I began my journey into computer use with the local library’s Apple II and my own Commodore Vic-20. It wasn’t long before I learned BASIC and upgraded to a Commodore 64. As advanced as those machines were for the time, they had no operating systems or internal storage to speak of. I mowed lawns and washed cars to buy accessories for my bedroom setup. First up was a cassette drive to save the programs that would previously disappear when I turned off my computer.
I joined my first user group in the sixth grade. Equipped with my Datasette (Commodore’s cassette-driven external storage device), I was able to trade software with the more experienced programmers in the group. I was one of the only non-adults at those meetings. I distinctly remember the regular appearance of a contrivance called “the Octopus.” This thing connected many Datasettes to the same source thereby allowing the mass copying of whatever was on the master cassette tape. Admittedly, I was mostly collecting old arcade games, but the possibilities were exciting.
Speaking of, the next item on my list of peripherals was a modem. I had no idea what I was going to connect to, but the allure of far-flung databases was the stuff of my prepubescent dreams. The prospect of knowledge coming into my humble machine over the phone line was just amazing. Without a tangible goal or the money for long-distance charges, my interest faded, and BMX and skateboarding took sway over my days. I never got a modem, and my computer-fueled fever wouldn’t return until I started writing for magazines in the early 1990s. Thankfully others bit early by the bug weren’t so distracted.
The history of computing and connectivity since is far too lengthy and eventful to go into here, as are its impacts on academia, but so-called “big data” and the digital humanities have emerged recently as major arenas of scholarship and debate. Integrating new technologies into research is nothing unique, so getting past the buzzwords that often simply repackage old methodologies in new, digital boxes is the first step to figuring out what’s really new and novel. Debates in the Digital Humanities, edited by Matthew K. Gold (University of Minnesota Press, 2012), is a solid place to begin. This 500-page compendium interrogates the fledgling field from all angles: what it is, what it isn’t, how it’s done, and where it’s going. And it’s not just about how the research is done but also how it’s reported and shared. Each section in this book includes print versions of relevant blog posts. Everyone from Matthew Kirschenbaum, Alex Reid, and the always critical Ian Bogost to Lev Manovich, Mark Sample, and the inimitable Alan Liu–among many others–get in on establishing and critiquing the field. If you’re wondering what all the tweets are about, this book is definitely the place to start.
If you’d prefer to dive directly into the deep end, Switching Codes: Thinking Through Digital Technology in the Humanities and the Arts (University of Chicago Press, 2011) is an excellent companion to Debates in the Digital Humanities. Editors Thomas Bartscherer and Roderick Coover and their contributors drill down into the wild, wired, and weird. Each section here has a call-and-response format. Ian Foster, Albert Borgmann, and Bruno Latour and Adam Lowe (whose piece on the migration of the aura is especially interesting) are all here, Alan Liu makes an appearance via one of the responses, and there’s even an interlude card game designed by Eric Zimmerman (“Figment: The Switching Codes Game”)! Fun and games aside, Switching Codes leans toward the philosophical, making it essential for seeing the bigger picture through our increasingly bigger data sets.
My path eventually led me back to both computers and to scholarship, both of which thankfully advanced astronomically in my absence. I still have the Commodore Vic-20, the 64, and that old Datasette, but I now connect to databases with purpose and ease, and my own digital humanities work is informed by excellent books like these two.
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I must acknowledged that my personal hacker history here was spurred on by my current bedtime reading, Bruce Sterling‘s The Hacker Crackdown (Bantam, 1992), which is an excellent history of the darkside of digital humanity.
No one can really tell you how to write. It’s a matter of finding what works for you. Since posting my last piece on writing, I talked to several people about their processes and remembered some things that should’ve been included last time around. I consider most of these higher-order aspects of the task, but they might not seem so to you. It all depends on where you are as a writer, and I’m not exactly an expert. Either way, this should be taken as an addendum to the other piece.
Writing Space: I am enamored of scenes of bands working in the studio. My musician friends tell me that being in the studio is no fun, so I know I’m romanticizing it. Maybe it’s just leftover boyhood dreams of being a rock star, but seeing the way that artists occupy the temporary space of the recording studio while making records inspires me.
I try to emulate the studio experience that I imagine with my writing space. The walls around my desk host white boards and butcher-paper mindmaps, as well as posters and images that inspire me to write depending on the topic. Books chronically clutter every flat affordance within arm’s reach, which can be a burden as well as a boon. If applicable, I also listen to relevant music. For instance, while working on a chapter heavy with material about Laurie Anderson, I put up my Home of the Brave movie poster and listened to a playlist consisting of songs from all of her records. Immersing oneself in the subject matter is one way to dip your writing deeper into it.
