From the Publisher: 
A Question of Identity 
Life on the Screen is a fascinating and wide-ranging investigation of the impact of computers and networking on society, peoples' perceptions of themselves, and the individual's relationship to machines. Sherry Turkle, a Professor of the Sociology of Science at MIT and a licensed psychologist, uses Internet MUDs (multi-user domains, or in older gaming parlance multi-user dungeons) as a launching pad for explorations of software design, user interfaces, simulation, artificial intelligence, artificial life, agents, "bots," virtual reality, and "the on-line way of life." 
Turkle's discussion of postmodernism is particularly enlightening. She shows how postmodern concepts in art, architecture, and ethics are related to concrete topics much closer to home, for example AI research (Minsky's "Society of Mind") and even MUDs (exemplified by students with X-window terminals who are doing homework in one window and simultaneously playing out several different roles in the same MUD in other windows). Those of you who have (like me) been turned off by the shallow, pretentious, meaningless paintings and sculptures that litter our museums of modern art may have a different perspective after hearing what Turkle has to say. 
This is a psychoanalytical book, not a technical one. However, software developers and engineers will find it highly accessible because of the depth of the author's technical understanding and credibility. Unlike most other authors in this genre, Turkle does not constantly jar the technically-literate reader with blatant errors or bogus assertions about how things work. Although I personally don't have time or patience for MUDs,view most of AI as snake-oil, and abhor postmodern architecture, I thought the time spent reading this book was an extremely good investment.

스크린 위의 삶 = Life on the screen : identity in the age of the internet

Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.

Democracy and education.

Introduction - after the science question in feminism. Part 1 Science: feminism confronts the sciences how the women's movement benefits science - two views why \"physics\" is a bad model for physics. Part 2 Epistemology: what is feminist epistemology \"strong objectivity\" and socially situated knowledge feminist epistemology in and after the enlightenment. Part 3 \"Others\": \"...and race?\" - the science question in global feminism common histories, common destinies - science in the first and third worlds \"real science\" thinking from the perspective of lesbian lives reinventing ourselves as other Conclusion - what is a feminist science.

Whose Science? Whose Knowledge? Thinking from Women's Lives

The Theory of Communicative Action, Vol. 1, Reason and the Rationalization of Society

The wide availability of user-provided content in online social media facilitates the aggregation of people around common interests, worldviews, and narratives. However, the World Wide Web (WWW) also allows for the rapid dissemination of unsubstantiated rumors and conspiracy theories that often elicit rapid, large, but naive social responses such as the recent case of Jade Helm 15––where a simple military exercise turned out to be perceived as the beginning of a new civil war in the United States. In this work, we address the determinants governing misinformation spreading through a thorough quantitative analysis. In particular, we focus on how Facebook users consume information related to two distinct narratives: scientific and conspiracy news. We find that, although consumers of scientific and conspiracy stories present similar consumption patterns with respect to content, cascade dynamics differ. Selective exposure to content is the primary driver of content diffusion and generates the formation of homogeneous clusters, i.e., “echo chambers.” Indeed, homogeneity appears to be the primary driver for the diffusion of contents and each echo chamber has its own cascade dynamics. Finally, we introduce a data-driven percolation model mimicking rumor spreading and we show that homogeneity and polarization are the main determinants for predicting cascades’ size.

https://www.pnas.org/content/pnas/113/3/554.full.pdf

The spreading of misinformation online

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New Media and Internet Activism: From the ‘Battle of Seattle’ to Blogging

We live in a time of unprecedented planetary ecocrisis, one that poses the serious and ongoing threat of mass extinction. What role can critical pedagogy play in the face of such burgeoning catastrophe? Drawing upon a range of theoretical influences - including Paulo Freire, Ivan Illich, Herbert Marcuse, traditional ecological knowledge, and the cognitive praxis produced by today's grassroots activists in the alter-globalization, animal and earth liberation, and other radical social movements - this book offers the foundations of a philosophy of ecopedagogy for the global north. In so doing, it poses challenges to today's dominant ecoliteracy paradigms and programs, such as education for sustainable development, while theorizing the needed reconstruction of critical pedagogy itself in light of our presently disastrous ecological conditions. Students and teachers of critical pedagogy at all levels, as well as those involved in environmental studies and various forms of sustainability education, will find this book a powerful provocation to adjust their thinking and practice to better align with those who seek to abolish forms of culture predicated upon planetary extermination and the domination of nature.

