[Yasmin_discussions] STEAM to STEM: redesigning science itself ? yes says sundar sarukkai

yasmilners
sundar sarukkai at NIAS
Bangalore sends this in response to our provocation that maybe in
steam to stem we need to think about redesigning science itself, both
the scientific method and the social embedding of science to meet the
situations of the 21st century= both the scientific method and its
social embedding have evolved over the centuries

as sundar notes- scientists are often allergic to any idea that
science itself needs redesigning


roger

Roger, I was very pleased to see this email you sent about the need to
redesign science and scientific method. This is a bigger problem in
India and has been so for quite some time. We are a unique country in
that our Constitution has 'scientific temper' as one of our
constitutional duties! Scientists have repeatedly misused this to save
the ordinary people from their 'blind beliefs' and 'superstition'. And
use this to ask for more funds for science. Recently some of them
organized a march for science which also recycled such uncritical
views on science. I wrote against this ideology in a national
newspaper - see
http://www.thehindu.com/opinion/op-ed/the-march-from-yesterday/article19459043.ece.
The scientists, especially those who organized the march, got furious
(expected trolls in the social media) and one of them wrote a
rejoinder in an online site called The Wire pedaling the same views.
I then wrote a response which set out the faults in that piece - see
https://thewire.in/167673/sundar-sarukkai-march-for-science-superstition-lynching/.
You might also find another response to this debate useful -
https://thewire.in/169521/march-for-science-superstitions-latour-salk/.

As we can clearly see, many of these scientists don't read about
science - Wikipedia and dictionaries are enough for them to understand
any concepts in the non-sciences but they would not allow any
non-scientist to talk about quantum physics or relativity based on
their reading of such material. (I must also add here that there were
many scientists who did not agree either with the rationale for the
march or with the naive scientistic responses but the larger national
narrative about science continues to be at this level.) You are also
very right about the other point you raised, namely, the scientific
community's reluctance to accept the social character of science. To
try and incite a dialogue around this, I wrote an editorial for
Current Science on the sociality of science but haven't managed to get
the scientists to react - see
http://www.currentscience.ac.in/Volumes/111/11/1731.pdf.

Glad you started this dialogue.

Thanks, sundar

7
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Re: [Yasmin_discussions] resurgence of polymathy ?

Anything of the sort taking place in Italy? Would definitely consider doing
a second PhD.

I'm coming from Arts, Science and Humanities. I don't know if that works.
No STEAM for me, just ASH to ASH.

At any rate, would very much be interested in being part of a research
network based in Italy.

Kind regards



On Wed, 30 Aug 2017 at 18:55, roger malina <rmalina@alum.mit.edu> wrote:

> yasminers
>
> margaret wertheim brings this academy for polymathic study at USC to
> our attention
>
> USC Sidney Harman Academy for Polymathic Study
> https://polymathic.usc.edu/about
> Located in its own quarters on the second floor of Doheny Memorial
> Library, the USC Sidney Harman Academy for Polymathic Study offers a
> series of conversational encounters intended to intensify polymathic
> (integrated interdisciplinary) awareness. Conversations and other
> forms of presentation will include faculty, junior faculty,
> postdoctoral scholars, graduate students, and undergraduates.
>
> They define their way of thinking through four quadrants:
>
> These discussions are anchored in and structured by the Four
> Quadrants of Polymathic Inquiry: critical and integrative thinking,
> study of the great polymaths, tapestry, and communication.
>
> an example of one of their projects
>
> Polymathic Labs
>
> Polymathy values different ways of learning, knowing, and being,
> ranging from the written word to various modes of embodiment and
> creative practice. A new initiative of the Academy, the Polymathic Lab
> will extend its integrative learning to the tactile and haptic,
> offering students a space for experimentation, play, and creative
> exploration. Through workshops on design, digital authoring, and other
> creative endeavors, we will explore the value of making to polymathic
> inquiry. A roster of visiting artists, designers, and makers will join
> us to expand our thinking about the potentials of polymathic practice.
>
> all best from Australia
> margaretw
> _______________________________________________
> Yasmin_discussions mailing list
> Yasmin_discussions@estia.media.uoa.gr
> http://estia.media.uoa.gr/mailman/listinfo/yasmin_discussions
>
> Yasmin URL: http://www.media.uoa.gr/yasmin
>
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>
--
G.H. Rabbath Ph.D.
writer | videographer | artist
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Re: [Yasmin_discussions] resurgence of polymathy ?

Briefly I have to agree with you Julia. So many of the courses on my CDASH website are not the arts inserted into STEM, but a true "marriage' of two disciplines with no direction (not one inserted into the other - and without one in superiority over the other). Polymathy implies an equivalence of disciplines that STEM to STEAM does not. I have heard one colleague object to STEM to STEAM because it puts the arts in "service" of the STEM disciplines, rather than acknowledging its clear power to stand on its own and in conjunction with other subjects.


Kathryn Evans, Ph.D.

Vocal and Choral Music

School of Arts and Humanities

University of Texas at Dallas

800 W Campbell Rd

Richardson, TX 75080

kcevans@utdallas.edu<mailto:kcevans@utdallas.edu>

http://www.utdallas.edu/atec/cdash/

________________________________
From: yasmin_discussions-bounces@estia.media.uoa.gr <yasmin_discussions-bounces@estia.media.uoa.gr> on behalf of Julia Buntaine <julia.buntaine@gmail.com>
Sent: Wednesday, August 30, 2017 1:19:14 PM
To: YASMIN DISCUSSIONS
Subject: Re: [Yasmin_discussions] resurgence of polymathy ?

I think the idea of promoting polymathy-type learning and education cuts
out a lot of confusion when it comes to STEAM education, and has the same
outcome of emphasizing a well-rounded education.

The issue, for me, with the acronym STEAM is that it not only leaves out
disciplines of value by name (though they may be there by implication, like
design, or humanities other than art), it also stands a bit in opposition
to the STEM educational movement. Like so many issues in this world, this
may come down to a choice in terminology - we can stop pitting STEM vs
STEAM and promote polymathy as something which supports and fosters both.
Additionally, some mistake STEAM as meaning that you have to engage in
every discipline equally to do it right - this misses the mark a bit,
mostly because it's unrealistic to typical human interest and behavior
(most people are not interested in everything, all at once). Polymathy is
more general - know a bit about everything, leaving room to know a lot
about a few things.

It's important to remember, in my opinion, that there's nothing wrong with
choosing to study one thing and become one thing. We will always need
people to hyperspecialize - a certain type of work gets done that way.
However, there are great benefits to being at least a bit well-rounded (as
we all would agree). Polymathy supports this notion without bringing in the
confusion of incomplete acronyms.

There was a polymath retreat I heard about through a colleague (Monica
Lopez-Gonzalez) through the Imagination Institute - there does not seem to
be information about it online yet, but the institute seems to support this
type of polymathic work generally: http://imagination-institute.org/



*Julia Buntaine*
*Neuroscience-based art: www.JuliaBuntaine.com<http://www.JuliaBuntaine.com>
<http://www.juliabuntaine.com>*

*Adjunct, Innovator-in-Residence at Rutgers UniversityDirector at SciArt
Center <http://www.sciartcenter.org>*
*Editor-in-Chief of SciArt Magazine <http://www.sciartmagazine.com>*


On Wed, Aug 30, 2017 at 12:54 PM, roger malina <rmalina@alum.mit.edu> wrote:

> yasminers
>
> margaret wertheim brings this academy for polymathic study at USC to
> our attention
>
> USC Sidney Harman Academy for Polymathic Study
> https://polymathic.usc.edu/about
> Located in its own quarters on the second floor of Doheny Memorial
> Library, the USC Sidney Harman Academy for Polymathic Study offers a
> series of conversational encounters intended to intensify polymathic
> (integrated interdisciplinary) awareness. Conversations and other
> forms of presentation will include faculty, junior faculty,
> postdoctoral scholars, graduate students, and undergraduates.
>
> They define their way of thinking through four quadrants:
>
> These discussions are anchored in and structured by the Four
> Quadrants of Polymathic Inquiry: critical and integrative thinking,
> study of the great polymaths, tapestry, and communication.
>
> an example of one of their projects
>
> Polymathic Labs
>
> Polymathy values different ways of learning, knowing, and being,
> ranging from the written word to various modes of embodiment and
> creative practice. A new initiative of the Academy, the Polymathic Lab
> will extend its integrative learning to the tactile and haptic,
> offering students a space for experimentation, play, and creative
> exploration. Through workshops on design, digital authoring, and other
> creative endeavors, we will explore the value of making to polymathic
> inquiry. A roster of visiting artists, designers, and makers will join
> us to expand our thinking about the potentials of polymathic practice.
>
> all best from Australia
> margaretw
> _______________________________________________
> Yasmin_discussions mailing list
> Yasmin_discussions@estia.media.uoa.gr
> http://estia.media.uoa.gr/mailman/listinfo/yasmin_discussions
>
> Yasmin URL: http://www.media.uoa.gr/yasmin
>
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> http://yasminlist.blogspot.com/
>
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Re: [Yasmin_discussions] resurgence of polymathy ?