An Essential Tension: There is a tension between wanting to write and needing to write. I find that both are necessary, but neither is sufficient. Writing in a vacuum can be lonely, disheartening work, and writing strictly for deadlines can be just as soul-squishing. Writing for my website (I loathe the term “blogging”) has provided me a perfect tension between the two. I want to write because it is what I do, but having an audience makes me feel that I need to write as well. Maintaining this site maintains that tension and keeps me writing.
Get Critical: In a response to my previous piece, Howard Rheingold (who has a beautiful office/studio space himself) wrote:
Find good critics you trust. Much writing needs to be sheltered — don’t show it to anybody until you think it can live on its own, even if it will need minor or major surgery after reconsideration. Then get some smart readers — people whose intelligence and knowledge you admire, you are supportive of your work, but are unafraid of telling you candidly what didn’t work for them in your writing. You need to develop a way of judging criticism. Some of it needs to just bounce off. Some of it needs to be considered. Some of it directs you to make important changes. You need to develop a sense for criticism — and get accustomed to it.
This runs counter to my “Release Your Darlings” suggestion from last time, but it’s good advice. Find mentors who will give you solid feedback — encouraging as well as constructive. It’s essential for all areas of writing development. Now, which of your darlings you release and which ones you save for the private pressure of critical eyes is up to your own judgement. It’s a meta-skill that you’ll hone as you go.
Remember to Return: I spoke to a few writing friends who responded to my “write everything down” credo, saying that they never go back through their notes or journals. It’s not only helpful, but imperative for me to go back through my collected notes on a regular basis. I find myself digging through the latest one almost every time I write something for this site, looking for a half-remembered reference or quotation. I don’t want to go blaming the internet, but we seem to have a web-fueled obsession with the latest, the most current, the now. Sometimes the piece you need is tucked away in the archives. Remember to return to your notes; otherwise, why are you taking them?
These are just a few more things that have come up in the past few weeks. Again, no one can tell you exactly how to make it happen. You may know more than I do. What tips do you have for getting writing done? Feel free to leave some in the comments below.
I started writing poems and comics, and making fake newspapers at the age of six. Having grown up with an artist mom and always drawing, painting, or making something, I thought I’d end up an artist. I started making photocopied zines in my teens and taught myself how to turn events and interviews into pages with staples, but my driving interest (aside from the BMX, skateboarding, and music content that inspired those zines in the first place) was originally in the layouts. Balancing words and images on the page excited me. I thought I might end up being an artist of some sort after all. In fact, I was an Art major for my first three years of undergraduate study. As I’ve written elsewhere,
If I were forced to pick a single answer to the question “What do you do?” I would probably say I’m a writer, though I never did well on writing assignments in school. In spite of my placement in advanced classes, I scored poorly throughout high school on writing-related projects. Hell, I made C’s in both English Composition 101 and 102, but In my second-to-last semester of undergrad, one of my instructors complimented my writing. We had done several in-class essays in her Abnormal Psychology class, and one day she pulled me aside and told me what a good writer I was. This came as a surprise, given my previous track record and the fact that I’d been an Art major for my first three years of college. Regardless, it stuck with me. I took a class on writing for social science research the next semester, and though I barely made a B, I felt more at home researching and writing than I ever had trying to do traditional art.
Typical me. (photo by Lily Brewer)
Since then, I’ve moved on to just about every type of writing, and the process intrigues me to no end. I find that writing in different formats and styles (e.g., academic, journalistic, poetry, online, etc.) breaks up any creeping monotony and keeps me writing. As such, I try to be a writer at all times. As Johannes Milner (1814) put it, “Poetry is not something to be activated and deactivated. It is a part of a process, a byproduct of simply being poetic” (p. 43). So, at its best, writing is not an activity unto itself, but a byproduct of being a writer. Here are a few tips for becoming and being the writer you want to be (which we will explore in-depth below):
Find Make Time to Write: Unscheduled time is lost time. You have to give yourself breaks and let yourself enjoy them, but making time to write is essential. This is first and foremost.
Always Be Writing/Write Everything Down: This does not always seem possible for the busy among us, but allowing for the opportunity is imperative. Collecting your most fleeting thoughts — on the bus, in the car, while trying to fall asleep, during any downtime whatsoever — is an important practice. Don’t assume you’ll remember them. You won’t. Write them down.
Don’t Let the Blank Page Stop You: Being intimidated by the emptiness of a white page and a blinking cursor can be debilitating. Just type what you’re thinking. If you’ve jotted down notes, type them up. You can — and will — edit later. This will get you past the blankness. It has been said that writing is re-writing, so take advantage of the impermanence of your initial words.
Release Your Darlings: I’ve posted about this one before, but it bears repeating. Don’t sit on your ideas. Get them out there. You’ll get invaluable feedback from blog posts, Tweets, and exchanging emails that you won’t get from a Word file withering away in the foldered hierarchy of your hard drive.
Collaborate: The fruits we bare are inevitably due to the roots we share. Collaboration makes each one of us bigger. Read widely and exchange ideas with many. Even if it’s just having someone to bounce your ideas around with, the importance of sharing them cannot be overstated.
