No subject
Mon Dec 16 11:25:13 CET 2013
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=
3vNkW3eU/edit#slide=3Did.p
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=
YL4WVaA/edit
( 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 at gmail.com>wrote=
:
> Part of the way through this video,
> https://www.youtube.com/watch?v=3DfZ91Kj-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 at gmail.com> wrote:
> > Dear Folks,
> >
> > There is nothing inherently wrong with paying someone for a service the=
y
> > provide to you. Indeed, one of the absurdities of the present education=
al
> > 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 th=
e
> > professors that they were going to hire to scrupulous cross examination
> > before approving their positions as educational service providers to th=
e
> > student body. This was the case at the University of Bologna until quit=
e
> > 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 =96 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 =96 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 at aktivix.org> wrote:
> >
> > On 15/12/13 19:03, anna at 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 mean=
s
> > 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 int=
o
> 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-preprin=
t
> .
> > 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 o=
f
> > higher education institution. I've been trying to think about 'academic
> > labour' and the university as a 'means of production' and extending thi=
s
> > 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 =8CLabour Managed Firms=B9
> >
> >
> http://josswinn.org/2013/07/notes-towards-a-critique-of-labour-managed-fi=
rm
> > s/
> >
> > What is =8Cacademic labour=B9?
> >
> > 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 at listen.jpberlin.de
> > https://listen.jpberlin.de/mailman/listinfo/commoning
> >
> _______________________________________________
> commoning Mailingliste
> JPBerlin - Politischer Provider
> commoning at listen.jpberlin.de
> https://listen.jpberlin.de/mailman/listinfo/commoning
>
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<div dir=3D"ltr">Interesting.<div><br></div><div>Regarding a cooperative un=
iversity approach.</div><div>I notice there are several , potentially overl=
apping approaches.</div><div><br></div><div>I wish to bring forward the pot=
ential of a<b> "learners cooperative"</b> point of perspective , =
as a cultural trend to <b>adapt to de-monetization</b> , support forms of s=
ocial and environmental regeneration, enable alternatives not as dependent =
( and yet potentially overlapping ) of the mainstream narratives.</div>
<div><br></div><div>I do sense that this is ideological. Supporting the com=
mons in itself is imho ideological.</div><div><br></div><div>If interested,=
here goes - it is a bit long ...=A0</div><div><br></div><div><br></div><di=
v>
/////</div><div><br></div><div>I understand Sam and others focused on these=
topics - but still tried/try to make a monetized business out of it ?<br>A=
nd 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 mo=
rtgage, loans, etc )<br>
<br>Yet - I want to bring forward the following :</div><div><br></div><div>=
<b>Can we do it ... without money, at all ? =A0Or... by reducing dependency=
to money to the minimum ? ... and by doing so, make such approaches scalab=
le, not only online, but as potential interfaces for the creation and sprea=
ding of emergent viable systems, accessible to any form of intelligence acr=
oss the globe ?</b></div>
<div><br></div><div>I am aware some of us may get burned out, especially if=
isolated or marginalized by working on such research.</div><div>Finding wa=
ys 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.</div>
<div>Perhaps for some, a cooperative university may be an intermediary appr=
oach, which would enable them to more easily support certain forms of commo=