Critical Pedagogy, Ecoliteracy, and Planetary Crisis: The Ecopedagogy Movement

We argue that the continued growth of the Internet, both as a form of mainstream media and as a tool for organizing democratic social interactions, requires that Internet politics be retheorized from a standpoint that is both critical and reconstructive. While we undertake an approach that is critical of corporate forms and hegemonic uses of the Internet, we advocate for new software developments such as blogs and trace the oppositional deployments of the Internet made by a wide variety of groups in the cause of progressive cultural and political struggle. In this regard, we describe how the Internet has facilitated the worldwide emergence of the anti-globalization, anti-war and anti-capitalism movements, even as it has coalesced local communities and groups, and so we conclude that the future of Internet politics must be thought dialectically as both global and local. We end by noting the relevance of the ideas of Guy Debord, with his focus on the construction of situations, the use of technology, media of communication and cultural forms to promote a revolution of everyday life.

Oppositional Politics and the Internet: A Critical/Reconstructive Approach

Etymologically, a disaster is a kind of misfortune, and so it is one of the great ironies and sorrows of the present age that disasters have become prime fodder for the sort of laissez-faire economic development that aims mainly at the creation of private fortunes for well-connected corporations and individuals (Klein, 2007). Of course if such fortunes were only epiphenomena of more peaceful, just, and balanced societies – in short, ecological societies – then perhaps critical tempers could be mollified to some degree. However, as numerous studies have revealed, ongoing economic reconstruction programs that seek to integrate regional economies into the global neoliberal framework appear not only to have generally failed to improve most people’s lives, but have disastrously grown the gaps between the rich and poor (Scott, 2001; Reuter, 2007; Pew Research Center for People and the Press, 2003). Hence, alter-globalization movements have arisen that seek to challenge the hegemony of this agenda (Kahn and Kellner, 2007), and indeed, philosophies that have stressed cultural empowerment for “less developed” nations, instead of their capital improvement, can now be traced back nearly fifty years. In educational circles, for instance, theories opposing the instrumental extension of global capital into the Third World date to at least the early texts of radical theorists such as Paulo Freire and Ivan Illich, who promoted “cultural action for freedom” (Freire, 2000) and a founding form of post-development theory (Rahnema and Bawtree, 1997), respectively. There is also the political and economic global Third Way of so-called liberal centrists like Tony Blair and Bill Clinton, whom the New York Times has referred to as the “Impresario of Philanthropy” (Dugger, 2006) because of his Clinton Global Initiative and his work on behalf of disaster relief related to the recent Asian tsunami and Hurricane Katrina. The rhetoric of this approach champions sustainable development as a win-win-win for people, business, and the environment, in which the following policy goals are upheld: 1) development “meets the needs of the present without compromising the ability of future generations to meet their own needs” (Brundtland, 1987) and 2) development improves “the quality of human life while living within

From Education for Sustainable Development to Ecopedagogy: Sustaining Capitalism or Sustaining Life?

Richard Kahn and Douglas Kellner Subcultures traditionally represent alternative cultures and practices to the dominant culture of the established society. While they often construct themselves within and against the governing culture from which they are born, their comparatively smaller population size, their associations with emergent youth culture and the manifold novelties of the day, and their occasionally politically resistant and activist temperaments all serve to ensure that subcultures are constructed so as to be more than mere reproductions of the grander cultural forms, themes, and practices. If the dominant culture provides the semantic codes by which groups attempt to transmit and reproduce themselves, then subcultures represent a challenge to this symbolic order in their attempt to institute new grammars and meanings through which they interpret the world, and new practices through which they transform it.

Richard Kahn

Papers

New Media and Internet Activism: From the ‘Battle of Seattle’ to Blogging

Critical Pedagogy, Ecoliteracy, and Planetary Crisis: The Ecopedagogy Movement

Oppositional Politics and the Internet: A Critical/Reconstructive Approach

From Education for Sustainable Development to Ecopedagogy: Sustaining Capitalism or Sustaining Life?

Internet Subcultures and Oppositional Politics