Stay Positive: This stuff isn’t easy, but inspiration is all around you. I find it in books, discussions, stand-up comedy, Hip-hop, my fiancée, animals, staying up late, reading magazines, listening to music, etc. Don’t look for reasons to be discouraged. The world is full of inspiring things if you look for them.
From the page I feel a lot of pressure
I treat it like it’s too precious
Like there’s an audience saying, ‘Impress us!’
But it’s just my impression
— Roy Christopher, June 19, 2007
In his book On Writing(Pocket, 2001), Stephen King urges aspiring writers to turn off their televisions, writing, “Once weaned from the ephemeral craving for TV, most people will find that they enjoy the time they spend reading. I’d like to suggest that turning off that endlessly quacking box is apt to improve the quality of your life and the quality of your writing” (p. 148). Director Michel Gondry adds, “I stopped my son from playing videogames, and he began to develop all kinds of creative skills. It’s human to seek out the quickest reward, but if you get the reward immediately, you don’t go anywhere else. You learn that the delayed reward is more rewarding” (quoted in Thill,2006, p. 56). These two quotations get at the issue of distraction. Having time away from writing is also important, as is having a head-clearing activity. I have colleagues who can’t write at home due to things like dishes, television, roommates, spouses, etc. I know others who have their own “writing space”: a nice, secluded spot with a comfortable chair, and good tea. Still others are binge writers: They need large chunks of time to write anything of substance. I am sympathetic to all of these conditions, but I have found it important to cultivate the ability to write at any time, in any circumstance — even if it’s just collecting thoughts about something. I keep a pen and paper in my pocket at all times, pen and pad by my bed, notebook(s) in my backpack and all over the house. I do find that I need large chunks of uninterrupted time to surmount larger writing tasks, but the ubiquity of computers, portable or otherwise, makes writing anywhere a much more viable option.
It’s not always about making a fist, sometimes it’s about opening your hand. — Tom Waits
In Post-Continental Voices: Selected Interviews (Zer0 Books, 2010), Paul J. Ennis interviews seven scholars all working in and around new Continental Philosophy (e.g., Graham Harman, Levi Bryant, Ian Bogost, et al.). There’s a lot of solid writing advice in each of these. In his interview, Stuart Elden states:
The key thing is that there is no correct way to write, but ways that work for individuals. The problem is that people seem to try to write in ways that are not right for them, that are just not working. Personally I try to write everyday, even if it’s just typing up notes or work on references. I try not to get hung up over particular words or formulations; because I go over things so many times that I never think anything I write is the final version. For me that’s helpful in not getting blocked. I write a lot of “stage directions” into the text — “this link doesn’t work”; “need better examples”; “develop” etc. — and I move on. (p. 43)
He goes on to talk about reading a lot and how it inspires him to write, as well as writing cumulatively as opposed to on deadline, adding, “I do know people who claim to work that way, and they can ‘turn on’ the writing at that late point. It just doesn’t work for me — writing is more of a slow accumulation. I’ve written some shorter pieces quite quickly, but most pieces are built up very slowly, accretion over a long period of time. The other thing to note is that I work on several things — not quite at once — but in parallel” (p. 43). Billy Wimsatt once said that the first rule of writing is reading a lot, and I concur with that. Also, reading widely is helpful. Venture outside of your area of interest. Treat your mind like an ecology and diversify its literary flora and fauna. I also agree with Elden’s working on several pieces in parallel. When work on one project stalls, switching to another can jostle new ideas loose. The process is less about balance and more about tension.
In his interview with Ennis, Levi Bryant adds, “Too many of us labor over projects in isolation, never revealing them to anyone else until finally, at long last, they are masterpieces ready for publication. I think this is a tremendous mistake both in terms of prospects for professional success and intellectually. Attending conferences, talking to other academics, participating on discussion lists, and blogging all create countless opportunities and assist in your intellectual development. Nor should this engagement be restricted to established academics” (p. 79).
Waiting until the “right” time to write and toiling away at it alone might be our two biggest mistakes. One of my main correspondents with regard to writing is my friend Alex Burns. In a recent email exchange, he introduced me to the idea of “hot space.” That is, a quick snapshot of an idea that often resonates with an audience more so than something fully formed. The concept’s namesake being Queen’s 1982 album Hot Space, which was apparently recorded in very quick bursts of studio time. Again, sharing cannot be overstated. Don’t deprive the world of your ideas. Get them out there and see if they float or sink. This practice will also help you build a platform.
When she wrote about things, her sense of them changed, and with it, her sense of herself. — William Gibson, Spook Country.
A friend of mine recently lamented on Facebook, “I miss being able to write creatively. I feel like academia has ruined me. What can I do to jump start my imagination and start writing again? 🙁 It makes me really sad.” This has been a fear of mine as well, and I find that constantly working on different kinds of projects helps keep my writing limber.
