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Groupthink in Action

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An interesting situation which, I would argue, is representative of Groupthink.

As a brief summary of the situation: a subgroup within a larger group is discussing the possibility of changing the larger group’s structure. In that larger group, similar discussions have been quite frequent, in the past. In effect, the smaller group is moving toward enacting a decision based on perceived consensus as to “the way to go.”

No bad intention on anyone’s part and the situation is far from tragic. But my clear impression is that groupthink is involved. I belong to the larger group but I feel little vested interest in what might happen with it.

An important point about this situation is that the smaller group seems to be acting as if the decision had already been made, after careful consideration. Through the history of the larger group, prior discussions on the same topic have been frequent. Through these discussions, clear consensus has never been reached. At the same time, some options have been gaining some momentum in the recent past, mostly based (in my observation) on accumulated frustration with the status quo and some reflection on the effectiveness of activities done by subgroups within the larger group. Members of that larger group (including participants in the smaller group) are quite weary of rehashing the same issues and the “rallying cry” within the subgroup has to do with “moving on.” Within the smaller group, prior discussions are described as if they had been enough to explore all the options. Weariness through the group as a whole seems to create a sense of urgency even though the group as a whole could hardly be described as being involved in time-critical activities.

Nothing personal about anyone involved and it’s possible that I’m off on this one. Where some of those involved would probably disagree is in terms of the current stage in the decision making process (i.e., they may see themselves as having gone through the process of making the primary decision, the rest is a matter of detail). I actually feel strange talking about this situation because it may seem like I’m doing the group a disservice. The reason I think it isn’t the case is that I have already voiced my concerns about groupthink to those who are involved in the smaller group. The reason I feel the urge to blog about this situation is that, as a social scientist, I take it as my duty to look at issues such as group dynamics. Simply put, I started thinking about it as a kind of “case study.”

Yes, I’m a social science geek. And proud of it, too!

Thing is, I have a hard time not noticing a rather clear groupthink pattern. Especially when I think about a few points in Janis‘s description of groupthink.

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 Antecedent Conditions Symptoms Decisions Affected

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 Insulation of the group Illusion of invulnerability Incomplete survey of alternatives

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 High group cohesiveness Unquestioned belief in the inherent morality of the group Incomplete survey of objectives

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 Directive leadership Collective rationalization of group’s decisions Failure to examine risks of preferred choice

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 Lack of norms requiring methodical procedures Shared stereotypes of outgroup, particularly opponents Failure to re-appraise initially rejected alternatives

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 Homogeneity of members’ social background and ideology Self-censorship; members withhold criticisms Poor information search

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 High stress from external threats with low hope of a better solution than the one offered by the leader(s) Illusion of unanimity (see false consensus effect) Selective bias in processing information at hand (see also confirmation bias)

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 Direct pressure on dissenters to conform Failure to work out contingency plans

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 Self-appointed “mindguards” protect the group from negative information

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A PDF version, with some key issues highlighted.

Point by point…

Observable

Antecedent Conditions of Groupthink

Insulation of the group

A small subgroup was created based on (relatively informal) prior expression of opinion in favour of some broad changes in the structure of the larger group.

Lack of norms requiring methodical procedures

Methodical procedures about assessing the situation are either put aside or explicitly rejected.
Those methodical procedures which are accepted have to do with implementing the group’s primary decision, not with the decision making process.

Symptoms Indicative of Groupthink

Illusion of unanimity (see false consensus effect)

Agreement is stated as a fact, possibly based on private conversations outside of the small group.

Direct pressure on dissenters to conform

A call to look at alternatives is constructed as a dissenting voice.
Pressure to conform is couched in terms of “moving on.”

Symptoms of Decisions Affected by Groupthink

Incomplete survey of alternatives

Apart from the status quo, no alternative has been discussed.
When one alternative model is proposed, it’s reduced to a “side” in opposition to the assessed consensus.

Incomplete survey of objectives

Broad objectives are assumed to be common, left undiscussed.
Discussion of objectives is pushed back as being irrelevant at this stage.

Failure to examine risks of preferred choice

Comments about possible risks (including the danger of affecting the dynamics of the existing broader group) are left undiscussed or dismissed as “par for the course.”

Failure to re-appraise initially rejected alternatives

Any alternative is conceived as having been tried in the past with the strong implication that it isn’t wort revisiting.

Poor information search

Information collected concerns ways to make sure that the primary option considered will work.

Failure to work out contingency plans

Comments about the possible failure of the plan, and effects on the wider group are met with “so be it.”

Less Obvious

Antecedent Conditions of Groupthink

High group cohesiveness

The smaller group is highly cohesive but so is the broader group.

Directive leadership

Several members of the smaller group are taking positions of leadership, but there’s no direct coercion from that leadership.

Positions of authority are assessed, in a subtle way, but this authority is somewhat indirect.

Homogeneity of members’ social background and ideology

As with cohesiveness, homogeneity of social background can be used to describe the broader group as well as the smaller one.

High stress from external threats with low hope of a better solution than the one offered by the leader(s)

External “threats” are mostly subtle but there’s a clear notion that the primary option considered may be met with some opposition by a proportion of the larger group.

Symptoms Indicative of Groupthink

Illusion of invulnerability

While “invulnerability” would be an exaggeration, there’s a clear sense that members of the smaller group have a strong position within the larger group.

Unquestioned belief in the inherent morality of the group

Discussions don’t necessarily have a moral undertone, but the smaller group’s goals seem self-evident in the context or, at least, not really worth careful discussion.

Collective rationalization of group’s decisions

Since attempts to discuss the group’s assumed consensus are labelled as coming from a dissenting voice, the group’s primary decision is reified through countering individual points made about this decision.

Shared stereotypes of outgroup, particularly opponents

The smaller group’s primary “outgroup” is in fact the broader group, described in rather simple terms, not a distinct group of people.
The assumption is that, within the larger group, positions about the core issue are already set.

Self-censorship; members withhold criticisms

Self-censorship is particularly hard to observe or assess but the group’s dynamics tends to construct criticism as “nitpicking,” making it difficult to share comments.

Self-appointed “mindguards” protect the group from negative information

As with leadership, the process of shielding the smaller group from negative information is mostly organic, not located in a single individual.
Because the smaller group is already set apart from the larger group, protection from external information is built into the system, to an extent.

Symptoms of Decisions Affected by Groupthink

Selective bias in processing information at hand (see also confirmation bias)

Information brought into the discussion is treated as either reinforcing the group’s alleged consensus or taken to be easy to counter.
Examples from cases showing clear similarities are dismissed (“we have no interest in knowing what others have done”) and distant cases are used to demonstrate that the approach is sound (“there are groups in other contexts which work, so we can use the same approach”).

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Actively Reading: OLPC Critique

