Twitter as a Platform of Collaboration

By | The Administrative Life, The Long Road | No Comments

Whenever I talk to faculty and students about the use of social media in the academy, I advocate for a community building approach. The idea is relatively simple: communication has the power to enrich or impoverish our relationships with one another; we should resist impoverishing and cultivate enriching practices of social media communications.

However simple the idea, putting it into practice is difficult.

Adopting enriching practices of communication is difficult in every context, but it is made more difficult in a social media context in part because we have horrible models and in part because social media is often not taken seriously as a space for genuine relationship building.

In the interest of highlighting examples of how I try to cultivate community around my administrative and academic life, I thought I would curate three recent stories that were encouraging to me.

Online Scholarly Presence

In my role as Dean of the College of Arts & Letters, I have been advocating strongly for the importance of cultivating elegant and eloquent online spaces for our faculty and students to give voice to their intellectual life. I have tried myself to model this through cplong.org.

To facilitate this, we entered into agreement with Reclaim Hosting to provide free web hosting to all faculty and graduate students in the College. As we told the story through YouTube and Twitter, the initiative has started to catch on across MSU:

Listen to the Twitter exchange that followed in which I responded to Sarah Dysart’s enthusiasm with an offer to collaborate and Leigh Graves and Scott Schopieray took up the thread to put it into practice through an initiative shared between the College of Arts & Letters and the College of Education.

As Sarah suggests, this exchange demonstrates the power of Twitter to create real connections across campus, networks that will advance our shared attempts to facilitate public engagement with the scholarship of our faculty and students.

A Deepening Sense of Place

As second example comes from a name we found etched into a 135-year old window in Linton Hall. After it was pointed out to me, I took a picture and tweeted:

Despite my mis-reading of C.F. as C.P., the archeology group on campus responded:

The MSU Archives then joined the discussion:

These resources, provided by generous colleagues, allowed me to craft a welcome letter to our incoming class of 2020 around the story of C.F. Baker:

View story at Medium.com

#SpartanDeans

The third example to which I’d point concerns the use of Twitter among administrators. Last year, as a new Dean at MSU, I sought to use Twitter not only to celebrate the work of faculty and students in the College of Arts & Letters, but also to deepen my relationships with my dean colleagues. And yes, we had some fun along the way (#DeansLookingOutWindows).

As we thought about welcoming a new group of deans to campus this semester, we decided to adopt #SpartanDeans as a way to celebrate the work we are doing individually and in collaboration:

These interactions led to the collaborative welcome video for new students at Michigan State University which I’ll conclude:

Tweeting the Liberal Arts @Muhlenberg #MCLA16

By | Presentation: Interactive, Presentations, The Liberal Arts, The Long Road, Vita | 2 Comments

In his inaugural address as president of the college he founded, Frederick Augustus Muhlenberg spoke of the values that animate the institution: “We do not regard an education as complete that aims only at improving the intellect,” he said, and goes on to emphasize that Muhlenberg is an institution that “contemplates the education of [one’s] conscience and the cultivation of [one’s] heart.”

This commitment to a complete education, one that includes the cultivation of intellectual and ethical habits of thinking and acting, is at the heart of a liberal arts education. Even as the liberal arts come under attack from wide range of voices across the American political spectrum, we do well to remember that this commitment to educate the whole person is deeply rooted in the history of American higher education and has long been a source of innovation and growth.

In the wake of new, dynamic modes of digital communication made possible by the creation of the world-wide web in 1989, this commitment to educating the whole person and the need to bring the excellences of the liberal arts to our interactions with one another have never been more important.

The technologies associated with the web have now grown so familiar and become so ubiquitous that it is easy to forget how new they are and how young we are with them. We are still learning what we can do with them and what they are doing with us.

Technologies always work both ways.

Their affordances and limitations can best be discerned by putting them into practice; for by using the technologies and being used by them, we come to better understand the possibilities they open for us and the challenges they present.

My visit to Muhlenberg is informed by a commitment to put the technologies of digital communication into a liberal arts practice in order to open a space to reflect upon how they might enrich and impoverish our relationships with one another.

The education of conscience to which Muhlenberg calls us is a task to be taken up anew each day; it involves a commitment to weave a concern for justice into our interactions with one another be they online or in person.

