[Xmca-l] Re: remote_online learning?/anonymity and social media

[David Kellogg]

Henry:

I think one of the important differences between learning and development
is that development has crises, while learning CAN be gradualistic
(although it can also be critical, since some learning does lead in a
pretty direct way to development). Another important difference is that
learning requires what you call an additive that's external to the child.
But during critical periods development is child-driven: one of the things
that makes birth a crisis is that it happens whether the environment is
ready or not, and the same thing is true of the crises Vygotsky
theorized at one, three, seven, thirteen. In each case, the child becomes,
briefly, the source of development and not just the site of development.
That situation is nonsustainable, which is why the
transitional structures can only become permanent by passing their
functions upwards to more permanent structures (e.g. in birth the mental
life of the child has to be handed upwards to the myelinating cortex, in
puberty the sexual life of the child has to become subject to voluntary
control--including control by the volition of others....) I've often
thought that "child-centred" pedagogy evolved as a reaction to crises, and
that it may ONLY be suitable to critical periods.

I don't think that South Korea is approaching anything like
biological "herd immunity", which happens when a population reaches 70%
exposure to the virus. That's why we are having these spikes that have to
be isolated and controlled. What we do have is what you could call a
socio-cultural immunity: we have the sociocultural ability to test, trace,
track and then isolate and treat positives before they spike outbreaks and
before the outbreaks provoke the waves that we are seeing in the USA. When
Trump says that the very high number of positives in the USA is a "badge of
honor", he is being outrageous, but not for the reasons that people are
outraged--it genuinely is a badge to be able to find the positives. But
it's only a badge--it serves no use whatsoever unless you are willing to
trace, track, and treat your positives before they transmit to others. In
China, after the lockdown, the majority of transmission
was--unsurprisingly--within the family or within the housing compound, and
that meant that the next phase had to be breaking up families and housing
units where positives occurred. None of this is compatible with a
preventative-but-not-public-health approach. Take, for example, the
"state-of-the-art" Bluetooth applications which are supposed to use the
cell phone to exchange anonymous "keys" that will indentify other positives
in your vicinity and alert you to their presence, avoiding any central data
base. Sure, if you splash out on the cell phone and shell out for the app,
you can "test" for the virus presence in your vicinity. But only public
health can isolate and treat the positives; that's what China and South
Korea have, and it is based on a centralized public health authority that
people trust with their economic as well as their medical well-being. That
in turn relies on units of sociocultural activity beyond the nuclear
family. That is what is missing in the USA.

Finally, I think that some analogies are a lot  better than others, but
that analogies can fail for two very different reasons. Most late-night
comedy fails because the humor is based on exactly the same immediately
gettable analogies that Trump himself uses (puns, allusions to sex, the
gleeful reference to scatology, analogies between politicians and TV stars
and ordinary folks, all of which rely on purely surface resemblances that
are easily conjured up and easily dismissed.) Most of my posts fail for the
opposite reason: I prefer far-fetched analogies (the analogy with making
salads out of cotyledons, and the idea that Schmidt's response to S. Korea
and to China is analogous to the "response" of painting to photography or
the "response" of printing to television). I think that the analogy between
the effect of social media and the doubling of the law of gravity
definitely falls into the latter category, and every analogy-maker needs to
get a tattoo that reads "Mutatis Mutandis".

(Mine is somewhere on the small of my back.)


David Kellogg
Sangmyung University

New Article: Ruqaiya Hasan, in memoriam: A manual and a manifesto.
