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Antispectacleandclassroom of the future.b.
1. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE
PROF. PHILLIP BALDWIN
Tuesday, December 22, 2009
2. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE
Four white screen walls, the audience sitting around in a square or a circle at the
edge, the !Virgilian guide" is in the middle with ancillary live performance, and the
participants have their net books and gyro mice to move the dozens of bits of data
along. Sound. Plenty of sound. Perhaps smell. Haptics? Do the seats rumble?
Perhaps. The parallax views from the side screens remove the sense that they are
watching a prim; suspend your disbelief prepared image that they can !enter into"
from the front. That is about it. The mentor guides the !data" to be shown:
entertainment, hyperlinks, portals, sounds, live performances, and a cacophony of
other things. The participants lay way back in their seats. With the gyro-mouse they
move their bits of data across the screen to make it appear to the other individuals.
The !Virgil" then can lead them through the hell of this chaos of narcissistic images or
he or she can point out patterns.
This is a type of !spectacle driven" consolidation in a time-the telemodern-where
spectacle is in danger of extinction and not in transcendence…as the papers might
tell us. The large and shattering spectacle of the events of 911 where played over to
us as if we were in a large techno rave dancing to the new beat of the 21st century.
Again and again and again. The message it hammered is that the !American way of
life" was attacked on home soil much the same way Pearl Harbor happened. Soon
after this event (which had followed the bubble/pyramid scheme of the dot.com
boom) !freindster" emerged and then all of the other social-content media. In terms
of hardware, the first pervasive wifi emerged in the states. Telematic machines got
smaller and finally the !smart phone" became an ultimate mobile means of delivery.
Perhaps the net book becomes this ideal in a better way than the Smartphone, which
is ergonomically limited. The net book is very close to the late century ideal of !one
laptop per child" of Negroponte. And now that the delivery is !democratized" what are
we going to do with all of that expressive information coming from the !witnessing"
ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE
and narcissism of the social media sites?
PROF. PHILLIP BALDWIN
Tuesday, December 22, 2009
3. More importantly, what sort of information becomes important to impart as a public
culture? Pluralistic information fused together with the skills of discourse? Didactic
information that must find a necessary prosthetic within the short term and long-term
memes of the brain and individual? What are knowledge prosthetics in a society that
is surrounded with telematic portals all of the time?
So what to all of this. There is a big !so what". The wars in Iraq and Afghanistan go
largely !de-spectaclized". The spectacles of wars and economic collapse are too
pervasive and touch more than at any other times. The !real" boundaries of
employment and economic shifting can come and go with a new factory in china
displacing those in Virginia, and teleservicing has found a place in Mumbai. One of
the defenses of the individual is to not listen to the large spectacle circuses and
realize that the shifts in economics must be approached with an idea of mobility and
movement in addition to skills. This…with the resolute current of ADD that attends
multiple media…makes it difficult to create the spectacle necessary in a classroom to
develop the cognitive operations for learning. Should we learn in public? Is human-
to-human memetic transference dead? Are those newly discovered !mirror neurons"
better attended to 24-7 delivery of the necessary information tailored to the
individual? There are also good evidences that the individual shouldn"t trust the
!pyramid schemes" of most institutions. Pay it forward is to be avoided at all costs.
This erodes possible and existing civic education.
The room is not an !edutainment" space. It is an attending space-much like the
theater-that allows for the floating of many of the memes and allows the mentor to
focus some of them toward the agenda of cognitive discourse and memorization. It
complements the discursive procedures an allows the pluralistic discourses to
happen along side of the dogmatic information to transfer to the memes of the
individual. Much in the way that the sliver of a line of face book allows for a !feed" of
sometimes necessary yet ultimately narcissistic information the space reinvests this
with a spectacle value.
ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE
PROF. PHILLIP BALDWIN
Tuesday, December 22, 2009
4. Eighty percent of the students will want twenty percent of what the institution: the
classroom. The rest of the living and lifestyle amenities with disappear in inefficiency.
There is also a type of thirst for the witnessing of the reaction of those in !audience".
With the parceling of information on flickr, facebook, myspce, and the Beckett-like
dialog with twitter the classroom immersive environment repositions the relative
!importance" of information. If history are those set of tricks we play on the dead, this
space-corralling and consolidating the natural !micro-spectacles" of a face book or a
my space. Its time is come.
FROM WIKIPEDIA ON SELECT THEMES:
Morality
There are a number of views regarding the origin and nature of human morality
# Moral realism or moral objectivism holds that moral codes exist outside of human
opinion—that certain things are right or wrong regardless of human opinion on
the topic. Objective morality may be seen as stemming from the inherent
nature of humanity, divine command, or both.