Cultivating Communities of Learning with Digital Media

Drawing on my experience with public writing in an Ancient Philosophy course, this faculty workshop focuses on the pedagogical affordances and limitations of public writing in digital environments. The discussion will circle around questions raised by my article, Cultivating Communities of Learning with Digital Media: Cooperative Education through Blogging and Podcasting.

Of central importance to the design of that course was the scoring rubric used to cultivate the habits and practices of public writing on the co-authored blog. I share it here so that it can be freely adapted as needed.

Tweeting the Liberal Arts @Muhlenberg #MCLA16

Below are the curated posts from the interactive presentation held at Muhlenberg on February 1, 2016 at 8pm.

 

Philosophy and the Art of Live-Blogging

By | Blogging and Social Media, The Long Road | One Comment

As a discipline, philosophy is struggling to come to terms with the public affordances of social media. This is a bit surprising given that Socrates himself never shied away from publicly engaging those he encountered in philosophical discussion.

But that was a long time ago, and philosophy has long since established itself as a profession.

The forces of professionalization seem to recoil as audiences dare to publicly share through social media ideas heard at academic conferences and scholarly presentations.

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Cultivating an Online Scholarly Presence

By | Presentation: Interactive, Presentation: Other, Presentations, The Graduate Experience, Vita | 5 Comments

Graduate students are often confronted with conflicting advice about how much of their academic work they should share publicly online.

Although there are good reasons to consider carefully what one shares and how, graduate students who do not intentionally cultivate an online scholarly presence will increasingly be at a disadvantage both professionally and academically.

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A Domain of Your Own

By | The Graduate Experience, The Long Road | 5 Comments

As a graduate student in the digital age, you need a domain of your own.

First of all, you will be Googled, and when you are, your domain should appear early in the results as the fulcrum of a carefully cultivated online identity.

Second, in order to leverage the power of the social web to cultivate a community of scholars interested in your work, you need a domain to which to point your friends on Facebook, your followers on Twitter, and those who have circled you on Google+.

In thinking about your online presence as a graduate student or academic, it is helpful to conceive of it as a kind of ecosystem in which various elements work together to offer the public a picture of who you are and the work you are doing.

A canonical website – a domain of your own – should provide the essential nutrients of your online ecosystem. To create one, register your name or, if you have a relatively common name, register a unique name that identifies you across a wide spectrum of websites. It is not too expensive to register a domain name with a service like Blue Host, for example. Even if you decide to host your site somewhere else, it is important to register your domain so you have some control over your online identity.

Once you have a website setup under your domain, consider it the place in which you document your research, write reflectively on your scholarship, and invite others to discover your work. You might also use the site to curate content about a hobby of interest so as to give people a more well rounded sense of who you are. At minimum, anything you would put on your CV should be added your website and amplifed through various social media channels.

Depending on your area of research, one social media channel might be more important than another. There is a robust and influential community of Digital Humanists on Twitter, for example; while Academic.edu seems to be emerging as a kind of Linkedin for academics.

In this regard, Google Plus has a special role to play. Even if you are not very active on Google Plus, it is worth creating a profile and posting your work there because Google is beginning to integrate G+ into its core business operations, and specifically search. Once you create a G+ profile, you should link it to your domain. This allows Google to associate your G+ profile with the content you author on your site so they are able to serve information about you up with links they present in search results. When it’s set up, this is what is looks like in Google Search:

Chris Long Author G+

Here you can see the way information about you as author is connected with content you wrote to authenticate both the value of the link and your status as author. Once this connection is established, you will be better able to control the content associated with your name when a potential employer or an interested student or colleague Googles you to find out more about your work.

Resources

The Art of Live-Tweeting

By | Presentation: Interactive, Technology, The Long Road | 27 Comments

Last year, there was some controversy over the question of live-tweeting at academic conferences and in academic settings more generally. The hashtag that emerged then, on Twitter of course, was #Twittergate.

In this post, I try to articulate the art of live-tweeting an academic lecture by suggesting that it is a kind of collaborative public note taking and by articulating various kinds of tweets one can write to cultivate a generous community of scholarship in relation to the lecture.

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Google Logo

The Googled Graduate Student

By | The Graduate Experience, The Long Road | 4 Comments

It is going to happen. Maybe not today or this week, but eventually, you will be Googled.

I am not talking about being Googled by an old friend interested in what you might be up to these days, but about the kind of Googling academics do when we are interested in learning more about the work of a young scholar.