I think the idea of promoting polymathy-type learning and education cuts
out a lot of confusion when it comes to STEAM education, and has the same
outcome of emphasizing a well-rounded education.

The issue, for me, with the acronym STEAM is that it not only leaves out
disciplines of value by name (though they may be there by implication, like
design, or humanities other than art), it also stands a bit in opposition
to the STEM educational movement. Like so many issues in this world, this
may come down to a choice in terminology - we can stop pitting STEM vs
STEAM and promote polymathy as something which supports and fosters both.
Additionally, some mistake STEAM as meaning that you have to engage in
every discipline equally to do it right - this misses the mark a bit,
mostly because it's unrealistic to typical human interest and behavior
(most people are not interested in everything, all at once). Polymathy is
more general - know a bit about everything, leaving room to know a lot
about a few things.

It's important to remember, in my opinion, that there's nothing wrong with
choosing to study one thing and become one thing. We will always need
people to hyperspecialize - a certain type of work gets done that way.
However, there are great benefits to being at least a bit well-rounded (as
we all would agree). Polymathy supports this notion without bringing in the
confusion of incomplete acronyms.

There was a polymath retreat I heard about through a colleague (Monica
Lopez-Gonzalez) through the Imagination Institute - there does not seem to
be information about it online yet, but the institute seems to support this
type of polymathic work generally: http://imagination-institute.org/



*Julia Buntaine*
*Neuroscience-based art: www.JuliaBuntaine.com
<http://www.juliabuntaine.com>*

*Adjunct, Innovator-in-Residence at Rutgers UniversityDirector at SciArt
Center <http://www.sciartcenter.org>*
*Editor-in-Chief of SciArt Magazine <http://www.sciartmagazine.com>*


On Wed, Aug 30, 2017 at 12:54 PM, roger malina <rmalina@alum.mit.edu> wrote:

> yasminers
>
> margaret wertheim brings this academy for polymathic study at USC to
> our attention
>
> USC Sidney Harman Academy for Polymathic Study
> https://polymathic.usc.edu/about
> Located in its own quarters on the second floor of Doheny Memorial
> Library, the USC Sidney Harman Academy for Polymathic Study offers a
> series of conversational encounters intended to intensify polymathic
> (integrated interdisciplinary) awareness. Conversations and other
> forms of presentation will include faculty, junior faculty,
> postdoctoral scholars, graduate students, and undergraduates.
>
> They define their way of thinking through four quadrants:
>
> These discussions are anchored in and structured by the Four
> Quadrants of Polymathic Inquiry: critical and integrative thinking,
> study of the great polymaths, tapestry, and communication.
>
> an example of one of their projects
>
> Polymathic Labs
>
> Polymathy values different ways of learning, knowing, and being,
> ranging from the written word to various modes of embodiment and
> creative practice. A new initiative of the Academy, the Polymathic Lab
> will extend its integrative learning to the tactile and haptic,
> offering students a space for experimentation, play, and creative
> exploration. Through workshops on design, digital authoring, and other
> creative endeavors, we will explore the value of making to polymathic
> inquiry. A roster of visiting artists, designers, and makers will join
> us to expand our thinking about the potentials of polymathic practice.
>
> all best from Australia
> margaretw
> _______________________________________________
> Yasmin_discussions mailing list
> Yasmin_discussions@estia.media.uoa.gr
> http://estia.media.uoa.gr/mailman/listinfo/yasmin_discussions
>
> Yasmin URL: http://www.media.uoa.gr/yasmin
>
> SBSCRIBE: click on the link to the list you wish to subscribe to. In the
> page that will appear ("info page"), enter e-mail address, name, and
> password in the fields found further down the page.
> HOW TO UNSUBSCRIBE: on the info page, scroll all the way down and enter
> your e-mail address in the last field. Enter password if asked. Click on
> the unsubscribe button on the page that will appear ("options page").
> TO ENABLE / DISABLE DIGEST MODE: in the options page, find the "Set Digest
> Mode" option and set it to either on or off.
> If you prefer to read the posts on a blog go to
> http://yasminlist.blogspot.com/
>
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[Yasmin_discussions] resurgence of polymathy ?

yasminers

margaret wertheim brings this academy for polymathic study at USC to
our attention

USC Sidney Harman Academy for Polymathic Study
https://polymathic.usc.edu/about
Located in its own quarters on the second floor of Doheny Memorial
Library, the USC Sidney Harman Academy for Polymathic Study offers a
series of conversational encounters intended to intensify polymathic
(integrated interdisciplinary) awareness. Conversations and other
forms of presentation will include faculty, junior faculty,
postdoctoral scholars, graduate students, and undergraduates.

They define their way of thinking through four quadrants:

These discussions are anchored in and structured by the Four
Quadrants of Polymathic Inquiry: critical and integrative thinking,
study of the great polymaths, tapestry, and communication.

an example of one of their projects

Polymathic Labs

Polymathy values different ways of learning, knowing, and being,
ranging from the written word to various modes of embodiment and
creative practice. A new initiative of the Academy, the Polymathic Lab
will extend its integrative learning to the tactile and haptic,
offering students a space for experimentation, play, and creative
exploration. Through workshops on design, digital authoring, and other
creative endeavors, we will explore the value of making to polymathic
inquiry. A roster of visiting artists, designers, and makers will join
us to expand our thinking about the potentials of polymathic practice.

all best from Australia
margaretw
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[Yasmin_discussions] steam: resurgence of an old idea : polymathy

yasminers

as i was visiting colleagues this summer i became aware of a
resurgence of an old
word : polymathy--- it has an advantages over the us centric term of
"stem to steam"

eg discussed in: Experiences in Liberal Arts and Science Education
from America, Europe, and Asia
A Dialogue across Continents
Editors:William C. Kirby, Marijk C. van der Wende
ISBN: 978-1-349-94891-8 (Print) 978-1-349-94892-5

carl gombrich in his pitch frames it in a way somilar to IDEO and
other design professionals
and companies call for "T shaped" individuals

Polymathy, New Generalism, and the Future of Work: A Little Theory and
Some Practice from UCL's Arts and Sciences Degree
Carl Gombrich
https://link.springer.com/chapter/10.1057/978-1-349-94892-5_6
Abstract

It is a truism that we are at the beginning of a revolution, one that
is driven principally by technology but also involves other factors
such as globalization and problems of planetary scope. Graduate work,
too, is changing. More nations are becoming knowledge economies in
which services dominate and attributes such as creativity,
flexibility, and collegiality are valued in white-collar and
professional jobs at least as much as academic subject knowledge.

