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The Education of Mark Zuckerberg: Lessons Learned from the People of Newark

You might have heard that this week Mark Zuckerberg and Priscilla Chan announced that they’re going to give away 99% of their Facebook stock in hopes of mak­ing the world a much bet­ter place for their new­born daugh­ter and her gen­er­a­tion. Now, I just want to be right up front with you. I have no inside infor­ma­tion about this fas­ci­nat­ing devel­op­ment. But what I do have is inside infor­ma­tion, the inside sto­ry, on a gift that this cou­ple made five years ago in their first act as phil­an­thropists.

The Conversation #5 — Andrew Keen

We’ve got two para­dox­i­cal trends hap­pen­ing at the same time. The first is what I call in my book the cult of the social,” the idea that on the net­work, every­thing has to be social and that the more you reveal about your­self the bet­ter off you are. So if your friends could know what your musi­cal taste is, where you live, what you’re wear­ing, what you’re think­ing, that’s a good thing, this cult of shar­ing. So that’s one thing that’s going on. And the oth­er thing is an increas­ing­ly rad­i­cal­ized indi­vid­u­al­ism of con­tem­po­rary, par­tic­u­lar­ly dig­i­tal, life. And the­se things seem to sort of coex­ist, which is para­dox­i­cal and it’s some­thing that I try to make sense of in my book.

Making/Meaning in the Realm of Anti-Disciplinarity

What does it mean to be antidis­ci­pli­nary? To me, it means strug­gle. Sometimes, work­ing in inter­dis­ci­pli­nary fields, I felt like I’ve may­be tried real­ly hard work­ing and work­ing and work­ing on a project, and I wasn’t see­ing any dif­fer­ence. Sometimes peo­ple would look at me and be like, What are you even doing?” So, to me antidis­ci­pli­nar­i­ty means not only not work­ing in one speci­fic field, but rather instead draw­ing from else­where to imag­ine some­thing new.

The Automated Economy

Instead of hav­ing our chil­dren become con­sumers of robot­ics tech­nol­o­gy, con­sumers of prod­ucts, we’d have to train them to be pro­duc­ers, to real­ize that they can use robot­ic tech­nolo­gies to build some­thing with their intu­ition, their cre­ativ­i­ty, and their sense of pur­pose, that has mean­ing to them. Then we’d have a tech­no­log­i­cal­ly flu­ent soci­ety.

Transforming the Classroom with Ubiquitous Sensing

Education has remained large­ly unchanged for mil­len­nia. In any class­room, you see a set of stu­dents gath­ered around a teacher who’s writ­ing on the board, or may­be now we’ve added a PowerPoint deck. But, as in many oth­er fields that have been slow to change, the data rev­o­lu­tion is com­ing for edu­ca­tion.

Khaleeji Design: An Imported Aesthetic?

If you are given the task to lec­ture on design some­where in the Middle East, do you think you’ll need to tai­lor your approach? Maybe think about your ref­er­ences, the lan­guage, the vast­ly dif­fer­ent back­ground? The answer most prob­a­bly is yes.” But the real­i­ty of design edu­ca­tion in the Middle East, and more specif­i­cal­ly the Gulf Region, prove oth­er­wise.

How to Social Engineer Your Child through Minecraft

Today I want to talk to you about how you too can social engi­neer your child through Minecraft. First off, this is not a pre­sen­ta­tion for any kind of par­ents. There are some par­ents that are not going to be inter­est­ed in this, for instance if you want your child to be hap­py and you’re fine with that.

Taeyoon Choi at p5js Diversity

I like to diver­si­fy the way that we work with tech­nol­o­gy, and I like to think of it as an art object, and an instal­la­tion where we rethink and rein­vent com­pu­ta­tion, espe­cial­ly focus­ing on alter­na­tive pos­si­bil­i­ties of the com­put­er as not dri­ven by war agen­das or cor­po­rate mass pro­duc­tion.

Epic Jefferson at p5js Diversity

Puerto Rico has been devel­op­ing an inter­est­ing art and tech­nol­o­gy com­mu­ni­ty for the past few years, and it would not have hap­pened at all if it weren’t for two peo­ple, Carola Cintrón Moscoso and Alejandro Quinteros.

Casey Reas at p5js Diversity

The way that you think about soft­ware affects the kinds of things that you can do. Traditionally you would learn com­put­er pro­gram­ming through oper­at­ing on math, or oper­at­ing on lan­guage, and in order to bring the­se ideas into the visu­al arts we decid­ed to build a cus­tom lan­guage that allowed peo­ple to have visu­al expres­sions.

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