Outlines, Spring 2020
https://urldefense.com/v3/__https://tidsskrift.dk/outlines/article/view/116238/167607__;!!Mih3wA!Q2DW1DxVXpZsw2W35Xj9H9TB_4-wEri_H0cY1KZMtcg4Er4osHd_OIx4YP70gzpXstgUVw$ 

New Translation with Nikolai Veresov: *L.S. Vygotsky's Pedological
Works* *Volume
One: Foundations of Pedology*"
 https://urldefense.com/v3/__https://www.springer.com/gp/book/9789811505270__;!!Mih3wA!Q2DW1DxVXpZsw2W35Xj9H9TB_4-wEri_H0cY1KZMtcg4Er4osHd_OIx4YP70gzolssBg4w$ 



On Fri, May 22, 2020 at 4:13 AM HENRY SHONERD <hshonerd@gmail.com> wrote:

> David,
> Doesn’t Vygotsky make much the same case for learning and development that
> you do for evolution and devolution in society? Or is it that development
> requires an addittive process that is external to the child, followed by
> some kind of internalization that rearranges the structure of the child’s
> thinking. The hydrogen + oxygen —> Water process. If we are lucky. Like in
> South Korea, where a herd immunity to Covid-19 is developing. SK +
> Covid-19—> Herd Immunity. This —> like some kind of social perizhvanie.
> Biologically, Mr. Schmidt is the vector of social media, driven by
> financial gain and power, setting us up for more crisis.
>
> Back to physics and an analogy I heard the psychologist Jonathan Haidt say
> on a podcast today: Let’s say that the force of gravity suddenly doubled.
> That would do to our physical universe what the introduction of social
> media has done to our social universe. In that same podcast. Haidt said
> that the only thing that can save us from a complete meltdown is to make
> anonymous access to public spaces in social media impossible. I would be
> interested in responses to this. I think this is relevant to the subject
> line of on-line learning.
>
> Henry
>
> On May 20, 2020, at 5:16 PM, David Kellogg <dkellogg60@gmail.com> wrote:
>
> I don't think that photography really replaced painting, nor do I think
> that television ever replaced printing. In both cases, there was some
> encroachment and then an "involution" (a die-off) where functions
> overlapped. For example, we no longer pay for expensive family portraits,
> and the number of people who watch Downton Abbey is probably a lot greater
> than the number that read Anthony Trollope. But where functions did not
> redound (e.g. abstraction in painting and forensics in photography,
> advertising in television vs. psychological prose) there was enrichment and
> evolution. Crises only become pathological when involution fails to occur,
> and when the transitional forms thrown up at critical times become
> permanent ones. We cannot make salads from the cotyledons of our lettuce
> greens.
>
> I think that pathological tendency is exactly what Mr. Schmidt and his
> colleagues are pushing with their attempt to make on-line learning
> economically sustainable even when it is not educationally so. Rebecca
> Schuman recently pointed out that the expense of online learning to
> universities is greater than classroom learning (because it requires you to
> pay faculty AND tech support). So you can only turn a profit if you make it
> permanent (You have to do what Chairman Mao used to do in the old Peasant
> Studies Institute in revolutionary Guangzhou:  "keep the blackboard and
> erase the students"). On-line learning in a way presents the OPPOSITE
> problem that  photograhy presented to painting and television presented to
> printing. Photography is better at "unmediated" presentation than painting,
> and television rewards attention rather than concentration. Like
> photography and TV, face to face conversation is just a whole lot better at
> these.
>
> Much the same may be said about Mr. Schmidt's response to China and South
> Korea's response, which is explicitly and avowedly pro-individualism and
> implicitly and covertly pro-US imperialist. But whether or not Mr. Schmidt
> agrees to it, the Anglo-American approach of preventative-but-not-public
> medicine is going to involute, and very quickly too. One example will
> suffice. Yesterday KCDC released a report on the "reinfection"
> phenomenon--the fact that people who recover will test positive again in a
> few months. The Koreans found that this was due to deactivated virus
> particles which persist in the body but which are detected by oversensitive
> testing. This is REALLY big news--it essentially means that humans as a
> species will eventually survive Covid 19 in more or less the way we
> prevailed over the Black Death and small pox. But the study was done
> here in Korea, and it was publisihed only in Korean; the rest of the world
> had to read the abstract.
>
> David Kellogg
> Sangmyung University
>
> New Article: Ruqaiya Hasan, in memoriam: A manual and a manifesto.