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Critical thinking has been on my mind, recently. For one thing, I oriented an  “intro. to sociology” course I teach toward critical skills and methods. To me, it’s a very important part of university education, going much beyond media literacy.
And media literacy is something about which I care a great deal. Seems to me that several journalists have been giving up on trying to help the general population increase and enhance their own media literacy skills. It’s almost as if they were claiming they’re the only ones who can reach a significant level of media literacy. Of course, many of them seem unable to have a critical approach to their own work. I’m with Bourdieu on this one. And I make my problem with journalism known.
As a simple example, I couldn’t help but notice a number of problems with this CBC coverage of a new citizenship guidebook. My approach to this coverage is partly visible in short discussions I’ve had on Aardvark about bylines.
A bit over a week ago, I heard about something interesting related to “making technology work,” on WTP (a technology podcast for PRI/BBC/Discovery The World, a bit like Search Engine from bigger media outlets). It was a special forum discussion related to issues broader than simply finding the right tool for the right task. In fact, it sounded like it could become a broad discussion of issues and challenges going way beyond the troubleshooting/problem-solving approach favoured by some technology enthusiasts. Given my ethnographic background, my interest in geek culture, and my passion for social media, I thought I’d give it a try.
The first thing I noticed was a link to a critique of the OLPC project. I’ve personally been quite critical of that project, writing several blogposts about it. So I had to take a look.
And although I find the critical stance of this piece relatively useful (there was way too much groupthink with the original coverage of the OLPC), I couldn’t help but use my critical sense as I was reading this piece.
Which motivated me to do some Diigo annotations on it. For some reason, there are things that I wanted to highlight which aren’t working and I think I may have lost some annotations in the process. But the following is the result of a relatively simple reading of this piece. True to the draft aesthetics, I made no attempt to be thorough, clean, precise, or clear.
http://www.miller-mccune.com/business_economics/computer-error-1390.print
http://www.miller-mccune.com/business_economics/computer-error-1390.print
  • appealing
  • World Economic Forum
  • 50 percent of staff were being laid off and a major restructuring was under way
    • The dramatic version which sends the message: OLPC Inc. was in big trouble. (The fact that it’s allegedly a non-profit is relatively irrelevant.)
  • the project seems nearly dead in the water
    • A strong statement. Stronger than all those “beleaguered company” ones made about Apple in the mid90s before Jobs went back.
  • And that may be great news for children in the developing world.
    • Tadaa! Here’s the twist! The OLPC is dead, long live the Child!
  • lobbied national governments and international agencies
    • Right. The target was institutional. Kind of strange for a project which was billed as a way to get tools in the hands of individual children. And possibly one of the biggest downfalls of the project.
  • Negroponte and other techno-luminati
    • Oh, snap!
      It could sound relatively harmless an appellation. But the context and the piece’s tone make it sound like a rather deep insult.
  • Innovate
    • Ah, nice! Not “create” or “build.” But “innovate.” Which is something the project has been remarkably good at. It was able to achieve a number of engineering feats. Despite Negroponte’s repeated claims to the contrary, the OLPC project can be conceived as an engineering project. In fact, it’s probably the most efficient way to shed the most positive light on it. As an engineering project, it was rather successful. As an “education project” (as Negroponte kept calling it), it wasn’t that successful. In fact, it may have delayed a number of things which matter in terms of education.
  • take control of their education
    • Self-empowerment, at the individual level. In many ways, it sounds like a very Protestant ideal. And it’s clearly part of the neoliberal agenda (or the neoconservative one, actually). Yet it doesn’t sound strange at all. It sounds naturally good and pure.
  • technology optimists
    • Could be neutral in denotation but does connote a form of idealistic technological determinism.
  • Child
  • school attendance
    • “Children who aren’t in school can’t be learning anything, right?”
  • trending dramatically upward
    • Fascinating choice of words.
  • tens of millions of dollars
  • highly respected center
    • Formulas such as these are often a way to prevent any form of source criticism. Not sure Wikipedians would consider these “peacock terms,” but they don’t clearly represent a “neutral point of view.”
  • they don’t seem to be learning much
    • Nothing which can be measured with our tools, at least. Of course, nothing else matters. But still…
  • international science exam
    • Of course, these tend to be ideally suited for most learning contexts…
  • There’s no question that improving education in the developing world is necessary.
    • Although, there could be a question or two about this. Not politically expedient, perhaps. But still…
  • powerful argument
    • Tools in a rhetorical process.
  • instinctive appeal
    • Even the denotative sense is polarized.
  • precious little evidence
    • Switching to the “studies have shown” mode. In this mode, lack of proof is proof of lack, critical thinking is somewhat discouraged, and figures are significant by themselves.
  • circumstantial evidence
    • The jury isn’t out, on this one.
  • co-founder of J-PA
    • Did Esther co-write the article? Honest question.
  • the technology didn’t work any better than a normal classroom teacher
    • A very specific point. If the goal of tool use is to improve performance over “regular teaching,” it’s a particular view of technology. One which, itself, is going by the wayside. And which has been a large part of the OLPC worldview.
  • the goal is improving education for children in the developing world, there are plenty of better, and cheaper, alternatives.
    • A core belief, orienting the piece. Cost is central. The logic is one of “bang for the buck.”
  • the teachers simply weren’t using the computers
    • We’re touching on something, here. People have to actually use the computers for the “concept” to work. Funny that there’s rarely a lot of discussion on how that works. A specific version of “throwing money at a problem” is to “throw technology at” people.
  • few experimental studies to show a positive impact from the use of computers
    • Is the number of studies going one way or another the main issue, here? Can’t diverse studies look at different things and be understood as a way to describe a more complex reality than “technology is good and/or bad?”
  • substituting computers for teachers
    • Still oriented toward the “time to task” approach. But that’s good enough for cognitive science, which tends to be favourably viewed in educational fields.
  • supplement
    • Kept thinking about the well-known Hawthorne effect. In this case, the very idea that providing students with supplementary “care” can be seen as an obvious approach which is most often discussed in the field instead of at the higher levels of decision-making.
  • The OLPC concept has been pioneered in a number of school districts in the United States over the last decade
    • From a 2005 project targeting “countries with inconsistent power grids,” we get to a relatively long series of initiatives in individual school districts in the USofA since last century. Telescoping geographical and temporal scales. And, more importantly, assigning the exact same “concept” to diverse projects.
  • Negroponte has explicitly derided
    • Not the only thing Negroponte derides. He’s been a professional derider for a while, now.
      Negroponte’s personality is part of the subtext of any OLPC-related piece. It’d be interesting to analyse him in view of the “mercurial CEO” type which fascinates a number of people.
  • It must be said
    • Acknowledging the fact that there is more to the situation than what this piece is pushing.
  • academic
    • In this context, “academic” can have a variety of connotations, many of which are relatively negative.
  • teachers limited access to the computers
    • Typically, teachers have relatively little control in terms of students’ access to computers so it sounds likely that the phrase should have read “had limited access.” But, then again, maybe teachers in Hollow’s research were in fact limiting access to computers, which would be a very interesting point to bring and discuss. In fact, part of what is missing in many of those pieces about technology and learning is what access really implies. Typically, most discussions on the subject have to do with time spent alone with such a tool, hence the “one…per child” part of the OLPC approach. But it’s hard to tell if there has been any thought about the benefits of group access to tools or limited access to such tools.
      To go even further, there’s a broad critique of the OLPC approach, left unaddressed in this piece, about the emphasis on individual ownership of tools. In the US, it’s usually not ok for neighbours to ask about using others’ lawnmowers and ladders. It’s unsurprising that pushing individual ownership would seem logical to those who design projects from the US.
  • had not been adequately trained
    • In the OLPC context, it has been made as a case for the dark side of constructionism. The OLPC project might have been a learning project, but it wasn’t a teaching one. Some explicit comments from project members were doing little to dispel the notion that constructivism isn’t about getting rid of teachers. Even documentation for the OLPC XO contained precious little which could help teachers. Teachers weren’t the target audience. Children and governments were.
  • not silver bullets
    • Acknowledging, in an oblique way, that the situation is more complex.
  • surveys of students
    • With a clear Hawthorne effect.
  • parents rolling their eyes
    • Interesting appeal to parenting experience. Even more than teachers, they’re absent from many of these projects. Not a new pattern. Literacy projects often forget parents and the implications in terms of a generation gap. But what is perhaps more striking is that parents are also invisible in coverage of many of these issues. Contrary to “our” children, children in “those poor countries over there” are “ours to care for,” through development projects, adoptions, future immigration, etc.
  • evaluation of an OLPC project in Haiti
    • Sounds more like a pilot project than like field research. But maybe it’s more insightful.
  • Repeated calls and e-mails to OLPC and Negroponte seeking comment on OLPC did not receive a response
    • Such statements are “standard procedure” for journalists. But what is striking about this one is where it’s placed in the piece. Not only is it near the end of the argumentation but it’s in a series of comments about alternative views on the OLPC project. Whether or not it was done on purpose, the effect that we get is that there are two main voices, pro and con. Those on the con side can only have arguments in the same line of thought (about the project’s cost and “efficacy,” with possible comments about management). Those on the pro side are put in a defensive position.
      In such cases, responsiveness is often key. Though Negroponte has been an effective marketer of his pet project, the fact that he explicitly refuses to respond to criticisms and critiques makes for an even more constrained offense/defense game.
  • ironic
    • Strong words, in such a context. Because it’s not the situation which is ironic. It’s a lack of action in a very specific domain.
  • the Third World
    • Interesting that the antiquated “Third World” expression comes in two contexts: the alleged target of the OLPC project (with little discussion as to what was meant by that relationship) and as the J-PAL field of expertise.
  • a leader in
    • Peacock terms or J-PAL are on the Miller-McCune lovelist?
  • There are
    • This is where the piece switches. We’re not talking about the OLPC, anymore. We reduce OLPC to a single goal, which has allegedly not been met, and propose that there are better ways to achieve this goal. Easy and efficient technique, but there still seems to be something missing.
  • etting children in developing countries into school and helping them learn more while they are there
    • A more specific goal than it might seem, at first blush.
      For a very simple example: how about homeschooling?
  • proven successful
    • “We have proof!”
  • cheap
    • One might have expected “inexpensive,” here, instead of “cheap.” But, still, the emphasis is on cost.
  • deworming
    • Sounds a little bit surprising a switch from computer tech to public health.
  • 50 cents per child per year
  • $4 per student per year
  • 30 percent increase in lifetime earnings
  • technology-based approaches to improving student learning in the developing world
    • Coming back to technology, to an extent, but almost in passing. Technology, here, can still be a saviour. The issue would be to find the key technology to solve that one problem (student learning in the developing world needs calls for improvement). Rather limited in scope, depth, insight.
  • show more promise than one laptop per child
    • Perhaps the comment most directly related to opinions. “Showing promise” is closer to “instinctive appeal” but, in this case, it’s a positive. We don’t need to apply critical thinking to something which shows promise. It’s undeniably good. Right?
  • the J-PAL co-founder
    • There we are!
  • $2.20
  • Remedial education
  • A study in Kenya
    • Reference needed.
  • it didn’t matter
    • Sounds like a bold statement, as it’s not expressly linked to the scope of the study. It probably did matter. Just not in terms of what was measured. Mattering has to do with significance in general, not just with statistical significance.
  • expensive
    • Cost/benefits are apparently the only two “factors” to consider.
  • quarter of the cost
  • cheaper
  • $2 per month
  • $3 per month
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Beer Eye for the Coffee Guy (or Gal)

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Judged twelve (12) espresso drinks as part of the Eastern Regional Canadian Barista Championship (UStream).