Often, of course, this happens during a job search, but it can also happen in the course of your graduate education as you cultivate new professional relationships through disciplinary organizations and public appearances at conferences.

When it happens, you will want content you created to appear early and often in the search results.

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Twitter Owl by Codiew

The Tweeting Graduate Student

By | Technology, The Graduate Experience, The Long Road | 10 Comments

They will tell you it is too dangerous, that you’ll say something stupid and never be hired.

They’ll say it is too fast, too superficial, too full of snark to be of any value to anyone who aspires to serious scholarship.

They’ll say it’s a waste of time, that it’s noise that will distract you from your research and dissertation.

But don’t listen to the naysayers who steer you away from Twitter and other modes of social media communication.

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A New Path on the Long Road

By | Blogging and Social Media, The Long Road | 3 Comments

I began blogging in earnest shortly after my arrival at Penn State in 2004, but it was not until June 2007 that I created this blog, the Long Road, to reflect on my experiences share my work with a wider public.

Shortly after meeting @ColeCamplese, then the Director of Education Technology Services at Penn State, in 2006, I agreed to beta test an early version of the Blogs at Penn State platform in one of my courses in Ancient Greek Philosophy.

In that class, and those that followed, I began to develop a cooperative approach to teaching and learning with technology in which students are empowered to give voice to their own experience with the assigned readings and to share these experiences with a wider public audience. This pedagogical approach meant cultivating my students the same commitment to regular public writing that I was myself trying to develop on The Long Road.

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New Media Habits

By | Technology, The Long Road | 14 Comments


Facebook

Originally uploaded by laikolosse

A number of recent changes to the social media technologies I use daily force me again to reflect on the habits design decisions cultivate in us. The decisions made by Facebook, Google, Twitter and Apple are, of course, design decisions with a decidedly commercial interest.  Even so, their willingness to make substantive changes to the way we interact with one another through their sites is teaching us all something about the habits we need to cultivate in the digital age.

Facebook, of course, just implemented some fairly radical changes to its user interface, adding a twitter like timeline on the right side of the screen, integrating Spotify, adding a timeline, and curating more content from friends it thinks will be of interest to you. They have followed Google in making it easier to direct a specific post to a group of friends right from the status update text box. And they have implemented, among many other things, a subscribe feature that allows anyone to subscribe to your FB page.

Google, for its part, continues to roll out changes to its new Google Plus platform, recently adding the ability to share circles with others. What seems on the surface to be a simple design decision has wide ranging implications for the number of people following you and for your ability to follow new people.

Apple has just rolled out its iCloud service, rendering its previous Mobile Me service obsolete. In so doing, they announced to anyone with content on Mobile Me, that it would no longer be supported after June 2012.

Make no mistake, these changes are designed to increase the revenue each of these companies is able to generate for itself.  But what interests me about this in particular is the manner in which these changes are forcing us all to be more flexible, open and, hopefully, inquisitive about the technologies with which we are engaged.
We are not used to having the medium through which we communicate with one another change so radically so frequently.
It is disconcerting.
But perhaps there is something important to learn from that sense of vertigo that comes with such changes. We are required to learn anew the things we thought we knew. We are forced to ask ourselves new questions about how we post and to whom; we are made to think again about what is public and how we want ourselves to be seen and heard online.
These changes, whatever the value or lack thereof they have, force us again and again into a mode of play so that we might learn what we can do with these technologies and what they are doing to us.
If we are to engage one another with a modicum of responsibility in and through these technologies, we will need to cultivate in ourselves the habits of playful exploration and curiosity; we will need to be willing, again and again, to reconsider the things we thought we had finished considering, to rethink those habits of interaction that have become thoughtless and rote.
Whatever the value of the changes these companies have foisted upon us, our ability to navigate in a new, more dynamic digital world, will depend on our ability to cultivate in ourselves, our friends, our students, and our children an openness to change, a willingness to reconsider, an ability to playfully explore and the courage to act with integrity in the flux of things.

The Press Enterprise

By | Living, Technology, The Long Road | 7 Comments

West End of Bloomsburg, PA
Originally uploaded by colecamp

I have long had the vague idea that newspapers need to recognize that the core of their business is the business of their communities.

Sometimes the experiences of your friends have a way of making vague ideas poignant and concrete.

Such is the case for me with my friend, Cole Camplese, and his experience with the Press Enterprise of Bloomsburg, PA.

