Tuesday, August 22, 2017

[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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Sunday, August 20, 2017

[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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Saturday, August 19, 2017

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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Friday, August 18, 2017

[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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Wednesday, August 16, 2017

[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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Friday, August 11, 2017

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
_______________________________________________
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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.
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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/

Wednesday, August 9, 2017

[Yasmin_discussions] STEAM Design in Systems Thinking

The following may fit the "STEAM theme"

My main interest is in modeling and systems. I am curious as to whether any Yasminers
find the following of interest. Consider it a way of linking art and design to systems thinking.
In my Fall class on Modeling & Simulation, it represents one method to interest ATEC
an CS students in designing models.

https://www.drawtoast.com/

Another method I have started using is to start with natural language. We used food
recipes last semester (lots of information flows in recipes to add to their cultural
appeal).

-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

> On Aug 7, 2017, at 10:42 PM, 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/


_______________________________________________
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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/

Tuesday, August 8, 2017

Re: [Yasmin_discussions] Frieder, I share your frustration

Thank you very much for the hint.

I have downloaded your paper and will soon study it.

Frieder



On 08/08/17 07:59, Glenn Smith wrote:
> Dear Frieder,
>
> I share your frustration; but have faith that with
> techno-art, we are forging a hammer that will
> make itself felt in the effort to construct a more
> perfect world (!), and apart from which work we
> ourselves would have little credibility; and in this
> respect, I refer you to a paper (yes, the inevitable
> Yasmin plug regarding one's own work!) which
> highlights an artist -- John James Audubon -- who
> was literally working at the very fringes of civilization,
> but who has nonetheless been a huge and positive
> force:
> http://www.mdpi.com/2076-0752/6/2/5 .
>
> G.W. (Glenn) Smith
> www.space-machines.com
>
> _______________________________________________
> 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/
>

--
_______________________________________________
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/

Monday, August 7, 2017

[Yasmin_discussions] Frieder, I share your frustration

Dear Frieder,

I share your frustration; but have faith that with
techno-art, we are forging a hammer that will
make itself felt in the effort to construct a more
perfect world (!), and apart from which work we
ourselves would have little credibility; and in this
respect, I refer you to a paper (yes, the inevitable
Yasmin plug regarding one's own work!) which
highlights an artist -- John James Audubon -- who
was literally working at the very fringes of civilization,
but who has nonetheless been a huge and positive
force:
http://www.mdpi.com/2076-0752/6/2/5 .

G.W. (Glenn) Smith
www.space-machines.com

_______________________________________________
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/

[Yasmin_discussions] Fwd: THEMAS instead of STEAM ??

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


--

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Saturday, August 5, 2017

[Yasmin_discussions] stem to steam in jamaica

yasminers
interesting to see how the stem to steam discussion is interpreted by
the former minister of education of jamaica !

http://www.jamaicaobserver.com/letters/STEAM-to-STEM-to-APSE--What-s-the-real-solution-to-our-education-system-_57121

roger malina

Dear Editor,


Ronald Thwaites, while serving as minister of education under the
previous Administration led by the People's National Party, informed
us that the country's education system would embark on a new
curriculum, placing emphasis in the areas of Science, Technology,
Engineering and Mathematics (STEM). We cannot recall hearing the then
minister giving us any explanation for the proposed shift in focus
from the curriculum encompassing Science, Technology, Engineering,
Arts and Mathematics (STEAM).


Fast-forward to March 2016. Minister of Education Senator Ruel Reid,
under a new Administration led by the Jamaica Labour Party, has
introduced us to a new programme — Alternative Pathways to Secondary
Education (APSE). Pertinent questions to the current minister include:
What is the connection, if any, between this new programme and focus
and the previous initiative of the former minister? Will this new
programme include a curriculum that will comprise focus on the Arts as
well, or will it exclude same, just like STEM did? Was a cost-benefit
analysis done to assess the viability of this new programme? What is
the likelihood of APSE being the remedy for our ailing education
system?


As young leaders, we are not merely interested in new and different;
we are interested in efficiency and effectiveness resulting from
well-thought-out ideas that will make real and positive difference to
the lives of the Jamaican people. The Jamaican society is, in part,
characterised by overburdened taxpayers with meagre budgets and
stifling bureaucracy. For the sake of our young people and our
country, we call on the minister to fill any existing gaps in the
conception-implementation process of this new programme so that it
will bear fruit and lead us progressively into a more prosperous
future.