[Never watched Queer Eye. Thought the title would make sense, given both the “taste” and even gender dimensions.]

Had quite a bit of fun.

The experience was quite similar to the one I had last year. There were fewer competitors, this year. But I also think that there were more people in the audience, at least in the morning. One possible reason is that ads about the competition were much more visible this year than last (based on my own experience and on several comments made during the day). Also, I noticed a stronger sense of collegiality among competitors, as several of them have been different things together in the past year.

More specifically, people from Ottawa’s Bridgehead and people from Montreal’s Café Myriade have developed something which, at least from the outside, look like comradery. At the Canadian National Barista Championship, last year, Myriade’s Anthony Benda won the “congeniality” prize. This year, Benda got first place in the ERCBC. Second place went to Bridgehead’s Cliff Hansen, and third place went to Myriade’s Alex Scott.

Bill Herne served as head judge for most of the event. He made it a very pleasant experience for me personally and, I hope, for other judges. His insight on the championship is especially valuable given the fact that he can maintain a certain distance from the specifics.

The event was organized in part by Vida Radovanovic, founder of the Canadian Coffee & Tea Show. Though she’s quick to point to differences between Toronto and Montreal, in terms of these regional competitions, she also seemed pleased with several aspects of this year’s ERCBC.

To me, the championship was mostly an opportunity for thinking and talking about the coffee world.

Met and interacted with diverse people during the day. Some of them were already part of my circle of coffee-loving friends and acquaintances. Some who came to me to talk about coffee after noticing some sign of my connection to the championship. The fact that I was introduced to the audience as a blogger and homeroaster seems to have been relatively significant. And there were several people who were second-degree contacts in my coffee-related social network, making for easy introductions.

A tiny part of the day’s interactions was captured in interviews for CBC Montreal’s Daybreak (unfortunately, the recording is in RealAudio format).

“Coffee as a social phenomenon” was at the centre of several of my own interactions with diverse people. Clearly, some of it has to do with my own interests, especially with “Montreal’s coffee renaissance.” But there were also a clear interest in such things as the marketshare of quality coffee, the expansion of some coffee scenes, and the notion of building a sense of community through coffee. That last part is what motivated me to write this post.

After the event, a member of my coffee-centric social network has started a discussion about community-building in the coffee world and I found myself dumping diverse ideas on him. Several of my ideas have to do with my experience with craft beer in North America. In a way, I’ve been doing informal ethnography of craft beer. Beer has become an area of expertise, for me, and I’d like to pursue more formal projects on it. So beer is on my mind when I think about coffee. And vice-versa. I was probably a coffee geek before I started homebrewing beer but I started brewing beer at home before I took my coffee-related activities to new levels.

So, in my reply on a coffee community, I was mostly thinking about beer-related communities.

Comparing coffee and beer is nothing new, for me. In fact, a colleague has blogged about some of my comments, both formal and informal, about some of those connections.

Differences between beer and coffee are significant. Some may appear trivial but they can all have some impact on the way we talk about cultural and social phenomena surrounding these beverages.

  • Coffee contains caffeine, beer contains alcohol. (Non-alcoholic beers, decaf coffee, and beer with coffee are interesting but they don’t dominate.) Yes: “duh.” But the difference is significant. Alcohol and caffeine not only have different effects but they fit in different parts of our lives.
  • Coffee is often part of a morning ritual,  frequently perceived as part of preparation for work. Beer is often perceived as a signal for leisure time, once you can “wind down.” Of course, there are people (including yours truly) who drink coffee at night and people (especially in Europe) who drink alcohol during a workday. But the differences in the “schedules” for beer and coffee have important consequences on the ways these drinks are integrated in social life.
  • Coffee tends to be much less expensive than beer. Someone’s coffee expenses may easily be much higher than her or his “beer budget,” but the cost of a single serving of coffee is usually significantly lower than a single serving of beer.
  • While it’s possible to drink a few coffees in a row, people usually don’t drink more than two coffees in a single sitting. With beer, it’s not rare that people would drink quite a few pints in the same night. The UK concept of a “session beer” goes well with this fact.
  • Brewing coffee takes a few minutes, brewing beer takes a while (hours for the brewing process, days or even weeks for fermentation).
  • At a “bar,” coffee is usually brewed in front of those who will drink it while beer has been prepared in advance.
  • Brewing coffee at home has been mainstream for quite a while. Beer homebrewing is considered a hobby.
  • Historically, coffee is a recent phenomenon. Beer is among the most ancient human-made beverages in the world.

Despite these significant differences, coffee and beer also have a lot in common. The fact that the term “brew” is used for beer and coffee (along with tea) may be a coincidence, but there are remarkable similarities between the extraction of diverse compounds from grain and from coffee beans. In terms of process, I would argue that beer and coffee are more similar than are, say, coffee and tea or beer and wine.

But the most important similarity, in my mind, is social: beer and coffee are, indeed, central to some communities. So are other drinks, but I’m more involved in groups having to do with coffee or beer than in those having to do with other beverages.

One way to put it, at least in my mind, is that coffee and beer are both connected to revolutions.

Coffee is community-oriented from the very start as coffee beans often come from farming communities and cooperatives. The notion, then, is that there are local communities which derive a significant portion of their income from the global and very unequal coffee trade. Community-oriented people often find coffee-growing to be a useful focus of attention and given the place of coffee in the global economy, it’s unsurprising to see a lot of interest in the concept (if not the detailed principles) of “fair trade” in relation to coffee. For several reasons (including the fact that they’re often produced in what Wallerstein would call “core” countries), the main ingredients in beer (malted barley and hops) don’t bring to mind the same conception of local communities. Still, coffee and beer are important to some local agricultural communities.

For several reasons, I’m much more directly involved with communities which have to do with the creation and consumption of beverages made with coffee beans or with grain.

In my private reply about building a community around coffee, I was mostly thinking about what can be done to bring attention to those who actually drink coffee. Thinking about the role of enthusiasts is an efficient way to think about the craft beer revolution and about geeks in general. After all, would the computer world be the same without the “homebrew computer club?”

My impression is that when coffee professionals think about community, they mostly think about creating better relationships within the coffee business. It may sound like a criticism, but it has more to do with the notion that the trade of coffee has been quite competitive. Building a community could be a very significant change. In a way, that might be a basis for the notion of a “Third Wave” in coffee.

So, using my beer homebrewer’s perspective: what about a community of coffee enthusiasts? Wouldn’t that help?

And I don’t mean “a website devoted to coffee enthusiasts.” There’s a lot of that, already. A lot of people on the Coffee Geek Forums are outsiders to the coffee industry and Home Barista is specifically geared toward the home enthusiasts’ market.

I’m really thinking about fostering a sense of community. In the beer world, this frequently happens in brewclubs or through the Beer Judge Certification Program, which is much stricter than barista championships. Could the same concepts apply to the coffee world? Probably not. But there may still be “lessons to be learnt” from the beer world.

In terms of craft beer in North America, there’s a consensus around the role of beer enthusiasts. A very significant number of craft brewers were homebrewers before “going pro.” One of the main reasons craft beer has become so important is because people wanted to drink it. Craft breweries often do rather well with very small advertising budgets because they attract something akin to cult followings. The practise of writing elaborate comments and reviews has had a significant impact on a good number of craft breweries. And some of the most creative things which happen in beer these days come from informal experiments carried out by homebrewers.

As funny as it may sound (or look), people get beer-related jobs because they really like beer.

The same happens with coffee. On occasion. An enthusiastic coffee lover will either start working at a café or, somewhat more likely, will “drop everything” and open her/his own café out of a passion for coffee. I know several people like this and I know the story is quite telling for many people. But it’s not the dominant narrative in the coffee world where “rags to riches” stories have less to do with a passion for coffee than with business acumen. Things may be changing, though, as coffee becomes more… passion-driven.

To be clear: I’m not saying that serious beer enthusiasts make the bulk of the market for craft beer or that coffee shop owners should cater to the most sophisticated coffee geeks out there. Beer and coffee are both too cheap to warrant this kind of a business strategy. But there’s a lot to be said about involving enthusiasts in the community.

For one thing, coffee and beer can both get viral rather quickly. Because most people in North America can afford beer or coffee, it’s often easy to convince a friend to grab a cup or pint. Coffee enthusiasts who bring friends to a café do more than sell a cup. They help build up a place. And because some people are into the habit of regularly going to the same bar or coffee shop, the effects can be lasting.