The Press Enterprise is the local paper in Bloomsburg, a town that was hit last week with a devastating flood.

Have you read much about it? No? Well, I would point you to the paper so you could learn more about the lives of those impacted by the flood, but if I did that, you would quickly come face to face with this:

Press Enterprise.jpg
No, to learn about the flood from this paper allegedly dedicated to “Serving Bloomsburg,” you would need either to subscribe or visit their Facebook Page, where you would find comments from Facebook users and the occasional link to the Press Enterprise itself; and if you would like to read the articles to which these links point …  well, then you would need to subscribe.

Of course, you could also look at the images and stories gathered by individuals like Cole.

These images and stories articulate well the business of Bloomsburg at the moment. And it seems to me that the business of a newspaper designed to serve this community should really revolve around the business of the community itself. While the newspaper did unlock its content during the flood and in its immediate aftermath; it has now closed itself off again from the wider community of communication that is the internet.


Cole has written an eloquent post about this on his blog, a post that should move the Press Enterprise to reconsider its business strategy
.

But it is the strange tension in the name of the paper that I find rich with ambiguous meaning. At a time when the culture of printing is giving way to a new, more dynamic digital culture the very enterprise of the press has been called into question.

When we speak of the “enterprise” in business terms, we understand, as Dictionary.com says, “a company organized for commercial purposes.”  But the most common meaning of the term is “a project undertaken or to be undertaken, especially one that is important or difficult or that requires boldness or energy.” I like that one. But it does not seem to be the meaning at play in the Press Enterprise.

Of course, we have been living since the invention of the printing press around 1440 in a print culture that has long been characterized by what might be called a logic of compression, impression and even repression. The printing press itself is an impressive machine designed to press information upon us, imprinting mass culture with the ideas, thoughts and values that have the imprimatur of the those with authority.

The enterprise of pressing has been lucrative indeed.

But what might the press enterprise look like if we took seriously the common meaning of ‘enterprise’ as an important, difficult and bold endeavor?

It would need to become something less depressing than the business of printing. It would need to be more attuned to the business of the community as the community engages in activities that make lives meaningful. It would need to become a curator, a collector, an open space of gathering, sharing, re-mixing and responding.

It would need to relinquish its tendencies to impress, compress and contain. In short, the Press Enterprise needs to become a shared, community enterprise.

And if the newspaper business truly becomes the business of communities, I am confident it will continue to be lucrative as well; for people will come not to be told or imprinted upon, but because they find a place in which they can engage in a common enterprise about the business of their community.

Making Google Smarter

By | Technology, The Long Road | 3 Comments



The Wind is Beautiful

Originally uploaded by cplong11

Nicolas Carr’s article in The Atlantic, Is Google Making Us Stupid?, considers the impact new media technologies are having on human cognition. Although he recognizes the reciprocal nature of the human-technology relationship, he focuses primarily in that article on what technology is doing to our abilities to read, concentrate and comprehend.

But the human relationship with technology is fluid, reciprocal and dynamic, and the boundaries between human-beings and our technologies are porous, as Freud already recognized in speaking about humans as “prothetic gods.”
Technology does things to us as we do things with it, but we also do things to it as it does things with us.  
Issues related to the dynamic interaction between us and our technologies have been rendered poignant for me again as I begin to play with Google+. What strikes me most at this point, however, is how the Google culture of engineering has taken a decidedly humanistic turn, and in a potentially powerful way.
The rhetoric Google used to introduce Google+ reflects this humanistic approach. Vic Gundotra, Senior VP of Social at Google, told TechCrunch that Google+ was created to respond to the “basic human need” to connect with other people in a way that is less “awkward.” 
There are a number of features and design decisions that recognize that human insight and understanding enrich the technology.  Circles, to take the central example, is beautifully designed in a way that makes it fun and aesthetically pleasing to create different audiences of people with whom one might want to communicate. The design, however, is important because it invites us to teach our Google profile about the sorts of communities about which we care. In so doing, our profiles become more flexible in communicating diverse ideas to diverse groups.  Facebook groups offers this possibility as well, though in a less compelling and playful way.  By making circles central to Google+ and by making it fun, Google has recognized that it will get smarter only if it invites humans to teach it.
This recognition seems also to be at the heart of the +1 button which adds a social component to search in a way that is designed to take your personal views and ideas into consideration.  There are, of course, dangers in this insofar as it can serve to reinforce existing prejudices and positions; but used effectively, it can also serve to open new horizons of insight.
The Hangout feature of Google+ is rooted in a metaphor taken from the world of concrete human interactivity. The Hangout is set up like a kind of front porch on which one can sit and wait for others to join. The conversation is inherently dynamic, because the Hangout need not be “about” something specific nor is it even owned by the person who began it: it is simply an invitation to a circle of people saying I am here if you would like to talk and it can continue long after the initiator has left. 
It is striking, however, that Bradely Horowitz, Google VP for Product Management, has been using Hangouts to open discussions with anyone following him on Google+ as a way to receive feedback on the product or, presumably, to participate diverse conversations, the direction of which remains open.  This in and of itself is testimony to the fact that Google has recognized that the only way it will get smarter is by attending and responding to human insight and experience in a dynamic and reciprocal way.
 