This chapter sketches a trajectory of higher education in its relation
to employment and argues that we see a re-emergence of polymathy and
generalism as both valued educational ambitions and central to the
future of work. Examples of University College London Arts and
Sciences student profiles are given and experiences of graduate
recruitment examined.

at our own university of texas we find this approach to polymathy:

UT Austin's Polymathic Scholars Program:
https://cns.utexas.edu/images/CNS/PS_text_documents/PS_Handbook_9_15_2014_V1.pdf

do yasminers know of other polymathy approaches ?

roger malina

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[Yasmin_discussions] Communicating Space Activities Using Visual Stories

colleagues

this may be of interest to you = as part of the diversity of stem to
steam activities
=but note that story telling is thought of as a way to communicate
with the 'public
as i have been arguing we also need steam to stem= or how to redesign science
itself-both the scientific method and the cultural embedding of science

as i have mentioned on this list-within the scientific method =
concepts of causality
have been evolving- eg a simulation of a complex phenomena is getting the
status of an explanation- but what is a simulation but a narrative story !

Communicating Space Activities Using Visual Stories
\
http://spacegeneration.org/event/sgc/space-generation-congress-2017/144-sgc/sgc-2017/2043-communication-workshop-iac-2017.html

________________________________

Sunday, 24 September 2017

Location: Adelaide Convention Centre, Room TBD

Schedule: 10:00-16:00

Participants: 30 people



About the Event

________________________________

On the Sunday prior to the 68th International Astronautical Congress
(IAC), SGAC will be organizing a workshop on visual communications and
storytelling as a means of communicating space activities.

The aim of the workshop is to unearth the creative potential of those
active in the space industry, and familiarize space professionals with
visual media tools, and different types of art that could be used to
communicate ideas and concepts from the space sector to different
stakeholders including the general public. This workshop also aims to
bring together a network of individuals interested in art/science,
communication storytelling and social engagement to help share ideas
and develop new collaborations.

http://spacegeneration.org/event/sgc/space-generation-congress-2017/144-sgc/sgc-2017/2043-communication-workshop-iac-2017.html
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Re: [Yasmin_discussions] James Catterall STEAM exemplar ?

Thank you Roger for letting us know that James Catterall is no longer. I am sorry to hear this news.
I hope you are well out of the way of the hurricane.
Stephen and I saw the total eclipse with John Vallerga near Jackson Hole. Unforgettable vision. The slow passage of the lunar shadow swallowing the sun. The dense black disc ringed with fire and that extraordinary descent of temperature. Darkness.
Where were you?
Warm regards
Liliane

Sent from my iPhone

> On 25 Aug 2017, at 14:20, roger malina <rmalina@alum.mit.edu> wrote:
>
> yasminers
>
> thought i would bring to your attention the passing of an important
> figure in the contempary steam discussion
>
> roger malina
> Friday, August 25, 2017
> from
> http://www.americansforthearts.org/news-room/art-in-the-news/americans-for-the-arts-celebrates-the-life-work-and-impact-of-dr-james-catterall
>
>
> Dr. James Catterall, Professor Emeritus and past Chair of the Faculty
> at the UCLA Graduate School of Education and Information Studies at
> the University of California – Los Angeles (UCLA), founder of the
> Centers for Research on Creativity (CRoC), and author of Doing Well
> and Doing Good by Doing Art: The Effects of Education in the Visual
> and Performing Arts on the Achievements and Values of Young Adults
> passed away on Wednesday, August 23, 2017.
>
> Professor Catterall built his career on the inquiry of creativity and
> produced pervasive works that fueled the advancement of arts and arts
> education friendly policies in the United States and around the world.
> His seminal piece of work, Doing Well and Doing Good by Doing Art was
> published in 2009 and has been used by advocates in their efforts to
> ensure equitable access to arts education for every student. The
> research conducted a longitudinal study of middle schoolers who were
> exposed to quality arts education and tracked them into early
> adulthood, strongly connecting arts learning with both general
> academic success and prosocial outcomes.
>
> Professor Catterall regularly engaged with members of the field of
> arts education to pursue important research questions about the impact
> of arts education, including the National Endowment for the Arts, the
> Arts Education Partnership, members of Americans for the Arts such as
> Inner City Arts, Get Lit, and the Educational Theatre Association, and
> authored a piece with Americans for the Arts in 1999: "Involvement in
> the Arts and Success in Secondary School." He has also been a speaker
> at many of Americans for the Arts' events.
>
>
>>>>>
>
> http://www.americansforthearts.org/news-room/art-in-the-news/americans-for-the-arts-celebrates-the-life-work-and-impact-of-dr-james-catterall
>
> _______________________________________________
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>
> Yasmin URL: http://www.media.uoa.gr/yasmin
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[Yasmin_discussions] James Catterall STEAM exemplar ?

yasminers

thought i would bring to your attention the passing of an important
figure in the contempary steam discussion

roger malina
Friday, August 25, 2017
from
http://www.americansforthearts.org/news-room/art-in-the-news/americans-for-the-arts-celebrates-the-life-work-and-impact-of-dr-james-catterall

Dr. James Catterall, Professor Emeritus and past Chair of the Faculty
at the UCLA Graduate School of Education and Information Studies at
the University of California – Los Angeles (UCLA), founder of the
Centers for Research on Creativity (CRoC), and author of Doing Well
and Doing Good by Doing Art: The Effects of Education in the Visual
and Performing Arts on the Achievements and Values of Young Adults
passed away on Wednesday, August 23, 2017.

Professor Catterall built his career on the inquiry of creativity and
produced pervasive works that fueled the advancement of arts and arts
education friendly policies in the United States and around the world.
His seminal piece of work, Doing Well and Doing Good by Doing Art was
published in 2009 and has been used by advocates in their efforts to
ensure equitable access to arts education for every student. The
research conducted a longitudinal study of middle schoolers who were
exposed to quality arts education and tracked them into early
adulthood, strongly connecting arts learning with both general
academic success and prosocial outcomes.

Professor Catterall regularly engaged with members of the field of
arts education to pursue important research questions about the impact
of arts education, including the National Endowment for the Arts, the
Arts Education Partnership, members of Americans for the Arts such as
Inner City Arts, Get Lit, and the Educational Theatre Association, and
authored a piece with Americans for the Arts in 1999: "Involvement in
the Arts and Success in Secondary School." He has also been a speaker
at many of Americans for the Arts' events.

>>>>

http://www.americansforthearts.org/news-room/art-in-the-news/americans-for-the-arts-celebrates-the-life-work-and-impact-of-dr-james-catterall

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Re: [Yasmin_discussions] STEAM to STEM: art, anxiety, and the rapport sector

Hi Scott,

Thanks for the tip about your book launch, which is well timed for this discussion! The Amazon description and reviews imply that the book's argument is that business innovation comes from "fuzzies" rather than "techies." So I assume that claim is not what one of the false narrative you allude to below.

I'm curious: does your experience in Silicon Valley and venture capital contradict Aubry's claims about the precarity of liberal arts majors in STEM fields?