More to her question, there are many, many books on breaking out of these ruts and finding new grooves. In spite of its New-Agey style, Natalie Goldberg’s Writing Down the Bones: Unleashing the Writer Within (Shambhala, 2005) is one I return to regularly. Goldberg outlines a total plan for writing as a practice, which can be overwhelming if taken wholesale, but the book is rife with reminders of how to write through the fits and starts of any project. Daniel Pink‘s A Whole New Mind (Riverhead, 2006) has some great exercises for getting the creative process started as well. Ultimately, as Stuart Elden stated above, each of us has to find what works for our writing needs, but trying out the methods of successful writers is one tactic to finding your own way.
The best way of getting into something is to think of it as mischief.
― Steve Aylett, The Crime Studio
Being a writer is not an easy path to take, but it’s navigable. Don’t be afraid to test an idea, ask for help, or bounce ideas off someone. The more difficult it is, the more likely you will find it rewarding when you finish a project. Some people write all the time, and others are able to plow through when something is due. Experiment and find what works for you. Ultimately, if you want it, you have to find a way to make it happen.
References:
Aylett, Steve. (2001). The Crime Studio. New York: Thunder’s Mouth.
Ennis, Paul J. (2010). Post-Continental Voices: Selected Interviews. London: Zer0 Books.
Gibson, William. (2007). Spook Country: A Novel. New York: Putnam, p. 171.
Goldberg, Natalie. (2005). Writing Down the Bones: Unleashing the Writer Within. Halifax, Nova Scotia, Canada: Shambhala.
King, Steven. (2001). On Writing. New York: Pocket Books.
Milner, Johannes. (1814). This Quotation is From a Dream I Had: Pull Inspiration from Everything. My Head: Dream Time.
Pink, Daniel H. (2006). A Whole New Mind: Why Right-Brainers Will Rule the Future. New York: Riverhead.
Thill, Scott. (2006, March). Keeping it Reel: Michel Gondry’s Block Party. WIRED, 14.03, p. 56.
After a decade of teaching at the university level, David Preston decided to stop ignoring the ills we all know haunt those halls and dropped back to high school. He’s now trying to reform a place that desperately needs it. I got the chance to participate in a discussion with his literature and composition classes, thanks to David, Ted Newcomb, and Howard Rheingold, all of whom are hacking education in various ways. I can tell you with no reservations that David is making the difference. I want to keep this introduction as brief as possible and just let him tell you about it. Some men just want to watch the world learn.
Roy Christopher:What drove you from the hallowed hells of academia to teaching high school?
David Preston: (Hang on, let me hop up on my soapbox) Every generation thinks school can’t get any worse but somehow we manage. When I was a kid I hated school but loved learning (and still do), so when I graduated I thought I could liberate the other inmates by learning about the institution and how to fix it. After college I wrote about schools as a journalist and then I went back for a master’s and a Ph.D. in education. But in grad school I discovered the politics, how difficult it is to ask pressing questions without incurring the wrath of well-funded powers-that-be. Eventually I figured there wasn’t enough lipstick for this institutional pig and found my way into management consulting, where I worked with executives and organizations on learning and planning. Even though I was making good money and keeping my hand in by teaching courses at UCLA, the idea of school nagged at me because I could see the trend worsening. Really smart, highly-motivated students and executives told me how completely unprepared they were for life after graduation—and these were the successful people! Today’s students have it even worse. They don’t learn about their own minds, they don’t learn about how they fit in the larger scheme of things, they don’t learn how to use the tools available to them, and they don’t learn the basics of how to manage their bodies or their money. Forget the achievement gap and the union versus reform sideshow—even the best prep school curricula are designed for a world that no longer exists (if it ever did). Once upon a time the American high school diploma signified that a person had the tools to be self-sufficient; now it’s like one of those red deli counter tickets that tells you to line up at the recruiter’s office or financial aid. And the worst part is, today’s students know all this because technology allows them to see the world for themselves. They don’t have to be told that school is an irrelevant exercise in obedience.
I’ve been critical of school since watching my first grade teacher pull kids’ hair for getting math problems wrong, but after 9/11 I thought about the issue differently. I reflected on how our thinking influences the world we’re living in and the future we’re creating for ourselves. Whatever big-picture issue you care about—the environment, the economy, human rights, politics—is defined by how people think and communicate about it. And the institution ostensibly in charge of helping people learn to think and communicate is fucked. So, when a friend of mine suggested in 2004 that I take a “domestic Peace Corps” sabbatical and offered me an opportunity to teach high school courses, I turned him down immediately. But over the next couple of weeks I realized that you never hear anything about education policy from inside the classroom, and I’d get to be an embedded anthropologist. Boots on the ground. I wanted to find out what today’s students are actually like (they’re not the Digital Natives you read about!) and what actually goes on in school on the days they don’t give tours. I may have been fantasizing about Hunter S. Thompson riding with Hell’s Angels or Jane Goodall hanging with chimps when I said yes to going back inside the belly of the beast.