Shane Reid

2016 President

Junior Chamber International — Hopewell

jcihopewell@yahoo.com

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[Yasmin_discussions] THEMAS

Dear Yasminers,

Speaking as a committee of one, Marcos Novak's
THEMAS (technology-humanities/engineering-
math/arts-sciences) makes more sense than
anything I've heard in a long, long time. OF
COURSE the educated person must understand
how it all fits together -- and how did we ever
allow ourselves to be lured away from that
belief?

G.W. (Glenn) Smith
www.space-machines.com

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[Yasmin_discussions] THEMAS instead of STEAM ??

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 california 510-853-2007

_______________________________________________
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").
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If you prefer to read the posts on a blog go to http://yasminlist.blogspot.com/

Tuesday, August 1, 2017

[Yasmin_discussions] steam to stem ? : redesigning science education as we redesign science

Julia

what a fantastic issue of SciArt Magazine* on steam education- look
forward to reading it

http://www.sciartmagazine.com/auguststeam2017contents.html

your post adds a different dimension to the provocation that we need
to use stem to steam to redesign science itself

you say

"A common sentiment in this issue is the need to
redesign science classes (at least in younger education, if not through
college) so teachers can capture the imagination and creativity that we're
all inherently born with for STEM classes, qualities that can easily fade
if not exercised."

perhaps on yasmin we have other curriculum developers who have
been creating steam curricula- or modifying science and engineering
pedagogy to include steam

kathryn evans is about to relaunch our CDASH aggregator of
art/science/humanities curricula ( announcement next month)
http://www.utdallas.edu/atec/cdash/

my provocation in terms of your statement that we should redesign
science classes to capture the imagination and creativity.....

i would make a bolder statement that we need to redesign the scientific
method and that this will drive different teaching strategies

i have just finished reading

Pragmatic Imagination by Ann Pendleton-Jullian (Author), John Seely
Brown (Author)
https://www.amazon.com/Pragmatic-Imagination-Ann-Pendleton-Jullian/dp/1367563127

in this series of connected booklets- ann pendleton-jullian ( an architect) and
john seeley brown of xerox parc fame- actually develop methodologies for
training the imagination which if implemented i think could alter the way
scientists research-it argues for a continuing spectrum of mental activities
from reasoning to a variety of different modes of imagination- they separate
imagination methods from creativity

so yes- we need to teach differently using science of leaning methods
and new information from cognitive science, and yes using steam- but
maybe more deeply as we redesign the scientific method and science-
then the content of science will change not just the teaching methods
to include steam

roger malina


From: Julia Buntaine <julia.buntaine@gmail.com>
Date: Tue, Aug 1, 2017 at 8:12 AM
Subject: Re: [Yasmin_discussions] steam: redesigning
science...aesthetic computing
To: YASMIN DISCUSSIONS <yasmin_discussions@estia.media.uoa.gr>


Hey everyone,

To jump in here quickly as it may be of interest, *SciArt Magazine* just
published (today, Aug 1st) a special topics August issue on STEAM education
with contributions from over 30 educators, and about 20 institutions - many
in the U.S. and a number abroad:
http://www.sciartmagazine.com/auguststeam2017contents.html

Our aim with this special topics issue was to gather (at least a set of)
current STEAM approaches and thoughts, from varying levels of education, to
see the commonalities and share ideas as educators in uncharted pedagogical
territory, as well as serve as a distinct point in time where we can pause,
think, and from here actively try to evolve (as this thread discusses) to
the next level/iteration/step of STEAM, whatever that may be or however
that may take shape. A common sentiment in this issue is the need to
redesign science classes (at least in younger education, if not through
college) so teachers can capture the imagination and creativity that we're
all inherently born with for STEM classes, qualities that can easily fade
if not exercised.

It was this thread, back in December, which both informed the design my own
STEAM course and gave me inspiration to put this issue together, so thank
you - all of you!

At any rate, happy to hear your thoughts, and I'm sure the contributors of
the issue would be happy to be contacted as well if you find a point of
synergy or contention. We'll likely do another one of these special topics
STEAM issues next summer, FYI, and will be looking for contributors.