jon

> On Aug 22, 2017, at 3:58 PM, HartleyGlobal <scott@hartleyglobal.com <mailto:scott@hartleyglobal.com>> wrote:
>
> Hi Jon,
>
> I also wrote a book on this subject which you may enjoy. It came out in April. Unlike Anders I also worked at Google, Facebook and as a venture capitalist and can attest to the false narratives and value of merging liberal arts with basic technical literacy. All the best,
>
> Scott
>
> --
> Scott Hartley
> The Fuzzy and the Techie
> http://Bit.ly/FuzzyTechie <https://www.amazon.com/Fuzzy-Techie-Liberal-Digital-World/dp/0544944771/ref=as_li_ss_tl?ie=UTF8&qid=1475589174&sr=8-1&keywords=fuzzy+techie&linkCode=ll1&tag=hartglob0c-20&linkId=b0ef603fdbf9b2153806d74732db3306>
>
> On Aug 22, 2017, at 09:21, Jon Ippolito <jippolito@maine.edu <mailto:jippolito@maine.edu>> wrote:
>
>> Yasminers,
>>
>> Cheers from sunny Maine, where I'm helping to organize October's 2017 Digital Humanities Week on the theme of STEM to STEAM (more on that later).
>>
>> The question Roger raises of whether the culture of science can be enriched by incorporating artists and their ways of thinking has of course a parallel in the tech sector. Can the companies of Silicon Valley can be enlightened by hiring liberal arts majors? Recent months have seen a spate of articles and books on the rise of the "rapport sector," where poets have the edge over engineers:
>>
>> * STEM or STEAM? Tech Firms See Ties Between the Liberal Arts and Long-Term Success [1]
>>
>> * George Anders, You Can Do Anything: The Surprising Power of a "Useless" Liberal Arts Education [2]
>>
>> * Randall Stross, A Practical Education: Why Liberal Arts Majors Make Great Employees [3]
>>
>> In his New York Times book review "Don't Panic, Liberal Arts Majors. The Tech World Wants You," Timothy Aubry looks behind the buoyant messages of these cheerleaders and discerns a deep anxiety that the value of a liberal arts education portends for the future:
>>
>> "The reality that apparently favors liberal arts majors is precisely what makes the current job market so forbidding: extreme precariousness. Trained to be flexible and adaptable, these students are well equipped, according to Anders, to navigate an unstable job market, where companies, fields and sometimes whole industries rise and fall at a nauseating clip, where automation is rendering once coveted skills redundant and where provisional short-term jobs, freelance assignments, part-time gigs, unpaid internships and self-employment are replacing long-term, full-time salaried positions that include rights and benefits protected by unions." [4]
>>
>> While Stanford liberal arts majors may eventually earn $2000 more per year than their classmates with STEM degrees, Aubry asks whether this means only upper-class kids can afford liberal arts degrees, given the extra career time it takes them to find gainful employment.
>>
>> As a misfit who jumped from a STEM B.A to an Arts MFA, I see that the combination served me well in retrospect. At the same time, I can't imagine anyone (including myself) replicating the brownian motion that got me from my post-graduate catering gigs to a tenured professorship. For me the goal of being an artist was not to make a paycheck but to make a certain kind of life for myself.
>>
>> If we could overcome the class issues, I suppose that's why I would like to see artists breathe more humanity into high-tech firms. NBC recently reported a study claiming the solar eclipse would cost America $700 million in lost productivity. I was pleased to see this retort from a Twitter user by the name of Lipstick Socialist:
>>
>> "God fucking forbid anyone look around and notice the natural world when they're supposed to be making the boss richer."
>>
>> Artists remind us to look around and notice the world.
>>
>> jon
>> ______________________________
>> Jon Ippolito
>> Professor and Program Coordinator, New Media
>> Co-director, Still Water
>> Director, Digital Curation graduate program
>> Does Anyone Actually Read These Titles
>> The University of Maine
>> @jonippolito
>>
>> 1. https://qz.com/1034720/tech-firms-are-forgetting-about-stem-and-focusing-on-steam <https://qz.com/1034720/tech-firms-are-forgetting-about-stem-and-focusing-on-steam>
>> 2. https://www.amazon.com/You-Can-Anything-Surprising-Education/dp/0316548804 <https://www.amazon.com/You-Can-Anything-Surprising-Education/dp/0316548804>
>> 3. https://www.amazon.com/Practical-Education-Liberal-Majors-Employees/dp/080479748X <https://www.amazon.com/Practical-Education-Liberal-Majors-Employees/dp/080479748X>
>> 4. https://www.nytimes.com/2017/08/21/books/review/you-can-do-anything-george-anders-liberal-arts-education.html <https://www.nytimes.com/2017/08/21/books/review/you-can-do-anything-george-anders-liberal-arts-education.html>
>>
>>> On Aug 16, 2017, at 7:52 AM, roger malina <rmalina@alum.mit.edu <mailto:rmalina@alum.mit.edu>> wrote:
>>
>>> In an earlier yasmin discussion post I presented a provocation that we
>>> need to think of stem to steam in the other direction or STEAM to
>>> STEM- and specifically how the arts, design and humanities can work
>>> with stem to redesign science itself, both the scientific method and
>>> the way science is embedded in society.
>>
>>
>> _______________________________________________
>> Yasmin_discussions mailing list
>> Yasmin_discussions@estia.media.uoa.gr <mailto:Yasmin_discussions@estia.media.uoa.gr>
>> http://estia.media.uoa.gr/mailman/listinfo/yasmin_discussions <http://estia.media.uoa.gr/mailman/listinfo/yasmin_discussions>
>>
>> Yasmin URL: http://www.media.uoa.gr/yasmin <http://www.media.uoa.gr/yasmin>
>>
>> SBSCRIBE: click on the link to the list you wish to subscribe to. In the page that will appear ("info page"), enter e-mail address, name, and password in the fields found further down the page.
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[Yasmin_discussions] STEAM to STEM: art, anxiety, and the rapport sector

Yasminers,

Cheers from sunny Maine, where I'm helping to organize October's 2017 Digital Humanities Week on the theme of STEM to STEAM (more on that later).

The question Roger raises of whether the culture of science can be enriched by incorporating artists and their ways of thinking has of course a parallel in the tech sector. Can the companies of Silicon Valley can be enlightened by hiring liberal arts majors? Recent months have seen a spate of articles and books on the rise of the "rapport sector," where poets have the edge over engineers:

* STEM or STEAM? Tech Firms See Ties Between the Liberal Arts and Long-Term Success [1]

* George Anders, You Can Do Anything: The Surprising Power of a "Useless" Liberal Arts Education [2]

* Randall Stross, A Practical Education: Why Liberal Arts Majors Make Great Employees [3]

In his New York Times book review "Don't Panic, Liberal Arts Majors. The Tech World Wants You," Timothy Aubry looks behind the buoyant messages of these cheerleaders and discerns a deep anxiety that the value of a liberal arts education portends for the future:

"The reality that apparently favors liberal arts majors is precisely what makes the current job market so forbidding: extreme precariousness. Trained to be flexible and adaptable, these students are well equipped, according to Anders, to navigate an unstable job market, where companies, fields and sometimes whole industries rise and fall at a nauseating clip, where automation is rendering once coveted skills redundant and where provisional short-term jobs, freelance assignments, part-time gigs, unpaid internships and self-employment are replacing long-term, full-time salaried positions that include rights and benefits protected by unions." [4]

While Stanford liberal arts majors may eventually earn $2000 more per year than their classmates with STEM degrees, Aubry asks whether this means only upper-class kids can afford liberal arts degrees, given the extra career time it takes them to find gainful employment.

As a misfit who jumped from a STEM B.A to an Arts MFA, I see that the combination served me well in retrospect. At the same time, I can't imagine anyone (including myself) replicating the brownian motion that got me from my post-graduate catering gigs to a tenured professorship. For me the goal of being an artist was not to make a paycheck but to make a certain kind of life for myself.

If we could overcome the class issues, I suppose that's why I would like to see artists breathe more humanity into high-tech firms. NBC recently reported a study claiming the solar eclipse would cost America $700 million in lost productivity. I was pleased to see this retort from a Twitter user by the name of Lipstick Socialist:

"God fucking forbid anyone look around and notice the natural world when they're supposed to be making the boss richer."

Artists remind us to look around and notice the world.

jon
______________________________
Jon Ippolito
Professor and Program Coordinator, New Media
Co-director, Still Water
Director, Digital Curation graduate program
Does Anyone Actually Read These Titles
The University of Maine
@jonippolito

1. https://qz.com/1034720/tech-firms-are-forgetting-about-stem-and-focusing-on-steam
2. https://www.amazon.com/You-Can-Anything-Surprising-Education/dp/0316548804
3. https://www.amazon.com/Practical-Education-Liberal-Majors-Employees/dp/080479748X
4. https://www.nytimes.com/2017/08/21/books/review/you-can-do-anything-george-anders-liberal-arts-education.html

> On Aug 16, 2017, at 7:52 AM, roger malina <rmalina@alum.mit.edu> wrote:

> In an earlier yasmin discussion post I presented a provocation that we
> need to think of stem to steam in the other direction or STEAM to
> STEM- and specifically how the arts, design and humanities can work
> with stem to redesign science itself, both the scientific method and
> the way science is embedded in society.

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[Yasmin_discussions] STEAM or not ?? UK Research and Innovation- UKRI - a strong focus on collaborative working

paul (brown)

thanks for sending this to the STEAM discussion

their list of participating agencies includes Arts and Humanities
Research Council (AHRC)
http://www.ukri.org/our-organisations/
interestingly they say

"A primary role of UK Research and Innovation is to fund research into
science, technology, humanities, social science and innovation.

