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[Xmca-l] Re: actions within academia + identity and activity.



Did you see this in the Chronicle of Higher Education -- geometry against
voter suppression!
http://www.chronicle.com/article/Meet-the-Math-Professor/239260?elqTrackId=6
3cae618764946639a43443dce0c438d&elq=725a4d0d684a4679a09cb42af04f914a&elqaid=
12672&elqCampaignId=5184 

If that one link doesn't work try this: https://shar.es/19U8Bu 

Peg


-----Original Message-----
From: xmca-l-bounces@mailman.ucsd.edu
[mailto:xmca-l-bounces@mailman.ucsd.edu] On Behalf Of Alfredo Jornet Gil
Sent: Thursday, February 16, 2017 11:58 AM
To: eXtended Mind, Culture, Activity
Subject: [Xmca-l] Re: actions within academia + identity and activity.

More about Resistance, this time on people using a quite powerful asset:
taxes!

https://www.theguardian.com/us-news/2017/feb/15/tax-refusing-pay-protest-tru
mp

A


________________________________________
From: xmca-l-bounces@mailman.ucsd.edu <xmca-l-bounces@mailman.ucsd.edu> on
behalf of Alfredo Jornet Gil <a.j.gil@iped.uio.no>
Sent: 15 February 2017 20:45
To: eXtended Mind, Culture, Activity
Subject: [Xmca-l] Re: actions within academia + identity and activity.

I am loving this thread, thanks so much for the resources, Theresa and
Richard; and thanks Wendy and Helena for sharing so relevant experiences and
reflections.

I am particularly interested in what Wendy begun noting as a 'lack of
resistance,' and Helena's connection with the other thread on identity and
activity.

As I see it, there here not a fundamental question of whether, in principle,
identity or activity go first. It think the proper question is rather *what
kind of situations *thinking of* identity and activity in such or such terms
allow us to bring about and indeed become different persons and generate
different practices (which I think is partly what Laure was suggesting in
her first response to Andy).

There is a difference between 'being' and 'conscious being.' Thus, during
most part of your everyday life, you do not question who you are, you just
are; you are whatever part of the larger whole you are part of. Let's say, a
junior scholar (postdoc) soon having to apply for fix positions in a
faculty's staff meeting. I think here, while business as usual is the norm,
identity is not an issue. There is no point in wondering who you are, or
whether who yo are being is cause or effect of activity. You are who you
are, and everyone in the room knows without having to think about it.

But it is in the moment when WHO you are becomes an issue in the room
(perhaps because you have spoken in unanticipated ways, or perhaps because
you have been neglected to speak out; definitely speaking has something
central to do here) that we may have conscious being: it is then that the
possibility for changing activity and changing identity emerges. But this,
again, is a possibility (and a responsibility) of the collective, of the
room. Because once who you are is at stake, there must be *collective work*
to address the question. And I think it is then when the question on the
relation between  identity and activity becomes important.
Alfredo


________________________________________
From: xmca-l-bounces@mailman.ucsd.edu <xmca-l-bounces@mailman.ucsd.edu> on
behalf of Helena Worthen <helenaworthen@gmail.com>
Sent: 15 February 2017 19:23
To: eXtended Mind, Culture, Activity
Subject: [Xmca-l] Re: actions within academia

Thanks, Wendy.

Re, "the lack of resistance". Here's a moment when identity might precede
activity. If I say, "I am X kind of person, therefore I will speak up now
and make a problem for the implementation of this policy," that's identity
preceding activity, right? But in that moment one also weighs the likelihood
of performing career suicide -- unless there are enough of X kinds of people
to make it a collective activity.

This is a loop, not a fork.

