Richard Barbrook and Andy Cameron’s The Californian Ideology, originally published in 1995 by Mute magazine and the nettime mailinglist, is the iconic text of the first wave of Net criticism. The internet might have fundamentally changed in the last two decades, but their demolition of the neoliberal orthodoxies of Silicon Valley remains shocking and provocative. They question the cult of the dot-com entrepreneur, challenging the theory of technological determinism and refuting the myths of American history. Denounced as the work of ‘looney lefties’ by Silicon Valley’s boosters when it first appeared, The Californian Ideology has since been vindicated by the corporate take-over of the Net and the exposure of the NSA’s mass surveillance programmes.Published in 1999 at the peak of the dot-com bubble, Richard Barbrook’s Cyber-Communism offers an alternative vision of the shape of things to come, inspired by Marshall McLuhan’s paradoxical ‘thought probes’. With the Californian Ideology growing stronger, the Net was celebrated as the mechanical perfection of neoliberal economics. Barbrook shows how this futurist prophecy is borrowed from America’s defunct Cold War enemy: Stalinist Russia. Technological progress was the catalyst of social transformation. With copyright weakening, intellectual commodities were mutating into gifts. Invented in capitalist America, the Net in the late-1990s had become the first working model of communism in human history.In an introduction written specially for this 20th anniversary edition, Richard Barbrook takes a fresh look at the hippie capitalists who shaped Silicon Valley and explains how their influence continues to this day. These thought probes are still relevant in understanding the contradictory impact of ubiquitous social media within the modern world. As McLuhan had insisted, theoretical provocation creates political understanding.Richard Barbrook is Senior Lecturer in the Department of Politics and International Relations at the University of Westminster, London, England. He is a trustee of Cybersalon and a founder member of Class Wargames. He has written about the politics of the Net and gaming in his books Media Freedom: The Contradictions of Communications in the Age of Modernity; The Class of the New; Imaginary Futures: From Thinking Machines to the Global Village; and Class Wargames: Ludic Subversion Against Spectacular Capitalism.
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CC-BY-NC-SA Het hoofdstuk is eerder gepubliceerd in: Snoek, M., De Wit, B., & Dengerink, J. (Reds.) (2020). Leraar: een professie met perspectief (3 delen). Meppel: Ten Brink Uitgever Leraren vervullen steeds vaker de rol van curriculumontwikkelaar. Ze verrijken methodes of passen deze aan en ontwikkelen aanvullende onderwijsmaterialen (Huizinga, Nieveen, Handelzalts, & Voogt, 2013; Hoogveld, 2003). Dit kan een positief effect hebben op hun professionele ontwikkeling en de kans op duurzame verandering(en) in de school vergroten (Penuel, Fishman, Yamaguchi, & Gallagher, 2007; Voogt et al., 2011). Leraren voelen zich betrokken en eigenaar als zij zelf hun onderwijs ontwerpen. In dit hoofdstuk laten we zien hoe de rol van curriculumontwikkelaar eruit kan zien en hoe deze een plek kan krijgen in de schoolorganisatie en de loopbaan van leraren.
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This investigation explores relations between 1) a theory of human cognition, called Embodied Cognition, 2) the design of interactive systems and 3) the practice of ‘creative group meetings’ (of which the so-called ‘brainstorm’ is perhaps the best-known example). The investigation is one of Research-through-Design (Overbeeke et al., 2006). This means that, together with students and external stakeholders, I designed two interactive prototypes. Both systems contain a ‘mix’ of both physical and digital forms. Both are designed to be tools in creative meeting sessions, or brainstorms. The tools are meant to form a natural, element in the physical meeting space. The function of these devices is to support the formation of shared insight: that is, the tools should support the process by which participants together, during the activity, get a better grip on the design challenge that they are faced with. Over a series of iterations I reflected on the design process and outcome, and investigated how users interacted with the prototypes.
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