December 2013 - P2P-Foundation - lists.ourproject.org

Fwd: Master in Digtial Methods and Digital Culture
by Michel Bauwens 19 Dec '13

19 Dec '13

---------- Forwarded message ---------- From: Adam Arvidsson <adam.arvidsson(a)unimi.it> Date: Wed, Dec 18, 2013 at 4:30 PM Subject: Master in Digtial Methods and Digital Culture To: ansari(a)jbs.cam.ac.uk, Alison Ahern <A.Ahern(a)gold.ac.uk>, annette.hill(a)kom.lu.se, Arlene Luck <aluck(a)asc.usc.edu>, Assosvezia < info(a)assosvezia.it>, Adrienne Davis <adavis(a)wulaw.wustl.edu>, "Anna Kulchinskaya (NBS)" <A.Kulchinskaya(a)uea.ac.uk>, Antonello Romano < romano.antonello(a)gmail.com>, Alberto Baioni < alberto.baioni(a)studenti.unimi.it>, Alessandro.Capelli(a)comune.milano.it, anna cossetta <anna.cossetta(a)me.com>, alessandra.bresciani(a)studenti.unimi.it, Adama Sanneh <adamasanneh(a)gmail.com>, afuma <afuma(a)eco.unipv.it>, Anna Nalyvayko <anna.nalyvayko(a)studenti.unimi.it>, andrea.barbaro(a)studenti.unimi.it, Antonella Caru' < antonella.caru(a)unibocconi.it>, "Fish, Adam (fisha1)" < a.fish2(a)lancaster.ac.uk>, "Bradshaw, Alan" <Alan.Bradshaw(a)rhul.ac.uk>, Aylin Kunter <aylin.kunter(a)gmail.com>, Axelle.Van-Guyse(a)ec.europa.eu, Axel Gelfert <phigah(a)nus.edu.sg>, avenkate(a)uci.edu, Armira Saja < armira.saja(a)studenti.unimi.it>, Armin Beverungen < armin.beverungen(a)googlemail.com>, arzu caglayan <arzucaglayann(a)gmail.com>, A J Pike <andy.pike(a)newcastle.ac.uk>, Abbà Matteo <m.abba(a)bitmama.it>, Alberto D'Ottavi <dottavi(a)gmail.com>, a.gooding(a)gold.ac.uk, Alana Lentin < A.Lentin(a)sussex.ac.uk>, Benjamin Staudt <bstaudt(a)karlshochschule.de>, Elisabetta Mori <bettygorf(a)gmail.com>, brankanovcic(a)gmail.com, badiali.elisa(a)gmail.com, Beverley Skeggs <b.skeggs(a)gold.ac.uk>, Biagio Fraudatario <biagio.fraudatario(a)galdieriauto.it>, Cova bernard < bernard.Cova(a)euromed-management.com>, Barile Nello <Nello.Barile(a)iulm.it>, Beatrice Morandina <b.morandina(a)unisg.it>, Benedetta Scatton < bene.scatton(a)gmail.com>, bertetti.paolo(a)gmail.com, Bengt Kristensson Uggla < Bengt.KristenssonUggla(a)abo.fi>, btsaka(a)gmail.com, corina.iamandi(a)viralbeat.com, c.trusler(a)surrey.ac.uk, chris.smith(a)rhul.ac.uk, Chris.wharton(a)northumbria.ac.uk, c.lury(a)warwick.ac.uk, cwilliams(a)austin.utexas.edu, c.gerlitz(a)gold.ac.uk, Chris Pinchen < chris(a)cataspanglish.com>, corina giacomello <cgiacomello(a)gmail.com>, carl.chulalongkorn(a)gmail.com, Charlie Leadbeater < charlie(a)charlesleadbeater.net>, Caroline Baggaley < c.m.baggaley(a)socrev.keele.ac.uk>, "Cassinger, Cecilia M" < cecilia(a)essex.ac.uk>, Cecilia Pasquinelli <cecilia.pasquinelli(a)gmail.com>, Claes-Fredrik Helgesson <claes-fredrik.helgesson(a)liu.se>, Cities of the Future <citiesofthefuture2050(a)gmail.com>, Christopher Land < cland(a)essex.ac.uk>, Christopher Kelty <ckelty(a)ucla.edu>, David Gauntlett < D.Gauntlett(a)westminster.ac.uk>, Dóra Vörös <dra.voros(a)gmail.com>, "De Luca,Susanna" <S.DeLuca(a)duepuntozeroresearch.it>, douglas.brownlie(a)stir.ac.uk, Daniel Beunza <D.Beunza(a)lse.ac.uk>, "Dant, Tim" <t.dant(a)lancaster.ac.uk>, David Sixt <dsixt(a)karlshochschule.de>, Daniele Dalli <dalli(a)ec.unipi.it>, davide.ravasi(a)unibocconi.it, davide agazzi <davide.rhcp(a)gmail.com>, dean(a)cba.com.hr, doctorow(a)craphound.com, Deepak Mehta <deepak.em(a)gmail.com>, "Dunne, Stephen" <sd142(a)leicester.ac.uk>, dsi.ikl(a)cbs.dk, "Drinkall, Pennie" <p.drinkall(a)lancaster.ac.uk>, domenico.secondulfo(a)univr.it, Rajani Naidoo <edsrn(a)management.bath.ac.uk>, Eric Arnould <eja23(a)management.bath.ac.uk>, eriu.scopel(a)gmail.com, e.parsons(a)mngt.keele.ac.uk, "Eckhardt, Giana" <Giana.Eckhardt(a)rhul.ac.uk>, Eva illouz <evaillouz1(a)gmail.com>, e.dalpiaz(a)imperial.ac.uk, Elisa Giomi < giomi(a)unisi.it>, Elisa Paganin <e.paganin(a)gmail.com>, elisa.santonastaso(a)studenti.unimi.it, Emanuela Ciuffoli < emanuela.ciuffoli(a)uniurb.it>, Emma Head <e.l.head(a)keele.ac.uk>, Esther(a)tomorrowscompany.com, Ezio Manzini <ezio.manzini(a)polimi.it>, Leopoldina Fortunati <fortunati.deluca(a)tin.it>, Federica Riva < federica.riva6(a)studenti.unimi.it>, francesca bria <francesca.bria(a)gmail.com>, Francesca Bria <Francesca.Bria(a)nesta.org.uk>, Francesco De Collibus < fdecollibus(a)gmail.com>, filippo.giotto(a)mediolanum.it, Francesca De Chiara < francesca.dechiara(a)gmail.com>, fosca.giannotti(a)isti.cnr.it, "Fitchett, James (Prof.)" <jaf30(a)leicester.ac.uk>, Arild Fetveit <Fetveit(a)hum.ku.dk>, "Federica Amistani Phd Stud @uniud" <federica.amistani(a)uniud.it>, Fabrizio.Sestini(a)ec.europa.eu, Ferdinando Fasce <nando.fasce(a)unige.it>, fredrik.laven(a)handels.gu.se, Frank van Hasselt < frank.van.hasselt(a)ka-consulting.co.uk>, franco berardi < franberardi(a)gmail.com>, francesco.zucchini(a)unimi.it, FRANCAVILLA ROBERTO < roberto.francavilla(a)unisi.it>, "Foster, Harriet E" <FosterHE(a)state.gov>, Giulia Laura Ferrari <giulialaura.ferrari(a)gmail.com>, Guido Anselmi < g.anselmi1(a)campus.unimib.it>, Gloria Cheng <gloria(a)grayhawk-agency.com>, ginagatarin.uniid(a)gmail.com, Gray Tan <grayhawk(a)grayhawk-agency.com>, giulio.ceppi(a)totaltool.it, guntram.geser(a)salzburgresearch.at, Gaia Bernasconi <gaia.bernasconi(a)libero.it>, Graziana Saponari < g.saponari(a)koinetica.net>, g.jaffrey(a)uea.ac.uk, "Giorgio Olivero [Todo.to.it]" <giorgio(a)todo.to.it>, Gianfranco Poggi <gian.poggi(a)gmail.com>, Haiming Hang <hh408(a)management.bath.ac.uk>, Hany Adel Reiad Gharib < hany.adelreiadgharib(a)studenti.unimi.it>, Hugh Willmott <hr22(a)dial.pipex.com>, Hasan Bakhshi <Hasan.Bakhshi(a)nesta.org.uk>, Helen Kennedy < H.Kennedy(a)leeds.ac.uk>, christian huber <huber(a)hsu-hh.de>, ivana.pais(a)gmail.com, Iain Davies <id218(a)management.bath.ac.uk>, Pais Ivana <ivana.pais(a)unicatt.it>, international.programmes(a)unimi.it, Itziar Castello <macastel(a)emp.uc3m.es>, ilaria.madama(a)unimi.it, jonnyliew(a)asiasei.com, jonathan.schroeder(a)rit.edu, jcr(a)bus.wisc.edu, james burke < lifesized(a)gmail.com>, joke.hermes(a)inholland.nl, Joshua.Greenberg(a)carleton.ca, johan.hagberg(a)handels.gu.se, j.2.morris(a)herts.ac.uk, nadya karimasari < karimasari(a)gmail.com>, kristofer.lundstrom(a)svt.se, l.parisi(a)gold.ac.uk, Limengyao <limengyaodream(a)hotmail.com>, Luciano Pilotti < luciano.pilotti(a)unimi.it>, Linda Lombi <lindalombi(a)alice.it>, Lillemor Santana <Lillemor.Santana(a)viaegencia.com>, Laukc(a)ln.edu.hk, Lowell Frye < lf2413(a)columbia.edu>, Lena.mossberg(a)handels.gu.se, Sarah Glozer < lixsas(a)nottingham.ac.uk>, Michael Szalay <mszalay(a)uci.edu>, Marco Berlinguer <marco.berlinguer(a)gmail.com>, marco.zappalorto(a)nesta.org.uk, malo <malo(a)general-intellect.it>, Matteo Gregorietti <matteog(a)veryweb.com>, Mayo Fuster Morell <mayo.fuster(a)eui.eu>, Michel Bauwens < michel(a)p2pfoundation.net>, Massimiano Bucchi <massimiano.bucchi(a)unitn.it>, ms.ikl(a)cbs.dk, n.marres(a)gold.ac.uk, Nicolai Peitersen < nicolai.peitersen(a)gmail.com>, otis(a)uoregon.edu, pizzochero(a)avanzi.org, Anand Pandian <pandian(a)jhu.edu>, Carolina Pacchi <pacchi(a)avanzi.org>, ravis(a)sarai.net, rossella.sobrero(a)unimi.it, Richard Rogers < R.A.Rogers(a)uva.nl>, stepahnie.hain(a)frogdesign.com, se < lotta.ekvall(a)natverkstan.net>, Steve Jones <sjones(a)uic.edu>, Scott Lash < S.Lash(a)gold.ac.uk>, Sudhanshu Rai <sra.ikl(a)cbs.dk>, "Sergio Splendore (sergio.splendore)" <sergio.splendore(a)unimi.it>, stefano.draghi(a)unimi.it, stefano pace <stefano.pace(a)unibocconi.it>, Sarah Jackson < S.Jackson(a)gold.ac.uk>, Stephan Sonnenburg <ssonnenburg(a)karlshochschule.de>, tiziano bonini <tiziano.bonini(a)gmail.com>, Torsti.loikkanen(a)vtt.fi, andrea gualtieri turri <trulligta(a)hotmail.it>, Volha Piotukh < Volha.Piotukh(a)durham.ac.uk>, E.Verhulp(a)uva.nl, Winifred Poster < wposter(a)wustl.edu>, zhilu(a)fudan.edu.cn, Zoe Romano <zoekat(a)gmail.com>, Zeynep Sera Sozeri <zeynepsera.sozeri(a)studenti.unimi.it>, Davide Zanoni < zanoni(a)avanzi.org> Dear All, Enrolments are now open for our Master in Digital Methods and Digital Culture. Teaching starts in March 2014 and runs through November. For further info please consult http://users2.unimi.it/digitalmethods/ https://www.facebook.com/pages/Master-in-Digital-Methods/778921285467911 Best wishes Adam Arvidsson Adam Arvidsson Associate Professor Department of Social and Political Studies University of MIlano via Conservatorio 7 201 22 Milano, Italy skype: adamerica70 tel. +39-02- 50321209 fax +39-02-50321240 new book: The Ethical Economy. Rebuilding Value after the Crisis (forthcoming with Columbia University Press, July 2013, co-authored with Nicolai Peitersen) http://cup.columbia.edu/book/978-0-231-15264-8/ -- P2P Foundation: http://p2pfoundation.net - http://blog.p2pfoundation.net <http://lists.ourproject.org/cgi-bin/mailman/listinfo/p2p-foundation>Updates: http://twitter.com/mbauwens; http://www.facebook.com/mbauwens #82 on the (En)Rich list: http://enrichlist.org/the-complete-list/