# Moral subjectivism holds that moral codes depend on human opinion.
# Moral relativism holds that moral codes are a function of human values and social
structures, and hold no meaning outside social convention.
# Moral absolutism is the view that certain acts are right or wrong regardless of
context.
# Moral universalism compromises between moral relativism and moral absolutism
and holds that there is, or should be, a common universal core of morality.
# Moral nihilism is the view that no morality exists.
Amoralism is the view that the concepts of moral right and wrong do not have
meaning.
ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE
PROF. PHILLIP BALDWIN
Tuesday, December 22, 2009
5. #
State of nature
State of nature refers to philosophical assertions regarding the condition of humans
before social factors are imposed, thus attempting to describe the "natural essence"
of human nature.
# Views which see humans as inherently good:
# According to John Locke, humans in the state of nature have perfect
freedom to order their actions according to the laws of nature. Locke
agreed with Thomas Hobbes, that people could do so without having to
ask permission to act from any other person, because people are of
equal value. People only leave the state of nature when they consent to
take part in a community in order to protect their property rights.
# According to Pelagius, humans in the state of nature are not tainted by
original sin, but are instead fully capable of choosing good or evil.
# According to social determinism and biological determinism, human
behavior is determined by biological and social factors, so people are
never truly to blame for actions generally considered "bad" nor truly
credited with actions generally considered "good."
# Views which see humans as inherently bad:
# According to Hobbes, humans in the state of nature are inherently in a "war
of all against all," and life in that state is ultimately "solitary, poor, nasty,
brutish, and short." To Hobbes, this state of nature is remedied by a
strong government.
# According to the Protestant doctrine of original sin, human beings are
inherently corrupt creatures stained by the sin of Adam, and can only be
redeemed by the grace of God through faith in the righteousness of
Jesus Christ, whom they believe to be His morally perfect Son. In
Christian theology, the virgin birth is believed to make this possible, as
original sin is thought to pass from the seed of man. Catholicism,
however, holds that the natures of both Jesus and His mother Mary, as
a holy vessel for the Messiah, were uncorrupted by original sin.
ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE
PROF. PHILLIP BALDWIN
Tuesday, December 22, 2009
6. # According to Bertrand Russell moral evil or sin is derived from the instincts
that have been transmitted to us from our ancestry of beasts of prey.
This ancestry originated when certain animals became omnivorous and
employed predation (killing and thievery) in order periodically to
ingurgitate the flesh as well as the fruit and produce of other once-living
things to support metabolism in competition with other animals for
scarce food-animal and food-plant sources in the predatory
environment in which we evolved. Thus, the simple fact that we humans
must eat other life or else starve, die and rot is the probable primordial
origin of contemporary and historical moral evil; i.e., the bad things we
do to each other by lying, cheating, slandering, thieving and
slaughtering.
# View which sees humans as having a "wounded human nature"
# According to the Catholic Church, humans were created good but were
wounded by their own free decision to sin. Human beings were in a
state of "original holiness and justice," but lost these due to original sin,
committed by Adam and passed on by him as a state of nature to his
descendants. According to its Catechism of the Catholic Church,
"human nature has not been totally corrupted: it is wounded in the
natural powers proper to it, subject to ignorance, suffering and the
dominion of death, and inclined to sin - an inclination to evil that is
called concupiscence. Baptism, by imparting the life of Christ's grace,
erases original sin and turns a man back towards God, but the
consequences for nature, weakened and inclined to evil, persist in man
and summon him to spiritual battle." (CCC 405) [2]
ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE
PROF. PHILLIP BALDWIN
Tuesday, December 22, 2009
7. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE
PROF. PHILLIP BALDWIN
Tuesday, December 22, 2009
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Tuesday, December 22, 2009
139. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE
PROF. PHILLIP BALDWIN
Tuesday, December 22, 2009
140. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE
PROF. PHILLIP BALDWIN
Tuesday, December 22, 2009
141. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE
PROF. PHILLIP BALDWIN
Tuesday, December 22, 2009
142. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE
PROF. PHILLIP BALDWIN
Tuesday, December 22, 2009
143. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE
PROF. PHILLIP BALDWIN
Tuesday, December 22, 2009
144. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE
PROF. PHILLIP BALDWIN
Tuesday, December 22, 2009
145. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE
PROF. PHILLIP BALDWIN