We will maximise impact from the research we fund, with three key
strategic strands:

We will push the frontiers of human knowledge
We will deliver economic impact and create better jobs
We will create social impact by supporting our society to become
stronger, healthier and more resilient."

not sure if their definition of humanities includes art and design or not !

does anyone know more

roger malina

From: Paul Brown <paul@paul-brown.com>
Date: Wed, Aug 16, 2017 at 6:54 AM
Subject: [Yasmin: UK Research and Innovation- UKRI - a strong focus on
collaborative working
To: YASMIN Announce <yasmin_announcements@estia.media.uoa.gr>

I'm not sure but the term 'collaborative working' below refers to STEM
and not STEAM - does anyone know more? As always my jaded opinion is
that this is possibly no more than a cost-cutting measure with some
topical flag-flying rhetoric to sweeten.

"In 2018, EPSRC will join forces with the other UK Research Councils,
Innovate UK and Research England to form a new single body, UK
Research and Innovation (UKRI), which will have a strong focus on
collaborative working."

http://www.ukri.org

UK Research and Innovation
Operating across the whole of the UK with a combined budget of more
than £6 billion, UK Research and Innovation will bring together the
seven Research Councils, Innovate UK and a new organisation, Research
England. Research England will work closely with its partner
organisations in the devolved administrations.

Our ambition is to be the best research and innovation agency in the
world. We will ensure that the UK maintains our world-leading research
and innovation position by creating a system that maximises the
contribution of each of the component parts and creates the best
environment for research and innovation to flourish.

====
Paul Brown
http://www.paul-brown.com == http://www.brown-and-son.com
UK Mobile +44 (0)794 104 8228
Skype paul-g-brown
====
Honorary Visiting Professor - Sussex University
http://www.cogs.susx.ac.uk/ccnr/research/creativity.html
====

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Re: [Yasmin_discussions] Let's start with drawing and writing

paul
yes indeed=this underlies the embodied cognition arguements- (eg the
limited research that shows that people who take handwritten notes
remember more than those that type)

ernest edmonds and linda candy with the creativity and cognition
arguments have emphasised the important of drawing and skethchin see
for instance

Abstract: In this paper, the authors describe how the design thinking
process can be represented drawing upon on a review of recent studies
of design practice and designer creativity. The representation of
creative design and how the resulting models can be applied to the
design of computer support systems and to design education are
discussed significant research, which has represented design thinking,
was examined. One approach to design thinking is to extract the
features of the designers' strategic knowledge, for which comparative
studies between expert designers and novices are useful. Also,
controlled experimental studies may be adopted in order to understand
the nature of the idea generation process. Candy ª s model of the
technologists' contribution to human creativity is intended to assist
the design of computer supported creativity. Another important
research area is focused on time lines in the design thinking process
and Lawson has described such processes in terms of parallel lines of
thought. From research by Nagai and Noguchi into design thinking as a
transformation process from keywords into images, a thinking-path
model has been proposed. Finally, the methods of research and
representation of design thinking in order to gain a deeper
understanding of the designers' creativity are proposed. The authors
point out the importance of drawing upon different research approaches
from cognitive science to design thinking, as well as knowledge from
neurological science and computational modeling all of which are
required for future research developments in design science

for a contrarian view see simon penny

In Making Sense, Simon Penny proposes that internalist conceptions of
cognition have minimal purchase on embodied cognitive practices. Much
of the cognition involved in arts practices remains invisible under
such a paradigm. Penny argues that the mind-body dualism of Western
humanist philosophy is inadequate for addressing performative
practices. Ideas of cognition as embodied and embedded provide a basis
for the development of new ways ofspeaking about the embodied and
situated intelligences of the arts. Penny argues this perspective is
particularly relevant to media arts practices.

Penny takes a radically interdisciplinary approach, drawing on
philosophy, biology, psychology, cognitive science, neuroscience,
cybernetics, artificial intelligence, critical theory, and other
fields. He argues that computationalist cognitive rhetoric, with its
assumption of mind-body (and software-hardware) dualism, cannot
account for the quintessentially performative qualities of arts
practices. He reviews post-cognitivist paradigms including situated,
distributed, embodied, and enactive, and relates these to discussions
of arts and cultural practices in general.

Penny emphasizes the way real time computing facilitates new
modalities of dynamical, generative and interactive arts practices. He
proposes that conventional aesthetics (of the plastic arts) cannot
address these new forms and argues for a new "performative
aesthetics." Viewing these practices from embodied, enactive, and
situated perspectives allows us to recognize the embodied and
performative qualities of the "intelligences of the arts."

roger

On Fri, Aug 18, 2017 at 5:35 PM, Paul Fishwick <metaphorz@gmail.com> wrote:
> Roger:
> I like your ideas regarding social practice that results in greater collaboration. I've been
> promoting the concept of arts knowledge and practice as being a way to foster better
> STEM education.
> The arts (creative, design, and liberal) rely on a focus on attention (arts appreciation)
> and natural language: in summary, drawing and writing. Through drawing and writing,
> it is possible to learn modeling of knowledge (concept maps, semantic nets, logic),
> modeling of space (geometry, shape) and time (dynamics, systems). My students come
> from both Computer Science and the Arts (ATEC). To educate students on
> modeling, it makes sense to start with intuitive forms of communication—the written
> word and drawing (or taking photographs with the cellphone). Stepping stones are
> inserted to create pathways from artifacts such as a document with writing and drawing
> to complex model structures. It takes many stones, but there are paths.
> -paul
>
> Paul Fishwick, PhD
> Distinguished University Chair of Arts, Technology, and Emerging Communication
> Professor of Computer Science
> Director, Creative Automata Laboratory
> The University of Texas at Dallas
> Arts & Technology
> 800 West Campbell Road, AT10
> Richardson, TX 75080-3021
> Home: utdallas.edu/atec/fishwick
> Blog 1: medium.com/@metaphorz
>

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[Yasmin_discussions] Let's start with drawing and writing

Roger:
I like your ideas regarding social practice that results in greater collaboration. I've been
promoting the concept of arts knowledge and practice as being a way to foster better
STEM education.
The arts (creative, design, and liberal) rely on a focus on attention (arts appreciation)
and natural language: in summary, drawing and writing. Through drawing and writing,
it is possible to learn modeling of knowledge (concept maps, semantic nets, logic),
modeling of space (geometry, shape) and time (dynamics, systems). My students come
from both Computer Science and the Arts (ATEC). To educate students on
modeling, it makes sense to start with intuitive forms of communication—the written
word and drawing (or taking photographs with the cellphone). Stepping stones are
inserted to create pathways from artifacts such as a document with writing and drawing
to complex model structures. It takes many stones, but there are paths.
-paul

Paul Fishwick, PhD
Distinguished University Chair of Arts, Technology, and Emerging Communication
Professor of Computer Science
Director, Creative Automata Laboratory
The University of Texas at Dallas
Arts & Technology
800 West Campbell Road, AT10
Richardson, TX 75080-3021
Home: utdallas.edu/atec/fishwick
Blog 1: medium.com/@metaphorz

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[Yasmin_discussions] STEAM to STEM: the commons and open science movements, Ghent and Charles Babbage

yasminers

In an earlier yasmin discussion post I presented a provocation that we
need to think of stem to steam in the other direction or STEAM to
STEM- and specifically how the arts, design and humanities can work
with stem to redesign science itself, both the scientific method and
the way science is embedded in society.

At the risk of exciting Frieder Nake again with a meta level
discussion ( thanks frieder !)( i think there are practical things we
can work on here)- i thought i would expand on the redesign of the
societal contextualising of science. I referred for instance to Helga
Nowotny, former President of the European Research Council called for
development of a 'socially robust science', where the public was
actively engaged in the doing and decision making of science.