ns.</div><div><br></div><div>Yet for those who have for some reason dropped=
out of such capitalist rat race ( deliberately or not ) , or who still hav=
e a foot in it but may already have secured themselves,</div>
<div><br></div><div>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 ? =A0Potentially leading to further incubat=
ion of modules for systemic alternatives. =A0 Tribes converging, even for s=
hort term events or festivals, yet experiencing a more festivalism paradigm=
, as opposed to a society of the spectacle ?</div>
<div><br></div><div><a href=3D"http://p2pfoundation.net/Festivalism">http:/=
/p2pfoundation.net/Festivalism</a><br></div><div><br></div><div>///</div><d=
iv><br></div><div>I'll allow myself to re-contextualize :</div><div><di=
v>
<br></div><div><div>I like how the<b>=A0<a href=3D"https://www.youtube.com/=
watch?v=3DfZ91Kj-4q2o#t=3D1">video shared by Joe</a>=A0=A0talks about "=
;intersections"</b>...=A0</div><div>I do feel it brings up many of the=
topics , including "degrees and certifications".<br>
<div><div><br></div><div><div>My take and personal experience in relation t=
o <b>"learning"</b></div><div>is that it <b>does not depend on te=
aching, and even less so on universities, or credentials.</b></div><div>
<br></div><div>My take is that credentials are a poor and limited motivatio=
n for learning, although it may be one of the possible intersections.</div>=
<div><br></div><div>As for the <b>subject of this thread,=A0</b><br></div>
<div><b>the topic of a Co-operative University</b>,=A0</div><div>it can imh=
o certainly be <b>beneficial</b> for those who are dependent on the academi=
c business=A0</div><div><b>for=A0making a monetary living</b>, and I wish t=
hem well in their approach !</div>
<div><br></div><div>It may become more like a <b><a href=3D"http://en.wikip=
edia.org/wiki/Producer_cooperative">"producers cooperative"</a></=
b> - university staff being the producers ?<br></div><div><br></div><div>
Similarly, one could imagine a <b><a href=3D"http://en.wikipedia.org/wiki/C=
onsumer_cooperative">"consumers cooperative"</a></b> in relation =
to universities ( students as consumers ? )<br></div><div><br></div><div>
What is produced and consumed ?=A0<br></div><div>What is being monetized ?<=
/div><div>Does it need to be monetized ?</div><div><br class=3D"">Is is it =
all about a credential economy ?<br></div><div><br></div><div>I notice arti=
cles such as</div>
<div><a href=3D"http://www.educause.edu/ero/article/credentialing-economy-t=
ransformed-and-its-beneficiaries">http://www.educause.edu/ero/article/crede=
ntialing-economy-transformed-and-its-beneficiaries</a>=A0<br></div><div><br=
>
</div><div><br></div><div>What paradigm(s) are we in, and <b>how do we nego=
tiate priorities in terms of learning ?</b> ( and in producing new knowledg=
e / research )</div><div><br></div><div>Can we really separate "produc=
tion" and "consumption" when it comes to learning ? =A0=A0</=
div>
<div><br></div><div>And since we are sharing this on commoning and p2pfound=
ation lists,</div><div>what happens when everyone becomes a producer and a =
consumer,</div><div>and when we generate a commons for each other.</div>
<div><br></div><div><b>What happens when we "de-monetize" ... ?</=
b></div><div>That is, not even alter-monetize - but "no money".</=
div><div><br></div><div>What happens when there is no more chain of command=
,</div>
<div><b>when one does not make oneself dependent on the conditions of a mon=
etary monopoly=A0</b></div><div><br></div><div>( 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 artifici=
al scarcity ? )</div>
<div><br></div><div><b>What happens when credentials are not being sold as =
being needed to survive or have a say in this society ?</b></div><div><br><=
/div><div>When we generate communities based on principles of " equipo=
tentiality "</div>
<div><a href=3D"http://p2pfoundation.net/Equipotentiality">http://p2pfounda=
tion.net/Equipotentiality</a></div><div><br></div><div><br></div><div>When =