Tuesday, December 22, 2009
146. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE
PROF. PHILLIP BALDWIN
Tuesday, December 22, 2009
147. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE
PROF. PHILLIP BALDWIN
Tuesday, December 22, 2009
148. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE
PROF. PHILLIP BALDWIN
Tuesday, December 22, 2009
149. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE
PROF. PHILLIP BALDWIN
Tuesday, December 22, 2009
150. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE
PROF. PHILLIP BALDWIN
Tuesday, December 22, 2009
151. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE
PROF. PHILLIP BALDWIN
Tuesday, December 22, 2009
152. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE
PROF. PHILLIP BALDWIN
Tuesday, December 22, 2009
153. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE
PROF. PHILLIP BALDWIN
Tuesday, December 22, 2009
154. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE
PROF. PHILLIP BALDWIN
Tuesday, December 22, 2009
155. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE
PROF. PHILLIP BALDWIN
Tuesday, December 22, 2009
156. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE
PROF. PHILLIP BALDWIN
Tuesday, December 22, 2009
157. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE
PROF. PHILLIP BALDWIN
Tuesday, December 22, 2009
158. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE
PROF. PHILLIP BALDWIN
Tuesday, December 22, 2009
159. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE
PROF. PHILLIP BALDWIN
Tuesday, December 22, 2009
160. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE
PROF. PHILLIP BALDWIN
Tuesday, December 22, 2009
161. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE
PROF. PHILLIP BALDWIN
Tuesday, December 22, 2009
162. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE
PROF. PHILLIP BALDWIN
Tuesday, December 22, 2009
163. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE
PROF. PHILLIP BALDWIN
Tuesday, December 22, 2009
164. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE
PROF. PHILLIP BALDWIN
Tuesday, December 22, 2009
165. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE
PROF. PHILLIP BALDWIN
Tuesday, December 22, 2009
166. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE
PROF. PHILLIP BALDWIN
Tuesday, December 22, 2009
167. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE
PROF. PHILLIP BALDWIN
Tuesday, December 22, 2009
168. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE
PROF. PHILLIP BALDWIN
Tuesday, December 22, 2009
169. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE
PROF. PHILLIP BALDWIN
Tuesday, December 22, 2009
170. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE
PROF. PHILLIP BALDWIN
Tuesday, December 22, 2009
171. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE
PROF. PHILLIP BALDWIN
Tuesday, December 22, 2009
172. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE
PROF. PHILLIP BALDWIN
Tuesday, December 22, 2009
173. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE
PROF. PHILLIP BALDWIN
Tuesday, December 22, 2009
174. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE
PROF. PHILLIP BALDWIN
Tuesday, December 22, 2009
175. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE
PROF. PHILLIP BALDWIN
Tuesday, December 22, 2009
176. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE
PROF. PHILLIP BALDWIN
Tuesday, December 22, 2009
177. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE
PROF. PHILLIP BALDWIN
Tuesday, December 22, 2009
178. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE
PROF. PHILLIP BALDWIN
Tuesday, December 22, 2009
179. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE
PROF. PHILLIP BALDWIN
Tuesday, December 22, 2009
180. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE
PROF. PHILLIP BALDWIN
Tuesday, December 22, 2009
181. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE
PROF. PHILLIP BALDWIN
Tuesday, December 22, 2009
182. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE
PROF. PHILLIP BALDWIN
Tuesday, December 22, 2009
183. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE
PROF. PHILLIP BALDWIN
Tuesday, December 22, 2009
184. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE
PROF. PHILLIP BALDWIN
Tuesday, December 22, 2009
185. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE
PROF. PHILLIP BALDWIN
Tuesday, December 22, 2009
186. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE
PROF. PHILLIP BALDWIN
Tuesday, December 22, 2009
187. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE
PROF. PHILLIP BALDWIN
Tuesday, December 22, 2009
188. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE
PROF. PHILLIP BALDWIN
Tuesday, December 22, 2009
189. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE
PROF. PHILLIP BALDWIN
Tuesday, December 22, 2009
190. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE
PROF. PHILLIP BALDWIN
Tuesday, December 22, 2009
191. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE
PROF. PHILLIP BALDWIN
Tuesday, December 22, 2009
192. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE
PROF. PHILLIP BALDWIN
Tuesday, December 22, 2009
193. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE
PROF. PHILLIP BALDWIN
Tuesday, December 22, 2009
194. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE
PROF. PHILLIP BALDWIN
Tuesday, December 22, 2009
195. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE
PROF. PHILLIP BALDWIN
Tuesday, December 22, 2009