Beer enthusiasts often complain about the inadequate beer selection at bars and restaurants. To this day, there are places where I end up not drinking anything besides water after hearing what the beerlist contains. In the coffee world, it seems that the main target these days is the restaurant business. The current state of affairs with coffee at restaurants is often discussed with heavy sighs of disappointment. What I”ve heard from several people in the coffee business is that, too frequently,  restaurant owners give so little attention to coffee that they end up destroying the dining experience of anyone who orders coffee after a meal. Even in my own case, I’ve had enough bad experiences with restaurant coffee (including, or even especially, at higher-end places) that I’m usually reluctant to have coffee at a restaurant. It seems quite absurd, as a quality experience with coffee at the end of a meal can do a lot to a restaurant’s bottom line. But I can’t say that it’s my main concern because I end up having coffee elsewhere, anyway. While restaurants can be the object of a community’s attention and there’s a lot to be said about what restaurants do to a region or neighbourhood, the community dimensions of coffee have less to do with what is sold where than with what people do around coffee.

Which brings me to the issue of education. It’s clearly a focus in the coffee world. In fact, most coffee-related events have some “training” dimension. But this type of education isn’t community-oriented. It’s a service-based approach, such as the one which is increasingly common in academic institutions. While I dislike customer-based learning in universities, I do understand the need for training services in the coffee world. What I perceive insight from the beer world can do is complement these training services instead of replacing them.

An impressive set of learning experiences can be seen among homebrewers. From the most practical of “hands-on training” to some very conceptual/theoretical knowledge exchanges. And much of the learning which occurs is informal, seamless, “organic.” It’s possible to get very solid courses in beer and brewing, but the way most people learn is casual and free. Because homebrewers are organized in relatively tight groups and because the sense of community among homebrewers is also a matter of solidarity.  Or, more simply, because “it’s just a hobby anyway.”

The “education” theme also has to do with “educating the public” into getting more sophisticated about what to order. This does happen in the beer world, but can only be pulled off when people are already interested in knowing more about beer. In relation with the coffee industry, it sometimes seems that “coffee education” is imposed on people from the top-down. And it’s sometimes quite arbitrary. Again, room for the coffee business to read the Cluetrain Manifesto and to learn from communities.

And speaking of Starbucks… One draft blogpost which has been nagging me is about the perception that, somehow, Starbucks has had a positive impact in terms of coffee quality. One important point is that Starbucks took the place of an actual coffee community. Even if it can be proven that coffee quality wouldn’t have been improved in North America if it hadn’t been for Starbucks (a tall order, if you ask me), the issue remains that Starbucks has only paid attention to the real estate dimension of the concept of community. The mermaid corporation has also not doing so well, recently, so we may finally get beyond the financial success story and get into the nitty-gritty of what makes people connect through coffee. The world needs more from coffee than chains selling coffee-flavoured milk.

One notion I wanted to write about is the importance of “national” traditions in both coffee and beer in relation to what is happening in North America, these days. Part of the situation is enough to make me very enthusiastic to be in North America, since it’s increasingly possible to not only get quality beer and coffee but there are many opportunities for brewing coffee and beer in new ways. But that’ll have to wait for another post.

In Western Europe at least, coffee is often associated with the home. The smell of coffee has often been described in novels and it can run deep in social life. There’s no reason homemade coffee can’t be the basis for a sense of community in North America.

Now, if people in the coffee industry would wake up and… think about actual human beings, for a change…

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Actively Reading: "Teach Naked" sans PowerPoint

1 Comment

Some Diigo comments on a Chronicle piece on moving lectures out of the classroom. (Or, if you ask the piece’s author and some commenters, on PowerPoint as a source of boredom.)

I’d like to transform some of my own comments in a standalone blog entry, especially given the discussions Pamthropologist and I have been having through comments on her blog and mine. (And I just noticed Pamthropologist had written her own blogpost about this piece…) As I’m preparing for the Fall semester, I tend to think a lot about learning and teaching but I also get a bit less time.

Semi-disclaimer: John Bentley, instructional developer and programme coordinator at Concordia’s CTLS pointed me to this piece. John used to work for the Open University and the BBC. Together, John and I are currently developing a series of workshops on the use of online tools in learning and teaching. We’ve been discussing numerous dimensions of the connection between learning, teaching, and online tools. Our current focus is on creating communities of learners. One thing that I find especially neat about this collaboration is that our perspectives and spheres of expertise are quite different. Makes for interesting and thoughtful discussions.

‘Teach Naked’ Effort Strips Computers From Classrooms – Technology – The Chronicle of Higher Education