we can collectively shift our inter-dependencies to a communal shareholding=
relational dynamic ?</div>
<div><br></div><div><a href=3D"http://p2pfoundation.net/Relational_Model_Ty=
pology_-_Fiske">http://p2pfoundation.net/Relational_Model_Typology_-_Fiske<=
/a><br></div><div><br></div><div>///</div><div><br></div><div><br></div><di=
v>
I do feel that Open Learning approaches do tend towards this...</div><div><=
br></div><div>In effect, what would universities ( still ) be selling ?=A0<=
/div><div>An experience ? A framework ? Credentials ?</div><div><br></div>
<div>What if we can develop alternatives to each of these , <b>with credent=
ials melting more broadly into a reputation economy, and more directly rela=
ted to records of experience from peers rather then approval by authority.<=
/b></div>
<div><br></div><div><b>Is it reasonable to imagine "academia" shi=
fting to a "learners based cooperative", generating their own ( p=
otentially self organizing ) shared learning and experience environments ?<=
/b></div>
<div><br class=3D"">Some schools now focus on the experience of "flip =
teaching" (=A0<a href=3D"http://en.wikipedia.org/wiki/Flip_teaching">h=
ttp://en.wikipedia.org/wiki/Flip_teaching</a>=A0)<br></div><div>I can easil=
y imagine further stages, which are already experimented with in certain le=
arning environments, including support between the learners to guide each o=
ther, or between different generations.=A0</div>
<div>( for example : the Ted talks promoted "<a href=3D"http://www.ted=
.com/talks/sugata_mitra_build_a_school_in_the_cloud.html">Hole in the Wall<=
/a> / <a href=3D"http://en.wikipedia.org/wiki/Minimally_invasive_education"=
>Minimally Invasive Learning</a> / Learning through Teaching" or "=
;<a href=3D"http://www.ted.com/talks/dave_eggers_makes_his_ted_prize_wish_o=
nce_upon_a_school.html">Once Upon a School</a>" )</div>
<div><br></div><div>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 populat=
ion. =A0Actually, it is already the case, from my point of perspective. =A0=
</div>
<div><br></div><div><b>Learning imho is fundamental in our ( emergent ) emp=
owerment.</b></div><div><b>imho, =A0we need resilient tools, approaches, en=
vironments , infrastructures that can face and thrive despite , and with de=
monetization, still enabling us to co-create the solutions we need to facil=
itate our survival.</b></div>
<div><br></div><div><br></div><div>What if the work / practices experimente=
d with by many of us on this list already opens up such potentials,</div><d=
iv>leading the internet / social media to be used to re-create, even tempor=
arily, shared learning environments,</div>
<div>including "real social" learning environments including elem=
ents of face to face relationship building ?=A0</div><div><br></div><div>Wh=
at if we can adopt various approaches, including community participatory re=
search, and forms of blended learning,</div>
<div>to support such environments ?</div><div><br></div><div>What if... we =
are already in the process of doing this ? :)</div><div><br></div><div>I=
9;ll re-paste this link=A0<a href=3D"http://emergentbydesign.com/2012/01/08=
/93-superhero-schools-collaboratories-incubators-accelerators-hubs-for-soci=
al-tech-innovation/">http://emergentbydesign.com/2012/01/08/93-superhero-sc=
hools-collaboratories-incubators-accelerators-hubs-for-social-tech-innovati=
on/</a>=A0=A0</div>
<div><br></div><div>I see this emerging as a cultural trend... likely still=
limited within certain subcultures, yet growing,</div><div>with subculture=
s converging with each other, including through what today seems to be call=
ed "the sharing economy", converging with "(Social ) Incubat=
or" narratives.</div>
<div><br></div><div>for example, temporary or longer term co-living spaces =
or networks such as</div><div><a href=3D"http://www.sandboxhouse.us/">http:=
//www.sandboxhouse.us/</a><br></div><div><a href=3D"https://embassynetwork.=
