Shackled to problem-solving

This article in the Times provides a brief introduction to a fad that’s sweeping through Silicon Valley these days: escapism.

Timothy Ferriss, author of “The 4-Hour Workweek”, promotes “pulling the plug” on your fast, information-driven life (though no one, it seems, has actually read the book).

I admit, it sounds exciting, but then the details start to come to light: hiring personal assistants in India (who tells them what to do?), outsourcing your relationships, primarily getting your news from waiters – it’s obviously a very different kind of life.

While self-help gurus come and go, the impulse to “escape 9-5, live anywhere, and join the new rich” never seems to wane. But, for me at least, the thought (and details) of actually succeeding serve more as a grim reminder of how much fun it is to solve real problems. Sure, there’s plenty of ways to live off the fat of the land in modern times, but isn’t it more fun to try and work in an area where the impact of creativity and hard work is important enough to persevere for more than four hours each week?

Gauguin’s artistic quest to achieve moral excellence

The following excerpt is from an unpublished essay on Gauguin (the artist) and Genius (the concept). First explored in a chapter in my doctoral dissertation, my argument is that Gauguin was a highly moral person – in spite of his sometimes reckless and irresponsible actions. I think this is an important counterintuitive case, for it allows us to consider how different (and sometimes competing) aspects of personhood define not only our own conception of morality, but moral philosophy itself.

From the introduction:

Why did middle-aged Paul Gauguin abandon his family and social context to live as a poor, reclusive painter? Could a moral conception be said to have sealed his fate to live in Tahiti as an estranged and unhealthy expatriate until his untimely death? The answer may lie in his artistic oeuvre, which includes over forty self-portraits in several different mediums, including more than twenty oil paintings. Here I argue that his self-portraits, in conjunction with his self-reflection in many letters to his wife and friends, form evidence that a conception of artistic genius became a touchstone of his art and life — a comprehensive conception of “goodness” that shaped his reception of tradition and transformed his whole life into a mythic quest.

Further evidence comes in the form of philosophical context. Romanticism and religion, two influential social currents of the Parisian artworld, fed into Gauguin’s perception of himself as an artist — he was, after all, first persuaded to take his painting seriously by his contemporaries. Reflection on spirituality became a prominent feature of his “artistic consciousness,” and became a theme that ran through his work in self-portraiture. This reflection, against a backdrop of Romantic and religious imagery, led Gauguin to discover a concept of artistic genius — heightened by Romanticism’s obsession with aesthetic transcendence — that especially propelled his artistic and spiritual quests.

A humble bug-related knowledge tool

The Talking Bug Identifier

Folks at EdLab often talk about tools that have knowledge “built into them.” I thought this was a cool example:

Cory Doctorow writes:

The Spark Talking Bug Identifier is a magnifying glass with a bug-identifying expert system built into the handle. Find a bug and answer a series of directed yes/no questions and the glass will tell you what bug you’re looking at (as far as it can tell, anyway).

Is it a cricket or a katydid? Help your budding entomologist identify more than 50 real live bugs – simply by answering a series of yes or no questions.

Cheating is the pedagogy of the internet

I ran across this fun and informative lecture by Jon Ippolito discussing various tensions between cultural production (in general) and the current culture of intellectual property law – where he introduces his idea that “cheating is the pedagogy of the internet.” It’s the written version of a lecture he gave at Columbia University a few years, when I was lucky enough to hear him. His ideas and criticisms about pedagogy and the internet led to his project called The Pool.

Watch and be introduced to other goodies such as:

I’ve been trying to take some of the ideas he touches on here and push them forward a bit. The law stuff is great, but perhaps it’s not the most accessible inroad to thinking about academic honesty. In lieu of that, I’m interested in what kind of conceptualization of education we would need to make room for new technologies that accelerate cheating. (Maybe it would turn out to be an approach to education we’ve always needed?)

Sociable media development with MIT

MIT’s Sociable Media Group looks like an interesting bunch of people. I like the Webbed Footnotes project, where one can “annotate web pages with comments and can read and reply to the annotations left by others.”

I think the existence of groups just like this one suggest a course of action for EdLab’s software development activities: sharing our code. A downside may be that it takes more time to write code that is suitable for sharing, but a benefit would be that if a project gets some legs, we could benefit from collaboration from outside our small development group. There seems to be momentum in this direction, and it could be a great way to compete in the educational software market in the near future.