  • Not to be too snarky but… I can’t help but feel this is typical journalism. Take a complex issue, get a diverse array of comments on it, boil it down to an overly simplistic point about some polarizing question (PPT: is it evil?). Tadaa! You got an article and you’ve discouraged critical thinking.Sorry. I’m bad. I really shouldn’t go there.But I guess I’m disappointed in myself. When I first watched the video interview, I was reacting fairly strongly against Bowen. After reading (very actively!) the whole piece, I now realize that Jeff Young is the one who set the whole thing up.The problem with this is that I should know better. Right?Well, ok, I wasn’t that adamantly opposed to Bowen. I didn’t shout at my computer screen or anything. But watching the video interview again, after reading the piece, I notice that I interpret as much more open a discussion than the setup made it sound like. In other words, I went from thinking that Bowen was imposing a radical view on members of his faculty to hearing Bowen proposing ideas about ways to cope with social changes surrounding university education.The statement about most on-campus lectures being bad is rather bold, but it’s nothing we haven’t heard and it’s a reasonable comment to make in such a context. The stronger statement against PPT is actually weakened by Bowen himself in two ways: he explicitly talks about using PPT online and he frames his comment in comparison with podcasts. It then sounds like his problem isn’t with PPT itself. It’s with the use of PPT in the classroom by comparison to both podcasts and PPTs online. He may be wrong about the relative merits of podcasts, online “presentations,” and classroom lectures using PPT. But his opinion is much less radical than what I originally thought.Still, there’s room for much broader discussion of what classroom lectures and PPT presentations imply in teaching. Young’s piece and several Diigo comments on it focus on the value of PPT either in the abstract or through appropriate use. But there’s a lot more ground to cover, including such apparently simple issues as the effort needed to create compelling “presentation content” or students’ (and future employers’) expectations about PPT presentations.
  • Mr. Bowen wants to discourage professors from using PowerPoint, because they often lean on the slide-display program as a crutch rather using it as a creative tool.
    • damn you got there first! comment by dean groom
    • I think the more important point that’s being made by the article – is something that many of us in edtech world realised very quickly – that being able to teach well is a prerequisite to being able to effectively and creatively engage technology to help others learn…Powerpoint is probably the most obvious target because oif its ubiquity – but I suspect that there will also be a backlash when the masses start adopting other technologies… they’ll be misused just as effectively as PPT is.When we can assume that all university lecturers/tutors are effective teachers then the argument will be moot… until then we’ll continue to see death by powerpoint and powerpointlessness…I’m a drama teacher and love the idea of active rooms filled with proactive engaged learners… and if we have proactive engaged learners we can more effectively deploy technology in the mix…The world of teaching and learning is far from perfect and expectations seem to be geared towards a paradigm that says : “professors should tell me every last thing I need to know in order to get good grades and if students sat still and shut up long enough they might just learn something useful.”I even had one “lecturer” recently tell me “I’m a subject specialist, why do I need to know about pedagogy?” – sadly he was serious. comment by Kim FLINTOFF
    • On the subject specialist uninterested in pedagogy…It’s not an uncommon perspective, in university teaching. In fact, it might be more common among French-speakers, as most of those I’ve heard say something like this were French-speakers.I reacted quite negatively when I first heard some statement about university teachers not needing pedagogy. Don’t they care about learning?But… Isn’t there a point to be made about “non-pedagogy?”Not trying to be contrarian, here. Not playing devil’s advocate. Nor am I going on the kind of “anti-anti” PoMo mode which seems not to fit too well in English-speaking communities. I’m just thinking about teacher-less learning. And a relativist’s attitude to not judge before I know more. After all, can we safely assume that courses given by someone with such a reluctant attitude to learning pedagogy are inherently bad?There are even some people out there who take constructivism and constructionism to such an extreme that they’d say teachers aren’t needed. To an extent, the OLPC project has been going in that direction. “Students will teach themselves. We don’t need to train teachers or to engage with them in building this project.”There’s also a lot of discussion about learning outside of formal institutions. Including “on-the-job training” but also all sorts of learning strategies which don’t rely on the teacher/student (mentee, apprentice, pupil…) hierarchy. For instance, actual learning occurs in a large set of online activities. Enthusiastic people learn about things that passion them by reading about the subject, participating in online discussions, presenting their work for feedback, etc. Oftentimes, there is a hierarchy in terms of prestige, but it’s mostly negotiated through actions and not set in advance. More like “achieved status” than “ascribed status” (to use a convenient distinction from SOC101 courses). As this kind of training not infrequently leads to interesting careers, we’d be remiss to ignore the trend.Speaking of trends… It’s quite clear that many universities tend toward a more consumer-based approach. Students register and pay tuition to get “credentials” (good grades and impressive degrees). The notion that they might be there to do the actual learning is going by the wayside. In some professional contexts, people are quite explicit about how little they learnt in classrooms. It makes for difficult teaching contexts (especially at prestigious universities in the US), but it’s also something with which people learn to cope.My personal attitude is that “learning happens despite teachers.” I still think teachers make a difference, that we should learn about learners and learning, that pedagogy matters a whole lot. In fact, I’m passionate about pedagogy and I do what I can to improve my teaching.Yet the bottomline is: do people learn? If they do, does it matter what pedagogical training the teacher has? This isn’t a rhetorical question. comment by Alexandre Enkerli
  • A study published in the April issue of British Educational Research Journal
    • http://www.informaworld.com/smpp/content~db=all~content=a902053143 comment by Alexandre Enkerli
  • PowerPoint was one of the dullest methods they saw.
    • Can somebody post links to especially good PowerPoint files? comment by Bill Chapman
    • I don’t think this is really about PPT, but more about blind use of technology. It’s not the software to blame but the user.Also if you’re looking for great PPT examples, check out slideshare.net comment by Dean Shareski
    • Looking forward to reading what their criteria are for boredom.And the exact justification they give for lectures needing not to be boring.Or if they discuss the broad implications of lecturing, as opposed to the many other teaching methods that we use.Now, to be honest, I do use PPT in class. In fact, my PPT slides are the very example of what many people would consider boring: text outlines transformed into bullet points. Usually black on white, without images.But, overall, students seem to find me engaging. In student evaluations, I do get the occasional comment about the course being boring, but that’s also about the book and the nature of what we discuss.I upload these PPT files to Slideshare before going to class. In seminars, I use the PPT file to outline some topics, themes, and questions brought up by students and I upload the updated file after class.The PPT files on Slideshare are embedded into Moodle and serve as “course notes,” in conjunction with the audio recordings from the class meetings. These slides may include material which wasn’t covered in class.During “lecture,” I often spend extend periods of time discussing things with the class as a whole, leaving a slide up as a reminder of the general topic. Going from a bullet point to an extended discussion has the benefit of providing context for the discussion. When I started teaching, several students were saying that I’m “disorganized.” I still get a few comments like that but they’re much less frequent. And I still go on tangents, based on interactions with the group.Once in a while, I refrain from using PPT altogether. Which can lead to interesting challenges, in part because of student expectations and the fact that the screen becomes an indicator that “teaching is going on.”Perhaps a more important point: I try to lecture as little as possible. My upper-level courses are rapidly transformed into seminars. Even in large classes, the last class meetings of the semester involve just a few minutes of lecturing.This may all sound like a justification for my teaching method. But it’s also a reaction to the frequent discussions about PPT as evil. I do hate PPT, but I still use it.If only Google Wave could be released soon, we could use it to replace PPT. Wikis and microblogging tools are good and well, but they’re not as efficient in terms of real-time collaboration on complex material. comment by Alexandre Enkerli
  • seminars, practical sessions, and group discussions
  • In other words, tech-free classrooms were the most engaging.
    • Does it follow so directly? It’s quite easy to integrate technology with “seminars, practical sessions, and group discussions.” comment by Alexandre Enkerli
  • better than many older classroom technologies, like slate chalkboards or overhead transparencies
    • Which seems to support a form of technological determinism or, at least, a notion of a somewhat consistent improvement in the use of tools, if not in the tools themselves. comment by Alexandre Enkerli
  • But technology has hardly revolutionized the classroom experience for most college students, despite millions of dollars in investment and early predictions that going digital would force professors to rethink their lectures and would herald a pedagogical renaissance.
    • If so, then it’s only because profs aren’t bringing social technologies into their classrooms. Does the author of this article understand what’s current in ed tech? comment by Shelly Blake-Plock
    • the problem here is that in higher education, student satisfaction drives a service mentality – and students WANT summised PPTs and the want PODCASTS. Spoooon feeeeeed me – for I am paying. comment by dean groom
    • A rather broad statement which might be difficult to support with evidence.If we look at “classroom experience” in different contexts, we do notice large differences. Not necessarily in a positive sense. Technology is an integral part of all sorts of changes happening in, around, and away from the classroom.It would be quite different if that sentence said: “But institutional programs based on the adoption of specific tools in the classroom have hardly revolutionized…” It’s still early to assess the effectiveness of these programs, especially if we think about lifelong learning and about ongoing social changes related to technology use. But the statement would make more sense if it were more directly tied to specific programs instead of being a blanket critique of “technology” (left undefined). comment by Alexandre Enkerli
  • dream of shaking up college instruction
    • One of the most interesting parts of the interview with Bowen has to do with the notion that this isn’t, in fact, about following a dream. It’s about remaining relevant in a changing world. There’s a lot about Bowen’s perspective which sounds quite strange, to me. But the notion that universities should “wake up and smell the coffee” is something I wish were the object of more discussion in academic circles. comment by Alexandre Enkerli
  • Here’s the kicker, though: The biggest resistance to Mr. Bowen’s ideas has come from students, some of whom have groused about taking a more active role during those 50-minute class periods.
    • Great points, here. Let’s wish more students were involved in this conversation. It’s not just “about” them.One thing we should probably not forget about student populations is that they’re diverse. Chances are, some students in Meadows are delighted by the discussion focus. Others may be puzzled. It’s likely an adaptation for most of them. And it doesn’t sound like they were ever consulted about those changes. comment by Alexandre Enkerli
  • lecture model is pretty comfortable
    • And, though many of us are quick to criticize it, it’s difficult to avoid in the current systems of formal education in which we work. comment by Alexandre Enkerli
  • cool gadgets
    • The easiest way to dismiss the social role of technology is to call tools “gadgets.” But are these tools really just gadgets? In fact, some tools which are put to good use really aren’t that cool or even new. Are we discussing them enough? Are we aware of how they fit in the grand scheme of things?An obvious example would be cellphones. Some administrators and teachers perceive them as a nuisance. Rather few people talk about educational opportunities with cellphones, even though they already are used by people in different parts of the World to empower themselves and to learn. Negroponte has explicltly dimissed the educational potential of cellphones but the World isn’t waiting for approval from designers. comment by Alexandre Enkerli
  • seasoned performer,