com/">https://embassynetwork.com/</a><br>
</div><div><br></div><div>From such emerging cultures, themselves recycling=
and remixing various subcultures,</div><div><br></div><div>I notice tribes=
converging, and the living place becoming a learning and production place,=
all in one...=A0</div>
<div>These places can even be temporary, or nomadic,</div><div>providing we=
can reduce the threshold for certain forms of ( nomadic ) infrastructures,=
or relay bases for such networks.</div><div><br></div><div><a href=3D"http=
://nomadbase.org/">http://nomadbase.org/</a><br>
</div><div><br></div><div><a href=3D"https://docs.google.com/presentation/d=
/19g_XYezo_jHEZINUqZNZUswZaLsuNHpvbsT3vNkW3eU/edit#slide=3Did.p">https://do=
cs.google.com/presentation/d/19g_XYezo_jHEZINUqZNZUswZaLsuNHpvbsT3vNkW3eU/e=
dit#slide=3Did.p</a><br>
</div><div><br></div><div>I appreciate the idea of spimed shelter, Eric Hun=
ting's use of "Furnitecture" ( for recreating spaces in any i=
ndoor space, or outdoors ), and the potential to combine it with function ,=
in a parametric and modular approach,</div>
<div>and in combination with the Internet of Things - as Spimes that can ea=
sily be assembled and dis-assembled by anyone, aided by mobile information =
technologies.</div><div><br></div><div>Using potentials for Semantic Techno=
logies, in such kind of ways</div>
<div><a href=3D"http://docs.google.com/presentation/d/156YzIeH-eoYFl9nMzFxo=
fQ55KVoksqusS0pYYL4WVaA/edit">http://docs.google.com/presentation/d/156YzIe=
H-eoYFl9nMzFxofQ55KVoksqusS0pYYL4WVaA/edit</a><br></div><div>( note : vario=
us projects work on this , but need more support, including UX / designers =
, ... - and existing code, for example from this particular research projec=
t, needs to be cleaned or re-worked <a href=3D"https://github.com/automenta=
/netentionjs2">https://github.com/automenta/netentionjs2</a>=A0)</div>
<div><br></div><div><div><div>Can we use such contextualizations to create =
shared engagement, and community ?</div><div><br></div><div>What limited re=
sources could we bring in, as some form of "Learner's Cooperative&=
quot; ?</div>
<div><br></div><div><div><br></div><div>note : the two lists this is being =
shared with</div><div><br></div><div><a href=3D"https://listen.jpberlin.de/=
mailman/listinfo/commoning" target=3D"_blank" style=3D"font-family:arial,sa=
ns-serif;font-size:13px">https://listen.jpberlin.de/mailman/listinfo/common=
ing</a><br>
</div><div><br></div><div><a href=3D"http://www.mail-archive.com/p2p-founda=
tion at lists.ourproject.org/">http://www.mail-archive.com/p2p-foundation@list=
s.ourproject.org/</a><br></div></div></div><div class=3D"gmail_extra"><br><=
/div>
<div class=3D"gmail_extra"><br></div><div class=3D"gmail_extra"><br><br><di=
v class=3D"gmail_quote">On Mon, Dec 16, 2013 at 8:41 PM, Joe Corneli <span =
dir=3D"ltr"><<a href=3D"mailto:holtzermann17 at gmail.com" target=3D"_blank=
">holtzermann17 at gmail.com</a>></span> wrote:<br>
<blockquote class=3D"gmail_quote" style=3D"margin:0px 0px 0px 0.8ex;border-=
left-width:1px;border-left-color:rgb(204,204,204);border-left-style:solid;p=
adding-left:1ex">Part of the way through this video,<br>
<a href=3D"https://www.youtube.com/watch?v=3DfZ91Kj-4q2o" target=3D"_blank"=
>https://www.youtube.com/watch?v=3DfZ91Kj-4q2o</a> Anya Kamenetz says that<=
br>
"people need to get paid". =A0I agree that this is typically true=
- but<br>
the problem I have with the discussion is that it becomes "either/or&q=
uot;.<br>
=A0Either you're in academia, or not; either you're getting paid, o=
r<br>
not.<br>
<br>
Well, in fact, I personally get paid (in academia) for work that's<br>
related to what I do as a non-academic or para-academic volunteer.<br>
For me, it's more of a "both/and".<br>
<br>
Similarly, John, I agree that educational (and social) reform is<br>
important, but there are plenty of things going on outside of<br>
academia, in the current society, that are worthwhile -- even if they<br>