Teaching Philosophy: Cultivating Communities of Learning with Digital Media

By | Articles, Publication: Journal, Vita | 9 Comments

Digital media technology, when deployed in ways that cultivate shared learning communities in which students and teachers are empowered to participate as partners in conjoint educational practices, can transform the way we teach and learn philosophy. This essay offers a model for how to put blogging and podcasting in the service of a cooperative approach to education that empowers students to take ownership of their education and enables teachers to cultivate in themselves and their students the excellences of dialogue. The essay is organized around a compelling story of how the students in an Ancient Greek Philosophy course responded to an anonymous, belligerent commenter on the blog from outside of the class. The incident brings the pedagogy of cooperative education into sharp relief.

I am also embedding here a video the students in the class made with me after the course was over. In the video, we speak only words we wrote on the blog in order to capture something of the spirit of the conversation we had over the course of the semester.

 

The full text of Cultivating Communities of Learning through Digital Media is available for download on from the Humanities Commons.

Blogging and the Business Classroom

By | Presentation: Other, Presentations, Vita | 2 Comments



July 2010 029

Originally uploaded by Penn State Smeal MBA

Today I venture outside of my comfort zone in talking about teaching and learning with technology in the Liberal Arts to address a group of faculty from the Smeal College of Business. In so doing, I am been thinking about how to translate the teaching and learning philosophy that has guided my teaching of Philosophy courses into the context of the Business classroom.

This led me to the embedded video below, in which Professor Debbie Ettington says:

“I think of learning as an active process, as a social process … we try to use lots of different ways to engage different learning styles, to engage students in working with each other …” (see: 0:45-1:03 in the video).

Professor Ettington’s words resonate with my own attempts to put a genuinely cooperative approach to education into practice in my teaching. They also give me the courage to share the story of how I use blogs in my Philosophy courses in order to open a discussion about how this model might be adapted to the particular contours of the environment in a Business classroom.

Below is a link to the presentation that lays out the model, but how precisely this might be taken up by professors in Business will, I hope, be part of our discussion we have in the session and perhaps here on the blog.

Traditional and New Media Literacies

By | Presentation: Other, Presentations, Vita | 5 Comments



Writing Three Ways

Originally uploaded by cplong11

New media technologies are transforming the practice of education, and our practices of education must change in the wake of the emergence of new media technologies.

In this presentation, I discuss how new media literacies can be cultivated in students, faculty and staff in ways that deepen our understanding of the world, the university and the community of education in which we live.

Focusing on some the initiatives we have adopted in the Liberal Arts Undergraduate Studies office, I point to concrete examples of how new media literacies are empowering students to critically reflect upon their undergraduate experience. In the process, they are learning, and teaching us, about the educative power of the social web.

Here is the YouTube video of the presentation itself:

I also embed the Prezi itself here so everyone can explore the videos posted of our students:

Digital Dialogue 37: Le Jazz and Social Media

By | Digital Dialogue Podcast | No Comments
In episode 37 of the Digital Dialogue, I am joined by Matt Jordan, Assistant Professor of Film and Media Studies in the College of Communications here at Penn State.
His work focuses on jazz, pop culture, and French culture. His book entitled, Le Jazz: Jazz and French Cultural Identity, was published by the University of Illinois in 2010.
He joins me on the Digital Dialogue today to talk about his recent article in the Journal of Music entitled Don’t Upset the “Rhythm: Innovative Music is seen as a Moral Threat”.
This frames a larger discussion of the impact of media and specifically social media on human habits.  The impetus that led me to invite Matt to the Digital Dialogue was our ongoing conversation in various contexts about the impact of social media technology on our students and ourselves.