H

Helena Worthen
helenaworthen@gmail.com
Vietnam blog: helenaworthen.wordpress.com

On Feb 15, 2017, at 4:19 AM, Wendy Maples wrote:

> Yes, thank you Helena. This is quite right. The university where I am
currently working has recently successfully implemented zero hours contracts
for part-time tutors, with hardly a murmur from full-time staff, who have
themselves been divided into 'research' and 'teaching-only' faculty
(needless to say most of the boards agreeing these decisions are made up of
the professoriat). While the rationale for this is completely understandable
and (in this particular case) not necessarily deleterious, there is a wider
issue of the culture that enables this. The implementation of
capitalist-managerial caste-based systems appears to be accelerating. I'm
not saying the old academic tenure system was without its flaws (I'm a
female academic after all), but the acceleration of these new systems and
the lack of resistance to them is worrying.
>
> BTW, just heard a key note by Martin Weller ('the open researcher') who is
himself now a bit more concerned about some of the risks of being open, and
was arguing that individual academics need to know they have the support of
their institutions. I worry that, increasingly, they/we don't/won't.
>
> Wendy
>
>
> ________________________________
> From: xmca-l-bounces@mailman.ucsd.edu 
> <xmca-l-bounces@mailman.ucsd.edu> on behalf of Andrew Babson 
> <babson@gse.upenn.edu>
> Sent: 15 February 2017 11:13
> To: eXtended Mind, Culture, Activity
> Subject: [Xmca-l] Re: actions within academia
>
> I cannot recommend Helena's email highly enough. The casualization of 
> the academic workforce is not some kind of natural disaster. It's been 
> engineered as a neoliberal two-fer: academia becomes a "business", and 
> faculty become divided and weak. Joining a faculty union is the best 
> first response to this. The radicalized GOP has tenure and faculty 
> power in their crosshairs. Without institutional power, we can't teach 
> well or do our best research. Faculty who choose to ignore any of this are
part of the problem.
>
> On Sat, Feb 4, 2017 at 8:10 PM, Helena Worthen 
> <helenaworthen@gmail.com>
> wrote:
>
>> Actions within academia? Following the advice of thinking globally, 
>> acting locally, don�t forget the third kind of action within 
>> academia: paying attention to the faculty workforce itself, which is 
>> has been deteriorating into a gig economy for the last 30 plus years. 
>> If there is organizing going on among adjuncts on your campus, seek 
>> it out and support it; if there is a campus coalition of 
>> university-wide unions (which will mean secretaries, techies, 
>> landscapers, food workers, transportation and custodial workers as 
>> well as faculty of all levels), attend meetings and be supportive; in 
>> faculty meetings, insist on adjuncts/lecturers be treated equally. If 
>> a new kind of program gets floated (for example, an online degree) 
>> ask, �Who is doing this work? What are their working conditions?�
>>
>> It�s amazing what a strong workforce-wide coalition can do to slow 
>> down the construction of luxury rec facilities and the closure of 
>> language or ethnic studies programs.
>>
>> Third kind meaning in addition to doing research or designing 
>> curriculum that has progressive content or protecting structures of 
>> opportunity that reduce inequality.
>>
>> H
>>
>> Helena Worthen
>> helenaworthen@gmail.com
>> Berkeley, CA 94707
>> Blog about US and Viet Nam: helenaworthen.wordpress.com
>>
>>
>>
>>> On Feb 4, 2017, at 4:35 PM, HENRY SHONERD <hshonerd@gmail.com> wrote:
>>>
>>> Richard,
>>> Many thanks for this. What great resources! Medaiting artefacts. 
>>> They