I taught at the country’s fourth-largest high school in LA. It had a year-round calendar with three tracks to accommodate five thousand students, most of whom didn’t carry books because they didn’t want to get jumped on the way home. But this one student, Zolzaya Damdinsuren, came into my class during a sweaty summer school afternoon and made me an offer I couldn’t refuse. This is a whole other story, but the bottom line is that I spent a month in western China, Tibet, and Mongolia with Zolzaya and his family, and the experience changed me. By the time I returned I had decided not to return to my consulting practice. Instead I resolved to create learning solutions that would help people whether they were in school or not. I moved to California’s central coast and I’ve been hacking education ever since.
RC:Tell me about your current education project, the one you’ve been piloting for a while now.
DP: I’m helping students build a massively multiplayer online learning network. I started with the students in my high school classes. Initially, 100 students created 100 blogs and learned about online security, privacy, filter bubbles, search, online business models, and how to use social media to curate and broadcast information. We reached out to authors, we conducted a flash mob research project that created a mindmap out of a William Gibson interview in 24 hours, and we held video conferences with illustrious celebrities such as yourself. That was fall semester. Now we’re reaching out to recruit a study group of 20,000-50,000 people to prepare for the AP English Literature & Composition exam using both synchronous and asynchronous platforms. This is proof-of-concept: the ultimate goal is to create an online exchange that offers the resources and tools people need to acquire information, demonsrate mastery and build a portfolio of work. In five years I want to see a teacher make a million dollars, not because of some collective bargaining agreement, but because she’s that good. Maybe she’s an author, maybe she’s a mechanic. I want to create a model of community in which learning is an economic driver. I think the outcome will be a competitive market of entrepreneurs, job candidates and creatives who aren’t just eager to tell you what they can do, but eager to show you what they’ve already done.
RC:What insights have you found doing this work?
Until about two years ago I was focusing on interdisciplinary curriculum and information-referenced assessment models as ways to extend what I could offer students. But basically these were just ways of remixing the standard curriculum and providing more formative feedback to learners. Even my use of social media was essentially limited to conserving paper, helping absentees, and trying to make the same old lessons seem more engaging or entertaining.
You see that sort of thing all over the Web. Blended learning, virtual schooling, online lessons, LMS, SIS—some of the ideas and applications are really cool, but it’s all essentially Skinner’s Box 2.0. It’s what happens when anything good gets sucked into the school policy meat grinder. Apple in the world = Think different. Apple in school = Electronic textbooks. Peter Drucker said the worst thing management can do is the wrong thing more efficiently. Standardizing and streamlining is great if you’re starting with something of quality, but otherwise incremental change makes the problem worse because it reinforces the idea that change is impossible. You can’t lose twenty pounds by eating one less Twinkie a day. You have to radically, fearlessly redesign from purposeful scratch. That’s how evolutionary adaptation works: one day there’s no fin, then the water rises and—Whoa!—everybody who’s still alive and reproducing has fins. So I gave up trying to tweak the finless and started thinking more about where we are trying to swim. This took the form of a simple question: What does it take to be an educated global citizen in the 21st century?
The real opportunity of the Internet is creating a network that takes on its own momentum, grows, and exponentially increases its value. In fact, I think at this point network theory has a greater payoff in learning than learning theory does. The really cool part is that as the network grows and gains experiences, it also changes purpose and direction. School isn’t built to tolerate that, which I think is a big issue, considering the need for innovation in this country.
It’s exciting to be a part of something so dynamic. In too many places learners are forced to wait for an institution, or a government, or an economic sector to get its act together and do right by them. Learners don’t have to wait for Superman. They are Superman.
RC:Well, one of the things I wonder is where the funding comes from. That still seems to be a major problem with education reform, and I’m not just talking about funding for technology and other resources, but funding for teachers: One of the main reasons interesting and innovative people avoid teaching in high school is because there’s so much more money to be made elsewhere. How do we fund this revolution?
DP: Learning needs to become the economic driver. We need a learning environment in which learners and mentors select each other, co-create interdisciplinary curricula and demonstrate mastery in ways that translate to the broader economy and life in our culture. Such an open market would allow learning innovators to create revenue streams that feed communities and align compensation with perceived value and performance: if you suck you starve, if you rock you make bank. This is happening already. In Korea, teacher Rose Lee is known as the “Queen of English.” She makes over $7 million a year. If clients are willing to invest that much in university prep, imagine what they’ll do for top-shelf professionals who can prepare the next generation for economic success without needing the university at all. Creating a new economic sector around learning makes mentoring a much more dynamic and potentially lucrative endeavor than teaching ever was.