Digital Dialogue 37: Matt Jordan on Le Jazz and Social Media

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Dialogue through iTunesU, click here
.

 

Digital Dialogue 26: Blogging Philosophy

By | Digital Dialogue Podcast | No Comments

Episode 26 of the Digital Dialogue is a special edition in which Jaimie Oberdick, Associate Editor for Publications at Teaching and Learning with Technology (TLT) at Penn State, turns the tables on me and interviews me about the way I have used blogs in my Philosophy courses.

The Digital Dialogue podcast itself grew out of my 2009 Summer Faculty Fellowship at TLT on Socratic Politics in Digital Dialogue. This interview is part of an article Jaimie has written and a video TLT is putting together to highlight the way I am using blogs to cultivate community in my classroom.

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The Ethics of Blogging Ethics

By | Presentation: Academic, Presentations, Vita | No Comments

“… we’re in the midst of a literacy revolution the likes of which we haven’t seen since Greek civilization.”

Andrea Lunsford, in Wired article “Clive Thompson on the New Literacy

Preface
The web log, or blog, opens up new possibilities for teaching and learning by cultivating social communities of education. The power of blogging as a pedagogical practice is rooted in the recognition that meaning is made and knowledge created in social interaction. As Dewey put it in Democracy and Education:

“Schools require for their full efficiency more opportunity for conjoint activities in which those instructed take part, so that they may acquire a social sense of their own powers and of the materials and applications used” (Democracy and Education, 37).

As a sophisticated yet simple publishing platform, the blog offers a powerful opportunity for conjoint activities of learning.  By opening a rich, diverse and broadly accessible site of dialogical engagement, a blog is able to cultivate dynamic social contexts of communication in which a symbiotic relationship between teaching and learning becomes possible.

The Pedagogy of Blogging
This presentation is illustrates the power of blogging as a pedagogical practice by focusing first on what a blog is, second, on the dynamic structure of a blog, and third, on how this dynamic structure can be leveraged to cultivate robust learning communities. 
In the context of ethics education, this presentation seeks to articulate how blogging allows faculty not merely to deliver content to students about ethical theory and practice, but also to perform the virtues of inter-human ethical interaction with students in light of the theories and practices under consideration.

Blogging thus allows us to perform the ethics we teach.

The Virtues of Blogging

Some Examples/Possibilities

The Ethics, from the Rock blog seeks to engage in public deliberation concerning pressing ethical questions with students, faculty, alumni and the broader local and global community:

Diversity of Expression 

Other Resources



Digital Dialogue 10: Summer Wrap-up

By | Digital Dialogue Podcast | One Comment

In episode 10 of the Digital Dialogue, I am joined by Allan Gyorke, Ryan Wetzel, and Matt Meyer, the team that has been working with me during my summer faculty fellowship at Penn State’s Teaching and Learning with Technology.

In this episode we discuss the video we have been working on this summer, an outline of which you can watch here, the future of the Digital Dialogue podcast and the Socratic Politics blog as we move into the semester and some of the things we learned this summer.

Digital Dialogue 10 with Allan, Matt and Ryan: Summer Wrap-up

Digital Dialogue Podcast 04: Social Practice

By | Digital Dialogue Podcast | 3 Comments

In episode four of the Digital Dialogue podcast, Allan Gyorke and I talk with recent PhD Philosophy graduate and Assistant Professor of Philosophy at New Jersey Institute of Technology, Michael Brownstein, about his work on the social practices embodied by web 2.0 technologies. We discuss his paper The Background, the Body and the Internet: Locating Practical Understanding in Digital Culture, in which he criticizes Hubert Dreyfus’s position that the internet is incapable of cultivating a genuine public space.  Michael uses the work of Bourdieu to argue that the social fields opened by web 2.0 technologies are informed by a set of habits (in the sense of habitus) that lend themselves to scholarly study.  This study, he calls, following Dreyfus’s characterization of Bourdieu’s project, an “empirical program of existential analytics.”

We discuss how these ideas relate to the question of Socratic politics and Michael presents some ideas about a new online journal being developed as part of an NSF grant on which he is working with colleagues at NJIT.

Digital Dialogue 04 with Michael Brownstein: Social Practice
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