When I was working at the Berkeley Space Science Lab, a colleague of
mine was Dan Wertheimer who was part of the group that created the
"SETI at HOME" project, which triggered the vibrant and growing
citizen science and open science community- which I think is a clear
response to Jean Marc Levy Leblond call for the reinvention of the
'amateur'.( http://yasminlist.blogspot.fr/2017/07/yasmindiscussions-mediterranean.html
)

Levy-Leblond's advocacy of a new amateur connects to Bernard Stiegler
(http://revel.unice.fr/alliage/index.html?id=3272 ) who argued for the
term French term "amatorat' rather than 'amateur" to cover the whole
range of new engaged citizen activities from citizen science, to
hacker and maker culture, to patient and environmental monitoring
groups and in the US the STEM to STEAM movement. In a very real sense
the advocacy of a broadened concept of smart, STEM enabled, citizens
is one element of a response to Nowotny's call for socially robust
science (http://spp.oxfordjournals.org/content/30/3/151.abstract ).

What has triggered this email- on how the arts, design and humanities
can contribute to the redesign of scientific culture throughthe
growing "commons" movement ( see for instance what the city of Ghent
is doing) below and a recent workshop creating an urban commons. I
also attended a workshop co directed by David Bollier who is a leading
advocate of 'commoning" http://www.bollier.org/ - which rethinks the
early internet euphoria about connecting everyone to everyone in a
global village ( yes roy ascott, maybe the emerging planetary
consciousness is more like a planetary delirium..). The peer to peer,
open source, creative commons movements are alive and well and could
be part of a STEAM to STEM to redesign science itself ?

for more discussion with the connection to Charles Babbage see:
http://malina.diatrope.com/2017/08/16/steam-to-stem-open-science-commoning-and-getting-help-from-charles-babbage/

roger malina
here is the Ghent announcement

From: P2P Foundation
Ghent's Quick Rise as a Sustainable, Commons-Based Sharing City

Shareable posted: "Maira Sutton: A renewable energy cooperative, a
community land trust, and a former church building publicly-controlled
and used by nearby residents — these are just a few examples of about
500 urban commons projects that are thriving in the Flemish city o"

New post on P2P Foundation

Ghent's Quick Rise as a Sustainable, Commons-Based Sharing City

by Shareable

Maira Sutton: A renewable energy cooperative, a community land trust,
and a former church building publicly-controlled and used by nearby
residents — these are just a few examples of about 500 urban commons
projects that are thriving in the Flemish city of Ghent in Belgium. A
new research report shows that within the last 10 years, the city has
seen a ten-fold increase in local commons initiatives. The report
defines commons as any "shared resource, which is co-owned or
co-governed by a community of users and stakeholders, under the rules
and norms of that community."

With a population of less than 250,000, Ghent is sizably smaller than
the other, more well-known Sharing Cities such as Seoul and Barcelona.
But this report shows how it is quickly becoming a hub of some of the
most innovative urban commons projects that exist today.

The study was commissioned and financed by Ghent city officials who
were keen to understand how they could support more commons-based
initiatives in the future. It was conducted over a three-month period
in the spring of 2017. The research for the report was led by the P2P
Foundation's Michel Bauwens, in collaboration with Yurek Onzia and
Vasilis Niaros, and in partnership with Evi Swinnen and Timelab.

Given how self-governance is central to the success of a commons, the
primary methodology employed by the researchers was to meet and talk
with the members of various projects. Additionally, they conducted a
series of surveys, workshops, and interviews with Ghent residents to
explore how these projects came about and what could be done to
encourage more commons initiatives to emerge. One result of this
process is an online wiki that maps hundreds of successful such
projects in the region.

These are a few notable projects mentioned in the report that embody
the type of commons work currently underway in Ghent:

REScoop — Renewable energy cooperative

For a moderate sum, a resident can become a member of this green
energy cooperative to co-own and co-manage the enterprise. Not only is
this model more affordable for lower income residents, members can
share the efficiency of solar panels. For example, many members' roofs
may not be optimally located to get enough sunlight at all times of
the year. But with collective ownership, people can access and share
the available energy, whether or not their own home is collecting as
much solar power as other locations.

Buren van de abdij ("Neighbors of the abbey") — Neighborhood-managed
church building

A decade ago, the city gave the keys to a formerly abandoned church to
neighboring residents. Since then, the space has been turned it into a
thriving center for exhibitions, meetings, and other community events,
and it is entirely self-governed by the residents.

CLT Gent — Community land trust

Community land trusts (CLTs) are associations that develop and manage
land in order to keep housing or other types of properties affordable
and accessible to lower income populations. When the city of Ghent
develops housing, it dedicates a percentage of it to CLT Gent to
manage and oversee it.

NEST (Newly Established State of Temporality) — Former library
building turned into a temporary urban commons lab

The city made plans to renovate an old library. Instead of leaving the
building empty for the eight months leading up to its reconstruction,
officials decided to turn it into an experimental urban commons
project. Now, the space is a thriving community center with meeting
and event spaces, a music studio, children's play area, and more. Each
of the services and spaces are operated by different community
organizations and enterprises. They also have a contributory rent
arrangement, where organizations that are more participatory and
sustainable in their practice pay less rent. That means 20 percent of
the enterprises pay 60 percent of the rent, thereby subsidizing the
commons activities of the other spaces.

NEST opening day. Photo courtesy of Evi Swinnen

The strength of Ghent's commons can be traced to how the projects
encourage participation by individuals and community organizations to
steward the shared resource, according to lead researcher Bauwens.
There are a few factors that stand out among Ghent's various commons
projects. The first is that the projects' members invite residents to
openly contribute their time, skills, money, or goods, while at the
same time not requiring contributions by people to make use of the
resource. Secondly, these urban commons projects rely on some aspect
of their operation on "generative market forms" that can produce
income to sustain them. And finally, they also require support from
government agencies or nonprofits to help manage the resource.

Despite the plethora of commons projects that are there, however, the
commons-based economy is still relatively small. The report concludes
with a series of 23 proposals for actions the city could take to
support and strengthen the urban commons in Ghent. Much of the
recommendations are aimed at addressing the underlying problem that
the researchers identify — that the movement is very fragmented.

The local commons initiatives do not actively collaborate or cooperate
with one another. Bauwens noted that he saw members of commons
projects within the same domain not know of one other's commons
initiatives. That's why the report suggests the city set up alliances
and other opportunities for cooperation between individual commoners,
civil society organizations, the private sector, and agencies within
the government itself.

An innovative proposal is what one of the researchers, Swinnen, refers
to as a "call for commons." The idea emerged from the way the NEST
Experiment came about. Where major work is required to build a shared
space or resource — such as a new library or community space — heavy
institutional support is needed to carry forth the project. The idea
is that instead of having potential developers individually compete to
win the bid for the project to build it — as is the case in most
commercial-style development contracts — the project would be rewarded
to the strongest coalition of community partners and organizations.
And instead of giving it to one developer of one winning proposal,
this method enables several organizations to have all their winning
ideas realized in tandem. The coalition would have to prove its
ability to collaborate, share resources, and maximize community
benefit, all the while enabling the most public participation.

Commons as a School for Democracy

Bauwens says that with any commons project, urban or otherwise, there
are two major potential benefits of having people share and govern
over a common resource. The first is that it can reduce the
environmental and material footprint of that community. With any
physical commons, people can mutually share and provision its use.
Instead of having many people buy or own their own car or tools for
example, they can share it, leading to less of those goods having to
be produced or transported in the first place.

The second potential of the commons is that they can help build a true
democracy, or what Bauwens calls a "school for democracy." When people
have to govern something together, they need to make decisions
collectively and work together. The commons is where people can
practice and exercise their civic muscles by talking and meeting with
other members of their community face-to-face.

Hopefully, we will continue to see the people of Ghent build new urban
commons projects as fervently as they have done in the last 10 years.
With the additional support of their city government as proposed by
this report, Ghent could become one of the leading urban commons
capitals of the world.

Header image of NEST in Ghent courtesy of Evi Swinnen

Shareable | August 14, 2017 at 9:03 am | Tags: Vasilis Niaros |
Categories: P2P Cultures and Politics | URL: http://wp.me/p4csWb-hrU

C
https://blog.p2pfoundation.net/ghents-quick-rise-sustainable-commons-based-sharing-city/2017/08/14

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Re: [Yasmin_discussions] Fwd: THEMAS instead of STEAM ??