> Outlines, Spring 2020
> https://urldefense.com/v3/__https://tidsskrift.dk/outlines/article/view/116238/167607__;!!Mih3wA!Q2DW1DxVXpZsw2W35Xj9H9TB_4-wEri_H0cY1KZMtcg4Er4osHd_OIx4YP70gzpXstgUVw$ 
> <https://urldefense.com/v3/__https://tidsskrift.dk/outlines/article/view/116238/167607__;!!Mih3wA!TRjizV3Qo-rmLP8F-Hy7aO5AtWByRzlq1e7lAjC7euzs3e-_H0HlE9QKv9w1GQ5b_sFBew$>
>
> New Translation with Nikolai Veresov: *L.S. Vygotsky's Pedological Works* *Volume
> One: Foundations of Pedology*"
>  https://urldefense.com/v3/__https://www.springer.com/gp/book/9789811505270__;!!Mih3wA!Q2DW1DxVXpZsw2W35Xj9H9TB_4-wEri_H0cY1KZMtcg4Er4osHd_OIx4YP70gzolssBg4w$ 
> <https://urldefense.com/v3/__https://www.springer.com/gp/book/9789811505270__;!!Mih3wA!TRjizV3Qo-rmLP8F-Hy7aO5AtWByRzlq1e7lAjC7euzs3e-_H0HlE9QKv9w1GQ6IvWMRiA$>
>
>
>
> On Thu, May 21, 2020 at 7:02 AM Annalisa Aguilar <annalisa@unm.edu> wrote:
>
>> Hi Mike,
>>
>> But then how is it that we even exist, having these conversations? If
>> this were all true?
>>
>> There is within each individual the freedom to choose, we are not all
>> automatons.
>>
>> I suppose what I mean to say is that if we say it's hopeless, then it is.
>>
>> So then why even bother?
>>
>> Why not just give up the ghost (and resignedly accept our
>> bourgeois-reality as the medicine we are spoonfed)? Are we talking about
>> the borg? Is resistance futile?
>>
>> To hell with that (narrative)!
>>
>> Kind regards,
>>
>> Annalisa
>>
>>
>>
>> ------------------------------
>> *From:* xmca-l-bounces@mailman.ucsd.edu <xmca-l-bounces@mailman.ucsd.edu>
>> on behalf of mike cole <mcole@ucsd.edu>
>> *Sent:* Wednesday, May 20, 2020 3:34 PM
>> *To:* eXtended Mind, Culture, Activity <xmca-l@mailman.ucsd.edu>
>> *Subject:* [Xmca-l] Re: remote_online learning?
>>
>>
>> *  [EXTERNAL]*
>> Annalisa --  I believe that Tom's point is that such promising
>> innovations are almost always
>> possible on the fringes of educational practice, but that they are
>> inevitably domesticated or
>> stomped on by pre-existing regimes of power.
>>
>> That is what Adorno argued in the post-WWII. And many before and since.
>> mike
>>
>> On Wed, May 20, 2020 at 2:29 PM Annalisa Aguilar <annalisa@unm.edu>
>> wrote:
>>
>> Hi Tom,
>>
>> May I, in turn, thank you for your civil disagreement? 🙂
>>
>> Online learning is one area of study in my educational background. We
>> looked at Second Life (SL) and tried to create a learning space there,
>> once. I think that there is always room for innovation, but there is always
>> a transaction of what one forfeits for what one gains. I was underwhelmed
>> by SL's prospects.
>>
>> In the heyday of SL, which as a platform is barely in a coma right now,
>> I'd once heard that a medical school created a giant kidney sculpture, that
>> students' avatars could walk around to investigate and discuss with one
>> another how various kidney processes worked.  It was a virtual biological
>> fountain in the town square. I'm not sure that this learning context would
>> ever beat out a human anatomy class, but I found the solution interesting.
>>
>> Blackboard was another platform we used, which I detested. It was like
>> looking at the teacher's chalkboard through a slice of swiss cheese.
>> Perhaps it is more "evolved" now.