are not in themselves transformative. =A0These activities might appear<br>
to be a "sideshow" or "distraction" from the point of v=
iew someone in<br>
the currently-dominant institutions, but this is hardly a defining<br>
characteristic. =A0For one thing, who really knows, in advance, when one<br=
>
of these activities might become transformative?<br>
<br>
Thus, we could wage an all-out war fighting for student control within<br>
institutions, or students could just leave and do things under their<br>
own control elsewhere. =A0Or, again, some blend of the two.<br>
<div class=3D""><div class=3D"h5"><br>
<br>
On Mon, Dec 16, 2013 at 2:22 PM, John <<a href=3D"mailto:restakis at gmail.=
com">restakis at gmail.com</a>> wrote:<br>
> Dear Folks,<br>
><br>
> There is nothing inherently wrong with paying someone for a service th=
ey<br>
> provide to you. Indeed, one of the absurdities of the present educatio=
nal<br>
> set up is precisely that students have so little say in the educationa=
l<br>
> services they pay for. There was a time when some universities were op=
erated<br>
> as student-run educational co-operatives in which students subjected t=
he<br>
> professors that they were going to hire to scrupulous cross examinatio=
n<br>
> before approving their positions as educational service providers to t=
he<br>
> student body. This was the case at the University of Bologna until qui=
te<br>
> recently.<br>
><br>
> So, one angle of approach is for students to have far more control ove=
r the<br>
> selection of faculty, over the design and evaluation of courses, and o=
f the<br>
> running of the university itself =96 in partnership with the teachers<=
br>
> themselves and other community stakeholders.<br>
><br>
> Education is a classic relational good, that is, a good that is co-pro=
duced<br>
> by the provider and the recipient of the service together. =A0Educatio=
n<br>
> doesn't happen unless both parties are fully engaged in the exchan=
ge of<br>
> knowledge relations, and it is optimally produced when the educational=
<br>
> relationship is one of reciprocity and equality. This is the reason wh=
y<br>
> authentic education is not a commodity =96 it is an exchange of human<=
br>
> relations and revolves around the question of the nature of knowledge<=
br>
> production.<br>
><br>
> The creation of equality, of reciprocal educational relationships, and=
the<br>
> provision of control rights to students is the heart of how educationa=
l<br>
> institutions need to be reformed. Unless this happens, everything else=
is a<br>
> sideshow and a distraction.<br>
><br>
> John<br>
><br>
><br>
> On 13-12-16 4:49 AM, Joss Winn wrote:<br>
><br>
> On 16/12/2013 09:13, "mp" <<a href=3D"mailto:mp at aktivix.o=
rg">mp at aktivix.org</a>> wrote:<br>
><br>
> On 15/12/13 19:03, <a href=3D"mailto:anna at shsh.co.uk">anna at shsh.co.uk<=
/a> wrote:<br>
><br>
> I certainly don't want to criticise the idea of a cooperative<br>
> university and all the work you are doing at the SSC. However the<br>
> fundamental distinction between students and teachers is that the<br>
> former have to pay and the latter get paid.<br>
><br>
> Is that what they call capitalism? Social relations revolving around a=
<br>
> commodity form, in this case "education" as the commodity? G=
iving<br>
> structure to a hierarchy, where there are experts (controlling the mea=
ns<br>
> of (knowledge) production) and followers (consuming the produced<br>
> knowledge commodities, if they can afford it)?<br>
><br>
> Class society in a nutshell.<br>
><br>
> Yes, universities reproduce class society.<br>
><br>
> Students in the UK and elsewhere are continually being reconfigured in=
to a<br>
> peculiar kind of consumer who co-produces themselves as 'human cap=
ital' -<br>
> an 'improved' form of the labour-power commodity.<br>
><br>
> We've been working on a critique and an affront to this for a few =
years<br>
> now. You can read about 'Student as Producer' here:<br>