    • There’s a larger point to be about performance in teaching. Including through a reference to Dick Bauman’s “Verbal Art as Performance” or other dimensions of Performance Theory.There’s also a more “mundane” point about a kind of conflict in universities between academic material and performance. In French-speaking universities, at least, it’s not uncommon to hear teachers talk about the necessity to be a “performer” as something of a distraction in teaching. Are teachers in front of the class to entertain students or is the classroom an environment in which to think and learn about difficult concepts? The consumer approach to universities, pushed in part by administrators who run universities like businesses, tends to emphasize the “entertainment paradigm,” hence the whole “boredom” issue.Having said all of this, Bowen’s own attitude goes beyond this simplistic “entertainment paradigm.” In fact, it sounds like he’s specifically not advocating for lectures to become a series of TEDtalks. Judging from the interview, it sounds like he might say that TEDtalk-style presentation should be put online and classroom-time should be devoted to analyzing those presentations.I do consider myself a performer, as I’ve been playing saxophone in a rather broad range of circumstances, from outdoor stages at festivals to concert halls. And my experience as a performer does influence the way I teach large classes. At the same time, it probably makes more salient the distinction between teaching and performing. comment by Alexandre Enkerli
  • The goateed administrator sported a suit jacket over a dark T-shirt
    • Though I’d be the first one to say that context is key, I fail to see what Bowen’s clothes contribute to the discussion. comment by Alexandre Enkerli
  • philosophical argument about the best way to engage students, he grounded it
  • information delivery common in today’s classroom lectures should be recorded and delivered to students as podcasts or online videos before class sessions
    • Fully agreed. Especially if we throw other things in the mix such as journal articles and collaboratively-created learning material. comment by Alexandre Enkerli
  • short online multiple-choice tests.
    • I don’t think he’s using the mc tests with an essessment focus rather an engagement focus – noit necessarily the most sophisticated but done playfully and creatively it can be a good first step to getting reluctatnt students to engage in first instance… comment by Kim FLINTOFF
    • I would also “defend” the use of MCTs in this context. Especially if the stakes are relatively low, the questions are well-crafted, and students do end up engaging.Like PPT, MCTs have some advantages, including because of student expectations.But, of course, it’s rather funny to hear Bowen talk about shaking things up and find out that he uses such tools. Still, the fact that these tests are online (and, one would think, taken outside of class time) goes well with Bowen’s main point about class time vs. tech-enabled work outside of class. comment by Alexandre Enkerli
  • Introduce issues of debate within the discipline and get the students to weigh in based on the knowledge they have from those lecture podcasts, Mr. Bowen says.
    • This wouldn’t be too difficult to do in social sciences and there are scenarios in which it would work wonderfully for lab sciences (if we think of “debate” as something similar to “discussion” sections in scientific articles).At the same time, some people do react negatively to such approaches based not on discipline but on “responsibilities of the university.” Some people even talk about responsibilities toward students’ parents! comment by Alexandre Enkerli
  • But if the student believes they can contribute, they’re a whole lot more motivated to enter the discourse, and to enter the discipline.
    • Sounds a bit like some of the “higher” positions in William Perry’s scheme. comment by Alexandre Enkerli
  • don’t be boring
    • Is boredom induced exclusively by the teacher? Can a student bored during a class meeting still be motivated and engaged in the material at another point? Should we apply the same principle to the readings we assign? Is there a way to efficiently assess the “boredom factor” of an academic article? How can we convince academic publishers that fighting boredom isn’t necessarily done through the addition of pretty pictures? comment by Alexandre Enkerli
  • you need a Ph.D. to figure it out
    • While I agree that these panels are difficult to use and could afford a redesign, the joke about needing a PhD sounds a bit strange in context. comment by Alexandre Enkerli
  • plug in their laptops
    • There’s something of a more general move toward getting people to use their own computers in the workplace. In fact, classroom computers are often so restricted as to be quite cumbersome to use in teaching. comment by Alexandre Enkerli
  • allow students to work in groups more easily
    • Not a bad idea. A good number of classrooms are structured in a way that makes it very hard to get students to do group work. Of course, it’s possible to do group work in any setting, but it’s remarkable how some of these seemingly trivial matters as the type of desk used can be enough to discourage some teachers from using certain teaching strategies. comment by Alexandre Enkerli
  • The classroom computers were old and needed an upgrade when Mr. Bowen arrived, so ditching them instead saved money.
    • Getting into the core of the issue. The reason it’s so important to think about “new ways” to do things isn’t necessarily that “old ways” weren’t conducive to learning. It’s because there are increased pressures on the system and some seem to perceive that cost-cutting and competition from online learning, making the issue so pressing. comment by Alexandre Enkerli
  • eliminate one staff position for a technician
    • Sounds sad, especially since support staff is already undervalued. But, at the same time, it does sound like relatively rational cost-cutting. One would just wish that they replaced that position with, say, teaching support. comment by Alexandre Enkerli
  • gave every professor a laptop
    • Again, this is a rather common practise outside of universities. Knowing how several colleagues think, this may also function as a way to “keep them happy.” comment by Alexandre Enkerli
  • support so they could create their own podcasts and videos.
    • This is where the tech support position which was cut could be useful. Recording and podcasting aren’t difficult to set up or do. But it’s an area where support can mean more than answering questions about which button to press. In fact, podcasting projects are an ideal context for collaboration between tech, teach, and research. comment by Alexandre Enkerli
  • lugging their laptops to class,
    • It can be an issue, especially if there wasn’t a choice in the type of laptop which could be used. comment by Alexandre Enkerli
  • She’s made podcasts for her course on “Critical Scholarship in Communication” that feature interviews she recorded with experts in the field.
    • One cool thing about these podcasting projects is that people can build upon them, one semester after the other. Interviews with practitioners do help provide a multiplicity of voices. And, yes, getting students to produce their own content is often a good way to go, especially if the topic is somehow related to the activity. Getting students in applied communication to create material does sound appropriate. comment by Alexandre Enkerli
  • they come in actually much more informed
    • Sounds effective. Especially since Bowen’s approach seems to be oriented toward pre-class preparation. comment by Alexandre Enkerli
  • if they had been assigned a reading.
    • There’s a lot to be said about this. One reason this method may be more efficient than reading assignments could have to do with the particularities of written language, especially the very formal style of those texts we often assign as readings. Not that students shouldn’t read, of course! But there’s a case to be made for some readings being replaced by oral sources, especially those which have to do with people’s experience in a field. Reading primary source material, integrating some reference texts, and using oral material can all be part of an appropriate set of learning strategies. comment by Alexandre Enkerli
  • created podcast lectures
    • An advantage of such “lecturecasts,” “profcasts,” and “slidecasts” is that they’re relatively easy to build and can be tightly structured. It’s not the end-all of learning material, but it’s a better substitute for classroom lectures than one might think.Still, there’s room for improvement in the technology itself. For instance, it’d be nice to have Revver-style comments in the timeline. comment by Alexandre Enkerli
  • shows movie clips from his laptop
    • This one is slightly surprising because one would expect that these clips could easily be shown, online, ahead of class. It might have to do with the chilling effect of copyright regulation or Heffernan’s strategy of getting “fresh” feedback. There would have been good questions to ask Heffernan in preparation for this piece. comment by Alexandre Enkerli
  • “Strangely enough, the people who are most resistant to this model are the students, who are used to being spoon-fed material that is going to be quote unquote on the test,” says Mr. Heffernan. “Students have been socialized to view the educational process as essentially passive. The only way we’re going to stop that is by radically refiguring the classroom in precisely the way José wants to do it.”
    • This interpretation sounds a tiny bit lopsided. After all, aren’t there students who were already quite active and engaged in the “old system” who have expressed some resistance to the “new system?” Sounds likely to me. But maybe my students are different.One fascinating thing is the level of agreement, among teachers, about the necessity to have students who aren’t passive. I certainly share this opinion but there are teachers in this World who actually do prefer students who are somewhat passive and… “obedient.” comment by Alexandre Enkerli
  • The same sequence of events
    • That part is quite significant: Bowen was already a reformer and already had gone through the process. In this case, he sounds more like one of those CEOs who are hired to save a company from a difficult situation. He originally sounded more like someone who wanted to impose specific views about teaching. comment by Alexandre Enkerli
  • ‘I paid for a college education and you’re not going to lecture?'”
    • A fairly common reaction, in certain contexts. A combination of the infamous “sense of entitlement,” the “customer-based approach to universities,” and student expectations about the way university teaching is supposed to go.One version I’ve had in student evaluations is that the student felt like s/he was hearing too much from other students instead of from me. It did pain me, because of the disconnect between what I was trying to do and that student’s notion of what university courses are supposed to bring her/him. comment by Alexandre Enkerli
  • PowerPoint lecture
    • As a commenter to my blog was saying about lectures in general, some of us (myself included) have been building a straw man. We may have negative attitudes toward certain teaching strategies, including some lecturing techniques. But that shouldn’t prevent us from discussing a wide array of teaching and learning strategies.In this case, it’s remarkable that despite the radical nature of Bowen’s reform, we learn that there are teachers who record PPT-based presentations. It then sounds like the issue isn’t so much about using PPT as it is about what is done in the classroom as opposed to what is done during the rest of the week.Boring or not, PPT lectures, even some which aren’t directly meant to engage students, can still find their place in the “teaching toolbox.” A dogmatic anti-PPT stance (such as the one displayed by this journalist) is unlikely to foster conversations about tools and learning. Based on the fact that teachers are in fact doing PPT lectures to be used outside the classroom, one ends up seeing Bowen’s perspective as much more open than that of the Chronicle’s editorial staff. comment by Alexandre Enkerli
  • Sandi Mann, the British researcher who led the recent study on student attitudes toward teaching, argues that boredom has serious implications in an educational setting.
    • Unsurprising perspective. Wonder if it had any impact on Mann’s research results. Makes the research sound more oriented than one might hope. comment by Alexandre Enkerli
  • according to some studies
  • low-cost online alternatives to the traditional campus experience
    • This could have been the core issue discussed in an article about Bowen. Especially if we are to have a thoughtful conversation about the state of higher education in a changing context. Justification for high tuition fees, the latent functions of “college life,” the likely outcome of “competing with free,” the value of the complete learning experience as opposed to the value of information transmission… comment by Alexandre Enkerli
  • give away videos
    • This is the “competing with free” part, to which record companies have been oblivious for so long but which makes OCW appear like quite a forward-looking proposition. comment by Alexandre Enkerli
  • colleges must make sure their in-person teaching really is superior to those alternatives
    • It’s both a free-market argument, which goes so well with the customer-based approach to learning, and a plea to consider learning in a broader way than the mere transmission of information from authoritative source to passive mass. An old saw, for sure, but one which surprisingly hasn’t been heard by everyone. comment by Alexandre Enkerli
  • add value
    • This might be appropriate language to convince trustees. At some institutions, this might be more important than getting students’ or teachers’ approval. comment by Alexandre Enkerli
  • not being online
    • Although, they do have an online presence. The arguments used have more to do with blended learning than with exclusively face-to-face methods. comment by Alexandre Enkerli
  • might need to stay a low-tech zone to survive.
    • Rubbish there is no reason to dumb down learning; and he obviously is not teaching 2500 students at one time. PPT is not the problem here, and this really is a collection of facile arguements that are not ironically substantiated. Lowering his overhead does not increase student learning – wheres the evidence? comment by dean groom
    • Come to think of it, it sounds like the argument was made more forcefully by Young than by Bowen himself. Bowen is certainly quite vocal but the “need… to survive” sounds a tad bit stronger than Bowen’s project.What’s funny is that the video made Bowen sound almost opinionated. The article makes Young sound like he has his own axe to grind comment by Alexandre Enkerli
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A Glocal Network of City-States?