>> come at a good time for my wife and me as far as what needs to be 
>> done in the larger social domain. Distributed agency at different 
>> scales. Within each circle we need trust and respect of one another. 
>> That really resonates all through. I like the metaphor of 
>> electro-magnetic field. It was in the title of my letter honoring 
>> Vera in the book Bob Lake and Cathrene Connery edited. (Shout out to 
>> Bob and Cathrene!) Part of Vera�s magic circle we are. So the 
>> circles are across generations. (Shout out to Vera!) Such cool people 
>> on the chat. But warm blooded. (Shout out to Andy!)
>>> Henry
>>>
>>>> On Feb 4, 2017, at 2:46 PM, Richard Beach <rbeach@umn.edu> wrote:
>>>>
>>>> Mike, regarding your call for action on campuses, my concern is 
>>>> that
>> people may accept a passive stance as individuals assuming that they 
>> lack agency to make change as opposed to achieving distributed agency 
>> (Enfield,
>> 2013) through exposure to examples of collective activism so that 
>> they achieve agency through co-action with others. Students and 
>> researchers could examine examples of current organized efforts from 
>> a CHAT perspective in terms of use of certain tools and norms to 
>> achieve certain objects/outcomes, for example:
>>>>
>>>> - Our Revolution national organization website <
>> https://ourrevolution.com/>
> Our Revolution - Our Revolution<https://ourrevolution.com/>
> ourrevolution.com
> The next step for Bernie Sanders' movement is a new group called Our
Revolution, which will fight to transform America and advance the
progressive agenda that we ...
>
>
>
>>>>
>>>> - Indivisible: A Practical Guide for Resisting the Trump Agenda <
>> https://www.indivisibleguide.com/web/>: Former congressional staffers 
>> reveal best practices for making Congress listen
>>>>
>>>> - Courage Campaign <https://couragecampaign.org/>: A 
>>>> California-based
> Courage Campaign<https://couragecampaign.org/>
> couragecampaign.org
> Join the fights for a more progressive California and country. We are an
online community of activists powered by more than 1,000,000 members.
>
>
>
>> organization of 1.3 million members promoting progressive agendas
>>>>
>>>> - Swing Left <https://swingleft.org/>: Targets swing districts to
> [https://swingleft.org/dist/imgs/logo.png]<https://swingleft.org/>
>
> Swing Left | Take Back the House<https://swingleft.org/> swingleft.org 
> Control of the House in 2018 will be decided in a handful of Swing
Districts. We can stop the Trump agenda by joining together NOW, wherever we
live.
>
>
>
>> promote candidates for the 2018 election.
>>>> Consistent with a CHAT perspective, to avoid students framing the
>> political space in individualist terms�as Trump does in his attacks 
>> on critics, it�s also useful for students and researchers to 
>> examine issues in terms of competing systems associated with
institutional forces and change.
>> For example, in addressing climate change, students and researchers 
>> can examine the intersections between ecological, economic, 
>> agriculture, legal, political, urban design/housing, transportation, 
>> schooling, health care, military, media, and scientific research as 
>> systems related to climate change. For example, the agribusiness 
>> agricultural system of monocrop/beef production is a major 
>> contributor to CO2 emissions related to climate change. Students can 
>> also examine examples of legal and political efforts as systems 
>> associated with addressing climate change issues < 
>> http://climatechangeela.pbworks.com/w/page/103010995/
>> Chapter%209%20%C2%A0Links>, for example, a group of students in Orego 
>> n <http://www.cnn.com/2016/09/13/opinions/climate-kids-
>> federal-lawsuit/index.html> who have a lawsuit in federal courts 