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Fwd: [commoning] The Co-operative University
by Michel Bauwens 19 Dec '13

19 Dec '13

---------- Forwarded message ---------- From: Wolfgang Hoeschele <whoesch(a)truman.edu> Date: Wed, Dec 18, 2013 at 5:06 PM Subject: Re: [commoning] [P2P-F] The Co-operative University To: commoning(a)listen.jpberlin.de Dear all, I have only been able to briefly read posts in this thread, as I have been extremely busy grading student work at the non-commons university where I am employed. However, I do find this thread very interesting and can see myself participating in a cooperative university of some kind at some point - possibly the one in Germany if that's a possibility! Meanwhile, on the Commons Abundance Network's NORA knowledge base, we have a page on the need for "opportunities to learn" ( http://commonsabundance.net/wiki/opportunities-to-learn/) - which, you will find, includes an analysis of "scarcity and abundance" in education and learning today, as well as a list of "approaches toward abundance" (each of which should in future lead to a page devoted to that approach toward abundance), and a list of links and literature. Once I have time to sift through this discussion thread, I can add more relevant links and references; in the meantime, if you can send me recommendations of sites to link, or give feedback on the content of the page, I'll appreciate that. I'm not ready at this point to create a page on cooperative universities, but if somebody would be ready to do that, I could help in the editing process, making sure it fits in the NORA format requirements (these requirements are important to ensure that it becomes clear how everything is connected to everything else, and how different efforts can synergetically contribute to meeting needs while using resources sustainably). One of my students has also created a page on cooperative schools - i.e., the primary and secondary level of education, rather than universities, but any suggestions on further improvement on this page will also be welcome: http://commonsabundance.net/wiki/co-operative-schools/. While I'm at it, let me also provide a link to our most recent newsletter on CAN: http://commonsabundance.net/docs/december-2013-newsletter/. All the best, Wolfgang On 12/18/2013 6:47 AM, Silke Helfrich wrote: > Dear all, > just a short note: > > Once the new university-like "institution" I was talking about is running > ("classes" start by early January 2014, and I hope official recognition is > underway) I'll post some more information via this list. > > There is a huge need to show that also our educational systems can be > remodeled as commons; and the good thing is, this is nothing new at all, we > can learn from practices worldwide. > > May be at some point we should think about putting all this experience > together and discussing it in depth! > For me -for instance - the zapatistas approach is extremely inspiring (but > different from what we also need to do here in Germany); or the campesino a > campesino programms all over the world - so how to get this into higher > education in countries like mine? > Perhaps sbd want's to start collecting these experiences (EDUCATION AS > COMMONING) on the P2P website? > > Very best > Silke > > > Am 18.12.2013 06:54, schrieb davste(a)spektral.at: > >> Hi >> >> I just get home from big student protests after the new austrian >> government abrogated the 'ministry of science and research". It's now >> part of the 'ministry for economy'. >> >> I am also quite interested in the free university projects going on. My >> overall interest is in co-operative learning not only within the >> academic sphere but outside of the university, also >> academic-and-non-academic learning together. >> >> Since we are trying out a kind of 'free and open university' project in >> Graz I am facing many questions. >> There're concerning: >> * learning from (urban) commons projects. >> * How can we use the city as resource? How can we participate in urban >> development to create a city for our needs? (Since german commons >> summerschool with silke I am thinking of how to 'activate' people in >> participating in urban development. This can also be seen as a kind of >> strategy against enclosure of urban commons) >> * the integration of people of different social groups (e.g. academic >> and non-academic, from different cultures/countries) and of different >> age for learning practices, also research and working on solutions in >> one's everyday life. >> >> Our project in Graz is (right now) in the very beginning and we are >> still searching for people who have knowledge and experience about >> education. So far we are trying out different things: skill sharing, >> using online courses, reading circles and practical stuff. Our first >> trial is concerning gardening. Ecology and biology is too theoretical, >> so we wanna use the community gardens in Graz. We are trying to include >> very different groups and people of different age (starting with >> kindergarden, also people in retirement). >> >> Best >> David >> >> Dante-Gabryell Monson <dante.monson(a)gmail.com> wrote: >> >> Interesting Silke. >> >> Feels already closer to a "Cooperative of Learners" :) >> >> Is it a face to face real world living space you imagine ? >> >> I am interested in projects that could happen in Germany. >> >> How big would you imagine to start off ? >> >> Can it build on something existing ? >> Some existing faculties ? Possibly a continuation of a program, to >> start with ? >> If so, which ones would be interested , as to help learned to bring >> research and projects further into life, beyond conventional Phd's ? >> And feeding a commons ? >> >> Could it be in collaboration with existing "Open Universities", or >> platforms such as Gaia University ? http://www.gaiauniversity.org/ >> >> Somehow, what you suggest, with support to the learners / students >> costs, reminds me also of the Steiner backed Youth Initiative >> Program http://yip.se/ >> ( if not already in touch, I ll gladly support with networking ) >> >> I somehow imagine it like small co-living / co-learning spaces, >> which could be networked within one same area. >> >> I also remember vaguely ( do not remember the references ) >> some project in Berlin which focused on networking various places ( >> including work spaces ? ) open to sharing learning ? >> >> /// >> >> Is there any convergence space online where it is already possible >> to stay updated in relation to the vision you express ? >> If not in the short term, for whenever there is a more specific >> definition of such vision ? >> >> Just stumbled on this mail and links , which are likely common >> knowledge to most people on this list ? : >> >> https://groups.google.com/forum/#!topic/op-n-m/NaFQsXmBU4k >> >> Note : or instead of an opposition between a limited capitalist >> market Vs commons, >> are we rather talking about *non-monopolistic commons based markets *? >> >> *Markets in the form of available information with a variety of >> criteria* - not only based on price in terms of monopolist tokens ? >> >> http://p2pfoundation.net/Logic_of_the_Market_versus_ >> the_Logic_of_the_Commons >> >> http://commonsblog.wordpress.com/2011/01/29/the-commons- >> year-one-of-the-global-commons-movement/ >> >> also reminds me of Festivalism >> http://p2pfoundation.net/Festivalism >> http://business.nmsu.edu/~dboje/papers/Festivalism_at_Work.html >> >> also see Kevin Carson's : >> http://homebrewindustrialrevolution.wordpress.com/2010/01/11/contents/ >> >> >> The Table >> >> >> The Logic of the Market versus the Logic of the Commons >> >> *Market* *Commons* >> *Focus* >> >> What can I sell?Exchange value >> >> >> >> What do we need?Use value >> >> *Core beliefs* Scarcity Plenty >> Homo oeconomicus Homo cooperans >> It's about resources (allocation)/./ It's about us. >> *Governance* Market-State Polycentric / Peer-to-Peer Governance >> Decision making hierarchical horizontal >> Command (Power, Law, Violence) Consensus, Free Cooperation, >> self-organization >> *Social relationships* Centralization of power (monopoly) >> >> Decentralization of power(autonomy) >> >> Property Possession >> Access to rival resources Limited by boundaries & rules defined by >> owner Limited by boundaries & rules defined by usergroups >> Access to nonrival resources Made scarce (to ensure profitability) >> Open access (to ensure social equity) >> Use rights Granted by owner Co-decided by user groups >> *Dominant strategy* Out-compete Out-cooperate >> *Results* >> For the resources >> >> ErosionEnclosure >> >> >> >> Conservation Reproduction & Multiplication >> >> For the people Exlusion & Participation Inclusion & Emancipation >> >> * Source: The Commons: Year One of the Global Commons Movement by >> Silke Helfrich (29. Januar 2011) >> <http://commonsblog.wordpress.com/2011/01/29/the-commons- >> year-one-of-the-global-commons-movement/> >> >> >> http://business.nmsu.edu/~dboje/papers/Festivalism_at_Work.html >> >> ** >> >> *Table One: Spectacle and Festival* >> >> *Spectacle* >> >> ** >> >> *Festival* >> >> 1. Work >> 2. Work or play time >> 3. Imposed patterns of behavior >> 4. Dead time >> 5. Religions of consumption >> 6. Pseudo desires >> 7. Pseudo needs >> 8. Loss of Self >> 9. Colonized spaces >> 10. Spectator >> 11. Functionary >> 12. Survival of the Fittest/Richest >> >> >> >> 1. Play >> 2. Work and play >> 3. Freely constructed behavior >> 4. Live time >> 5. Self >> 6. Transparent desires >> 7. Transparent needs >> 8. Self-Management >> 9. Free spaces >> 10. Participant/Co-designer >> 11. Self-Managed >> 12. Coevolution and Co-survival >> >> >> >> >> >> >> http://p2pfoundation.net/Category:Business_Models >> >> http://p2pfoundation.net/Category:Economics#Towards_an_Ethical_Economy: >> >> >> Towards an Ethical Economy >> <http://p2pfoundation.net/Ethical_Economy>: >> >> * *The Ethical Economy <http://p2pfoundation.net/Ethical_Economy>. >> Rebuilding Value After the Crisis. By Adam Arvidsson >> <http://p2pfoundation.net/Adam_Arvidsson> and Nicolai Peitersen. >> Columbia University Press, 2013* >> >> 1. Reciprocity. An Economics of Social Relations >> <http://p2pfoundation.net/Economics_of_Social_Relations>. >> Serge-Christophe Kolm. Cambridge University Press, 2008*[24] >> <http://www.cambridge.org/gb/knowledge/isbn/item1174852/? >> site_locale=en_GB>* >> 2. Macrojustice. The Political Economy of Fairness >> <http://p2pfoundation.net/Political_Economy_of_Fairness>. By >> Serge-Christophe Kolm. Cambridge University Press, 2005 [25] >> <http://www.cambridge.org/gb/knowledge/isbn/item1171540/? >> site_locale=en_GB> >> 3. Herman Daly. For the Common Good: Redirecting the Economy toward >> Community, the Environment, and a Sustainable Future >> <http://www.amazon.com/gp/redirect.html?link_code=ur2& >> tag=p2pfoundation-20&camp=1789&creative=9325&location= >> http%3A%2F%2Fwww.amazon.com%2Fgp%2Fproduct%2F0807047058% >> 2Fref%3Dpd_sim_b_2%3F%255Fencoding%3DUTF8%26v%3Dglance%26n%3D283155>. >> Beacon Press, 1994 >> 4. Natural Capitalism >> <http://p2pfoundation.net/Natural_Capitalism>: Creating the Next >> Industrial Revolution – Paul Hawken >> >> >> On Monetary Economics and Transformation: >> >> 1. *The Future of Money <http://p2pfoundation.net/Future_of_Money>. >> Creating New Wealth, Work, and a Wiser World. Bernard Lietaer >> <http://p2pfoundation.net/Category:Economics?title= >> Bernard_Lietaer&action=edit&redlink=1>. >> Random House* free pdf >> <http://www.techrules.com/clients/aeatonline/docs/ >> Bernard%20Lietaer%20-%20The%20future%20of%20money.pdf> >> 2. Local Money <http://p2pfoundation.net/Local_Money>: How To Make >> It Happen In Your Community – Peter North >> >> >> >> >> On Tue, Dec 17, 2013 at 7:58 PM, Silke Helfrich >> <silke.helfrich(a)gmx.de <mailto:[email protected]>> wrote: >> >> Dear John >> >> I very much agree with you and am therefor happy to participate >> in a new attempt to open a University in Germany which is based >> on exactly the ideas you mention: >> >> Students won't only pay (hopefully money the get as a gift from >> somewhere/ that is what we try to organize - there has to be >> gift-money in education), they also will receive the money, that >> is they will - as a students organization - manage the fees by >> themselves which to some extend will be the most important >> infrastructure of the University. (I say "to some extend" >> because there are still some rules to fit into the current >> system to get the title of a University) . >> >> The concept is so consequent to say: "and if the students don't >> need the University anymore, the University should close". As >> you said: education is relational. >> >> Very best >> Silke >> >> >> Am 16.12.2013 15:22, schrieb John: >> >> Dear Folks, >> >> There is nothing inherently wrong with paying someone for a >> service they >> provide to you. Indeed, one of the absurdities of the present >> educational set up is precisely that students have so little >> say in the >> educational services they pay for. There was a time when some >> universities were operated as student-run educational >> co-operatives in >> which students subjected the professors that they were going >> to hire to >> scrupulous cross examination before approving their positions >> as >> educational service providers to the student body. This was >> the case at >> the University of Bologna until quite recently. >> >> So, one angle of approach is for students to have far more >> control over >> the selection of faculty, over the design and evaluation of >> courses, and >> of the running of the university itself – in partnership >> with the >> teachers themselves and other community stakeholders. >> >> Education is a classic /relational good/, that is, a good >> that is >> >> co-produced by the provider and the recipient of the service >> /together/. Education doesn't happen unless /both/ parties >> are fully >> >> engaged in the exchange of knowledge relations, and it is >> optimally >> produced when the educational relationship is one of >> reciprocity and >> equality. This is the reason why authentic education is not >> a commodity >> – it is an exchange of human relations and revolves around >> the question >> of the nature of knowledge production. >> >> The creation of equality, of reciprocal educational >> relationships, and >> the provision of control rights to students is the heart of >> how >> educational institutions need to be reformed. Unless this >> happens, >> everything else is a sideshow and a distraction. >> >> John >> >> On 13-12-16 4:49 AM, Joss Winn wrote: >> >> On 16/12/2013 09:13, "mp"<mp(a)aktivix.org >> <mailto:[email protected]>> wrote: >> >> On 15/12/13 19:03,[email protected] >> <mailto:[email protected]> wrote: >> >> I certainly don't want to criticise the idea of >> a cooperative >> university and all the work you are doing at the >> SSC. However the >> fundamental distinction between students and >> teachers is that the >> former have to pay and the latter get paid. >> >> Is that what they call capitalism? Social relations >> revolving around a >> commodity form, in this case "education" as the >> commodity? Giving >> structure to a hierarchy, where there are experts >> (controlling the means >> of (knowledge) production) and followers (consuming >> the produced >> knowledge commodities, if they can afford it)? >> >> >> _______________________________________________ > commoning Mailingliste > JPBerlin - Politischer Provider > commoning(a)listen.jpberlin.de > https://listen.jpberlin.de/mailman/listinfo/commoning > > _______________________________________________ commoning Mailingliste JPBerlin - Politischer Provider commoning(a)listen.jpberlin.de https://listen.jpberlin.de/mailman/listinfo/commoning -- P2P Foundation: http://p2pfoundation.net - http://blog.p2pfoundation.net <http://lists.ourproject.org/cgi-bin/mailman/listinfo/p2p-foundation>Updates: http://twitter.com/mbauwens; http://www.facebook.com/mbauwens #82 on the (En)Rich list: http://enrichlist.org/the-complete-list/