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This one should probably be in a fictive mode, maybe even in a science-fiction genre. In fact, I’m reconnecting with literature after a long hiatus and now would be an interesting time to start writing fiction. But I’ll still start this as one of those  “ramblings” blogposts that I tend to build or which tend to come to me.

The reason this should be fiction is that it might sound exceedingly naïve, especially for a social scientist. I tend to “throw ideas out there” and see what sticks to other ideas, but this broad idea about which I’ve been thinking for a while may sound rather crazy, quaint, unsophisticated.

See, while my academic background is rather solid, I don’t have formal training in political science. In fact, I’ve frequently avoided several academic activities related to political science as a discipline. Or to journalism as a discipline. Part of my reluctance to involve myself in academic activities related political science relates to my reaction to journalism. The connection may not seem obvious to everyone but I see political science as a discipline in the same frame, and participating in the same worldview, as what I find problematic in journalism.

The simplest way to contextualize this connection is the (“modern”) notion of the “Nation-State.” That context involves me personally. As an anthropologist, as a post-modernist, as a “dual citizen” of two countries, as a folklorist, as a North American with a relatively salient European background, as a “citizen of the World,” and as a member of a community which has switched in part from a “nationalist” movement to other notions of statehood. Simply put: I sincerely think that the notion of a “Nation-State” is outdated and that it will (whether it should or not) give way to other social constructs.

A candidate to replace the conceptual apparatus of the “Nation-State” is both global and local, both post-modern and ancient: a glocal network of city-states (GNoCS).

Yes, I know, it sounds awkward. No, I’m not saying that things would necessarily be better in a post-national world. And I have no idea when this shift from the “nation-states” frame to a network of city-states may happen. But I sincerely think that it could happen. And that it could happen rather quickly.

Not that the shift would be so radical as to obliterate the notion of “nation-state” overnight. In this case, I’m closer to Foucault’s épistémè than to Kuhn’s paradigm. After all, while the “Democratic Nation-State” model is global, former social structures are still present around the Globe and the very notion of a “Nation-State” takes different values in different parts of the world. What I envision has less to do with the linear view of history than with a perspective in which different currents of social change interact with one another over time, evoking shifts in polarity for those who hold a binary perspective on social issues.

I started “working on” this post four months ago. I was just taking some notes in a blog draft, in view of a blogpost, instead of simply keeping general notes, as I tend to do. This post remained on my mind and I’ve been accumulating different threads which can connect to my basic idea. I now realize that this blogpost will be more of a placeholder for further thinking than a “milestone” in my reflection on the topic. My reluctance to publish this blog entry had as much to do with an idiosyncratic sense of prudence as with time-management or any other issue. In other words, I was wary of sticking my neck out. Which might explain why this post is so personal as compared to most of my posts in English.

As uninformed as I may seem of the minutiae of national era political science, I happen to think that there’s a lot of groupthink involved in the way several people describe political systems. For instance, there’s a strong tendency for certain people, journalists especially, to “count countries.” With relatively few exceptions (especially those which have to do with specific international institutions like the United Nations or the “G20”) the number of countries involved in an event only has superficial significance. Demographic discrepancies between these national entities, not tio mention a certain degree of diversity in their social structures or even government apparatus, makes “counting countries” appear quite misleading, especially when the issue has to do with, say, social dynamics or geography. It sounds at times like people have a vague “political map of the World” in their heads and that this image preempts other approaches to global diversity. This may sound like a defensive stance on my part, as I try to position myself as “perhaps crazy but not more than others are.” But the issue goes deeper. In fact, it seems that “countries” are so ingrained  in some people’s minds and political borders are so obvious that local and regional issues are perceived as micro-version of what happens at the “national level.” This image doesn’t seem so strange when we talk about partisan politics but it appears quite inappropriate when we talk about a broad range of other subjects, from epidemiology to climate change, from online communication to geology, from language to religion.

An initial spark in my thinking about several of these issues came during Beverly Stoeltje‘s interdisciplinary Ph.D. seminar on nationalism at Indiana University Bloomington, back in 2000. Not only was this seminar edifying on many levels, but it represented a kind of epiphany moment in my reflections on not only nationalism itself (with related issues of patriotism, colonialism, and citizenship) but on a range of social issues and changes.

My initial “realization” was on the significance of the shift from Groulx-style French-Canadian nationalism to what Lévesque called «souveraineté-association» (“sovereignty-association”) and which served as the basis for the Quebec sovereignty movement.

While this all connects to well-known issues in political science and while it may (again) sound exceedingly naïve, I mean it in a very specific way which, I think, many people who discuss Quebec’s political history may rarely visit. As with other shifts about which I think, I don’t envision the one from French-Canadian nationalism (FCN) to Quebec sovereignty movement (QSM) to be radical or complete. But it was significant and broad-reaching.

Regardless of Lévesque’s personal view on nationalism (a relatively recent television series on his life had it that he became anti-nationalist after a visit to concentration camps), the very idea that there may exist a social movement oriented toward sovereignty outside of the nationalist logic seems quite important to me personally. The fact that this movement may only be represented in partisan politics as nationalism complicates the issue and may explain a certain confusion in terms of the range of Quebec’s current social movements. In other words, the fact that anti-nationalists are consistently lumped together with nationalists in the public (and journalistic) eye makes it difficult to discuss post-nationalism in this part of the Globe.

But Quebec’s history is only central to my thinking because I was born and Montreal and grew up through the Quiet Revolution. My reflections on a post-national shift are hopefully broader than historical events in a tiny part of the Globe.

In fact, my initial attempt at drafting this blogpost came after I attended a talk by Satoshi Ikeda entitled The Global Financial Crisis and the End of Neoliberalism. (November 27, 2008, Concordia University, SGW H-1125-12; found thanks to Twistory). My main idea at this point was that part of the solution to global problems were local.

But I was also thinking about The Internet.

Contrary to what technological determinists tend to say, the ‘Net isn’t changing things as much as it is part of a broad set of changes. In other words, the global communication network we now know as the Internet is embedded in historical contexts, not the ultimate cause of History. At the risk of replacing technological determinism with social determinism, one might point out that the ‘Net existed (both technologically and institutionally) long before its use became widespread. Those of us who observed a large influx of people online during the early to mid-1990s might even think that social changes were more significant in making the ‘Net what it is today than any “immanent” feature of the network as it was in, say, 1991.

Still, my thinking about the ‘Net has to do with the post-national shift. The ‘Net won’t cause the shift to new social and political structures. But it’s likely to “play a part” in that shift, to be prominently places as we move into a post-national reality.

There’s a number of practical and legal issues with a wide range of online activities which make it clear that the ‘Net fits more in a global structure than in an “international” one. Examples I have in mind include issues of copyright, broadcast rights, “national content,” and access to information, not to mention the online setting for some grassroots movements and the notion of “Internet citizenry.” In all of these cases, “Globalization” expands much beyond trade and currency-based economy.

Then, there’s the notion of “glocalization.” Every time I use the term “glocal,” I point out how “ugly” it is. The term hasn’t gained any currency (AFAICT) but I keep thinking that the concept can generate something interesting. What I personally have in mind is a movement away from national structures into both a globally connected world and a more local significance. The whole “Think Local, Act Global” idea (which I mostly encountered as “Think Global, Drink Local” as a motto). “Despite” the ‘Net, location still matters. But many people are also global-looking.

All of this is part of the setup for some of my reflections on a GNoCS. A kind of prelude/prologue. While my basic idea is very much a “pie in the sky,” I do have more precise notions about what the future may look like and the conditions in which some social changes might happen. At this point, I realize that these thoughts will be part of future blogposts, including some which might be closer to science-fiction than to this type semi- (or pseudo-) scholarly rambling.

But I might still flesh out a few notes.

Demographically, cities may matter more now than ever as the majority of the Globe’s population is urban. At least, the continued urbanization trend may fit well with a city-focused post-national model.

Some metropolitan areas have become so large as to connect with one another, constituting a kind of urban continuum. Contrary to boundaries between “nation-states,” divisions between cities can be quite blurry. In fact, a same location can be connected to dispersed centres of activity and people living in the same place can participate in more than one local sphere. Rotterdam-Amsterdam, Tokyo-Kyoto, Boston-NYC…

Somewhat counterintuitvely, urban areas tend to work relatively as the source of solutions to problems in the natural environment. For instance, some mayors have taken a lead in terms of environmental initiatives, not waiting for their national governments. And such issues as public transportations represent core competencies for municipal governments.

While transborder political entities like the European Union (EU), the African Union (AU), and the North American Free-Trade Agreement (NAFTA) are enmeshed in the national logic, they fit well with notions of globalized decentralization. As the mayor of a small Swiss town was saying on the event of Switzerland’s official 700th anniversary, we can think about «l’Europe des régions» (“Europe of regions”), beyond national borders.

Speaking of Switzerland, the confederacy/confederation model fits rather well with a network structure, perhaps more than with the idea of a “nation-state.” It also seems to go well with some forms of participatory democracy (as opposed to representative democracy). Not to mean that Switzerland or any other confederation/confederacy works as a participatory democracy. But these notions can help situate this GNoCS.

While relatively rare and unimportant “on the World Stage,” micro-states and micro-nations represent interesting cases in view of post-nationalist entities. For one thing, they may help dispel the belief that any political apart from the “nation-state” is a “reversal” to feudalism or even (Greek) Antiquity. The very existence of those entities which are “the exceptions to the rule” make it possible to “think outside of the national box.”

