Author Archives: Stephen Petrina

Maturana & Varela on Knowledge & Cabbages

What cabbages do you insist upon carrying with you?

Perhaps this question will make more sense if you read a Sufi story told by Maturana & Varela:

A story is told of an island somewhere and its inhabitants. The people longed to move to another land where they could have a healthier and better life. The problem was that the practical arts of swimming and sailing had never been developed – or may have been lost long before. For that reason, there were some people who simply refused to think of alternatives to life on the island, whereas others intended to seek a solution to thier problems locally, without any thought of crossing the waters. From time to time, some islanders reinvented the arts of swimming and sailing. Also from time to time a student would come up to them, and the following exchange would take place:

“I want to swin to another land.”

“for that you have to learn how to swim. Are you ready to learn?”

“Yes, but I want to take with me my ton of cabbages.”

“What cabbages?”

“The food I’ll need on the other side or wherever it is.”

“But what if there’s food on the other side?”

“I don’t know what you mean. I’m not sure. I have to bring my cabbages with me.”

“But you won’t be able to swim with a ton of cabbages. It’s too much weight.”

“Then I can’t learn how to swim. you call my cabbages weight. I call them my basic food.”

“Suppose this were an allegory and, instead of talking about cabbages we talked about fixed ideas, presuppositions, or certainties?”

“Hummm… I’m going to bring my cabbages to someone who understands my needs.”

References:
Maturana, H. & Varela, F. (1998). The Tree of Knowledge: The Biological Roots of Human Understanding. Boston, MA: Shambhala Publications. [p. 249-250]

Shah, I. (1971). The Sufis. New York: Anchor Books. [p. 2-15]

What is truer than the truth?

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ANSWER: The Story.

Isabel Allende asks this question as she begins her inspiring TED Talk on Tales of Passion. Paraphrasing a Jewish proverb, Allende believes that the stories we tell about ourselves and our lives often reveal as much (or more) about us as hard-evidenced facts.

We are all storytellers who, individually and collectively, lead storied lives. Storied lives that are lived before they are ever told. We understand the past in terms of our stories, just as we seek to understand the future in stories. We take our stories with us as we journey through our lives and our worlds, often finding a hidden presence of our stories in others.

I think there is something strangely satisfying and community-affirming when I find my own story told through the story of another. One such instance recently occurred in my laundry room, a rather serendipitous moment in which a creatively-enlightened man shared this quote with me (by critic Barbara Hardy, 1968): we dream in narrative, day-dream in narrative, remember, anticipate, hope, despair, believe, doubt, plan, revise, criticize, construct, gossip, learn, hate and love by narrative…”

In Qualitative Research: Challenging the orthodoxies in standard academic discourse(s), Kouritzin, Norman and Piquemal (2009) remind us that we are living in stories all the time and we are continually attending to the stories of others. As such, they seek research that represents story as an important and legitimate research methodology. Rather ironically and in spite of the pervasive prevalence of stories in our lives, the scientific method has weakened confidence in the validity of story, perceiving storytelling to have irrational and inconsequential worth for critically-esteemed academic research. This impoverished belief in the worth of our stories frustrates me.

From my perspective, scientific principles are stories, logically told to a humanity that dangerously assumes science is the absolute truth. Instead of trying to close down understanding, it is important to be always and already questioning, with the hope of opening-up fixed meanings to a multiplicity of possibilities and wide-ranging insights that integrate storied knowing (listening to people and learning from their experiences). For the stuff of our existence includes a totality (not a dichotomy) of atoms, molecules, chemical reactions, relationships, desires, hopes and stories.

How do you know what is truth? Do you agree with Freire’s personal testament: “I know with my entire body, with feelings, with passion, and also with reason” (Pedagogy of the Heart, 1997). I believe that we are transformed by our imaginations more than we are changed by intellectual ideals, political urgings or ethical convictions. Telling of the power of story, Arundhati Roy boldly exclaims:

“Our strategy should be not only to confront the empire but to lay siege to it. To deprive it of oxygen. To shame it. To mock it. With our art, our music, our literature, our stubbornness, our joy, our brilliance, our sheer relentlessness, and our ability to tell our own stories. Stories that are different from the ones we’re being brainwashed to believe.”

Your thoughts, your stories?

//PJ

Technoethics (TE)

EggRobotoThe growing field of technoethics is based on the premise that it’s of vital importance to encourage dialogue aimed at determining the ethical use of technology, guarding against its misuse, and devising thoughtful principles that help to guide new technological advances for the benefit society in a variety of social contexts and ethical dimensions.

Technoethics is not only an intellectually analytical process, it is also a cultural product with serious implications for understanding some of the “none-too-visible” dimensions of how policies and decisions about technology are made.