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Fwd: [Networkedlabour] CAMRI Research Seminars: Spring 2014 Programme@U of Westminster
by Michel Bauwens 19 Dec '13

19 Dec '13

---------- Forwarded message ---------- From: Christian Fuchs <christian.fuchs(a)uti.at> Date: Wed, Dec 18, 2013 at 6:35 PM Subject: [Networkedlabour] CAMRI Research Seminars: Spring 2014 Programme@Uof Westminster To: networkedlabour(a)lists.contrast.org CAMRI RESEARCH SEMINARS, SPRING 2014 University of Westminster Harrow Campus (Metropolitan Line: Northwick Park) Full programme as pdf: http://fuchs.uti.at/wp-content/CAMRISem2014.pdf Web overview of the programme: http://www.westminster.ac.uk/camri/research-seminars Everyone is welcome to join our seminars, registration for one or several events is possible per e-mail (christian.fuchs(a)uti.at) January 15, 2014: 14:00-16:00 Johanna Sumiala (University of Helsinki, Finland) Youth Street Politics in the Media/on the Street http://www.westminster.ac.uk/camri/research-seminars/youth- street-politics-in-the-mediaon-the-street January 22, 2014: 14:00-16:00 Revisiting the Political Economy of Communication: A Conversation with Nicholas Garnham www.westminster.ac.uk/camri/research-seminars/revisiting- the-political-economy-of-communication-a-conversation-with-nicholas-garnham February 19, 2014: 18:00-21:00 Professorial Inauguration Lecture Christian Fuchs (University of Westminster) Social Media and the Public Sphere http://www.westminster.ac.uk/camri/research-seminars/ social-media-and-the-public-sphere Registration: https://www.eventbrite.co.uk/e/inaugural-lecture-series- 2013-2014-social-media-and-the-public-sphere-tickets-7899322085 February 26, 2014: 18:00-21:00 Professorial Inauguration Lecture Graham Meikle (University of Westminster) Sharing and Social Media http://www.westminster.ac.uk/camri/research-seminars/ social-media-and-sharing Registration: https://www.eventbrite.co.uk/e/inaugural-lecture-series- 2013-2014-sharing-and-social-media-tickets-7899354181 March 5, 2014, 14:00-16:00 Stephen Harper (University of Portsmouth) Did Somebody Say Neoliberalism? Marxism and the Discourse of Critical Media Studies http://www.westminster.ac.uk/camri/research-seminars/did- somebody-say-neoliberalism-marxism-and-the-discourse-of- critical-media-studies March 19, 2014, 14:00-16:00 Matthew Powers (University of Washington-Seattle, USA) Can NGOs Do Journalism? Understanding the Information Work of Humanitarian and Human Rights NGOs http://www.westminster.ac.uk/camri/research-seminars/can-ngos-do-journalism- understanding-the-information-work-of-humanitarian-and-human-rights-ngos March 26, 2014: 14:00-16:00 Jonathan Hardy (University of East London) Critical Political Economy of Communications – A Mid-Term Report: The First Fifty Years and the Future. http://www.westminster.ac.uk/camri/research-seminars/ critical-political-economy-of-communications-a-mid-term- report-the-first-fifty-years-and-the-future. April 2, 2014: 14:00-16:00 Jörg Becker (University of Marburg, Germany) Journalism and Media/Communication Studies under Hitler: The Example of Elisabeth Noelle-Neumann, her Nazi Ideology and the Spiral of Silence http://www.westminster.ac.uk/camri/research-seminars/journalism-and- mediacommunication-studies-under-hitler-the-example-of- elisabeth-noelle-neumann-her-nazi-ideology-and-the-spiral-of-silence _______________________________________________ NetworkedLabour mailing list NetworkedLabour(a)lists.contrast.org http://lists.contrast.org/mailman/listinfo/networkedlabour -- P2P Foundation: http://p2pfoundation.net - http://blog.p2pfoundation.net <http://lists.ourproject.org/cgi-bin/mailman/listinfo/p2p-foundation>Updates: http://twitter.com/mbauwens; http://www.facebook.com/mbauwens #82 on the (En)Rich list: http://enrichlist.org/the-complete-list/

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Fwd: December issue of the TIM Review: Living Labs and Crowdsourcing
by Michel Bauwens 19 Dec '13