Until that exists, though, it’s still possible to integrate coursework and network once learners get the basics of the Internet and online privacy/security. It doesn’t take much money for an individual teacher to offer online learning opportunities. I started off guerrilla style. Everything I’m currently using with students is available for free to anyone who has access to the Internet—and every student has access to the Internet. It drives me crazy when I hear well-meaning adults suggest that we not work online with students because not everyone has a computer at home. We read books with students, and some of my students don’t have those at home either. This is Problem Solving 101. If you don’t have a computer at home you have an access problem. That would be a cruel proposition if the problem wasn’t super easy, but we are surrounded by solutions. Go to a friend’s; go to the computer center or library; spend $3 at the copy store. If an entire community is impacted to the point that an individual really can’t access the Internet, document the case that supports getting the community connected. Agitate. Citing lack of Internet access in 2012 is an admission of defeat that suggests a lack of determination and imagination.
RC:What are you up to off-campus?
DP: For the last six months I have been neck-deep in the work I’m doing with students. Writing curriculum, reading blogs, and replying to messages around the clock seven days a week. It’s insane. I’ve never worked harder as a teacher or had more fun. Now I’m documenting the process and starting to promote it. I’m writing a white paper, starting a blog, designing the system architecture for the learning exchange, consulting, and speaking about the proof of concept. Next event is the CUE conference in Palm Springs on March 15.
It’s hard to overstate the importance of liberating learning from school. Our present is competitive and our future is uncertain. My old mentor used to say that in chaos there is profit, but success in 2012 is not for the passive, weak, or risk-averse. Intellectual and financial freedom isn’t something that can be given to you. You have to take it.
Sam Seidel is a progressive pedagogue. He chronicles his forays into education reform on The Husslington Post. In his new book, Hip-Hop Genius: Remixing High School Education (Rowman and Littlefield, 2011), he drops science on the High School of Recording Arts, where he’s implemented many aspects of the four elements in the classroom. In what follows, we discuss the book, the classroom, and how Hip-hop can help education come correct in the twenty first.
Roy Christopher:Most would agree that modern education needs an upgrade. How can Hip-hop help in this endeavor?
Sam Seidel: Hip-hop innovators have always found value in things that mainstream society has deemed valueless–whether it’s old records, the sides of train cars, or the lives of poor young people. Educators can learn from this by recognizing brilliance and beauty where it is often ignored. Much of the schooling that happens in this country fails to respect or build upon the intelligence and cultural competencies of students. Instead schools–encouraged by standardized accountability measures from the federal and state governments–try to force all students to be homogenous generalists.
RC:It’s more than just rapping lessons and turntables in the classroom, right? What’s at the core of this idea?
SS: The core of the idea is respecting young peoples’ brilliance and culture. Bringing turntables and rap songs into a classroom and acting like an expert on hip-hop culture doesn’t necessarily make you a hip-hop educator. You might be an English teacher who is teaching rap songs as texts. I’m not trying to position myself as the arbiter of who is or isn’t a hip-hop educator, but what I’m excited about is exploring new ways of teaching–and beyond that, new kinds of learning environments and leadership models.
RC:Is the success of the HSRA reliably repeatable?
SS: Just like a rapper using a punchline that has already been used in another rhyme is wack, educators shouldn’t just copy someone else’s work, but that doesn’t mean they shouldn’t study others’ styles closely. More educators could definitely see results like those at the High School for Recording Arts and there are many aspects of HSRA’s program that they could potentially borrow and build upon, but they shouldn’t necessarily try to replicate everything from the school. People can definitely look to HSRA for inspiration, examples, and even direct consultancy, but there is only one David T. C. Ellis, there is only one Twin Cities (well, I guess there are two of those!), and it would be unrealistic to think that you could recreate what he and his team have done there.
RC:Every time I try to spread the word about the power of thinking through Hip-hop, I invariably meet resistance. Do you find yourself defending your love of Hip-hop?
SS: Not so much. I don’t find those conversations very rewarding and I seem not to attract them. Sometimes people want to point out some of the negative elements of Hip-hop… Okay. I’ve never argued that hip-hop is all positive all the time. It is an immense culture. But, in this day and age, who can really front on the power of Hip-hop? The culture has transcended almost every boundary imaginable. My man, Stephen Buddha Leafloor does life-changing hip-hop workshops with Inuit and first nation young people in remote Arctic communities that can only be reached by plane. Hip-hop artists who started as rappers have clothing lines, footwear, and fragrances sold in department stores across the world. The President of the United States has rap songs on his iPod and uses Hip-hop slang. I recorded a song with an emcee from Mozambique, who rhymed in four languages in one verse. I mean people can say they don’t personally like the music or they think graffiti is vandalism that should be stopped, but they can’t front on Hip-hop’s relevance and power–so my point is, if we know it’s relevant and powerful, then what effect it has is all about how it is engaged.
RC:Why do you think people resist this culture so strongly?