*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 Mon, Jul 31, 2017 at 12:32 PM, kkaroussos <kkaroussos@gmail.com> wrote:

> > does anyone else have specific recommendations on how to start
> > redesigning science using methods
> > from the arts, design and humanities ?
>
> Dear Roger and Yasminers,
>
> Since I've seen that you were talking about BunB Conference, I would like
> to let you know that i will present my moistmedia fresco at the parallel
> dome art-show, that i-Dat is organising.
> I am saying this because it concerns both the cultural heritage discussion
> and the computational aesthetic topic. Actually it is based in the thought
> of re-sign the de-sign, that is, acknowledging the sign (semio) and create,
> rather than a re-presentation, a computational manifestation.
> Best
> Katerina
>
>
> Sent from my iPad
>
> > On 30 Jul 2017, at 23:30, roger malina <rmalina@alum.mit.edu> wrote:
> >
> > YASMINERS
> >
> > Eddie Shanken will be on Paul Thomas' STEAM panel at
> > Balance UnBalance and the Leonardo 50 bithday party
> > in plymouth- he sends us this:
> >
> > Roger! I'm with you on redesigning science and made a similar sort of
> > argument for my Oxford Encyclopedia of Aesthetics entry on aesthetic
> > computing, drawing on your comments and Michael Kelly's responding to
> > Fishwick's entry on the same topic for the Human Computer Interaction
> > Design Encyclopedia.
> >
> > Will mull over more..Looking forward to other's provocations and our
> discussion!
> >
> > Cheers, Ed
> >
> > In case anyone is interested:
> > Computing, Aesthetic (Oxford Encyclopedia of Aesthetics, 2014)
> >
> > https://artexetra.files.wordpress.com/2009/02/shanken-
> computing-aesthetic.pdf
> >
> > so here is one first stem to steam proposal for redesigning science,
> > in this case computer science:
> >
> > follow the aesthetic computing manifesto which a number of us signed
> >
> > https://mitpress.mit.edu/books/aesthetic-computing
> >
> > In Aesthetic Computing, key scholars and practitioners from art,
> > design, computer science, and mathematics lay the foundations for a
> > discipline that applies the theory and practice of art to computing.
> > Aesthetic computing explores the way art and aesthetics can play a
> > role in different areas of computer science. One of its goals is to
> > modify computer science by the application of the wide range of
> > definitions and categories normally associated with making art
> >
> > https://www.dagstuhl.de/Reports/02/02291.pdf
> >
> > the manifesto itself is at:
> >
> > https://www.cise.ufl.edu/~fishwick/aescomputing/manifesto.pdf
> >
> > and is signed by
> >
> > Neora Berger Shem-Shaul Olav W. Bertelsen Jay Bolter Willi Bruns
> > Annick Bureaud Stephan Diehl Florian Dombois Achim Ebert Ernest
> > Edmonds Karl Entacher Paul A. Fishwick Susanne Grabowski Hans Hagen
> > Volker Höhing Kristiina Karvonen John Lee Jonas Löwgren Roger Malina
> > Jon McCormack Richard Merritt Boris Müller Jörg Müller Frieder Nake
> > Daniela-Alina Plewe Jane Prophet Aaron Quigley Rhonda Roland Shearer
> > Steven Schkolne Angelika Schulz Christa Sommerer Noam Tractinsky
> >
> >
> > does anyone else have specific recommendations on how to start
> > redesigning science using methods
> > from the arts, design and humanities ?
> >
> > paul hope you will jump in !!
> >
> >
> > roger
> >
> > Dr. Edward A. Shanken
> > Associate Professor, Arts Division
> > University of California, Santa Cruz
> >
> > _______________________________________________
> > 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/
> _______________________________________________
> 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@estia.media.uoa.gr
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Yasmin URL: http://www.media.uoa.gr/yasmin

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Click on the unsubscribe button on the page that will appear ("options
page").
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Digest Mode" option and set it to either on or off.
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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] steam: redesigning science...aesthetic computing

Hey everyone,

To jump in here quickly as it may be of interest, *SciArt Magazine* just
published (today, Aug 1st) a special topics August issue on STEAM education
with contributions from over 30 educators, and about 20 institutions - many
in the U.S. and a number abroad:
http://www.sciartmagazine.com/auguststeam2017contents.html

Our aim with this special topics issue was to gather (at least a set of)
current STEAM approaches and thoughts, from varying levels of education, to
see the commonalities and share ideas as educators in uncharted pedagogical
territory, as well as serve as a distinct point in time where we can pause,
think, and from here actively try to evolve (as this thread discusses) to
the next level/iteration/step of STEAM, whatever that may be or however
that may take shape. A common sentiment in this issue is the need to
redesign science classes (at least in younger education, if not through
college) so teachers can capture the imagination and creativity that we're
all inherently born with for STEM classes, qualities that can easily fade
if not exercised.