19 Dec '13

---------- Forwarded message ---------- From: TIM Review <newsletter(a)timreview.ca> Date: Wed, Dec 18, 2013 at 10:31 PM Subject: December issue of the TIM Review: Living Labs and Crowdsourcing To: michelsub2004(a)gmail.com Dear Reader, The December Issue of the Technology Innovation Management Review (TIM Review) has been published: http://timreview.ca/issue/2013/december This month’s themes are Living Labs and Crowdsourcing. It is my pleasure to welcome back our guest editors, Mika Westerlund, Assistant Professor at Carleton University’s Sprott School of Business in Ottawa, Canada, and Seppo Leminen, Principal Lecturer at the Laurea University of Applied Sciences and Adjunct Professor in the School of Business at Aalto University in Helsinki, Finland. This issue includes the following articles: Linking Living Lab Characteristics and Their Outcomes: Towards a Conceptual Framework - Carina Veeckman, Dimitri Schuurman, Seppo Leminen, Mika Westerlund How Do We Keep the Living Laboratory Alive? Learning and Conflicts in Living Lab Collaboration - Louna Hakkarainen, Sampsa Hyysalo From Idea Crowdsourcing to Managing User Knowledge - Risto Rajala, Mika Westerlund, Mervi Vuori, Jukka-Pekka Hares Risk Management in Crowdsourcing-Based Business Ecosystems - Suchita Nirosh Kannangara, Peter Uguccioni TIM Lecture Series – Technology Adoption by Design: Insights for Entrepreneurs - Stoyan Tanev We invite your comments on the articles in this issue as well as suggestions for future article topics and issue themes. Kind regards, Chris McPhee Editor-in-Chief Technology Innovation Management Review http://timreview.ca Note: The Technology Innovation Management Review (TIM Review) was previously known as the Open Source Business Resource (OSBR). You are receiving this email because you created an account on the TIM Review website or the OSBR website. -- Unsubscribe from this newsletter: http://timreview.ca/newsletter/confirm/remove/b18e33dd02161t6 -- P2P Foundation: http://p2pfoundation.net - http://blog.p2pfoundation.net <http://lists.ourproject.org/cgi-bin/mailman/listinfo/p2p-foundation>Updates: http://twitter.com/mbauwens; http://www.facebook.com/mbauwens #82 on the (En)Rich list: http://enrichlist.org/the-complete-list/

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CAMRI Research Seminars: Spring 2014 Programme@U of Westminster
by Christian Fuchs 18 Dec '13

18 Dec '13

CAMRI RESEARCH SEMINARS, SPRING 2014 University of Westminster Harrow Campus (Metropolitan Line: Northwick Park) Full programme as pdf: http://fuchs.uti.at/wp-content/CAMRISem2014.pdf Web overview of the programme: http://www.westminster.ac.uk/camri/research-seminars Everyone is welcome to join our seminars, registration for one or several events is possible per e-mail (christian.fuchs(a)uti.at) January 15, 2014: 14:00-16:00 Johanna Sumiala (University of Helsinki, Finland) Youth Street Politics in the Media/on the Street http://www.westminster.ac.uk/camri/research-seminars/youth-street-politics-… January 22, 2014: 14:00-16:00 Revisiting the Political Economy of Communication: A Conversation with Nicholas Garnham www.westminster.ac.uk/camri/research-seminars/revisiting-the-political-econ… February 19, 2014: 18:00-21:00 Professorial Inauguration Lecture Christian Fuchs (University of Westminster) Social Media and the Public Sphere http://www.westminster.ac.uk/camri/research-seminars/social-media-and-the-p… Registration: https://www.eventbrite.co.uk/e/inaugural-lecture-series-2013-2014-social-me… February 26, 2014: 18:00-21:00 Professorial Inauguration Lecture Graham Meikle (University of Westminster) Sharing and Social Media http://www.westminster.ac.uk/camri/research-seminars/social-media-and-shari… Registration: https://www.eventbrite.co.uk/e/inaugural-lecture-series-2013-2014-sharing-a… March 5, 2014, 14:00-16:00 Stephen Harper (University of Portsmouth) Did Somebody Say Neoliberalism? Marxism and the Discourse of Critical Media Studies http://www.westminster.ac.uk/camri/research-seminars/did-somebody-say-neoli… March 19, 2014, 14:00-16:00 Matthew Powers (University of Washington-Seattle, USA) Can NGOs Do Journalism? Understanding the Information Work of Humanitarian and Human Rights NGOs http://www.westminster.ac.uk/camri/research-seminars/can-ngos-do-journalism… March 26, 2014: 14:00-16:00 Jonathan Hardy (University of East London) Critical Political Economy of Communications – A Mid-Term Report: The First Fifty Years and the Future. http://www.westminster.ac.uk/camri/research-seminars/critical-political-eco…. April 2, 2014: 14:00-16:00 Jörg Becker (University of Marburg, Germany) Journalism and Media/Communication Studies under Hitler: The Example of Elisabeth Noelle-Neumann, her Nazi Ideology and the Spiral of Silence http://www.westminster.ac.uk/camri/research-seminars/journalism-and-mediaco…

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Re: [P2P-F] [commoning] The Co-operative University
by Dante-Gabryell Monson 18 Dec '13