>>
>> What was interesting about SL is that one could project a sense of place,
>> which we know is helpful for memory and retention. There was a lot of open
>> space for play involved in SL, enough to make it interesting, but it was
>> perhaps far too much work to create viable learning environments.
>>
>> I think what we have to accept (which I feel all experienced educators
>> already know and feel) is that flattening all education to an online
>> learning space of a 2D screen, as may be experienced with grade-schoolers
>> during the pandemic today, is destructive to learning, *because* of
>> associations of place with learning.
>>
>> In a way, online learning venues that we may enjoy as adults, such as the
>> AUP conference on Psychology in Global Crises, is a bit like driving,
>> drinking, and smoking. What I mean is that one must pass a certain age in
>> order to decide if it is good for me or not, or that I have the hand-eye
>> coordination to negotiate (as with driving). Consider recent ZOOMbombing
>> abuses, which would make any parent want to unplug the computer and
>> constrain learning to books.
>>
>> We live in a time where the classroom holds no sanctity whatsoever. We
>> must put the sanctity back into teaching and learning.
>>
>> I still maintain that we are not powerless to debate the ways in which
>> the situations and environments we determine are viable to create contexts
>> of learning.
>>
>> I find the lack of detail in the Klein article is not by accident, but
>> out of convenience. There has been plenty of online learning happening for
>> quite sometime now. But this has largely been in adult or in college-aged
>> learning venues . Not with grade school.
>>
>> I do think that there has been some online tutoring venues for
>> grade-school kids, but I'm not certain how much that has been formally
>> studied. I also wonder what answers homeschooling might contribute as well,
>> although that venue for learning has a decidedly conservative sheen upon
>> it, for all the homesteading mythologies those folk abide in. I would guess
>> that this is form of learning is one that they would welcome, because
>> parents would get to pick and choose what their children learn.
>>
>> I don't think this could ever be construed as a liberal arts education,
>> nor would it deliver new generations of critical thinkers.
>>
>> What I feel may be a part of the pushback against these propositions is
>> childcare, and how parents will require this to provide for their own
>> families. I found this NY opinion piece insightful:
>> https://urldefense.com/v3/__https://www.nytimes.com/2020/04/22/opinion/coronavirus-parenting-burnout.html__;!!Mih3wA!Q2DW1DxVXpZsw2W35Xj9H9TB_4-wEri_H0cY1KZMtcg4Er4osHd_OIx4YP70gzroyQ9ivQ$ 
>> <https://urldefense.com/v3/__https://www.nytimes.com/2020/04/22/opinion/coronavirus-parenting-burnout.html?action=click&module=RelatedLinks&pgtype=Article__;!!Mih3wA!SZSEYLggVkbsFhK2-SLWJT1oidlnry4UU07CU8yscHieuVTRIi4U3vkjwqo1GLIpcTD9PA$>
>>
>> It may be we witness in a shakeout for free childcare that it is a right,
>> not a privilege. That would be a huge boon for many. But the pandemic may
>> also show us a new aspect of the validity of classroom education and why we
>> must fight to preserve it. We use it or we lose it.
>>
>> It may usher in more critical discourse about the meaning of the
>> classroom to the child's learning. if only for the attentional affordances
>> that the classroom provides to a cluster of young minds and their teacher.
>>
>> Last, in reply to your, "I cannot grasp what is intended/visualized by
>> the AI/digital experts," may I remind you that Thomas Edison believed that
>> he could turn the classroom upside-down with the invention of film, and
>> that education would be significantly transformed by watching movies.
>> People then worried if that meant there would be no need to learn to read,
>> etc. We see that what Edison visualized was simply not realistic. But is it
>> the case that watching films in a classroom doesn't provide some facet of
>> learning? Yes. But has it supplanted traditional forms of learning? No.
>>
>> If teachers discover there are legitimate technological additions to
>> already successful evidence-based learning environments, that support
>> well-known learning theory, technology can be welcomed if it can be
>> integrated with existing models.
>>
>> If teachers do not find such technology useful, then it's just another
>> way to enrich the pockets of Mr. Schmidt and other technophiles, where
>> money will be spent but the products unused. That would be tragic and
>> wasteful.