><br>
> <a href=3D"http://studentasproducer.lincoln.ac.uk/" target=3D"_blank">=
http://studentasproducer.lincoln.ac.uk/</a><br>
><br>
> If this is of interest to you, I'd suggest reading this book chapt=
er:<br>
><br>
> The student as producer: reinventing the student experience in higher<=
br>
> education<br>
> <a href=3D"http://eprints.lincoln.ac.uk/1675/" target=3D"_blank">http:=
//eprints.lincoln.ac.uk/1675/</a><br>
><br>
><br>
> and then more of Mike Neary's (cc'd) later work to develop it:=
<br>
><br>
><br>
><br>
><br>
><br>
><br>
><br>
><br>
><br>
> =A0 =A0 =A0 =A0 =A0 =A0 =A0 =A0 =A0 =A0 =A0 =A0 =A0 =A0 =A0 =A0 =A0 =
=A0 =A0 =A0 Student as producer: an institution<br>
> of the common? [or how to recover<br>
> communist/revolutionary science]<br>
> <a href=3D"http://josswinn.org/wp-content/uploads/2013/12/ELiSS0403A_G=
uest_paper.pdf" target=3D"_blank">http://josswinn.org/wp-content/uploads/20=
13/12/ELiSS0403A_Guest_paper.pdf</a><br>
><br>
><br>
> Pedagogy of Excess<br>
> <a href=3D"http://josswinn.org/wp-content/uploads/2013/12/Pedagogy-of-=
Excess-preprint" target=3D"_blank">http://josswinn.org/wp-content/uploads/2=
013/12/Pedagogy-of-Excess-preprint</a>.<br>
> pdf<br>
><br>
><br>
><br>
><br>
><br>
><br>
><br>
><br>
><br>
> =A0 =A0 =A0 =A0 =A0 =A0 =A0 =A0 =A0 =A0 =A0 =A0 =A0 =A0 =A0 =A0 =A0 =
=A0 =A0 =A0 Student as Producer: A Pedagogy for<br>
> the Avant-Garde; or, how do<br>
> revolutionary teachers teach?<br>
> <a href=3D"http://josswinn.org/wp-content/uploads/2013/12/15-72-1-pb-1=
.pdf" target=3D"_blank">http://josswinn.org/wp-content/uploads/2013/12/15-7=
2-1-pb-1.pdf</a><br>
><br>
><br>
><br>
><br>
><br>
> The Social Science Centre, Lincoln, take the ideas and the pedagogy of=
<br>
> Student as Producer out of the university and, in one sense, is an att=
empt<br>
> to develop it without the constraints of existing institutional forms.=
<br>
> It's an experiment:<br>
><br>
><br>
> <a href=3D"http://www.radicalphilosophy.com/news/an-experiment-in-free=
-co-operative-hi" target=3D"_blank">http://www.radicalphilosophy.com/news/a=
n-experiment-in-free-co-operative-hi</a><br>
> gher-education<br>
><br>
> As for co-operatives as a new model for higher education, I think it&#=
39;s<br>
> worth pursuing this as a transitional model to a post-capitalist form =
of<br>
> higher education institution. I've been trying to think about '=
;academic<br>
> labour' and the university as a 'means of production' and =
extending this<br>
> idea to co-operation. I posted some thoughts here:<br>
><br>
> The association of free and equal producers<br>
><br>
> <a href=3D"http://josswinn.org/2013/06/the-association-of-free-and-equ=
al-producers/" target=3D"_blank">http://josswinn.org/2013/06/the-associatio=
n-of-free-and-equal-producers/</a><br>
><br>
> Notes towards a critique of =8CLabour Managed Firms=B9<br>
><br>
> <a href=3D"http://josswinn.org/2013/07/notes-towards-a-critique-of-lab=
our-managed-firm" target=3D"_blank">http://josswinn.org/2013/07/notes-towar=
ds-a-critique-of-labour-managed-firm</a><br>
> s/<br>
><br>
> What is =8Cacademic labour=B9?<br>
><br>
> <a href=3D"http://josswinn.org/2013/07/what-is-academic-labour/" targe=
t=3D"_blank">http://josswinn.org/2013/07/what-is-academic-labour/</a><br>
><br>
> My friend, Richard Hall also writes about this stuff, too:<br>
><br>
> <a href=3D"http://www.richard-hall.org/" target=3D"_blank">http://www.=
richard-hall.org/</a><br>
><br>
> All the best,<br>
> Joss<br>
><br>
><br>
> The University of Lincoln, located in the heart of the city of Lincoln=
, has<br>
> established an international reputation based on high student satisfac=
tion,<br>
> excellent graduate employment and world-class research.<br>
><br>
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><br>
><br>
><br>
</div></div><div class=3D""><div class=3D"h5">> ________________________=
_______________________<br>
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