18 Dec '13

*Silke says : "Perhaps sbd want's to start collecting these experiences ( EDUCATION AS COMMONING ) on the P2P website?"* Sounds good. I'm in. Also, personally, I would DIFFERENTIATE between *"learning as commons"* , and "education" as commons... ;) I imagine there are already all kinds of content and categories related to these topics - so I guess it can help to have a clear vision of what it is we may be expressing. On this thread, imho, no general consensus - just overlaps in a diversity of approaches. As I understand it, some focusing on reproducing the university , but in a cooperative structure ( with some social media blend ), and focused on the teachers, who would become the owners of the structure ? An alternative that seems to be more in the direction you seem to suggest Silke, though I feel you may be using a midway approach, is one not only that is learner centered, but learner controlled. Basing ourselves on a Contribution Economy approach, See ladder of participation : http://p2pfoundation.net/Ladder_of_Participation As for editing the p2pfoundation wiki, I try not to mess too much with the p2pfoundation site, sometimes just adding or correcting, rather sending info to others ( often Michel ) to add to it. If others create the structure / how it is categorized, or pages, I can add links where it seems appropriate. [image: File:Ladder-example.png] On Wed, Dec 18, 2013 at 1:47 PM, Silke Helfrich <silke.helfrich(a)gmx.de>wrote: > Dear all, > just a short note: > > Once the new university-like "institution" I was talking about is running > ("classes" start by early January 2014, and I hope official recognition is > underway) I'll post some more information via this list. > > There is a huge need to show that also our educational systems can be > remodeled as commons; and the good thing is, this is nothing new at all, we > can learn from practices worldwide. > > May be at some point we should think about putting all this experience > together and discussing it in depth! > For me -for instance - the zapatistas approach is extremely inspiring (but > different from what we also need to do here in Germany); or the campesino a > campesino programms all over the world - so how to get this into higher > education in countries like mine? > Perhaps sbd want's to start collecting these experiences (EDUCATION AS > COMMONING) on the P2P website? > > Very best > Silke > > > Am 18.12.2013 06:54, schrieb davste(a)spektral.at: > >> Hi >> >> I just get home from big student protests after the new austrian >> government abrogated the 'ministry of science and research". It's now >> part of the 'ministry for economy'. >> >> I am also quite interested in the free university projects going on. My >> overall interest is in co-operative learning not only within the >> academic sphere but outside of the university, also >> academic-and-non-academic learning together. >> >> Since we are trying out a kind of 'free and open university' project in >> Graz I am facing many questions. >> There're concerning: >> * learning from (urban) commons projects. >> * How can we use the city as resource? How can we participate in urban >> development to create a city for our needs? (Since german commons >> summerschool with silke I am thinking of how to 'activate' people in >> participating in urban development. This can also be seen as a kind of >> strategy against enclosure of urban commons) >> * the integration of people of different social groups (e.g. academic >> and non-academic, from different cultures/countries) and of different >> age for learning practices, also research and working on solutions in >> one's everyday life. >> >> Our project in Graz is (right now) in the very beginning and we are >> still searching for people who have knowledge and experience about >> education. So far we are trying out different things: skill sharing, >> using online courses, reading circles and practical stuff. Our first >> trial is concerning gardening. Ecology and biology is too theoretical, >> so we wanna use the community gardens in Graz. We are trying to include >> very different groups and people of different age (starting with >> kindergarden, also people in retirement). >> >> Best >> David >> >> Dante-Gabryell Monson <dante.monson(a)gmail.com> wrote: >> >> Interesting Silke. >> >> Feels already closer to a "Cooperative of Learners" :) >> >> Is it a face to face real world living space you imagine ? >> >> I am interested in projects that could happen in Germany. >> >> How big would you imagine to start off ? >> >> Can it build on something existing ? >> Some existing faculties ? Possibly a continuation of a program, to >> start with ? >> If so, which ones would be interested , as to help learned to bring >> research and projects further into life, beyond conventional Phd's ? >> And feeding a commons ? >> >> Could it be in collaboration with existing "Open Universities", or >> platforms such as Gaia University ? http://www.gaiauniversity.org/ >> >> Somehow, what you suggest, with support to the learners / students >> costs, reminds me also of the Steiner backed Youth Initiative >> Program http://yip.se/ >> ( if not already in touch, I ll gladly support with networking ) >> >> I somehow imagine it like small co-living / co-learning spaces, >> which could be networked within one same area. >> >> I also remember vaguely ( do not remember the references ) >> some project in Berlin which focused on networking various places ( >> including work spaces ? ) open to sharing learning ? >> >> /// >> >> Is there any convergence space online where it is already possible >> to stay updated in relation to the vision you express ? >> If not in the short term, for whenever there is a more specific >> definition of such vision ? >> >> Just stumbled on this mail and links , which are likely common >> knowledge to most people on this list ? : >> >> https://groups.google.com/forum/#!topic/op-n-m/NaFQsXmBU4k >> >> Note : or instead of an opposition between a limited capitalist >> market Vs commons, >> are we rather talking about *non-monopolistic commons based markets *? >> >> *Markets in the form of available information with a variety of >> criteria* - not only based on price in terms of monopolist tokens ? >> >> >> http://p2pfoundation.net/Logic_of_the_Market_versus_ >> the_Logic_of_the_Commons >> >> http://commonsblog.wordpress.com/2011/01/29/the-commons- >> year-one-of-the-global-commons-movement/ >> >> also reminds me of Festivalism >> http://p2pfoundation.net/Festivalism >> http://business.nmsu.edu/~dboje/papers/Festivalism_at_Work.html >> >> also see Kevin Carson's : >> http://homebrewindustrialrevolution.wordpress.com/2010/01/11/ >> contents/ >> >> >> The Table >> >> >> The Logic of the Market versus the Logic of the Commons >> >> *Market* *Commons* >> *Focus* >> >> What can I sell?Exchange value >> >> >> >> What do we need?Use value >> >> *Core beliefs* Scarcity Plenty >> Homo oeconomicus Homo cooperans >> It's about resources (allocation)/./ It's about us. >> *Governance* Market-State Polycentric / Peer-to-Peer >> Governance >> >> Decision making hierarchical horizontal >> Command (Power, Law, Violence) Consensus, Free Cooperation, >> self-organization >> *Social relationships* Centralization of power (monopoly) >> >> >> Decentralization of power(autonomy) >> >> Property Possession >> Access to rival resources Limited by boundaries & rules defined by >> owner Limited by boundaries & rules defined by usergroups >> Access to nonrival resources Made scarce (to ensure >> profitability) >> Open access (to ensure social equity) >> Use rights Granted by owner Co-decided by user groups >> *Dominant strategy* Out-compete Out-cooperate >> *Results* >> >> For the resources >> >> ErosionEnclosure >> >> >> >> Conservation Reproduction & Multiplication >> >> For the people Exlusion & Participation Inclusion & >> Emancipation >> >> * Source: The Commons: Year One of the Global Commons Movement by >> >> Silke Helfrich (29. Januar 2011) >> <http://commonsblog.wordpress.com/2011/01/29/the-commons- >> year-one-of-the-global-commons-movement/> >> >> >> http://business.nmsu.edu/~dboje/papers/Festivalism_at_Work.html >> >> ** >> >> *Table One: Spectacle and Festival* >> >> *Spectacle* >> >> ** >> >> *Festival* >> >> 1. Work >> 2. Work or play time >> 3. Imposed patterns of behavior >> 4. Dead time >> 5. Religions of consumption >> 6. Pseudo desires >> 7. Pseudo needs >> 8. Loss of Self >> 9. Colonized spaces >> 10. Spectator >> 11. Functionary >> 12. Survival of the Fittest/Richest >> >> >> >> 1. Play >> 2. Work and play >> 3. Freely constructed behavior >> 4. Live time >> 5. Self >> 6. Transparent desires >> 7. Transparent needs >> 8. Self-Management >> 9. Free spaces >> 10. Participant/Co-designer >> 11. Self-Managed >> 12. Coevolution and Co-survival >> >> >> >> >> >> >> >> http://p2pfoundation.net/Category:Business_Models >> >> http://p2pfoundation.net/Category:Economics#Towards_an_ >> Ethical_Economy: >> >> >> Towards an Ethical Economy >> <http://p2pfoundation.net/Ethical_Economy>: >> >> * *The Ethical Economy <http://p2pfoundation.net/Ethical_Economy>. >> >> Rebuilding Value After the Crisis. By Adam Arvidsson >> <http://p2pfoundation.net/Adam_Arvidsson> and Nicolai Peitersen. >> Columbia University Press, 2013* >> >> 1. Reciprocity. An Economics of Social Relations >> <http://p2pfoundation.net/Economics_of_Social_Relations>. >> Serge-Christophe Kolm. Cambridge University Press, 2008*[24] >> <http://www.cambridge.org/gb/knowledge/isbn/item1174852/? >> site_locale=en_GB>* >> 2. Macrojustice. The Political Economy of Fairness >> <http://p2pfoundation.net/Political_Economy_of_Fairness>. By >> >> Serge-Christophe Kolm. Cambridge University Press, 2005 [25] >> <http://www.cambridge.org/gb/knowledge/isbn/item1171540/? >> site_locale=en_GB> >> 3. Herman Daly. For the Common Good: Redirecting the Economy toward >> >> Community, the Environment, and a Sustainable Future >> <http://www.amazon.com/gp/redirect.html?link_code=ur2& >> tag=p2pfoundation-20&camp=1789&creative=9325&location= >> http%3A%2F%2Fwww.amazon.com%2Fgp%2Fproduct%2F0807047058% >> 2Fref%3Dpd_sim_b_2%3F%255Fencoding%3DUTF8%26v%3Dglance%26n%3D283155>. >> Beacon Press, 1994 >> 4. Natural Capitalism >> <http://p2pfoundation.net/Natural_Capitalism>: Creating the Next >> >> Industrial Revolution – Paul Hawken >> >> >> On Monetary Economics and Transformation: >> >> 1. *The Future of Money <http://p2pfoundation.net/Future_of_Money>. >> >> Creating New Wealth, Work, and a Wiser World. Bernard Lietaer >> <http://p2pfoundation.net/Category:Economics?title= >> Bernard_Lietaer&action=edit&redlink=1>. >> Random House* free pdf >> <http://www.techrules.com/clients/aeatonline/docs/ >> Bernard%20Lietaer%20-%20The%20future%20of%20money.pdf> >> 2. Local Money <http://p2pfoundation.net/Local_Money>: How To Make >> >> It Happen In Your Community – Peter North >> >> >> >> >> On Tue, Dec 17, 2013 at 7:58 PM, Silke Helfrich >> <silke.helfrich(a)gmx.de <mailto:[email protected]>> wrote: >> >> Dear John >> >> I very much agree with you and am therefor happy to participate >> in a new attempt to open a University in Germany which is based >> on exactly the ideas you mention: >> >> Students won't only pay (hopefully money the get as a gift from >> somewhere/ that is what we try to organize - there has to be >> gift-money in education), they also will receive the money, that >> is they will - as a students organization - manage the fees by >> themselves which to some extend will be the most important >> infrastructure of the University. (I say "to some extend" >> because there are still some rules to fit into the current >> system to get the title of a University) . >> >> The concept is so consequent to say: "and if the students don't >> need the University anymore, the University should close". As >> you said: education is relational. >> >> Very best >> Silke >> >> >> Am 16.12.2013 15:22, schrieb John: >> >> Dear Folks, >> >> There is nothing inherently wrong with paying someone for a >> service they >> provide to you. Indeed, one of the absurdities of the present >> educational set up is precisely that students have so little >> say in the >> educational services they pay for. There was a time when some >> universities were operated as student-run educational >> co-operatives in >> which students subjected the professors that they were going >> to hire to >> scrupulous cross examination before approving their positions >> as >> educational service providers to the student body. This was >> the case at >> the University of Bologna until quite recently. >> >> So, one angle of approach is for students to have far more >> control over >> the selection of faculty, over the design and evaluation of >> courses, and >> of the running of the university itself – in partnership >> with the >> teachers themselves and other community stakeholders. >> >> Education is a classic /relational good/, that is, a good >> that is >> >> co-produced by the provider and the recipient of the service >> /together/. Education doesn't happen unless /both/ parties >> are fully >> >> engaged in the exchange of knowledge relations, and it is >> optimally >> produced when the educational relationship is one of >> reciprocity and >> equality. This is the reason why authentic education is not >> a commodity >> – it is an exchange of human relations and revolves around >> the question >> of the nature of knowledge production. >> >> The creation of equality, of reciprocal educational >> relationships, and >> the provision of control rights to students is the heart of >> how >> educational institutions need to be reformed. Unless this >> happens, >> everything else is a sideshow and a distraction. >> >> John >> >> On 13-12-16 4:49 AM, Joss Winn wrote: >> >> On 16/12/2013 09:13, "mp"<mp(a)aktivix.org >> <mailto:[email protected]>> wrote: >> >> On 15/12/13 19:03,[email protected] >> <mailto:[email protected]> wrote: >> >> >> I certainly don't want to criticise the idea of >> a cooperative >> university and all the work you are doing at the >> SSC. However the >> fundamental distinction between students and >> teachers is that the >> former have to pay and the latter get paid. >> >> Is that what they call capitalism? Social relations >> revolving around a >> commodity form, in this case "education" as the >> commodity? Giving >> structure to a hierarchy, where there are experts >> (controlling the means >> of (knowledge) production) and followers (consuming >> the produced >> knowledge commodities, if they can afford it)? >> >> >> _______________________________________________ > commoning Mailingliste > JPBerlin - Politischer Provider > commoning(a)listen.jpberlin.de > https://listen.jpberlin.de/mailman/listinfo/commoning >

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Fwd: We can change it all
by Michel Bauwens 17 Dec '13

17 Dec '13

---------- Forwarded message ---------- From: Neal Gorenflo <neal(a)shareable.net> Date: Tue, Dec 17, 2013 at 8:52 PM Subject: We can change it all To: "michel(a)p2pfoundation.net" <michel(a)p2pfoundation.net> [image: Shareable] <http://www.shareable.net> Imagine hundreds of cities worldwide firmly rooted in the sharing economy. *To make this vision a reality we’re launching the Sharing Cities Network in 100 cities*, to knit together entire communities of local sharing movements. We'll hit the ground running in January 2014, but only if we raise our goal. Can you chip in $15 and be a founding member of the Network? Yes, I'll chip in $15!<http://www.shareable.net/[email protected]&ut…> [image: NOLA Timebank members] *Timebank, New Orleans* [image: women at a clothes swap] *Clothes swap, Istanbul* Dear Michel, We all want and deserve to live our best lives. Our finest selves are rooted in a sense of strong purpose, solidarity with others, and living with joy and meaning. *But our current economy is fueling a class war that divides us and seeks to commodify everything—including our precious time to do what we really love.* *We need an alternative way of living. And we need you to be a part of it. <http://www.shareable.net/[email protected]&ut…>* Together, we can make it happen. Imagine hundreds of cities around the world firmly rooted in the sharing economy. Thousands of organizers coming together to make sure that communities have access to tool libraries, worker-owned cooperatives, seed banks, coworking spaces, community gardens, credit unions, hackerspaces, farmers markets, bike kitchens, and other innovations like these that are sprouting up all around the world. *To make this a reality, we are launching the Sharing Cities Network in 100 cities worldwide—a network that knits together entire communities of local sharing movements.* We need the Sharing Cities Network because there is *currently no single city where all these local sharing models have been brought together to create a holistic, bona fide alternative to business as usual—so the old way of business still largely prevails.* But you can change this. *Will you be a founding member of the Sharing Cities Network and chip in $15 so we can get right to work? <http://www.shareable.net/[email protected]&ut…>* In a Sharing City, everyone’s needs are met because people make the personal choice to share. Everyone can create meaningful livelihoods. Fresh, local food is available to all. Affordable housing and shared transportation are abundant. The poor are lifted up, the middle class is strengthened, and the rich are respected because they all work together for the common good. And all this is possible without relying on the government or big banks, because together we can be our own agents of change. *If we can raise our goal by January 15th, we will be able to start organizing the Sharing Cities Network ASAP in January 2014.* *Yes, I will be a founding member of the Sharing Cities Network and chip in $15 to make this vision a reality. <http://www.shareable.net/[email protected]&ut…>* Because the more we share, the more we are truly our best selves and communities. And building the Sharing Cities Network will help make this alternative way of living a reality. In solidarity, Neal Gorenflo co-founder of Shareable -- P2P Foundation: http://p2pfoundation.net - http://blog.p2pfoundation.net <http://lists.ourproject.org/cgi-bin/mailman/listinfo/p2p-foundation>Updates: http://twitter.com/mbauwens; http://www.facebook.com/mbauwens #82 on the (En)Rich list: http://enrichlist.org/the-complete-list/