SS: They’re haters. It scares them. I don’t know. Yesterday I was walking across a street in New York City and i heard a rap song rattling out of a dude’s car. The lyrics were, literally, “bitch, bitch, bitch, bitch, fuck ’em all.” People hear something like that and form a lot of judgements–as if that song must represent the entirety of a multi-dimensional global culture. Don’t underestimate racism. Or classism. We’re talking about a cultural form that emerged from the hood. There’s a lot of people out there who will hate for that reason alone.
RC:So, it’s much more than just a generational difference?
SS: There can be a generational thing. As George Clinton points out in the Foreword to Hip-Hop Genius, the music of a generation often sounds like noise to the generation before. At the same time, it was my pops who brought home rap records when I was five years old. George Clinton is in his 70s and he loves the culture, so… It’s not just generational.
RC:What can we do to get past the stigma?
SS: We need to stop engaging it so much. People write whole books trying to validate uttering the words “hip-hop” and “education” in the same sentence. There’s a place for those arguments, but I think we need to just focus our energy on building beautiful things and proving that what we know works works. Jay-Z didn’t spend years arguing with music execs who weren’t feeling what he was doing, he went and did it himself and then they started paying attention. This has happened over and over again in the rap game. No Limit and Cash Money had to build their own empires before labels recognized that the south had a rap market. Success has a funny way
of smothering stigma.
RC:Whenever one tries to institutionalize an organic movement as such, there’s always a risk of making it lame and losing the students’ interest. How do we use Hip-hop in the classroom and keep it engaging?
SS: By letting the students run it. If they are creating art that reflects their interests and aesthetics, it will never get stale.
RC:What’s next for you and Hip-hop education?
SS: Now that Hip-Hop Genius has dropped I’ve been getting some great invitations to talk about it. The video we made about Hip-Hop Genius has also gotten a lot of buzz online which has led to other opportunities. I just started a book tour where I go to cities, visit as many cool organizations and schools as I can–specifically those related to Hip-hop arts and empowering young people–and then put on an event that features their work, the work of the High School for Recording Arts, and Hip-Hop Genius. The first few events have been dope! We’d love to bring it to more cities, so holler if you have ideas about locations we should add.
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Here’s the book trailer for Hip-hop Genius [runtime: 4:23]:
On November 2nd, I was invited to talk to Dr. David Preston’s Literature and Composition class via Blackboard Collaborate and Howard Rheingold‘s Rheingold University. Here’s a screen capture of that talk [Warning: It’s long. Runtime: 1:02:21]. Topics include a few of my projects, the web, advent horizons, collaborative learning, technology in the classroom and in the lives of the youth.
Many thanks to Ted Newcomb and Howard Rheingold for hooking this up, to David Preston and his students for their time, attention, and participation, and to Linda Burns for saving the video. This was a great opportunity and a humbling and inspiring experience.
Thinking about our own minds often seems so pataphysically impossible as to be useless and silly, but, to paraphrase Steven Johnson (again), trying to understand the brain is trying to understand ourselves. By contrast, trying to expand and enhance it seems much easier. You can expand your mind without really understanding how it happens. There are many ways to make your brain feel bigger, and these three new books provide many steps in that direction.
Upgrade your grey matter because one day it may matter.
— Deltron 3030
Many of the hacks here take advantage of the fact that the way you see your mind and your world are often radically related, if not often the same thing. What I mean is that a lot of these are not just mental exercises, but tricks for productivity, ways to communicate better, hacks for breaking bad habits, tips for time management, and creative ways to be more creative. It’s not just about the hacks though. Mindhacker is also stocked with other (re)sources: Relevant URLs, books, and articles are listed on every page, along with the stories of the hacks’ origins, and the book’s website has even more, including pieces of code as well as complete programs.
Speaking of programs, Andy Hunt’sPragmatic Thinking and Learning (Pragmatic Bookshelf, 2008) tackles maximizing the mind from a programmer’s point of view, and it overlaps and complement’s the books mentioned above nicely. Maps, models, recipes, and other scripts and schedules are a part of Hunt’s push, but you don’t have to be code nerd to get plenty out of this book. It has helpful tips for everyone. Chapter four, “Get in Your Right Mind,” even suggests rock climbing, which I regularly use to clear my mind’s cache.
From the grounded to the grandiose,Supersizing the Mind: Embodiment, Action, and Cognitive Extension by Andy Clark (Oxford University Press, 2011) stretches the mind in multiple manners, also blurring the line between the brain and the world. Clark’s extended mind thesis posits the mind beyond the body… Sometimes. That is, sometimes we perform a Dawkinsian flip, seeing the biosphere as an endless network of DNA regardless of organismal boundaries; sometimes our brains and the brains of others are emphatically embodied. It’s a simple but sizable distinction. Where we draw those lines changes everything about how we see the mind and the world.
