April 24, 2024

Academia, LEGO master the art of building, cyber marxism, epistemología @edudada & pedagogía de la esclavitud (I): Á propos de COGNITIVE CAPITALISM AND THE CONTESTED CAMPUS

Author: Juan José Calderón Amador
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“Academia has in turn been transformed by its own invention. Campuses are today sites of mass digital apprenticeship, where to study means to use a computer, preferably to own one (possession is mandatory at some universities) and to be totally familiar with search engines, web sites, on-line databases, chat rooms, and email. In the 1990s, universities themselves became a direct target of dot.com enterprise with the drive towards the ‘Virtual U’ – code for the activities of corporate-academic partnerships entrepreneurially pushing the commercial development of large-scale, computer-mediated tele-learning systems.”

 Nick Dyer-Witheford
imagen LEGO Master Builder Academy Level 3 – Adventure Designer, 20214, 638 Pieces

D E M O C R A C Y  U S A ?

Among 12th-graders, only 8 percent could identify slavery as the cause of the Civil War. Fewer than one-third (32 percent) correctly named the 13th Amendment as the formal end of U.S. slavery, with a slightly higher share (35 percent) choosing the Emancipation Proclamation. And fewer than half (46 percent) identified the “Middle Passage” as the transport of enslaved Africans across the Atlantic Ocean to North America.
Maureen Costello, the director of Teaching Tolerance, said the research, conducted in 2017, revealed the urgent need for schools to do a better job of teaching slavery. “Students are being deprived of the truth about our history [and] the materials that teachers have are not particularly good,” she said. “I would hope that students would look at this and realize that they deserve to know better … and teachers need to know there are better ways to teach this [topic].”
The student results, which the report labels “dismal,” extend beyond factual errors to a failure to grasp key concepts underpinning the nature and legacy of slavery. Fewer than one-quarter (22 percent) of participating high-school seniors knew that “protections for slavery were embedded in [America’s] founding documents”—that rather than a “peculiar institution” of the South, slavery was a Constitutionally enshrined right. And fewer than four in 10 students surveyed (39 percent) understood how slavery “shaped the fundamental beliefs of Americans about race and whiteness.”
Examining the teachers’ survey results might help explain why students struggled to answer questions on American enslavement: Educators are struggling themselves. While teachers overwhelmingly (92 percent) claim they are “comfortable discussing slavery” in their classroom, their teaching practices reveal profound lapses. Only slightly more than half (52 percent) teach their students about slavery’s legal roots in the nation’s founding documents, while just 53 percent emphasize the extent of slavery outside of the antebellum South. And 54 percent teach the continuing legacy of slavery in today’s society.

Additionally, dozens of teachers rely on “simulations”—role-playing and games—to teach slavery, a method that Teaching Tolerance has warned against on the grounds that it can lead to stereotypes and oversimplification

Hoy traemos a este espacio este artículo titulado “COGNITIVE CAPITALISM AND THE CONTESTED CAMPUS” de Nick Dyer-Witheford, que comienza así:

The advent of ‘Academia Inc.’, aka ‘Corporate U’, is no longer an ominous prospect but an accomplished fact. Over the last twenty-five years, the universities of advanced capitalism have been metamorphosed, the shell of the ivory tower broken, and higher education firmly entrained to market-driven economic growth – in particular, to the development of high-technology industries. Universities are now frankly conceived and funded by policy elites as research facilities and training grounds for the creation of the new intellectual properties and technocultural subjectivities necessary to a post-Fordist accumulation regime. Academic traditionalists and faculty activists alike have clearly identified the dangers of this development: while the formal liberal democratic protections of academic autonomy – from tenure to civil rights guarantees – remain in place, opportunities for the practical exercise of such freedoms contract, as programme funding, research grants and curricula structuring are determined by their utility to the knowledge-for-profit economy (Newson & Buchbinder 1988; Aronowitz 2000; Ruch 2001; Slaughter 1999).

“It is clear, then, that the idea of a fixed method, or of a fixed theory or rationality, rests on too naive a view of man and his social surroundings. To those who look at the rich material provided by history, and who are not intent on impoverishing it in order to please their lower instincts, their craving for intellectual security in the form of clarity, precision, “objectivity”, “truth”, it will become clear that there is only one principle that can be defended under all circumstances and in all stages of human development. It is the principle: anything goes.”

“My intention is not to replace one set of general rules by another such set: my intention is, rather, to convince the reader that all methodologies, even the most obvious ones, have their limits. The best way to show this is to demonstrate the limits and even the irrationality of some rules which she, or he, is likely to regard as basic. In the case that induction (including induction by falsification) this means demonstrating how well the counterinductive procedure can be supported by argument.”

Paul Feyerabend. Against Method (1975)

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