>> suing the U. S. Government for failing to address climate change.
>>>>
>>>>
>>>> Richard Beach, Professor Emeritus of English Education, University 
>>>> of
>> Minnesota
>>>> rbeach@umn.edu
>>>> Websites: Digital writing <http://digitalwriting.pbworks.com/>, 
>>>> Media
>> literacy <http://teachingmedialiteracy.pbworks.com/>, Teaching 
>> literature <http://teachingliterature.pbworks.com/>, Identity-focused 
>> ELA Teaching < http://identities.pbworks.com/>, Common Core State 
>> Standards < http://englishccss.pbworks.com/>, Apps for literacy 
>> learning < http://usingipads.pbworks.com/>, Teaching about climate 
>> change < http://climatechangeela.pbworks.com/>
>>>>
>>>>
>>>>
>>>>
>>>>
>>>>
>>>>> On Feb 4, 2017, at 11:55 AM, mike cole <mcole@ucsd.edu> wrote:
>>>>>
>>>>> Richard and Alfredo
>>>>>
>>>>> I keep coming back to the question of how we, as academics, 
>>>>> located in
>> the
>>>>> system of higher education, researchers on the social creation of
>> social
>>>>> inequality, ought to be re-orienting our research in light of the 
>>>>> re-surrection of global nationalist/populism.
>>>>>
>>>>> So for me, its important to focus on concrete exemplars that might
>> unloose
>>>>> this potential: "shock events' possibility not only for separating 
>>>>> but
>> for
>>>>> actually offering opportunities to re-organize and unite priorly
>> separated
>>>>> forces."
>>>>>
>>>>> In a recent discussion at LCHC, this topic came up in terms of how 
>>>>> to connect our research and our undergraduates to the life of the
>> communities
>>>>> whose children do not make it to the university. Such an effort
>> requires
>>>>> coordination of a variety of dis-articulated groups with a common
>> concern
>>>>> about socially and culturally marginalized, econonomically 
>>>>> stressed, communities.
>>>>>
>>>>> The challenge of engaging successfully in such work and satisfying 
>>>>> the academic production requirements of their academic personnel 
>>>>> committees seems a major challenge.
>>>>>
>>>>> Positive suggestions of how to meet this challenge would be warmly
>> accepted.
>>>>>
>>>>> mike
>>>>>
>>>>>
>>>>>
>>>>> On Fri, Feb 3, 2017 at 10:33 PM, Alfredo Jornet Gil <
>> a.j.gil@iped.uio.no>
>>>>> wrote:
>>>>>
>>>>>> Thanks for sharing Richard, I had seen Richardson's analysis online.
>> In
>>>>>> fact the amount of analyses in the media that this crisis is
>> generating is
>>>>>> overwhelming, but also very encouraging and gives hopes towards 
>>>>>> Richardson's notes on shock events' possibility not only for
>> separating but
>>>>>> for actually offering opportunities to re-organize and unite 
>>>>>> priorly separated forces. I wonder, if Lincoln managed without 
>>>>>> the web and the i-phone, will it happen today?
>>>>>>
>>>>>> Alfredo
>>>>>> ________________________________________
>>>>>> From: xmca-l-bounces@mailman.ucsd.edu <xmca-l-bounces@mailman.ucsd.
>> edu>
>>>>>> on behalf of Richard Beach <rbeach@umn.edu>
>>>>>> Sent: 03 February 2017 00:28
>>>>>> To: eXtended Mind, Culture, Activity
>>>>>> Subject: [Xmca-l]  Bannon's actions as "shock event"
>>>>>>
>>>>>> Here�s an interesting analysis of Bannon�s actions on banning
>> immigrants
>>>>>> that�s related to Bakhtin�s notion of �eventness� and 
>>>>>> Roth�s (2014) analysis of �events-in-the-making� associated 
>>>>>> with the experience of unfolding events with unpredictable 
>>>>>> consequences. We still don�t know
>> what
>>>>>> the fallout will be from attempts to implement this ban.
>>>>>>
>>>>>>> From Heather Richardson, professor of History at Boston College:
>>>>>>
>>>>>> "I don't like to talk about politics on Facebook-- political 
>>>>>> history
>> is my
>>>>>> job, after all, and you are my friends-- but there is an 