Other than a few minor missteps (e.g., In his conclusion, Clark unfortunately defines the mind as a “mashup,” when really he just means that it’s extremely diverse, infinitely adaptable, and ultimately mysterious), Supersizing the Mind is one of the better books I’ve seen in the neurosciences in a while.
If you want a brain book that’s handy and fun, I definitely recommend Mindhacker and Pragmatic Thinking and Learning. Those two, along with Dan Pink‘s book, A Whole New Mind (Riverhead, 2006), will get you a long way toward optimizing your cognitive output. If you want something a bit more theoretical, check out Supersizing the Mind. Either way, get to mining and minding your mind. It is still legal.
Here’s a really short but really great film prepared by Jelly Helm and Grow Films for Oregon Humanities (watch for my good friend Dave Allen). [Runtime: 1:03]
Last week, the Copyright Alliance Education Foundation — a nonprofit mouthpiece for the entertainment and software industries — unveiled plans to spread its protectionist ideas to the nation’s schools and libraries through the distribution of a curriculum titled “Think First, Copy Later.” “Think First, Copy Later” and other intimidating educational materials were produced by the MPAA, RIAA, Business Software Alliance, and other content holders to scare students into believing that making copies is wrong.
EFF knows that the creators and innovators of tomorrow don’t need more intimidation. What they need is solid, accurate information that will help them make smart choices about how to use new technologies. That’s why EFF is launching the free, Creative Commons-licensed “Teaching Copyright” curriculum and website to help educators explore copyright issues in their classrooms. These materials encourage students to discover their legal rights and responsibilities — including how to make full and fair use of technology that is revolutionizing learning and the exchange of information.
The debates over copyright and technology — whether they take place in classrooms, pressrooms or courtrooms — should be based on facts, not fear. Help EFF in our ongoing efforts to educate the public — including smart, creative and inquisitive young people — about the purpose and limits of copyright law.
The Teaching Copyright curriculum is a detailed, customizable plan that connects students to contemporary issues related to the Internet and technology. Teaching Copyright invites discussion about how creativity is enabled by new technologies, what digital rights and responsibilities exist or should exist, and what roles students play as users of technology. The website at www.teachingcopyright.org includes guides to copyright law, including fair use and the public domain.
“Kids are bombarded with messages that using new technology is illegal,” said EFF Activist Richard Esguerra. “Instead of approaching the issues from a position of fear, Teaching Copyright encourages inquiry and greater understanding. This is a balanced curriculum, asking students to think about their role in the online world and to make informed choices about their behavior.”
The Teaching Copyright curriculum was developed with the input of educators from across the U.S. and has been designed to satisfy components of standards from the International Society for Technology in Education and the California State Board of Education.
Wow, where does one start? The makers of the world convened in Austin, Texas one weekend in October to make, build, rebuild, battle, and exchange their stuff and their ideas. I even had visitors from two other states join in the fun. Perhaps the best way to approach a summary of Maker Faire’s controlled chaos, of this menagerie of goods and good-doers, of this DIY carnival, of the impossible to sum up is a list with occasional pictures… Continue reading “Maker Faire, 2008: Austin, Texas”
The history of computing and connectivity since is far too lengthy and eventful to go into here, as are its impacts on academia, but so-called “big data” and the digital humanities have emerged recently as major arenas of scholarship and debate. Integrating new technologies into research is nothing unique, so getting past the buzzwords that often simply repackage old methodologies in new, digital boxes is the first step to figuring out what’s really new and novel. Debates in the Digital Humanities, edited by Matthew K. Gold (University of Minnesota Press, 2012), is a solid place to begin. This 500-page compendium interrogates the fledgling field from all angles: what it is, what it isn’t, how it’s done, and where it’s going. And it’s not just about how the research is done but also how it’s reported and shared. Each section in this book includes print versions of relevant blog posts. Everyone from Matthew Kirschenbaum, Alex Reid, and the always critical Ian Bogost to Lev Manovich, Mark Sample, and the inimitable Alan Liu–among many others–get in on establishing and critiquing the field. If you’re wondering what all the tweets are about, this book is definitely the place to start.
If you’d prefer to dive directly into the deep end, Switching Codes: Thinking Through Digital Technology in the Humanities and the Arts (University of Chicago Press, 2011) is an excellent companion to Debates in the Digital Humanities. Editors Thomas Bartscherer and Roderick Coover and their contributors drill down into the wild, wired, and weird. Each section here has a call-and-response format. Ian Foster, Albert Borgmann, and Bruno Latour and Adam Lowe (whose piece on the migration of the aura is especially interesting) are all here, Alan Liu makes an appearance via one of the responses, and there’s even an interlude card game designed by Eric Zimmerman (“Figment: The Switching Codes Game”)! Fun and games aside, Switching Codes leans toward the philosophical, making it essential for seeing the bigger picture through our increasingly bigger data sets.