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Re: [P2P-F] [commoning] The Co-operative University
by Dante-Gabryell Monson 17 Dec '13

17 Dec '13

Interesting. Regarding a cooperative university approach. I notice there are several , potentially overlapping approaches. I wish to bring forward the potential of a* "learners cooperative"* point of perspective , as a cultural trend to *adapt to de-monetization* , support forms of social and environmental regeneration, enable alternatives not as dependent ( and yet potentially overlapping ) of the mainstream narratives. I do sense that this is ideological. Supporting the commons in itself is imho ideological. If interested, here goes - it is a bit long ... ///// I understand Sam and others focused on these topics - but still tried/try to make a monetized business out of it ? And I guess it is legitimate, especially if one needs to limit the risks one can take ( for example, in regards to family, if there is dependency on mortgage, loans, etc ) Yet - I want to bring forward the following : *Can we do it ... without money, at all ? Or... by reducing dependency to money to the minimum ? ... and by doing so, make such approaches scalable, not only online, but as potential interfaces for the creation and spreading of emergent viable systems, accessible to any form of intelligence across the globe ?* I am aware some of us may get burned out, especially if isolated or marginalized by working on such research. Finding ways to engage people, when most people seem to be stuck in hopes or needs to get something out of a rat race narrative, is not easy. Perhaps for some, a cooperative university may be an intermediary approach, which would enable them to more easily support certain forms of commons. Yet for those who have for some reason dropped out of such capitalist rat race ( deliberately or not ) , or who still have a foot in it but may already have secured themselves, starting with shared engagement, interacting with each other, living together, may be a starting point ? Including young or older who want to create a shared experience together, using learning as a vector for convergence and engagement ? Potentially leading to further incubation of modules for systemic alternatives. Tribes converging, even for short term events or festivals, yet experiencing a more festivalism paradigm , as opposed to a society of the spectacle ? http://p2pfoundation.net/Festivalism /// I'll allow myself to re-contextualize : I like how the* video shared by Joe <https://www.youtube.com/watch?v=fZ91Kj-4q2o#t=1> talks about "intersections"*... I do feel it brings up many of the topics , including "degrees and certifications". My take and personal experience in relation to *"learning"* is that it *does not depend on teaching, and even less so on universities, or credentials.* My take is that credentials are a poor and limited motivation for learning, although it may be one of the possible intersections. As for the *subject of this thread, * *the topic of a Co-operative University*, it can imho certainly be *beneficial* for those who are dependent on the academic business *for making a monetary living*, and I wish them well in their approach ! It may become more like a *"producers cooperative" <http://en.wikipedia.org/wiki/Producer_cooperative>* - university staff being the producers ? Similarly, one could imagine a *"consumers cooperative" <http://en.wikipedia.org/wiki/Consumer_cooperative>* in relation to universities ( students as consumers ? ) What is produced and consumed ? What is being monetized ? Does it need to be monetized ? Is is it all about a credential economy ? I notice articles such as http://www.educause.edu/ero/article/credentialing-economy-transformed-and-i… What paradigm(s) are we in, and *how do we negotiate priorities in terms of learning ?* ( and in producing new knowledge / research ) Can we really separate "production" and "consumption" when it comes to learning ? And since we are sharing this on commoning and p2pfoundation lists, what happens when everyone becomes a producer and a consumer, and when we generate a commons for each other. *What happens when we "de-monetize" ... ?* That is, not even alter-monetize - but "no money". What happens when there is no more chain of command, *when one does not make oneself dependent on the conditions of a monetary monopoly * ( and ( imho ) its top down crafted prioritization of objectives and the specific markets it decides to create via artificial scarcity , and tribute to such hierarchy of artificial scarcity ? ) *What happens when credentials are not being sold as being needed to survive or have a say in this society ?* When we generate communities based on principles of " equipotentiality " http://p2pfoundation.net/Equipotentiality When we can collectively shift our inter-dependencies to a communal shareholding relational dynamic ? http://p2pfoundation.net/Relational_Model_Typology_-_Fiske /// I do feel that Open Learning approaches do tend towards this... In effect, what would universities ( still ) be selling ? An experience ? A framework ? Credentials ? What if we can develop alternatives to each of these , *with credentials melting more broadly into a reputation economy, and more directly related to records of experience from peers rather then approval by authority.* *Is it reasonable to imagine "academia" shifting to a "learners based cooperative", generating their own ( potentially self organizing ) shared learning and experience environments ?* Some schools now focus on the experience of "flip teaching" ( http://en.wikipedia.org/wiki/Flip_teaching ) I can easily imagine further stages, which are already experimented with in certain learning environments, including support between the learners to guide each other, or between different generations. ( for example : the Ted talks promoted "Hole in the Wall<http://www.ted.com/talks/sugata_mitra_build_a_school_in_the_cloud.html>/ Minimally Invasive Learning<http://en.wikipedia.org/wiki/Minimally_invasive_education>/ Learning through Teaching" or "Once Upon a School<http://www.ted.com/talks/dave_eggers_makes_his_ted_prize_wish_once_upon_a_s…>" ) If the current status quo , in increasingly neoliberal capitalist societies at least, is being maintained, imho it is very likely that money will not be made accessible to an increasing part of the population. Actually, it is already the case, from my point of perspective. *Learning imho is fundamental in our ( emergent ) empowerment.* *imho, we need resilient tools, approaches, environments , infrastructures that can face and thrive despite , and with demonetization, still enabling us to co-create the solutions we need to facilitate our survival.* What if the work / practices experimented with by many of us on this list already opens up such potentials, leading the internet / social media to be used to re-create, even temporarily, shared learning environments, including "real social" learning environments including elements of face to face relationship building ? What if we can adopt various approaches, including community participatory research, and forms of blended learning, to support such environments ? What if... we are already in the process of doing this ? :) I'll re-paste this link http://emergentbydesign.com/2012/01/08/93-superhero-schools-collaboratories… I see this emerging as a cultural trend... likely still limited within certain subcultures, yet growing, with subcultures converging with each other, including through what today seems to be called "the sharing economy", converging with "(Social ) Incubator" narratives. for example, temporary or longer term co-living spaces or networks such as http://www.sandboxhouse.us/ https://embassynetwork.com/ >From such emerging cultures, themselves recycling and remixing various subcultures, I notice tribes converging, and the living place becoming a learning and production place, all in one... These places can even be temporary, or nomadic, providing we can reduce the threshold for certain forms of ( nomadic ) infrastructures, or relay bases for such networks. http://nomadbase.org/ https://docs.google.com/presentation/d/19g_XYezo_jHEZINUqZNZUswZaLsuNHpvbsT… I appreciate the idea of spimed shelter, Eric Hunting's use of "Furnitecture" ( for recreating spaces in any indoor space, or outdoors ), and the potential to combine it with function , in a parametric and modular approach, and in combination with the Internet of Things - as Spimes that can easily be assembled and dis-assembled by anyone, aided by mobile information technologies. Using potentials for Semantic Technologies, in such kind of ways http://docs.google.com/presentation/d/156YzIeH-eoYFl9nMzFxofQ55KVoksqusS0pY… ( note : various projects work on this , but need more support, including UX / designers , ... - and existing code, for example from this particular research project, needs to be cleaned or re-worked https://github.com/automenta/netentionjs2 ) Can we use such contextualizations to create shared engagement, and community ? What limited resources could we bring in, as some form of "Learner's Cooperative" ? note : the two lists this is being shared with https://listen.jpberlin.de/mailman/listinfo/commoning http://www.mail-archive.com/[email protected]/ On Mon, Dec 16, 2013 at 8:41 PM, Joe Corneli <holtzermann17(a)gmail.com>wrote: > Part of the way through this video, > https://www.youtube.com/watch?v=fZ91Kj-4q2o Anya Kamenetz says that > "people need to get paid". I agree that this is typically true - but > the problem I have with the discussion is that it becomes "either/or". > Either you're in academia, or not; either you're getting paid, or > not. > > Well, in fact, I personally get paid (in academia) for work that's > related to what I do as a non-academic or para-academic volunteer. > For me, it's more of a "both/and". > > Similarly, John, I agree that educational (and social) reform is > important, but there are plenty of things going on outside of > academia, in the current society, that are worthwhile -- even if they > are not in themselves transformative. These activities might appear > to be a "sideshow" or "distraction" from the point of view someone in > the currently-dominant institutions, but this is hardly a defining > characteristic. For one thing, who really knows, in advance, when one > of these activities might become transformative? > > Thus, we could wage an all-out war fighting for student control within > institutions, or students could just leave and do things under their > own control elsewhere. Or, again, some blend of the two. > > > On Mon, Dec 16, 2013 at 2:22 PM, John <restakis(a)gmail.com> wrote: > > Dear Folks, > > > > There is nothing inherently wrong with paying someone for a service they > > provide to you. Indeed, one of the absurdities of the present educational > > set up is precisely that students have so little say in the educational > > services they pay for. There was a time when some universities were > operated > > as student-run educational co-operatives in which students subjected the > > professors that they were going to hire to scrupulous cross examination > > before approving their positions as educational service providers to the > > student body. This was the case at the University of Bologna until quite > > recently. > > > > So, one angle of approach is for students to have far more control over > the > > selection of faculty, over the design and evaluation of courses, and of > the > > running of the university itself – in partnership with the teachers > > themselves and other community stakeholders. > > > > Education is a classic relational good, that is, a good that is > co-produced > > by the provider and the recipient of the service together. Education > > doesn't happen unless both parties are fully engaged in the exchange of > > knowledge relations, and it is optimally produced when the educational > > relationship is one of reciprocity and equality. This is the reason why > > authentic education is not a commodity – it is an exchange of human > > relations and revolves around the question of the nature of knowledge > > production. > > > > The creation of equality, of reciprocal educational relationships, and > the > > provision of control rights to students is the heart of how educational > > institutions need to be reformed. Unless this happens, everything else > is a > > sideshow and a distraction. > > > > John > > > > > > On 13-12-16 4:49 AM, Joss Winn wrote: > > > > On 16/12/2013 09:13, "mp" <mp(a)aktivix.org> wrote: > > > > On 15/12/13 19:03, anna(a)shsh.co.uk wrote: > > > > I certainly don't want to criticise the idea of a cooperative > > university and all the work you are doing at the SSC. However the > > fundamental distinction between students and teachers is that the > > former have to pay and the latter get paid. > > > > Is that what they call capitalism? Social relations revolving around a > > commodity form, in this case "education" as the commodity? Giving > > structure to a hierarchy, where there are experts (controlling the means > > of (knowledge) production) and followers (consuming the produced > > knowledge commodities, if they can afford it)? > > > > Class society in a nutshell. > > > > Yes, universities reproduce class society. > > > > Students in the UK and elsewhere are continually being reconfigured into > a > > peculiar kind of consumer who co-produces themselves as 'human capital' - > > an 'improved' form of the labour-power commodity. > > > > We've been working on a critique and an affront to this for a few years > > now. You can read about 'Student as Producer' here: > > > > http://studentasproducer.lincoln.ac.uk/ > > > > If this is of interest to you, I'd suggest reading this book chapter: > > > > The student as producer: reinventing the student experience in higher > > education > > http://eprints.lincoln.ac.uk/1675/ > > > > > > and then more of Mike Neary's (cc'd) later work to develop it: > > > > > > > > > > > > > > > > > > > > Student as producer: an > institution > > of the common? [or how to recover > > communist/revolutionary science] > > > http://josswinn.org/wp-content/uploads/2013/12/ELiSS0403A_Guest_paper.pdf > > > > > > Pedagogy of Excess > > > http://josswinn.org/wp-content/uploads/2013/12/Pedagogy-of-Excess-preprint > . > > pdf > > > > > > > > > > > > > > > > > > > > Student as Producer: A Pedagogy > for > > the Avant-Garde; or, how do > > revolutionary teachers teach? > > http://josswinn.org/wp-content/uploads/2013/12/15-72-1-pb-1.pdf > > > > > > > > > > > > The Social Science Centre, Lincoln, take the ideas and the pedagogy of > > Student as Producer out of the university and, in one sense, is an > attempt > > to develop it without the constraints of existing institutional forms. > > It's an experiment: > > > > > > > http://www.radicalphilosophy.com/news/an-experiment-in-free-co-operative-hi > > gher-education > > > > As for co-operatives as a new model for higher education, I think it's > > worth pursuing this as a transitional model to a post-capitalist form of > > higher education institution. I've been trying to think about 'academic > > labour' and the university as a 'means of production' and extending this > > idea to co-operation. I posted some thoughts here: > > > > The association of free and equal producers > > > > http://josswinn.org/2013/06/the-association-of-free-and-equal-producers/ > > > > Notes towards a critique of ŒLabour Managed Firms¹ > > > > > http://josswinn.org/2013/07/notes-towards-a-critique-of-labour-managed-firm > > s/ > > > > What is Œacademic labour¹? > > > > http://josswinn.org/2013/07/what-is-academic-labour/ > > > > My friend, Richard Hall also writes about this stuff, too: > > > > http://www.richard-hall.org/ > > > > All the best, > > Joss > > > > > > The University of Lincoln, located in the heart of the city of Lincoln, > has > > established an international reputation based on high student > satisfaction, > > excellent graduate employment and world-class research. > > > > The information in this e-mail and any attachments may be confidential. > If > > you have received this email in error please notify the sender > immediately > > and remove it from your system. Do not disclose the contents to another > > person or take copies. > > > > Email is not secure and may contain viruses. The University of Lincoln > makes > > every effort to ensure email is sent without viruses, but cannot > guarantee > > this and recommends recipients take appropriate precautions. > > > > The University may monitor email traffic data and content in accordance > with > > its policies and English law. Further information can be found at: > > http://www.lincoln.ac.uk/legal. > > > > > > > > _______________________________________________ > > commoning Mailingliste > > JPBerlin - Politischer Provider > > commoning(a)listen.jpberlin.de > > https://listen.jpberlin.de/mailman/listinfo/commoning > > > _______________________________________________ > commoning Mailingliste > JPBerlin - Politischer Provider > commoning(a)listen.jpberlin.de > https://listen.jpberlin.de/mailman/listinfo/commoning >