>>>>>> important non-partisan point to make today.
>>>>>>
>>>>>> What Bannon is doing, most dramatically with last night's ban on 
>>>>>> immigration from seven predominantly Muslim countries-- is 
>>>>>> creating
>> what is
>>>>>> known as a "shock event."
>>>>>>
>>>>>> Such an event is unexpected and confusing and throws a society 
>>>>>> into
>> chaos.
>>>>>> People scramble to react to the event, usually along some fault 
>>>>>> line
>> that
>>>>>> those responsible for the event can widen by claiming that they 
>>>>>> alone
>> know
>>>>>> how to restore order.
>>>>>>
>>>>>> When opponents speak out, the authors of the shock event call 
>>>>>> them enemies. As society reels and tempers run high, those 
>>>>>> responsible for
>> the
>>>>>> shock event perform a sleight of hand to achieve their real goal, 
>>>>>> a
>> goal
>>>>>> they know to be hugely unpopular, but from which everyone has 
>>>>>> been distracted as they fight over the initial event. There is no 
>>>>>> longer concerted opposition to the real goal; opposition divides 
>>>>>> along the partisan lines established by the shock event.
>>>>>>
>>>>>> Last night's Executive Order has all the hallmarks of a shock event.
>> It
>>>>>> was not reviewed by any governmental agencies or lawyers before 
>>>>>> it was released, and counterterrorism experts insist they did not ask
for it.
>>>>>> People charged with enforcing it got no instructions about how to 
>>>>>> do
>> so.
>>>>>> Courts immediately have declared parts of it unconstitutional, 
>>>>>> but
>> border
>>>>>> police in some airports are refusing to stop enforcing it.
>>>>>>
>>>>>> Predictably, chaos has followed and tempers are hot.
>>>>>>
>>>>>> My point today is this: unless you are the person setting it up, 
>>>>>> it
>> is in
>>>>>> no one's interest to play the shock event game. It is designed
>> explicitly
>>>>>> to divide people who might otherwise come together so they cannot
>> stand
>>>>>> against something its authors think they won't like.
>>>>>>
>>>>>> I don't know what Bannon is up to-- although I have some 
>>>>>> guesses-- but because I know Bannon's ideas well, I am positive 
>>>>>> that there is not a single person whom I consider a friend on 
>>>>>> either side of the aisle--
>> and my
>>>>>> friends range pretty widely-- who will benefit from whatever it is.
>>>>>>
>>>>>> If the shock event strategy works, though, many of you will blame 
>>>>>> each other, rather than Bannon, for the fallout. And the country 
>>>>>> will have
>> been
>>>>>> tricked into accepting their real goal.
>>>>>>
>>>>>> But because shock events destabilize a society, they can also be 
>>>>>> used positively. We do not have to respond along old fault lines. 
>>>>>> We could
>> just
>>>>>> as easily reorganize into a different pattern that threatens the
>> people who
>>>>>> sparked the event.
>>>>>>
>>>>>> A successful shock event depends on speed and chaos because it
>> requires
>>>>>> knee-jerk reactions so that people divide along established lines.
>> This,
>>>>>> for example, is how Confederate leaders railroaded the initial
>> southern
>>>>>> states out of the Union.
>>>>>>
>>>>>> If people realize they are being played, though, they can reach
>> across old
>>>>>> lines and reorganize to challenge the leaders who are pulling the
>> strings.
>>>>>> This was Lincoln's strategy when he joined together Whigs, 
>>>>>> Democrats, Free-Soilers, anti-Nebraska voters, and nativists into 
>>>>>> the new
>> Republican
>>>>>> Party to stand against the Slave Power.
>>>>>>
>>>>>> Five years before, such a coalition would have been unimaginable.
>> Members
>>>>>> of those groups agreed on very little other than that they wanted 
>>>>>> all Americans to have equal economic opportunity. Once they began 