Sorry re my last email this the contents list:

http://www.tandfonline.com/toc/yisr20/42/1-2?nav=tocList

with best regards

B

On 11 August 2017 at 10:14, bronac ferran <bronacf@gmail.com> wrote:

> Dear Yasmin friends
>
> Reading Frieder's heartfelt message made me pause for thought. Is the art
> and science (and humanities or otherwise) debate and dialogue now overly
> preoccupied with remaking and remoulding educational structures and
> policies and how far do any of these discussions connect and relate to what
> is happening in the world, as we live, as the ice is melting and the war
> heads are advancing?
>
> A journal I have co-edited with Lizzie Fisher has just been published and
> within it we have several texts by pioneering figures in post-war
> interdisciplinary trends and influences (in the UK primarily but with
> international connections) and in the editorial introduction an argument is
> made that this emergence was directly connected to a mood of revolution in
> the air, a desire for social and political change and a sense that it might
> be feasible to help to catalyse this. I am sending link to contents list
> here:
>
> http://www.tandfonline.com/eprint/PTWM7p2VFanyvkrZRutC/full
>
> and here's our guest editor introduction:
>
> http://www.tandfonline.com/eprint/PTWM7p2VFanyvkrZRutC/full
>
> I have posted some links to Yasmin Announcements where more of the texts
> can be read in full and if anyone wishes to access any of the articles just
> drop me or a line or email the author directly if you are in touch with
> them.
> B
>
> On 8 August 2017 at 04:42, roger malina <rmalina@alum.mit.edu> wrote:
>
>> yasminers
>>
>> art/tech pioneer frieder nake sends us this comment on our
>> steam to stem discussion
>>
>> he brings us a salutory reminder that the meta discussion, which
>> i have been party to, may not be very relevant to practioners ! nor
>> in face of the very real problems our world is facing
>>
>> roger
>>
>> ---------- Forwarded message ----------
>> From: nake <nake@informatik.uni-bremen.de>
>>
>>
>>
>> Dear Roger,
>>
>> I occasionally read a statement in this long, heavy, demanding ongoing
>> STEM and STEAM and THEMAS and huevos rancheros discourses, and then I
>> give up again reading (for it justs takes too much of my time), but I
>> have not said anything even though I often felt I wanted to do so.
>>
>> For me, much of these intelligent essays appears as meta-polylog with
>> way too much of meta. Here a three or four scattered notes, really
>> scattered only, not even the attempt at anything substantial, nothing
>> more than a Sunday morning remark by a wounded soul.
>>
>> At any given moment over the last five years or more, I had between 20
>> and 25 students at Bachelor or Master levels (plus five at doctoral
>> level) whose theses I was supervising. Their topics span a wide
>> spectrum between art, media, design, and computer science. They
>> require so much time to advice that the meta discourse gets touched
>> once in a while but is not really interesting. Not more than a nice
>> remark, not touching the substance of what those students are doing.
>>
>> There are about 200 new and unread books sitting around my desk
>> wanting to be studied. They are about political, media, artistic,
>> philosophical, scientific matters. I allow myself for about two hours
>> on Sunday mornings at 5 a.m. to read a few pages. So I will die before
>> I have read 5% of this growing and incredibly interesting mass of
>> intellectual production. These books deal with issues from those
>> disciplines, hardly any of them are meta.
>>
>> There is a big problem in the world: the return of religious wars.
>> There is another huge problem in the world: the climate change. And
>> yet another two: the outrageous attacks of capitalism on everything
>> human, and the growth of right-wing political movements. To call any
>> of these developments a "problem" is, in some sense, belittling. They
>> are not "problems" of the kind you deal with in art or mathematics.
>> They concern democracy and enlightenment and we cannot even understand
>> anyof the basics if we don't approach it on the level of dialectics.
>> The meta issues are far away. Almost like a fund-raising educational
>> campain.
>>
>>
>> Vis-à-vis such scattered remarks, I don't see much space or time (no
>> matter how you count dimensions) for those meta-questions. I am
>> already fully occupied when I try to do a decent teaching job.
>>
>> Frieder Nake
>>
>>
>>
>>
>>
>> On 06/08/17 01:46, roger malina wrote:
>>
>> yasminers
>> i had a chance to talk to marcus novak at the leonardo 50th birthday
>> part at sheila pinkel's home
>> in los angeles
>>
>> we discussed his THEMAS concept as an alternative to the stem to steam
>> discussions- as he points put "It builds upon the successes of
>> STEM/STEAM, with greater emphasis on the humanities, creativity, and
>> synthesis." the us national academies study
>> http://sites.nationalacademies.org/PGA/bhew/humanitiesandstem/index.htm
>> also emphasises that the humanites need to be fully integrated into
>> the stem to steam discussion
>>
>> http://sites.nationalacademies.org/PGA/bhew/humanitiesandstem/index.htm
>>
>> here is marcus ( hope you will tell us more) web site:
>>
>> http://themas.mat.ucsb.edu/
>>
>> Knowledge is often presented to us in fragmented form. We become
>> informed about the parts, but lose the sense of the whole. We gain
>> expertise, but lose balance. This course proposes to treat knowledge
>> as a transdisciplinary, organic, n-dimensional continuum.
>>
>> "Mediated Worlds" examines how technologies and humanities (means and
>> ends), engineering and mathematics (concrete and abstract), and arts
>> and sciences (synthesis and analysis) inform all aspects of how we
>> come to know and make the world.
>>
>> Touching upon themes ranging from media arts and digital humanities to
>> virtual reality and future cinema, from generative systems and the
>> poetics of new technologies to non-Euclidean geometries and
>> n-dimensional spacetime, from liquid architectures and new music to
>> pattern formation and algorithmic aesthetics, from artificial life and
>> machine learning to soft robotics and bioengineering, from world
>> mythologies and ancient philosophies to cognitive psychology and
>> neuroscience, from thermodynamics and symmetry operations to genomics
>> and new materials, from quantum entanglement and live performance to
>> synthetic ecologies and the Anthropocene, this course presents an
>> interconnected model of knowledge, learning, creative discovery, and
>> 21st century citizenship.
>>
>> _____________________________________
>>
>> A THEMAS COURSE:
>>
>> The THEMAS*** model proposes a continuum across disciplines previously
>> separated by narrow specializations. It builds upon the successes of
>> STEM/STEAM, with greater emphasis on the humanities, creativity, and
>> synthesis.
>>
>> ***Technologies Humanities Engineering Mathematics Arts Sciences
>>
>> roger malina
>> is somewhere in colorado
>>
>>
>> --
>>
>> _______________________________________________
>> Yasmin_discussions mailing list
>> Yasmin_discussions@estia.media.uoa.gr
>> http://estia.media.uoa.gr/mailman/listinfo/yasmin_discussions
>>
>> Yasmin URL: http://www.media.uoa.gr/yasmin
>>
>> SBSCRIBE: click on the link to the list you wish to subscribe to. In the
>> page that will appear ("info page"), enter e-mail address, name, and
>> password in the fields found further down the page.
>> HOW TO UNSUBSCRIBE: on the info page, scroll all the way down and enter
>> your e-mail address in the last field. Enter password if asked. Click on
>> the unsubscribe button on the page that will appear ("options page").
>> TO ENABLE / DISABLE DIGEST MODE: in the options page, find the "Set
>> Digest Mode" option and set it to either on or off.
>> If you prefer to read the posts on a blog go to
>> http://yasminlist.blogspot.com/
>>
>
>
>
> --
> Bronaċ
>
>
>

--
Bronaċ
_______________________________________________
Yasmin_discussions mailing list
Yasmin_discussions@estia.media.uoa.gr
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Yasmin URL: http://www.media.uoa.gr/yasmin

SBSCRIBE: click on the link to the list you wish to subscribe to. In the page that will appear ("info page"), enter e-mail address, name, and password in the fields found further down the page.
HOW TO UNSUBSCRIBE: on the info page, scroll all the way down and enter your e-mail address in the last field. Enter password if asked. Click on the unsubscribe button on the page that will appear ("options page").
TO ENABLE / DISABLE DIGEST MODE: in the options page, find the "Set Digest Mode" option and set it to either on or off.
If you prefer to read the posts on a blog go to http://yasminlist.blogspot.com/

Re: [Yasmin_discussions] Fwd: THEMAS instead of STEAM ??