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Fwd: [Networkedlabour] + A Classical Utopian Marxist Text on Communication, Labour and Internationalism
by Michel Bauwens 17 Dec '13

17 Dec '13

---------- Forwarded message ---------- From: Chapullers OrsanS <orsan1234(a)gmail.com> Date: Tue, Dec 17, 2013 at 12:41 PM Subject: [Networkedlabour] + A Classical Utopian Marxist Text on Communication, Labour and Internationalism To: "networkedlabour(a)lists.contrast.org" <networkedlabour(a)lists.contrast.org > via Peter Waterman "Internationalism and Nationalism" José Carlos Mariátegui [José Carlos Mariátegui (1894–1930) was a journalist, editor, poet, popular educator, political and social analyst, party and union organiser, who laid the foundations of the modern Peruvian labour and socialist movement. He identified with the Russian Revolution and Communism but resisted the imposition in Latin America of certain Comintern policies, and developed original ideas on the revolutionary role of the peasantry and indigenous peoples. He was exiled in Europe in the turbulent period following World War I and the Russian Revolution, and combined a fervent nationalism with a just as fervent internationalism. He put his internationalist convictions into practice in his union newspaper, Labor, that appeared for one year in 1928–29. One-third of its coverage was devoted to international developments, largely to labour issues. This article is a classical internationalist statement from a socialist in a peripheral capitalist country. It was originally presented as a lecture, on November 2, 1923, in the office of the Student Federation, Lima, Peru. The text is taken from Mariátegui (1973a). The English text was originally published as Mariátegui (1986). The translation was by Peter Waterman and Carlos Betancourt. It was scanned and marginally corrected August 2005.] In various of my lectures I have explained how the life of humanity has been brought together, connected, internationalised. More exactly, the life of humanity in the West. There have been established links and ties, new to human history, between all nations incorporated into European civilisation, Western civilisation. Internationalism exists as an ideal because it is the new reality, the nascent reality. It is not an arbitrary ideal, it is not the absurd ideal of a few dreamers or utopians. It is the sort of ideal that Hegel and Marx define as a new and superior historical stage, which, organically enclosed within the present, struggles to realise itself and which, until it is realised, whilst it is being realised, appears as an ideal before an aging and decadent reality. A great human ideal, a great human aspiration, does not spring or emerge from the imagination of a more or less brilliant person. It springs from life. It emerges from historical reality. It is the present historical reality.Humanity does not pursue nonsensical or unrealisable mirages: humanity follows those ideals whose realisation appears near, appears ripe, appears possible. As it is with humanity, so it is with the individual. The individual does not enthuse over impossibilities. He enthuses only over something relatively possible, relatively achievable, A humble villager, except for a madman, never dreams of the love of a princess, nor of a distant and unknown multi-millionairess, he dreams instead of the love of a village girl with whom he can talk, who is within reach. It can occur to a child who is chasing a butterfly that he will never catch it: but for him to run after it it is essential that he believes or feels that it is within his reach. If the butterfly flies too far, if its flight is too rapid, the child will give up its impossible chase. With respect to an ideal it is the same for humanity. A capricious ideal, an impossible utopia, however beautiful it may be, will not move crowds in the least. Crowds are moved and impassioned by a theory which offers a near goal, a probable goal; by that doctrine which reveals nothing other than a new reality in formation, a new reality en route. Let us consider, for example, how socialist ideas appear and what it is that impassions crowds. Kautsky, when he was still a revolutionary socialist, taught, in accordance with history, that the desire to realise socialism was born of the creation of big industry. When small industry prevails, the ideal of the dispossessed is not the socialisation of property but the acquisition of a little personal property. Small industry always generates the desire to preserve private ownership of the means of production, and not the desire to socialise property, to institute socialism. This desire sprung up where big industry developed, where return to small industry would have been a step backward, would have been socially and economically retrogressive. The development of heavy industry, the emergence of big factories, destroys small industry, ruins the small artisan; but it at the same time creates the material possibility for the realisation of socialism and creates, above all, the will to bring this to realisation. The factory unites a great mass of workers; five hundred, a thousand, two thousand workers; and generates in this mass not the desire for individual and solitary work, but desire for the collective and associated exploitation of this means of wealth. Consider how a factory worker understands and feels about the union idea, the collectivist idea; and consider, in contrast, how difficult it is for the isolated worker of the little workshop to comprehend the same idea. Class consciousness germinates easily amongst the great masses of the factories and giant companies; it germinates with difficulty amongst the dispersed masses of the workshops and small industry. The large industrial estate [latifundio – PW] and agricultural estate lead the worker first to the organisation of his class interests and then to the desire to expropriate the estate and to its collective exploitation. Socialism, trade unionism, did not thus spring from some work of genius. They sprang from the new social reality, the new economic reality. And the same is true of internationalism. For many decades, for approximately one century, European civilisation has given evidence of the tendency to create an international organisation of Western nations. This tendency does not have only proletarian forms, it also has bourgeois forms. Well then. None of these forms have been arbitrary, nor have they been produced by chance, on the contrary there has always been an instinctive recognition of a new, latent, state of affairs. The reign of the bourgeoisie, the reign of individualism, liberates economic interests from all bonds. Capitalism, under the reign of the bourgeoisie, does not produce for the national market, it produces for the international market. Its necessity to daily increase production forces it to the conquest of new markets. Its product, its merchandise, recognise no frontiers; it struggles to surpass and subjugate political restrictions. Conflict and competition between industrialists is international. In addition to markets, industrialists struggle over raw materials. The industry of a country is supplied with the coal, petrol, minerals, of diverse and distant countries. In consequence of this international web of economic interests, the big European and United States banks become completely international and cosmopolitan entities. These banks invest capital in Australia, in India, in China, in the Transvaal. The circulation of capital, through the banks, is an international circulation. The English rentier who deposits his money in a London bank is perhaps ignorant about where his capital is being invested, from whence comes his return, his dividend. He does not know, for example, if his bank is going to commit his capital to the purchase of shares in the Peruvian Corporation: in this case the English rentier becomes, without knowing it, co-proprietor of the Peruvian railways. The strike of the Central Railways can affect, can diminish, his dividends. The English rentier does not know this. Similarly the railwayman and the Peruvian engine-driver are ignorant of the existence of the English rentier, in whose wallet a part of their work is going to end up. This example, this case, serves to explain the economic linkages, the economic solidarity, of the international life of our epoch. And it serves as an explanation of the origin of bourgeois internationalism and the origin of proletarian internationalism, which is at the same time a common and opposed origin. The owner of a textile mill in Britain is interested in paying his workers less wages than the proprietor of a textile mill in the United States, so that his merchandise can be sold more cheaply, more advantageously and abundantly. And this causes the North American textile worker to interest himself in the non-reduction of wages of the British textile worker. A fall of wages in the British textile industry is a threat to the worker of Vitarte, to the worker of Santa Catalina. In virtue of these facts, the workers have declared their solidarity and their fraternity over frontiers and despite nationalities. The workers have seen that when they fight a battle it is not only against the capitalist class of their own country but against the international capitalist class. When the European workers fought for the conquest of the eight-hour day, they fought not only for the European proletariat but for the world proletariat. For you, workers of Peru, it was easier to obtain the eight-hour law because the eight-hour law was already in existence in Europe. Peruvian capitalism ceded your demand because it knew that European capitalism had also ceded this. And, in the same way, of course, the battles presently being carried out by European workers are not without significance for your fate. Each of the workers who is falling at this moment in the streets of Berlin or on the barricades of Hamburg falls not only for the cause of the German proletariat. He falls for your cause also, comrades of Peru. It is because of this, it is because of this demonstration of a historical fact, that for more than a half century, since Marx and Engels founded the First International, the working classes of the world have tended to create organisations of international solidarity which link their actions and unify their ideal. But the opposed camp, capitalist politics, is not insensitive to the same effect of modern economic life. Bourgeois liberalism, the economic liberalism which allowed the capitalist interests to expand, connect and associate despite states and frontiers, was forced to include free exchange in its programme. Free exchange, the free-trade theory, corresponds to a profound and concrete need of a period of capitalist production. What is free exchange? Free exchange, free trade, means the free exchange of goods across all frontiers and all countries. There exist between nations not only political frontiers, geographical frontiers. There also exist economic frontiers. These are the customs. The customs which, on entry into a country, burden them with duties. Free trade seeks to demolish these economic frontiers, to abolish the customs, to clear the way for the free passage of goods to all countries. And in the peak period of free-trade theory the bourgeoisie was, in sum, especially internationalist. What was the origin of its free-trade-ism, what was the origin of its internationalism? It was economic necessity, the commercial necessity for industry to expand freely throughout the world. The capitalism of some economically highly-developed countries met, in economic frontiers, an obstacle to its expansion and wished to demolish them. And this free-trade capitalism, which does