>>>>>> to work together to promote a fair economic system, though, they 
>>>>>> found much
>> common
>>>>>> ground. They ended up rededicating the nation to a "government of 
>>>>>> the people, by the people, and for the people."
>>>>>>
>>>>>> Confederate leaders and Lincoln both knew about the political
>> potential of
>>>>>> a shock event. As we are in the midst of one, it seems worth 
>>>>>> noting
>> that
>>>>>> Lincoln seemed to have the better idea about how to use it."
>>>>>>
>>>>>>
>>>>>>
>>>>>> Richard Beach, Professor Emeritus of English Education, 
>>>>>> University of Minnesota rbeach@umn.edu
>>>>>> Websites: Digital writing <http://digitalwriting.pbworks.com/>, 
>>>>>> Media literacy <http://teachingmedialiteracy.pbworks.com/>, 
>>>>>> Teaching
>> literature
>>>>>> <http://teachingliterature.pbworks.com/>, Identity-focused ELA
>> Teaching <
>>>>>> http://identities.pbworks.com/>, Common Core State Standards < 
>>>>>> http://englishccss.pbworks.com/>, Apps for literacy learning < 
>>>>>> http://usingipads.pbworks.com/>, Teaching about climate change < 
>>>>>> http://climatechangeela.pbworks.com/>
>>>>>>
>>>>>>
>>>>>>
>>>>>>
>>>>>>
>>>>>>
>>>>>>> On Jan 26, 2017, at 10:16 AM, Helena Worthen <
>> helenaworthen@gmail.com>
>>>>>> wrote:
>>>>>>>
>>>>>>> On the subject of dividing, here is an ugly snapshot of the 
>>>>>>> wedge
>>>>>> getting driven in � the building trades unions finding common 
>>>>>> ground
>> with
>>>>>> Trump as a �developer.� The other deeply regressive unions 
>>>>>> are the
>> prison
>>>>>> guards and police.
>>>>>>>
>>>>>>> http://www.lawyersgunsmoneyblog.com/2017/01/building-trades-allo
>>>>>>> w-
>>>>>> themselves-to-be-played-like-fools
>>>>>>>
>>>>>>> I attend monthly discussion groups in the Bay Area organized 
>>>>>>> around
>>>>>> readings from the magazine Jacobin. I like these because the 
>>>>>> other participants are mostly 20s and early 30s, techies or grad
students.
>> Very
>>>>>> smart, very alert, very well-read and articulate. They are 
>>>>>> stamped, however, with evidence of never having studied history. 
>>>>>> (Philosophy,
>> yes �
>>>>>> which is interesting.) To many of them, the building trades and 
>>>>>> police unions are typical of the political position of labor unions.
>>>>>>>
>>>>>>> So they see LIUNA leaders meeting with Trump and smear the whole
>> labor
>>>>>> movement with it.
>>>>>>>
>>>>>>> H
>>>>>>>
>>>>>>> Helena Worthen
>>>>>>> helenaworthen@gmail.com
>>>>>>> Berkeley, CA 94707
>>>>>>> Blog about US and Viet Nam: helenaworthen.wordpress.com
>>>>>>>
>>>>>>>
>>>>>>>
>>>>>>>> On Jan 26, 2017, at 9:26 AM, <lpscholar2@gmail.com> <
>>>>>> lpscholar2@gmail.com> wrote:
>>>>>>>>
>>>>>>>> Yes,
>>>>>>>> Today, the strategy of dividing, leaving us in disarray, is how 
>>>>>>>> i
>>>>>> experience the deluge of draconian executive �orders� that  
>>>>>> leaves me spinning.
>>>>>>>> Leaves me questioning where to start.
>>>>>>>>
>>>>>>>> Exposing the disarray on the other side in concrete ways (Koch 
>>>>>>>> vs
>>>>>> Mercer) is a valuable addition to our ways of responding.
>>>>>>>>
>>>>>>>>
>>>>>>>> Sent from my Windows 10 phone
>>>>>>>>
>>>>>>>> From: Peg Griffin
>>>>>>>> Sent: January 26, 2017 8:57 AM
>>>>>>>> To: 'eXtended Mind, Culture, Activity'
>>>>>>>> Subject: [Xmca-l] Re: The Cambridge Atlantica site that Peg
>> referred to
>>>>>>>>
>>>>>>>> At this point, Larry, I'm content to rise to as much concrete 
>>>>>>>> as I
>> can
>>>>>> get near, until at least the late spring, to get at ideas and 
>>>>>> contradictions, to keep moving and supporting so I'm in enough 
>>>>>> places
>> to
>>>>>> and bits of the movement to find the productive places for me.
>>>>>>>> A mini-mission of mine right now is to get people to recognize 
