvard / MIT / Stanford / Yale / Cambridge / plus other greatest universities (see WUaS's wiki list - http://worlduniversity.wikia.com/wiki/Courses#University_course_listings) of the internet and in all languages and countries.

Thank you again for your fascinating presentation.

All the best,
Scott

...

Northern Goshawk: If the Network Society unfolds in the information age as it seems to be doing, - emerging from the two industrial revolutions (since at least the early 1700s), Copyright, Creative Commons' Law and beginning Law Schools

James, and Information Technology and the Network Society participants,

Very interesting! And if the Network Society unfolds in the information age as it seems to be doing, - emerging from the two industrial revolutions (since at least the early 1700s), the emergence of printing press in the late 1400s in western Europe (see Manuel Castells' "The Internet Galaxy"), and related changes in thinking, all of which we'll begin to explore in this Thursdays second hour - with some semiconductor implants (heart and medicine-related, etc. http://www.webmd.com/healthy-aging/news/20050727/chip-implants-better-care-privacy-scare) already becoming widespread, might not the Network Society just continue to expand 500 years ahead, building on industrialization, and communication thanks to literacy and (significantly STEM centric) idea-sharing, now on the web, and related developments in reasoning and knowledge-generation? 

Are you up for helping to facilitate a conversation about chapter 1 in "Networked" this Thursday, James, on Harvard's island, which I invite everyone to read?

Keep reading "Networked" everyone, and again please watch Boellstorff's interview -http://www.youtube.com/watch?v=1XkZMXtDEWM . He's a Stanford Ph.D. anthropologist and professor at the University of California, and his "Coming of Life in Second Life: An Anthropologist Explores the Virtually Human" (Princeton 2008) is an important anthropological contribution to the social science conversation about virtual worlds and digital technologies, and methodologically especially. (And have you all watched the UC Berkeley Manuel Castells' Globetrotter video? - http://globetrotter.berkeley.edu/people/Castells/). 

And please add your paragraph of introduction per your research interests (toward a course certificate).  

Talk with you all online Thursday at 7 am PDT. :)

Best, 

Scott

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If it isn't there already:  http://yarchive.net/macaulay/copyright.html  My favorite explanation of the problem.

James

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James, and All,

Great ideas, James, and more later about your most recent 'Interest.' post in our Google Group, but I just noticed on your G+ Profile page - ... - your posting about Copyright, and I'd like to invite all of you to check out the wiki, Copyright page at World University and School - http://worlduniversity.wikia.com/wiki/Copyright - as an example of a Subject page, for open, wiki, teaching and learning. (WUaS is planning online Law Schools in all or many of the 242+ countries in the world, and here's the beginning of it in English - http://worlduniversity.wikia.com/wiki/World_University_Law_School ... and here's the Creative Commons' Law wiki page at WUaS, as well - http://worlduniversity.wikia.com/wiki/Creative_Commons_Law). I've added the article you posted - https://www.eff.org/deeplinks/2013/09/copyright-industries-pushing-search-engine-voluntary-agreements-despite-risks - to both of these pages.

Also, let's please all 'Follow' each other in G+ Profiles and begin to converse on our G+ profile pages vis-a-vis this "Information Technology and the Network Society" course.

Want to start an online, MIT OCW-centric, Creative Commons' licensed university, with free, MIT-centric, university degrees planned, in your country (http://worlduniversity.wikia.com/wiki/Nation_States) or language (http://worlduniversity.wikia.com/wiki/Languages)? Begin to develop it at WUaS, in a main language there.

Regards,
Scott

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James,

I added this important Copyright speech from 1841 in Britain - A SPEECH DELIVERED IN A COMMITTEE OF THE HOUSE OF COMMONS ON THE 6TH OF APRIL 1842 ... http://yarchive.net/macaulay/copyright.html (for those of us who want to think through and understand Copyright's origins, and legal philosophy) - to the Copyright, wiki, Subject page at WUaS - http://worlduniversity.wikia.com/wiki/Copyright. 