Most people agree that technology drives our society, but precious few think about the way that technology changes our society, our morality and our ethical being-in-the-more-than-human-world. Technoethics is an interdisciplinary research area concerned with all moral and ethical aspects of a technological society. Typically, scholars in technoethics have a tendency to theorize technology and ethics as interconnected, co-constitutive and embedded in life and society. As today’s ethical challenges are so great and the dangers of the misuse of technology are so global, entailing a potential catastrophe for all humankind, we need a much higher level of public involvement with diverse perspectives to inform technoethics.

How might we develop a moral compass to use collectively as a gage for ethical thought and technological action, such that we can go forth together as a united human family without getting stuck in political divisions and cultural differences? How might we nurture a holistic and integrative technoethic that values compassion as the key motivation for our technological endeavors, such that our well-being and the well-being of our planet transcends technology’s relentless lust for progress, status, profit and competition? In addition to compassion, I believe that we need awareness of our vulnerability for being misguided in such a rapidly changing technological reality, as well as humility for the fragility of our planet. You might object that values of compassion, humility and vulnerability are unrealistic or of secondary significance, but the earth is our only home and as our human family faces the unknown frontiers of a technological world, what other option do we have?

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PJ’s Philosophy of Technoethics:

The more we want to learn about technology,
the more we need to understand about being human.

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Heidegger’s Questions Concerning Technology:

In Demythologizing Heidegger, Caputo (1993, p.137) talks about Heidegger’s questioning that is built by thinking and how we must preserve our space for dwelling: “The need for dwelling is not merely that we do not know the essence of dwelling but that we do not know that we do not know, that we do not know that this is necessary, what is needed most of all. What we really lack is thought, not shelter; what we really need to provide for is thinking, not housing… The house that we really lack is the house of being, the home we really need is to make our home in a thoughtful poetic language in which we can ponder the essence of dwelling.”

As Heidegger argues, the Questions Concerning Technology (1977) really matter. The quality of our lives and the very definition of life itself depends upon which questions get asked and who gets to do the answering. If we do not think the questions through ourselves, then (for better or for worse) the answers will be inevitably forced upon us. “But where danger is, grows the saving power also… Heidegger (1977, p.35) believes that the coming to presence of technology holds in itself what we least suspect: the possible arising of its saving power. As we get closer and closer to technology’s danger, the ways into its saving power begin to shine more brightly as we become more questioning. Revealing these questions is the essential nature of technoethics.

TL&T International Conference

Submit your proposals and abstracts! An exciting international conference is advancing upon the horizon…

TECHNOLOGICAL LEARNING & THINKING:
Culture, Design, Sustainability,
Human Ingenuity

June 17-21, 2010
Vancouver, British Columbia

CONFERENCE WEBSITE:
http://learningcommons.net

CONFERENCE THEME:
Technological accomplishments characterize and transform cultures, and yet their relevance is undervalued and their place remains obscure in today’s learning institutions, in government policy, and in the public mind. With implications for culture, design, sustainability, and ingenuity, the conference and exposition explore how technological learning and thinking are celebrated, dismissed, taken for granted, or mystified. What mechanisms work for, or against, the integration of technological learning and thinking in democratic societies? What are their implications for culture, design, sustainability and ingenuity? What is the nature of technological learning and thinking?

CALL FOR PAPERS:
The conference organizing committee invites papers that address various dimensions or problems of technological learning and thinking. Scholarship is welcome from across the disciplines including Complexity Science, Design, Engineering, Environmental Studies, Education, History, Indigenous Studies, Philosophy, Psychology, and Sociology of Technology, and STS. The conference is designed to inspire conversation between the learning and teaching of technology and the cultural, environmental, and social study of technology.

CALL FOR PROJECTS:
In addition to academic papers, this conference features an exposition of student and professional projects that provide examples of culture, design, sustainability, and human ingenuity at work. The exposition will be held on the last two days (20-21 June 2010) of the conference in a large exhibit hall on the University of British Columbia campus. Projects are welcome from all ages: teachers and professors are especially encouraged to enlist their students in meeting the project challenges and timelines.

MORE INFO, PROPOSALS & REGISTRATION:
Email PJ if you want to discuss your ideas or collaborate, and know that I’m totally interested to hear from you! Visit the conference site for more specific details: http://learningcommons.net

Gaming & Robotics Summer Camp For Youth

Greetings! We are now accepting applications for 101 Technology Fun, a summer research camp for youth to learn how to:

  • design and program robots using Lego Mindstorms NXT and Pico Cricket
  • make computer games and virtual worlds
  • create digital videos and photos
  • be a technology researcher in a groundbreaking UBC study

We welcome ALL youth to apply and no previous experience is necessary. EXTREME FUN is a must!! Registration is complimentary for all selected participants. A delicious lunch and nutritious snacks will be provided daily.