Dear Yasmin friends

Reading Frieder's heartfelt message made me pause for thought. Is the art
and science (and humanities or otherwise) debate and dialogue now overly
preoccupied with remaking and remoulding educational structures and
policies and how far do any of these discussions connect and relate to what
is happening in the world, as we live, as the ice is melting and the war
heads are advancing?

A journal I have co-edited with Lizzie Fisher has just been published and
within it we have several texts by pioneering figures in post-war
interdisciplinary trends and influences (in the UK primarily but with
international connections) and in the editorial introduction an argument is
made that this emergence was directly connected to a mood of revolution in
the air, a desire for social and political change and a sense that it might
be feasible to help to catalyse this. I am sending link to contents list
here:

http://www.tandfonline.com/eprint/PTWM7p2VFanyvkrZRutC/full

and here's our guest editor introduction:

http://www.tandfonline.com/eprint/PTWM7p2VFanyvkrZRutC/full

I have posted some links to Yasmin Announcements where more of the texts
can be read in full and if anyone wishes to access any of the articles just
drop me or a line or email the author directly if you are in touch with
them.
B

On 8 August 2017 at 04:42, roger malina <rmalina@alum.mit.edu> wrote:

> yasminers
>
> art/tech pioneer frieder nake sends us this comment on our
> steam to stem discussion
>
> he brings us a salutory reminder that the meta discussion, which
> i have been party to, may not be very relevant to practioners ! nor
> in face of the very real problems our world is facing
>
> roger
>
> ---------- Forwarded message ----------
> From: nake <nake@informatik.uni-bremen.de>
>
>
>
> Dear Roger,
>
> I occasionally read a statement in this long, heavy, demanding ongoing
> STEM and STEAM and THEMAS and huevos rancheros discourses, and then I
> give up again reading (for it justs takes too much of my time), but I
> have not said anything even though I often felt I wanted to do so.
>
> For me, much of these intelligent essays appears as meta-polylog with
> way too much of meta. Here a three or four scattered notes, really
> scattered only, not even the attempt at anything substantial, nothing
> more than a Sunday morning remark by a wounded soul.
>
> At any given moment over the last five years or more, I had between 20
> and 25 students at Bachelor or Master levels (plus five at doctoral
> level) whose theses I was supervising. Their topics span a wide
> spectrum between art, media, design, and computer science. They
> require so much time to advice that the meta discourse gets touched
> once in a while but is not really interesting. Not more than a nice
> remark, not touching the substance of what those students are doing.
>
> There are about 200 new and unread books sitting around my desk
> wanting to be studied. They are about political, media, artistic,
> philosophical, scientific matters. I allow myself for about two hours
> on Sunday mornings at 5 a.m. to read a few pages. So I will die before
> I have read 5% of this growing and incredibly interesting mass of
> intellectual production. These books deal with issues from those
> disciplines, hardly any of them are meta.
>
> There is a big problem in the world: the return of religious wars.
> There is another huge problem in the world: the climate change. And
> yet another two: the outrageous attacks of capitalism on everything
> human, and the growth of right-wing political movements. To call any
> of these developments a "problem" is, in some sense, belittling. They
> are not "problems" of the kind you deal with in art or mathematics.
> They concern democracy and enlightenment and we cannot even understand
> anyof the basics if we don't approach it on the level of dialectics.
> The meta issues are far away. Almost like a fund-raising educational
> campain.
>
>
> Vis-à-vis such scattered remarks, I don't see much space or time (no
> matter how you count dimensions) for those meta-questions. I am
> already fully occupied when I try to do a decent teaching job.
>
> Frieder Nake
>
>
>
>
>
> On 06/08/17 01:46, roger malina wrote:
>
> yasminers
> i had a chance to talk to marcus novak at the leonardo 50th birthday
> part at sheila pinkel's home
> in los angeles
>
> we discussed his THEMAS concept as an alternative to the stem to steam
> discussions- as he points put "It builds upon the successes of
> STEM/STEAM, with greater emphasis on the humanities, creativity, and
> synthesis." the us national academies study
> http://sites.nationalacademies.org/PGA/bhew/humanitiesandstem/index.htm
> also emphasises that the humanites need to be fully integrated into
> the stem to steam discussion
>
> http://sites.nationalacademies.org/PGA/bhew/humanitiesandstem/index.htm
>
> here is marcus ( hope you will tell us more) web site:
>
> http://themas.mat.ucsb.edu/
>
> Knowledge is often presented to us in fragmented form. We become
> informed about the parts, but lose the sense of the whole. We gain
> expertise, but lose balance. This course proposes to treat knowledge
> as a transdisciplinary, organic, n-dimensional continuum.
>
> "Mediated Worlds" examines how technologies and humanities (means and
> ends), engineering and mathematics (concrete and abstract), and arts
> and sciences (synthesis and analysis) inform all aspects of how we
> come to know and make the world.
>
> Touching upon themes ranging from media arts and digital humanities to
> virtual reality and future cinema, from generative systems and the
> poetics of new technologies to non-Euclidean geometries and
> n-dimensional spacetime, from liquid architectures and new music to
> pattern formation and algorithmic aesthetics, from artificial life and
> machine learning to soft robotics and bioengineering, from world
> mythologies and ancient philosophies to cognitive psychology and
> neuroscience, from thermodynamics and symmetry operations to genomics
> and new materials, from quantum entanglement and live performance to
> synthetic ecologies and the Anthropocene, this course presents an
> interconnected model of knowledge, learning, creative discovery, and
> 21st century citizenship.
>
> _____________________________________
>
> A THEMAS COURSE:
>
> The THEMAS*** model proposes a continuum across disciplines previously
> separated by narrow specializations. It builds upon the successes of
> STEM/STEAM, with greater emphasis on the humanities, creativity, and
> synthesis.
>
> ***Technologies Humanities Engineering Mathematics Arts Sciences
>
> roger malina
> is somewhere in colorado
>
>
> --
>
> _______________________________________________
> Yasmin_discussions mailing list
> Yasmin_discussions@estia.media.uoa.gr
> http://estia.media.uoa.gr/mailman/listinfo/yasmin_discussions
>
> Yasmin URL: http://www.media.uoa.gr/yasmin
>
> SBSCRIBE: click on the link to the list you wish to subscribe to. In the
> page that will appear ("info page"), enter e-mail address, name, and
> password in the fields found further down the page.
> HOW TO UNSUBSCRIBE: on the info page, scroll all the way down and enter
> your e-mail address in the last field. Enter password if asked. Click on
> the unsubscribe button on the page that will appear ("options page").
> TO ENABLE / DISABLE DIGEST MODE: in the options page, find the "Set Digest
> Mode" option and set it to either on or off.
> If you prefer to read the posts on a blog go to
> http://yasminlist.blogspot.com/
>

--
Bronaċ
_______________________________________________
Yasmin_discussions mailing list
Yasmin_discussions@estia.media.uoa.gr
http://estia.media.uoa.gr/mailman/listinfo/yasmin_discussions

Yasmin URL: http://www.media.uoa.gr/yasmin

SBSCRIBE: click on the link to the list you wish to subscribe to. In the page that will appear ("info page"), enter e-mail address, name, and password in the fields found further down the page.
HOW TO UNSUBSCRIBE: on the info page, scroll all the way down and enter your e-mail address in the last field. Enter password if asked. Click on the unsubscribe button on the page that will appear ("options page").
TO ENABLE / DISABLE DIGEST MODE: in the options page, find the "Set Digest Mode" option and set it to either on or off.
If you prefer to read the posts on a blog go to http://yasminlist.blogspot.com/