1,721,862 research outputs found
Cervello sociale, apprendimento ed economia dell'attenzione nella cultura digitale
Full text linkIl capitolo di Stamatia Portanova e Tiziana Terranova s’incentra sulla questione del “deficit di attenzione” che le istituzioni sanitarie, educative, così come i media presentano come una delle ‘nuove’ patologie da curare attraverso strategie e policy di normalizzazione. Il capitolo, quindi, si pre- senta come una messa in luce e discussione di questa “problematizzazione” (quando nasce il discorso sull’attenzione, presso quali pubblici si legittima, quali attori sono autorizzati a parlarne e per conto di chi) alla luce della let- teratura sulle fenomenologie della digital society, così come delle teorie e- conomiche neoclassiche e post-marxiste. Così, ad es., la riconfigurazione del cervello (post)umano attraverso internet produce una interessante e pe- culiare “social turn” nelle neuroscienze e porta anche ad una paradossale immagine del soggetto economico “egoista e calcolatore... allo stesso tem- po anche esposto alle forze (considerate tipicamente adolescenziali) e inu- mane della mimesi e del contagio”. Di qui il rimando conclusivo alla cattu- ra dell’attenzione come produzione di valore da un lato, ma anche come tecnica della soggettività potenzialmente cooperativa, dall’altro
In and out of Wonderland: a criti/chromatic stroll across postdigital culture
Full text linkThe contemporary info-proliferation is taking the ideal of a solid technological rationalism to its extreme point: the depletion of all bodies into ’informational cuts’, orderable bits and pieces of data fabric. The present contribution will discuss this process of datafication, trying to avoid any polarization along the ‘pro’ or ‘anti’ dualism, and any consequent excess of enthusiasm or critique. For this purpose, the essay will take the form of a stroll across post-digital culture, alternatively under the effects of a ‘red and a blue pill’ as the two main points of view already exemplified, in 1999, by Morpheus in the famous sci-fi movie The Matrix. To these two points of view, respectively identifiable as digital critique (going down the deep rabbit hole, and seeing that computers are playing today a leading role in what Gilles Deleuze and Fèlix Guattari have called ’capitalist schizophrenia’), or digital potential (remaining in a world of numeric dreams, a world populated not only by humans but also by bots, autonomous computer programs that are becoming increasingly able not only to post, but also to understand content and interact with people and, most importantly, to take aesth/ethical decisions), a yellow one will be added, which can be recognized as that of ‘hacker culture’, at the same time suggesting that, instead of a dialectical contraposition between two different perceptual and cognitive modalities, post-digital culture can be more easily discussed through a multiplication of possible perspective
Stroboscopic Trilogy
No full textun commento alle video-coreografie di Antonin De Bemels Trilogie Stroboscopique e Lilit
Towards a High Frequency Education: Challenges and Possibilities
No full textDrawing on a critical review of the relevant trans-disciplinary literature, and combining it with the method of auto-ethnography, this paper analyzes the sociocultural impact of distance learning. The aim is to highlight how, in the age of ‘post-education’ (Serpieri, 2020) and of ‘platformized’ educational institutions (van Dijck, Poell & de Waal, 2019), we are witnessing an intensification of screen-based discipline, but also a parallel explosion of creative potential, in pedagogical processes. This two-way transformation of educational systems will be here defined as the emergence of a new ‘edu-rhythm’, bearing in mind Alfred N. Whitehead’s philosophy of education (1947), and its focus (much before the advent of e-learning technologies and social media) on the organic rhythm of education as the gradual growth of a teaching/learning cell, a process characterized by different developmental phases and by an alternate need for disciplined attention and free distraction. Following this line of thought, the paper proposes to think the physical and mental performativity induced by contemporary platforms (between attention and distraction, or between the relative speed and slowness of teaching and learning) together with the autonomous performativity of algorithms, in order to understand the social and cultural transformations of education in terms of a new cybernetic rhythm
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