>>
>> One of the aspects I do not like about the idea of grade-school online
>> learning environments is how it inures children to surveillance, which may
>> also turn off a great many kids who would prefer wandering backyards, or
>> riding bikes in the park, to play with friends. I don't think learning and
>> surveillance is a constructive combination.
>>
>> There is a lot to consider, and perhaps this is where the alarm is more
>> appropriately felt, because these are new challenges, and there are not yet
>> words to describe what we find wrong with these problems, and so we must
>> better ourselves by searching for the arguments and stances we can unite
>> behind. Perhaps we feel alarmed because we must grapple with an unknown
>> interloper. We are fatigued because our senses are already shredded from
>> what is already difficult about living in a pandemic.
>>
>> This is why I do not feel Klein's tone is helpful to us. It stands upon a
>> mythology that technology is inevitable. After much study and
>> introspection, I will never accept that reality.
>>
>> To listen to Klein is to believe that a town crier were to some and say
>> "They are coming take all our tools and all they will leave us are hammers
>> and pins."
>>
>> I just do not believe this narrative.
>>
>> We cannot give up.
>>
>> Is there a fight ahead? Yes.
>>
>> Should we rally together to protect what needs protecting? Most
>> definitely, yes.
>>
>> Kind regards,
>>
>> Annalisa
>> ------------------------------
>> *From:* xmca-l-bounces@mailman.ucsd.edu <xmca-l-bounces@mailman.ucsd.edu>
>> on behalf of Tom Richardson <tom.richardson3@googlemail.com>
>> *Sent:* Wednesday, May 20, 2020 7:31 AM
>> *To:* eXtended Mind, Culture, Activity <xmca-l@mailman.ucsd.edu>
>> *Subject:* [Xmca-l] Re: remote_online learning?
>>
>>
>> *  [EXTERNAL]*
>>
>> Hello Annalisa
>> Thank you for your reactions to the Klein article. I agree with almost
>> none of your opinions about the content nor the form. About the capacity of
>> human nature for both heroic altruism and lethal self-interested behaviour
>> acted out by the same person, I have no doubts.
>>
>>    - What I really wanted an answer to was: 'What will the environment
>>    created for this new online learning actually consist of, in the
>>    widest sense of the situation for the learner and the context in which such
>>    learning takes place?'.
>>    - What can be confidently forecast about the nature of these changes
>>    for the *perezhivanie  *of the learner, which shapes her social being
>>    and that which she perceives as being 'normal/abnormal',
>>    'acceptable/unacceptable' and 'changeable/unchangeable' in her society?
>>
>> Since little practical detail is given in Klein's piece and I haven't yet
>> listened to the complete video from the ECNY meeting, I cannot grasp what
>> is intended/visualised by the AI/digital experts.
>> I would welcome some approach to answers to those questions if that is
>> within your area of expertise; if not, I am content to let it rest.
>>
>> Kind regards
>> Tom
>>
>>
>> On Tue, 19 May 2020 at 22:07, Annalisa Aguilar <annalisa@unm.edu> wrote:
>>
>> Hello Tom,
>>
>> Thank you for posting the link.
>>
>> I did finally get around to reading the Klein article, and it is fairly
>> dismal the manner that she outlines the intentions of Mr. Schmidt. That is
>> not to say that she is far from the mark, but we are not just unthinking
>> pods in the matrix, powerless to articulate the way technology is distended
>> into our lives.
>>
>> I think what bothers me most about the Klein article is the tone. It
>> reinforces through negation a fallacy that technology is inevitable (and
>> resistance is futile). I say this because she presumes this narrative has
>> become the hegemony upon which she reacts. It is far too doomsday.
>>
>> At the same time, a lot of her concerns are valid. The trawling for power
>> in Washington by Silicon Valley is not unknown to us.