>>>>>>>> the
>>>>>> divide among the big money folks in the US -- the Mercer father
>> daughter
>>>>>> beat the Koch brothers within the Republican moneyed.
>>>>>>>> The other side works hard to divide us and take advantage of 
>>>>>>>> the
>>>>>> disarray, so why not pay attention when they are dividing themselves!
>>>>>>>> No use being a day late and a dollar short about who's who!
>>>>>>>> Maybe it's just that my great uncle was in vaudeville and 
>>>>>>>> showed us
>>>>>> three yammering nieces a super card game called "52 pick-up."  
>>>>>> It's
>> not too
>>>>>> good too often for too long but everyone once in a while it's not 
>>>>>> a
>> bad
>>>>>> game.
>>>>>>>> PG
>>>>>>>> -----Original Message-----
>>>>>>>> From: xmca-l-bounces@mailman.ucsd.edu [mailto:xmca-l-bounces@
>>>>>> mailman.ucsd.edu] On Behalf Of lpscholar2@gmail.com
>>>>>>>> Sent: Thursday, January 26, 2017 11:02 AM
>>>>>>>> To: Peg Griffin; 'eXtended Mind, Culture, Activity'
>>>>>>>> Subject: [Xmca-l] Re: The Cambridge Atlantica site that Peg
>> referred to
>>>>>>>>
>>>>>>>> Peg, Mike,
>>>>>>>> Reading these two articles on BigData and remembering how 
>>>>>>>> funding
>> will
>>>>>> be given to academic research that slots into being verified (or
>> negated)
>>>>>> through BigData is profoundly disturbing and leaves me with a 
>>>>>> sense of inertia at the scope of the alienation involved in this
manipulation.
>>>>>>>>
>>>>>>>> Using Simmel�s back and forth notion of the relation of 
>>>>>>>> (distance
>> and
>>>>>> intimacy) and finding the proper ratio depending on the events
>> occuring
>>>>>> then the proper relation between distance and intimacy will be
>> shifting in
>>>>>> scope in each historical era.
>>>>>>>> Will our response to the vast distance incarnated through 
>>>>>>>> BIgData
>>>>>> require intimate responses as counterpoint??
>>>>>>>>
>>>>>>>> If this is LIKE the 1930�s, do we have any answers from the 
>>>>>>>> past
>> that
>>>>>> give glimmers of a way forward that can be responsive at scale to 
>>>>>> the distancing of BigData?
>>>>>>>>
>>>>>>>> Sent from my Windows 10 phone
>>>>>>>>
>>>>>>>> From: Peg Griffin
>>>>>>>> Sent: January 25, 2017 5:39 PM
>>>>>>>> To: 'eXtended Mind, Culture, Activity'
>>>>>>>> Subject: [Xmca-l] Re: The Cambridge Atlantica site that Peg
>> referred to
>>>>>>>>
>>>>>>>> And here's  a Guardian story https://www.theguardian.com/
>>>>>> us-news/2016/nov/23/donald-trump-cambridge-analytica-steve-bannon 
>>>>>> for those interested in the post-election ties among the Mercers 
>>>>>> (father
>> and
>>>>>> daughter), Bannon, Conway, and Cambridge Analytica.
>>>>>>>>
>>>>>>>> -----Original Message-----
>>>>>>>> From: xmca-l-bounces@mailman.ucsd.edu [mailto:xmca-l-bounces@
>>>>>> mailman.ucsd.edu] On Behalf Of Peg Griffin
>>>>>>>> Sent: Wednesday, January 25, 2017 7:43 PM
>>>>>>>> To: 'eXtended Mind, Culture, Activity'
>>>>>>>> Subject: [Xmca-l] Re: The Cambridge Atlantica site that Peg
>> referred to
>>>>>>>>
>>>>>>>> Hee hee hee, Mike Cole, you rogue!  This is the official 
>>>>>>>> Cambridge
>>>>>> Analytica site https://cambridgeanalytica.org/ But Mike direct 
>>>>>> you
>> to a
>>>>>> meatier sit about it!
>>>>>>>> Peg
>>>>>>>>
>>>>>>>> -----Original Message-----
>>>>>>>> From: xmca-l-bounces@mailman.ucsd.edu [mailto:xmca-l-bounces@
>>>>>> mailman.ucsd.edu] On Behalf Of mike cole
>>>>>>>> Sent: Wednesday, January 25, 2017 1:41 PM
>>>>>>>> To: eXtended Mind, Culture, Activity
>>>>>>>> Subject: [Xmca-l] The Cambridge Atlantica site that Peg 
>>>>>>>> referred to
>>>>>>>>
>>>>>>>> https://antidotezine.com/2017/01/22/trump-knows-you/
>>>>>>>>
>>>>>>>>
>>>>>>>>
>>>>>>>>
>>>>>>>>
>>>>>>>>
>>>>>>>
>>>>>>>
>>>>>>
>>>>>>
>>>>
>>>
>>>
>>
>>
>>