CAMP DATES: July 20-24  –or–  July 27-31 (9am-3pm)

TO APPLY:
Step 1:
Download this application form
Step 2: Please email your completed application to
rusnak@interchange.ubc.ca

FOR MORE INFO: Please view the 101 TECHNOLOGY FUN Information Kit.

AGE 15+ We have an ADVANCED ROBOTIC camp that may interest you.

Please contact Fareed Teja or PJ Rusnak with your questions and/or comments.

Do we want machines making moral decisions?

What are you reading these days? I’m slowly turning the pages of Moral Machines: Teaching Robots Right From Wrongby Wendell Wallach & Colin Allen (2009). An excerpt to share:

“Does humanity really want computers making morally important decisions? Many philosophers of technology have warned about humans abdicating responsibility to machines. Movies and magazines are filled with futuristic fantasies regarding the dangers of advanced forms of artificial intelligence. Emerging technologies are always easier to modify before they become entrenched. However it is not often possible to predict accurately the impact of a new technology on society until well after it has been widely adopted. Some critics think, therefore, that we should err on the side of caution, and relinquish the development of potentially dangerous technologies. We believe, however, that market and political forces will prevail and will demand the benefits that these technologies can provide. Thus, it is incumbent upon anyone with a stake in this technology to address head-on the task of implementing moral decision making in computers, robots and virtual bots within computer networks.”

Eeeeeek! Introducing the emerging (and rapidly expanding) field of robot ethics, Wallach & Allen convincingly argue that as robots take on more and more responsibility, they must be programmed with moral responsibility and moral decision-making abilities. The authors think that even if moral agency for machines is a long way away, it is necessary to start building a functional kind of morality in which artificial moral agents possess basic ethical sensitivity (as robots are already engaged in high-risk situations, such as the Predator drones and the more heavily armed Reaper drones now flying in Pakistan).

Yes, we need to examine, design and create more socially engaged robots and machines that are capable of telling right from wrong. However, if today’s ethical theories and human values are not adequate for living well in the world, then there will be subsequent challenges building artificial moral agents to think and act virtuously. For I believe the problem is not with our technology, the problem is with the people using/designing technology.

Despite all of the remarkable achievements of a technologically advanced society, humans are still a conflicting mix of genius/stupidity; love/self-hatred; peace/anger; wealth/poverty; modesty/narcissism; desire/delusion… I have yet to meet someone who has not suffered, who has no problems nor self-destructing habits, who has no worries. Historically speaking, religion has offered The Way, The Truth and The Light for contending with the evils of the human race, the problems of human suffering, and human death. Technology is now beginning to realize the dreams of theology, and I find this spiritually unnerving…

Can we build intelligent machines with a morality that surpasses our flawed human morality? If human-autonomy for robots is possible, should it be allowed? Else, do we want our robots to be forever relegated to a slave morality such that they will never make choices that are harmful to humanity nor threaten human dominion over the world?

//PJ

Bethinged [bedingt]

Bethinged

Depending on whose numbers you look at, gaming is now a 30 billion dollar industry that is rapidly growing and evolving worldwide. These emergent and pervasive games are not only major cultural forces and ontological worlds that we inhabit, they are also ethical phenomenathat demand our ethical attention and our ethical scrutiny. Some questions that I am thinking about:

  1. What makes games ethical phenomena?
  2. Does the game design process present new ethical issues to be explored and developed?
  3. What kinds of ethical issues and moral responsibilities are raised by gaming technologies?
  4. How can we think about the relationships between games and the good life for individuals as well as for cultural quality more broadly?

Assuming that we come to know ourselves through our experiences, then what might your gaming experiences (or lack thereof) teach you about yourself? What might be revealed about your ethical being-in-the-world in-interaction-with the technological? How are you bethinged by technological things thinging (simultaneously dependent upon, indifferent to, immersed in and inhabited by technology)? 

We are all members of one human family, sharing one fragile home within a vast infinity of technological possibilities. When you rewind back through gaming’s world history, what do you see? Fast forward to the future: will we look back with dignity or with indignity for what gaming technologies are, how they evolved and how we made them to be?

//PJ

New ways of Being with Technology: Beggar Robots

Increasingly, the marginalized and materially deprived are not allowed to ask for money in public spaces, and the well-off are remiss to give money to the homeless. However, what if the beggar is a robot?