It was this thread, back in December, which both informed the design my own
STEAM course and gave me inspiration to put this issue together, so thank
you - all of you!

At any rate, happy to hear your thoughts, and I'm sure the contributors of
the issue would be happy to be contacted as well if you find a point of
synergy or contention. We'll likely do another one of these special topics
STEAM issues next summer, FYI, and will be looking for contributors.

*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 Mon, Jul 31, 2017 at 12:32 PM, kkaroussos <kkaroussos@gmail.com> wrote:

> > does anyone else have specific recommendations on how to start
> > redesigning science using methods
> > from the arts, design and humanities ?
>
> Dear Roger and Yasminers,
>
> Since I've seen that you were talking about BunB Conference, I would like
> to let you know that i will present my moistmedia fresco at the parallel
> dome art-show, that i-Dat is organising.
> I am saying this because it concerns both the cultural heritage discussion
> and the computational aesthetic topic. Actually it is based in the thought
> of re-sign the de-sign, that is, acknowledging the sign (semio) and create,
> rather than a re-presentation, a computational manifestation.
> Best
> Katerina
>
>
> Sent from my iPad
>
> > On 30 Jul 2017, at 23:30, roger malina <rmalina@alum.mit.edu> wrote:
> >
> > YASMINERS
> >
> > Eddie Shanken will be on Paul Thomas' STEAM panel at
> > Balance UnBalance and the Leonardo 50 bithday party
> > in plymouth- he sends us this:
> >
> > Roger! I'm with you on redesigning science and made a similar sort of
> > argument for my Oxford Encyclopedia of Aesthetics entry on aesthetic
> > computing, drawing on your comments and Michael Kelly's responding to
> > Fishwick's entry on the same topic for the Human Computer Interaction
> > Design Encyclopedia.
> >
> > Will mull over more..Looking forward to other's provocations and our
> discussion!
> >
> > Cheers, Ed
> >
> > In case anyone is interested:
> > Computing, Aesthetic (Oxford Encyclopedia of Aesthetics, 2014)
> >
> > https://artexetra.files.wordpress.com/2009/02/shanken-
> computing-aesthetic.pdf
> >
> > so here is one first stem to steam proposal for redesigning science,
> > in this case computer science:
> >
> > follow the aesthetic computing manifesto which a number of us signed
> >
> > https://mitpress.mit.edu/books/aesthetic-computing
> >
> > In Aesthetic Computing, key scholars and practitioners from art,
> > design, computer science, and mathematics lay the foundations for a
> > discipline that applies the theory and practice of art to computing.
> > Aesthetic computing explores the way art and aesthetics can play a
> > role in different areas of computer science. One of its goals is to
> > modify computer science by the application of the wide range of
> > definitions and categories normally associated with making art
> >
> > https://www.dagstuhl.de/Reports/02/02291.pdf
> >
> > the manifesto itself is at:
> >
> > https://www.cise.ufl.edu/~fishwick/aescomputing/manifesto.pdf
> >
> > and is signed by
> >
> > Neora Berger Shem-Shaul Olav W. Bertelsen Jay Bolter Willi Bruns
> > Annick Bureaud Stephan Diehl Florian Dombois Achim Ebert Ernest
> > Edmonds Karl Entacher Paul A. Fishwick Susanne Grabowski Hans Hagen
> > Volker Höhing Kristiina Karvonen John Lee Jonas Löwgren Roger Malina
> > Jon McCormack Richard Merritt Boris Müller Jörg Müller Frieder Nake
> > Daniela-Alina Plewe Jane Prophet Aaron Quigley Rhonda Roland Shearer
> > Steven Schkolne Angelika Schulz Christa Sommerer Noam Tractinsky
> >
> >
> > does anyone else have specific recommendations on how to start
> > redesigning science using methods
> > from the arts, design and humanities ?
> >
> > paul hope you will jump in !!
> >
> >
> > roger
> >
> > Dr. Edward A. Shanken
> > Associate Professor, Arts Division
> > University of California, Santa Cruz
> >
> > _______________________________________________
> > 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/
> _______________________________________________
> Yasmin_discussions mailing list
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> 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 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/