>>
>> Yet, I also had a real hard time with her juxatposing Schmidt with Bill
>> Gates. Gates is working to do actual good in the world by projects such as
>> the humble toilet in geographic locations without waste treatment
>> facilities, or low water infrastructure (and we might as well include
>> Warren Buffet in that equation, because the lionshare of the funding
>> flowing into the Gates Foundation is from him. Buffet did not make his
>> billions through technology, unless you want to include the telephone).
>>
>> I happen to know that the Gates Foundation is funding efforts to
>> encourage agricultural developments in places like Columbia to grow coffee
>> to replace illicit crops, in order to scale down the violence that
>> coincides with the drug wars. These efforts are working.
>>
>> Why does she leave this out of the discussion? That's the general problem
>> I find with Naomi Klein, is the chicken-little-sky-is-falling perspective.
>>
>> She seems to be similar to those trumpsters who blame the genesis of
>> COVID (if not upon China) upon Gates, as some strange mastermind move to
>> control the world.
>>
>> Tom, I think it is right and human that you responded to the bleakness of
>> the tone, but that doesn't mean this worldview is correct or accurate.
>> Technology will always be a tool for use. It is not monolithic. There is
>> the off button. We do still have a democracy and processes in place to
>> deliberate the way forward.
>>
>> As long as humans desire freedom there will always be resistance to
>> control systems, generating a constant search for the chinks in the armor,
>> or other loopholes to squeeze through. People will always use technology in
>> ways that were not anticipated, but just as that can be assertion can be
>> construed as dismal, it can also mean good news, that we always have agency
>> to decide how to use our tools.
>>
>> Also, one stick in the spokes that was glaring for me is that Mr. Schmidt
>> will never be able to address the laws for mandatory education for disabled
>> children with his goals for flattening the classroom into two-dimensional
>> online learning screens. He will never be able to walk around that law.
>>
>> So there are many ways this "technology is inevitable" narrative simply
>> does not hold water for me.
>>
>> I hope this might be a little encouraging.
>>
>> Kind regards,
>>
>> Annalisa
>>
>>
>>
>>
>>
>>
>>
>>
>>
>>
>> ------------------------------
>> *From:* xmca-l-bounces@mailman.ucsd.edu <xmca-l-bounces@mailman.ucsd.edu>
>> on behalf of mike cole <mcole@ucsd.edu>
>> *Sent:* Tuesday, May 19, 2020 10:46 AM
>> *To:* eXtended Mind, Culture, Activity <xmca-l@mailman.ucsd.edu>
>> *Subject:* [Xmca-l] Re: remote_online learning?
>>
>>
>> *  [EXTERNAL]*
>> Hello Tom Richardson
>>      This topic has been the front and center in the "Re-generating Chat
>> Project" that has just finished its
>> planned two year efforts that focused on the challenges to human
>> development, and theories of "Development
>> in the Anthropcene.  Two months ago, the word Anthropocene was replaced
>> by the code word, covid-19, a pandemic.
>> Both crises pose huge challenges to theories of development as well as to
>> actual development of huge numbers of people around the  world.
>>      The MCA-linked website, CulturalPraxis currently has a number of
>> essays on the challenges of this historical moment, and the opportunities.
>>       In the United States, the crisis has deschooled society in the most
>> dramatic way one can imagine -- A way that literally forced
>> a massive re-mediation of human life.  Education, the wheel house of most
>> members of this discussion over the years,
>> is now a family affair big time. Simulaneously, home-worksite relations
>> have been disassembled,  both modes and relations of production are getting
>> a shock that is crumbling institutions (home, school, work,).
>>
>> We can really get the feel of Roy D'andrade's comment that doing social
>> science is like studying rocks in a rockslide.  This rockslide moves a warp
>> speed and its invisible.
>>
>> Remediation of existing classroom structures is what we have been about
>> for 100 years.
>> Seems like there has never been a more appropriate time to start
>> providing working models of effective practices that do NOT
>> assume that things will return to Christmas, 2019.
>>
>> Thanks for asking.
>> mike
>>
>>
>>
>> On Tue, May 19, 2020 at 9:07 AM Tom Richardson <
>> tom.richardson3@googlemail.com> wrote:
>>
>> Greetings Xmca-ers
>> I would   like to raise a question.