not of course embrace the whole capitalist world but only part of it, was also pacifist. It preached peace and preached disarmament because it saw war as a disturbance to and disruption of production. Free trade was an offensive of British capitalism, the most advanced in the world, the best prepared for competition with capitalist rivals. In reality, capitalism could not fail to be internationalist because capitalism is by nature and necessity imperialist. Capitalism created a new class of historical conflicts and military conflicts. Conflicts not between nations, not between races, not between opposed nationalities, but conflicts between blocs, between conglomerates of economic and industrial interests. This conflict between conflicting capitalisms, British and German, led the world to the last great war. And, as I have had occasion to explain, bourgeois society has come out of this profoundly undermined and weakened. Precisely because of the contrast between the nationalist passions of the peoples, which antagonise and separate them, and the necessity for collaboration, solidarity and reciprocal amnesty between them, the sole means for common reconstruction. The capitalist crisis, in one of its principle aspects, is to be found just in this: the contradiction between the politics of capitalist society and the economics of capitalist society. In present-day society politics and economics have ceased to coincide, have ceased to agree. The politics of present-day society are nationalist; its economics are internationalist. The bourgeois state is constructed on a national base; the bourgeois economy must rest on an international base. The bourgeois state has educated man in the cult of nationalism, it has infected him with ill will and suspicion and even with hatred of other nationalities; the bourgeois economy needs, on the other hand, agreements and understandings between distinct and even opposed nationalities. The traditionally nationalist teaching of the bourgeois state, excited and stimulated during the wartime period, has created, above all in the middle class, an intensely nationalistic attitude. And it is now this attitude which prevents European nationalities from cooperating and coordinating a common programme for the reconstruction of the capitalist economy. This contradiction between the political structure of the capitalist system and its economic structure is the most profound, most eloquent, symptom of the decadence and dissolution of this social order. It is, furthermore, the revelation, the confirmation rather, that the old political organisation of society cannot continue because within its mould, within its rigidly nationalist form, there could not develop the new international economic and productive tendencies, the characteristic of which is their internationalism. The social order is declining and expiring because it cannot allow for the international economic and productive forces. These economic and productive forces require international organisation that allows their development, their circulation and growth. Such international organisation cannot be capitalist because the capitalist state, without renouncing its structure, without renouncing its origin, cannot but be a nationalist state. But this incapacity of individualist and capitalist society to transform itself in accordance with international economic necessities does not prevent the appearance within it of the first signs of an international organisation of humanity. Within the nationalist and chauvinist bourgeois system which separates and opposes peoples, there is woven a dense network of international solidarity that is preparing the future of humanity. The bourgeoisie itself can [not - PW] abstain from forging with its hands international organisations and institutions that reduce the rigidity of its nationalist theory and practice. We have thus seen the League of Nations appear. The League of Nations, as I have said in a lecture about it [Mariátegui 1973b– PW], is fundamentally the homage of bourgeois ideology to internationalist ideology. The League of Nations is an illusion because no human power can prevent the reproduction within it of the conflicts, enmities and imbalances inherent in a capitalist and nationalist organisation of society. Supposing that the League of Nations managed to include all the nations of the world, it would still be unable to be effectively pacifist or to regulate conflicts and contrasts between nations efficiently, because humanity, reflected and synthesised in its assembly, would be simply the same nationalist humanity as before. The League of Nations brings together the delegates of peoples; but it would not bring together the peoples themselves. It would not eliminate the bases of difference between them. The same divisions, the same rivalries that bring together or antagonise nations in geography and in history, would bring them together or oppose them within the League of Nations. The alliances, the compromises, the ententes, which bring peoples together in opposed and enemy blocs, would continue. The League of Nations, finally, would be a class international, an international of states; but not an international of peoples. The League of Nations would be an internationalism only in name, in appearance. It would be a League of Nations if it brought together within itself all governments, all states. And in the present case, in which it brings together only a part of the governments and a part of the states, the League of Nations is still much less than this. It is a court without authority, without legitimacy and without power, at the edge of which nations contract and litigate, negotiate and attack each other. But, nonetheless, the appearance, the existence of the idea of the League of Nations, the attempt to realise it, is a recognition, is a declaration of the evident truth of the internationalism of contemporary life, of the international necessities of the life of our times. In this century everything tends to link, everything tends to connect, peoples and individuals. In other times the setting for a civilisation was limited, small; in our epoch it is almost the whole world. The British coloniser who settles in a primitive corner of Africa brings to this corner the telephone, the wireless telegraph, the automobile. In this corner there resounds the echo of Poincaré's latest harangue, Lloyd George's latest speech. The progress of communications has to an in- credible extent mutually bound the activity and history of nations. It is thus that the punch that felled Firpo in a New York ring was known of in Lima, in this little South American capital, within two minutes of having been seen by the spectators of the match. Two minutes after having excited the spectators in the North American stadium, the punch was agitating the good people at the doors of the Lima newspapers. I recall this example in order to give you the precise sensation of the intense communication that exists between the nations of the Western world, due to the birth and improvement of communications. Communications are the nervous system of this internationalism and human solidarity. One of the characteristics of our epoch is the rapidity, the velocity, with which ideas spread, with which currents of thought and culture are transmitted. A new idea that blossoms in Britain is not a British idea except for the time that it takes for it to be printed. Once launched into space by the press, this idea, if it expresses some universal truth, can also be instantaneously transformed into an internationalist idea. How long would Einstein have waited in another period in order to become popular internationally? In these times the theory of relativity, regardless of its complexity and technicality, has circled the earth in a few years. All these facts are so many more signs of the internationalism and solidarity of contemporary life. One notes in all intellectual, artistic, philanthropic, moral, etc., activities, the tendency to create international organisations of communication and coordination. In Switzerland can be found the seats of more than 80 international associations. There is an international of teachers, an international of journalists, a feminist international, a student international. Even chess players, if I am not mistaken, have international offices or something similar. Music teachers have held an international congress in Paris in which they discussed the value of keeping the foxtrot in fashion or reviving the pavana. There has thus been laid the basis for an international of dancers. Still further. Amongst the internationalist tendencies, amongst the internationalist movements, there is taking shape one more curious and paradoxical than any other. I am referring to the fascist international. Fascist movements are, as you know, rabidly chauvinist, violently patriotic. It happens, nonetheless, that they stimulate and ally with each other. The Italian fascists, it is said, are aiding the Hungarian fascists. Mussolini was at one time invited by the German fascists to Munich. The fascist government in Italy has responded to the rise of a pro-fascist government in Spain with explicit sympathy and enthusiasm. Even nationalism, then, cannot do without a certain internationalist appearance. Mariátegui, José Carlos. 1973a. ‘15ª Conferencia: Internacionalismo y nacionalismo’, Historia de la crisis mundial (Conferencias años 1923 y 1924). [Ediciones populares de las obras completas de José Carlos Mariátegui. Toma 8]. Lima: Amauta. Pp. 156-65. Mariátegui, José Carlos. 1973b. ‘9ª Conferencia: La paz de Versalles y la Socieded de las Naciones’, Historia de la crisis mundial ( Conferencias años 1923 y 1924). [Ediciones populares de las obras completas de José Carlos Mariátegui. Toma 8]. Lima: Amauta. Pp. 106-18. Mariátegui, José Carlos. 1986. ‘Internationalism and Nationalism’, Newsletter of International Labour Studies (The Hague), Nos. 30-31:3-8)." _______________________________________________ NetworkedLabour mailing list NetworkedLabour(a)lists.contrast.org http://lists.contrast.org/mailman/listinfo/networkedlabour -- P2P Foundation: http://p2pfoundation.net - http://blog.p2pfoundation.net <http://lists.ourproject.org/cgi-bin/mailman/listinfo/p2p-foundation>Updates: http://twitter.com/mbauwens; http://www.facebook.com/mbauwens #82 on the (En)Rich list: http://enrichlist.org/the-complete-list/

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Fwd: Ecuadoran Government Shuts Down Fundacion Pachamama
by Michel Bauwens 16 Dec '13

16 Dec '13

---------- Forwarded message ---------- From: Dante-Gabryell Monson <dante.monson(a)gmail.com> Date: Mon, Dec 16, 2013 at 5:38 AM Subject: Ecuadoran Government Shuts Down Fundacion Pachamama To: Michel Bauwens <michelsub2004(a)gmail.com>, "CommonsDeutschland ." < silke.helfrich(a)gmx.de> http://leifutne.com/2013/12/05/translation-of-ecuadoran-government-declarat… http://leifutne.com/2013/12/05/ecuadoran-government-shuts-down-fundacion-pa… On Wednesday, December 4, the Ecuadoran government shut down the Fundación Pachamama, where my brother Oliver works, in retaliation for its advocacy of indigenous human rights and the rights of nature. In particular, the government is frustrated by Pachamama’s opposition to expanded oil drilling in the Amazon, which has caused the failure of the government’s latest round of auctions for Amazon oil leases. -- P2P Foundation: http://p2pfoundation.net - http://blog.p2pfoundation.net <http://lists.ourproject.org/cgi-bin/mailman/listinfo/p2p-foundation>Updates: http://twitter.com/mbauwens; http://www.facebook.com/mbauwens #82 on the (En)Rich list: http://enrichlist.org/the-complete-list/

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