The Beggar Robot project designed by Pavle & Sašo Sedlacek tests the hypothesis that the “haves” of society will show more sympathy to the “have-nots” if they communicate from a safe distance via a technological interface. Socially excluded people can rent the Beggar Robot for a day and exploit the possibilities of technology to beg for $$$ in the name of the poor.

The Beggar Robot 1.0 was first tested in 2006 in the biggest shopping center in Ljubljana, Slovenia (where they do not allow humans to beg, but excitedly and curiously welcomed the Beggar Robot). Beggar Robot 2.0 is now bringing robotic charity to public spaces in other countries, adapting to the local context and language using open source software. Built using scrap parts recycled from junkyards and second hand stores, the Beggar Robot bears a consciousness for a world dominated by the ideology of endless development. Will we start to see Beggar Robots of the Next Generation on every street corner in the future? What happens when the novelty wears off?

Ingredients for “Žicar/Beggar”
2 – 4 old computer boxes
Accumulator or Computer power supply (both can be included)
1 or 2 CD-rom units for hands
Small TV
Sensor of motion
DVD or WHS player
1.5 A voltage regulator 12/5 V=
Inverter 12V=/220V Hz 100W
Relay 220V Hz
Pulser 0-20 sec. and Relay 12V=
Amplifier for speakers (optional)

More info: http://www.sasosedlacek.com/anglesko/projects_beggar.htm

Your Digital Age

If you want to know how old you REALLY are, then consider the media you use instead of the generation you were born into! This idea is from Penelope Trunk (Brazen Careerist) & Margaret Weigel (who has done research on digital media engagement at Harvard & MIT): “”We should not judge people rigidly by the years they were born… if we want to define people by categories, it should be by behaviors because this is something each of us chooses.” 

Add up your points to figure out what generation you’re really a part of:

Do you have your own web page? (1 point)

Have you made a web page for someone else? (2 points)

Do you IM your friends? (1 point)

Do you text your friends? (2 points)

Do you watch videos on YouTube? (1 point)

Do you remix video files from the Internet? (2 points)

Have you paid for and downloaded music from the Internet? (1 point)

Do you know where to download free (illegal) music from the Internet? (2 points)

Do you blog for professional reasons? (1 point)

Do you blog as a way to keep an online diary? (2 points)

Have you visited MySpace at least five times? (1 point)

Do you communicate with friends on Facebook? (2 points)

Do you use email to communicate with your parents? (1 point)

Did you text to communicate with your parents? (2 points)

Do you take photos with your phone? (1 point)

Do you share your photos from your phone with your friends? (2 points)

0-1 point – Baby Boomer

2-6 points – Generation Jones

6- 12 points – Generation X

12 or over – Generation Y

While Penelope & Margaret created this test June 25, 2007, it is already dated. Further, what about Generation Z (otherwise classified as iGen, Gen @ and Generation Now)?

$6500 in 1909, 2009

My car was getting difficult to drive, more specifically it was taking Herculean effort to turn the wheel. Thinking that the power steering fluid might be low, I drive to visit the trusty Mini-Mechanics (Mini is particular about its fluids, you can’t just use the Canadian Tire brand). Six hours and a **whopping** $6500 later…. and my wee car is whistling like new again. Power steering failure was diagnosed by the Mini-doctors, who only operate using brand new parts to repair the offending malfunction, refusing to patch the problem. Both the power steering rack and the power steering motor-pump are just shy of $2000 EACH and there were other apparently rusty parts that needed to be replaced in order to put my car back together. Hip hip hoooooooooray for warranty!! 

A bit of internet research finds that 100 years ago I could have bought 5.5 cars for $6500 or 1000 quarts of milk or 1000+ loaves of bread. However, at an average income of $637 per year (or $53 per month), I would most likely be walking.

Interesting statistics from one century ago: 

  • Total vehicle production in the U.S. is 4,192
  • Top speed for new cars is 8 mph. Gasoline fuel efficiency is 35 mpg
  • Total vehicle registration is 8,000. There are 10 miles of paved roads
  • In 1900, 115 auto deaths – 96 lynchings
  • Theft is a problem, even in the early days, so the Leach Motor Carriage has a removable steering lever – an early anti-theft device
  • Avg. Income (US)………………………………………… $637/year
  • New Home (Median Price)…………………………….. $2,225
  • New Car (Avg. Cost)……………………………………. $1,168
  • Milk (Qt)…………………………………………………… $0.07
  • Bread (Loaf)………………………………………………. $0.04

I don’t have a pic of my Cooper, which is most certainly NOT red (that would clash with my hair 😉 so here is a more interesting Mini XXL Luxury Limo for you to gaze upon, complete with a pool in the rear.

//PJ