>> In the article by Naomi Klein linked below, apart from all the major
>> questions about  our futures  - personal freedom, health protection,
>> democratic control and the power of Big Digital Tech_AI, international
>> competition etc. that she raises, I wondered what from a Vygotskyan
>> approach to child/human development/education can / should be a reply to
>> these sentences on the 'home schooling' that has (or hasn't) been
>> happening  recently:
>>
>>
>> "Indeed, Schmidt has been relentless in pursuing this vision. Two weeks
>> after that article appeared, he described
>> <https://urldefense.com/v3/__https://www.youtube.com/watch?v=XtAyGVuRQME__;!!Mih3wA!VRgkzssOuSyNvpVQWR2QH7dShhiXD5eWtYs2HahNwv_pKUU7G9GOQZMrzIpGsa_-KDBGFw$> the
>> ad-hoc home schooling programming that teachers and families across the
>> country had been forced to cobble together during this public health
>> emergency as “a massive experiment in remote learning”.
>>
>> The goal of this experiment, he said, was “trying to find out: how do
>> kids learn remotely? And with that data we should be able to build better
>> remote and distance learning tools which, when combined with the teacher …
>> will help kids learn better.” "
>>
>> https://urldefense.com/v3/__https://www.theguardian.com/news/2020/may/13/naomi-klein-how-big-tech-plans-to-profit-from-coronavirus-pandemic__;!!Mih3wA!Q2DW1DxVXpZsw2W35Xj9H9TB_4-wEri_H0cY1KZMtcg4Er4osHd_OIx4YP70gzr99ccZ9w$ 
>> <https://urldefense.com/v3/__https://www.theguardian.com/news/2020/may/13/naomi-klein-how-big-tech-plans-to-profit-from-coronavirus-pandemic__;!!Mih3wA!VRgkzssOuSyNvpVQWR2QH7dShhiXD5eWtYs2HahNwv_pKUU7G9GOQZMrzIpGsa-SnnFGDg$>
>>
>>
>> Just asking
>> Tom Richardson
>> Middlesbrough UK
>>
>>
>>
>> --
>>
>> "How does newness come into the world?  How is it born?  Of what fusions,
>> translations, conjoinings is it made?" Salman Rushdie
>> ---------------------------------------------------
>> For archival resources relevant to the research of lchc.ucsd.edu.
>> For narrative history of LCHC:  lchcautobio.ucsd.edu.
>> For new MCA-related website see: culturalpraxis.net
>> <https://urldefense.com/v3/__http://culturalpraxis.net__;!!Mih3wA!V4rtgUKjjshdiOxbIML_kuerunhUbHYomcCKiRVA5FkPs1WJIJwbuavyFoG613bJeWFP-g$>
>> .
>>
>>
>>
>>
>> --
>>
>> "How does newness come into the world?  How is it born?  Of what fusions,
>> translations, conjoinings is it made?" Salman Rushdie
>> ---------------------------------------------------
>> Cultural Praxis Website: https://urldefense.com/v3/__http://culturalpraxis.net__;!!Mih3wA!Q2DW1DxVXpZsw2W35Xj9H9TB_4-wEri_H0cY1KZMtcg4Er4osHd_OIx4YP70gzoFilWilw$ 
>> <https://urldefense.com/v3/__http://culturalpraxis.net__;!!Mih3wA!RnRdGQWYFYHxAK38ym13_SVJ07gfBvADzdpt_v2fqpvjtY1AjFRdPxgCXwCy58nv0fJG_Q$>
>> Re-generating CHAT Website: re-generatingchat.com
>> <https://urldefense.com/v3/__http://re-generatingchat.com__;!!Mih3wA!RnRdGQWYFYHxAK38ym13_SVJ07gfBvADzdpt_v2fqpvjtY1AjFRdPxgCXwCy58nPZEuGiQ$>
>> Archival resources website: lchc.ucsd.edu.
>> Narrative history of LCHC:  lchcautobio.ucsd.edu.
>>
>>
>>
>>
>
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