It's an important speech in intellectual (and legal and copyright) history ... please read!

Best, 

Scott

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James writes (personal correspondence) about Thomas Babington Macaulay's 1841 speech on copyright (and I've added the following to the Quotes' section on WUaS's Copyright, wiki page):

"More than the history is the part where he explains exactly what is happening to copyright law right now and why. Made in a speech in 1841 and you couldn't find a better description of current events:

'I will only say this, that if the measure before us should pass, and should produce one-tenth part of the evil which it is calculated to produce, and which I fully expect it to produce, there will soon be a remedy, though of a very objectionable kind. Just as the absurd acts which prohibited the sale of game were virtually repealed by the poacher, just as many absurd revenue acts have been virtually repealed by the smuggler, so will this law be virtually repealed by piratical booksellers. At present the holder of copyright has the public feeling on his side. Those who invade copyright are regarded as knaves who take the bread out of the mouths of deserving men. Everybody is well pleased to see them restrained by the law, and compelled to refund their ill-gotten gains. No tradesman of good repute will have anything to do with such disgraceful transactions. Pass this law: and that feeling is at an end. Men very different from the present race of piratical booksellers will soon infringe this intolerable monopoly. Great masses of capital will be constantly employed in the violation of the law. Every art will be employed to evade legal pursuit; and the whole nation will be in the plot. On which side indeed should the public sympathy be when the question is whether some book as popular as Robinson Crusoe, or the Pilgrim's Progress, shall be in every cottage, or whether it shall be confined to the libraries of the rich for the advantage of the great-grandson of a bookseller who, a hundred years before, drove a hard bargain for the copyright with the author when in great distress? Remember too that, when once it ceases to be considered as wrong and discreditable to invade literary property, no person can say where the invasion will stop. The public seldom makes nice distinctions. The wholesome copyright which now exists will share in the disgrace and danger of the new copyright which you are about to create. And you will find that, in attempting to impose unreasonable restraints on the reprinting of the works of the dead, you have, to a great extent, annulled those restraints which now prevent men from pillaging and defrauding the living.'"

Macaulay, Thomas Babington. 1841. A SPEECH DELIVERED IN THE HOUSE OF COMMONS ON THE 5TH OF FEBRUARY 1841. yarchive.net/macaulay/copyright.html.


James, and All,

Thanks for this specific quote from Macaulay's speech from 1842 which describes today's situation around copyright and piracy so very aptly, - very prescient of him as well ... I'm glad, too, that Creative Commons' law in the information age has emerged to address these very issues ...

Enjoyed, too, Macaulay's use of the word 'virtually' in this 1842 paragraph you sent, per another, recent, ITatNS, Google Group thread on the 'virtual' ...

Thanks,
Scott

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Water vole: Richard Price's "Problem-Solving, and Kant’s Metaphor of the Light Dove in Flight," How to elicit qualities of 'loving bliss' neurophysiology (think MDMA, but naturally), when and as one wants?, Wiki, subject page for this at World University and School Enjoyed Kant's 'flight' metaphor, as well as the Robert Frost poem

Hi Richard (founder of Academia.edu and philosopher), 

Thanks for this great posting. 

"Problem-Solving, and Kant’s Metaphor of the Light Dove in Flight"

http://www.richardprice.io/post/57576984848/problem-solving-and-kants-metaphor-of-the-light-dove

How to elicit qualities of 'loving bliss' neurophysiology (think MDMA, but naturally), when and as one wants, like a cello bow stroke (by Ma playing Bach), or an on-off switch, or turning various dials for intensity, etc., are interesting questions I'm exploring, both in writing, as well as experientially. Here's a wiki, subject page for this at World University and School ... http://worlduniversity.wikia.com/wiki/Loving_Bliss_(eliciting_this_neurophysiology) ... (which is for open teaching and learning, and like Wikipedia with MIT OCW). Enjoyed Kant's 'flight' metaphor, as well as the Robert Frost poem. 

:)

Scott

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