Demographically at the opposite end of the spectrum from microstates and micronations, the notion of a China-India union (or even a collaboration between China, India, Brazil, and Russia) may sound crazy in the current state of national politics but it would go well with a restructuring of the Globe, especially if this “New World Order” goes beyond currency-based trade.

Speaking of currency, the notion of the International Monetary Fund having its own currency is quite striking as a sign of a major shift from the “nation-state” logic. Of course, the IMF is embedded in “national” structures, but it can shift the focus away from “individual countries.”

The very notion of “democracy” has been on many lips, over the years. Now may be the time to pay more than lipservice to a notion of “Global Democracy,” which would transcend national boundaries (and give equal rights to all people across the Globe). Chances are that representative democracy may still dominate but a network structure connecting a large number of localized entities can also fit in other systems including participatory democracy, consensus culture, republicanism, and even the models of relatively egalitarian systems that some cultural anthropologists have been constructing over the years.

I still have all sorts of notes about examples and issues related to this notion of a GNoCS. But that will do for now.

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Social Networks and Microblogging

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Microblogging (Laconica, Twitter, etc.) is still a hot topic. For instance, during the past few episodes of This Week in Tech, comments were made about the preponderance of Twitter as a discussion theme: microblogging is so prominent on that show that some people complain that there’s too much talk about Twitter. Given the centrality of Leo Laporte’s podcast in geek culture (among Anglos, at least), such comments are significant.

The context for the latest comments about TWiT coverage of Twitter had to do with Twitter’s financials: during this financial crisis, Twitter is given funding without even asking for it. While it may seem surprising at first, given the fact that Twitter hasn’t publicized a business plan and doesn’t appear to be profitable at this time, 

Along with social networking, microblogging is even discussed in mainstream media. For instance, Médialogues (a media critique on Swiss national radio) recently had a segment about both Facebook and Twitter. Just yesterday, Comedy Central’s The Daily Show with Jon Stewart made fun of compulsive twittering and mainstream media coverage of Twitter (original, Canadian access).

Clearly, microblogging is getting some mindshare.

What the future holds for microblogging is clearly uncertain. Anything can happen. My guess is that microblogging will remain important for a while (at least a few years) but that it will transform itself rather radically. Chances are that other platforms will have microblogging features (something Facebook can do with status updates and something Automattic has been trying to do with some WordPress themes). In these troubled times, Montreal startup Identi.ca received some funding to continue developing its open microblogging platform.  Jaiku, bought by Google last year, is going open source, which may be good news for microblogging in general. Twitter itself might maintain its “marketshare” or other players may take over. There’s already a large number of third-party tools and services making use of Twitter, from Mahalo Answers to Remember the Milk, Twistory to TweetDeck.

Together, these all point to the current importance of microblogging and the potential for further development in that sphere. None of this means that microblogging is “The Next Big Thing.” But it’s reasonable to expect that microblogging will continue to grow in use.

(Those who are trying to grok microblogging, Common Craft’s Twitter in Plain English video is among the best-known descriptions of Twitter and it seems like an efficient way to “get the idea.”)

One thing which is rarely mentioned about microblogging is the prominent social structure supporting it. Like “Social Networking Systems” (LinkedIn, Facebook, Ning, MySpace…), microblogging makes it possible for people to “connect” to one another (as contacts/acquaintances/friends). Like blogs, microblogging platforms make it possible to link to somebody else’s material and get notifications for some of these links (a bit like pings and trackbacks). Like blogrolls, microblogging systems allow for lists of “favourite authors.” Unlike Social Networking Systems but similar to blogrolls, microblogging allow for asymmetrical relations, unreciprocated links: if I like somebody’s microblogging updates, I can subscribe to those (by “following” that person) and publicly show my appreciation of that person’s work, regardless of whether or not this microblogger likes my own updates.

There’s something strangely powerful there because it taps the power of social networks while avoiding tricky issues of reciprocity, “confidentiality,” and “intimacy.”

From the end user’s perspective, microblogging contacts may be easier to establish than contacts through Facebook or Orkut. From a social science perspective, microblogging links seem to approximate some of the fluidity found in social networks, without adding much complexity in the description of the relationships. Subscribing to someone’s updates gives me the role of “follower” with regards to that person. Conversely, those I follow receive the role of “following” (“followee” would seem logical, given the common “-er”/”-ee” pattern). The following and follower roles are complementary but each is sufficient by itself as a useful social link.

Typically, a microblogging system like Twitter or Identi.ca qualifies two-way connections as “friendship” while one-way connections could be labelled as “fandom” (if Andrew follows Betty’s updates but Betty doesn’t follow Andrew’s, Andrew is perceived as one of Betty’s “fans”). Profiles on microblogging systems are relatively simple and public, allowing for low-involvement online “presence.” As long as updates are kept public, anybody can connect to anybody else without even needing an introduction. In fact, because microblogging systems send notifications to users when they get new followers (through email and/or SMS), subscribing to someone’s update is often akin to introducing yourself to that person. 

Reciprocating is the object of relatively intense social pressure. A microblogger whose follower:following ratio is far from 1:1 may be regarded as either a snob (follower:following much higher than 1:1) or as something of a microblogging failure (follower:following much lower than 1:1). As in any social context, perceived snobbery may be associated with sophistication but it also carries opprobrium. Perry Belcher  made a video about what he calls “Twitter Snobs” and some French bloggers have elaborated on that concept. (Some are now claiming their right to be Twitter Snobs.) Low follower:following ratios can result from breach of etiquette (for instance, ostentatious self-promotion carried beyond the accepted limit) or even non-human status (many microblogging accounts are associated to “bots” producing automated content).

The result of the pressure for reciprocation is that contacts are reciprocated regardless of personal relations.  Some users even set up ways to automatically follow everyone who follows them. Despite being tricky, these methods escape the personal connection issue. Contrary to Social Networking Systems (and despite the term “friend” used for reciprocated contacts), following someone on a microblogging service implies little in terms of friendship.

One reason I personally find this fascinating is that specifying personal connections has been an important part of the development of social networks online. For instance, long-defunct SixDegrees.com (one of the earliest Social Networking Systems to appear online) required of users that they specified the precise nature of their relationship to users with whom they were connected. Details escape me but I distinctly remember that acquaintances, colleagues, and friends were distinguished. If I remember correctly, only one such personal connection was allowed for any pair of users and this connection had to be confirmed before the two users were linked through the system. Facebook’s method to account for personal connections is somewhat more sophisticated despite the fact that all contacts are labelled as “friends” regardless of the nature of the connection. The uniform use of the term “friend” has been decried by many public commentators of Facebook (including in the United States where “friend” is often applied to any person with whom one is simply on friendly terms).

In this context, the flexibility with which microblogging contacts are made merits consideration: by allowing unidirectional contacts, microblogging platforms may have solved a tricky social network problem. And while the strength of the connection between two microbloggers is left unacknowledged, there are several methods to assess it (for instance through replies and republished updates).

Social contacts are the very basis of social media. In this case, microblogging represents a step towards both simplified and complexified social contacts.

Which leads me to the theme which prompted me to start this blogpost: event-based microblogging.

I posted the following blog entry (in French) about event-based microblogging, back in November.

Microblogue d’événement

I haven’t received any direct feedback on it and the topic seems to have little echoes in the social media sphere.

During the last PodMtl meeting on February 18, I tried to throw my event-based microblogging idea in the ring. This generated a rather lengthy between a friend and myself. (Because I don’t want to put words in this friend’s mouth, who happens to be relatively high-profile, I won’t mention this friend’s name.) This friend voiced several objections to my main idea and I got to think about this basic notion a bit further. At the risk of sounding exceedingly opinionated, I must say that my friend’s objections actually comforted me in the notion that my “event microblog” idea makes a lot of sense.

The basic idea is quite simple: microblogging instances tied to specific events. There are technical issues in terms of hosting and such but I’m mostly thinking about associating microblogs and events.

What I had in mind during the PodMtl discussion has to do with grouping features, which are often requested by Twitter users (including by Perry Belcher who called out Twitter Snobs). And while I do insist on events as a basis for those instances (like groups), some of the same logic applies to specific interests. However, given the time-sensitivity of microblogging, I still think that events are more significant in this context than interests, however defined.

In the PodMtl discussion, I frequently referred to BarCamp-like events (in part because my friend and interlocutor had participated in a number of such events). The same concept applies to any event, including one which is just unfolding (say, assassination of Guinea-Bissau’s president or bombings in Mumbai).

Microblogging users are expected to think about “hashtags,” those textual labels preceded with the ‘#’ symbol which are meant to categorize microblogging updates. But hashtags are problematic on several levels.

  • They require preliminary agreement among multiple microbloggers, a tricky proposition in any social media. “Let’s use #Bissau09. Everybody agrees with that?” It can get ugly and, even if it doesn’t, the process is awkward (especially for new users).
  • Even if agreement has been reached, there might be discrepancies in the way hashtags are typed. “Was it #TwestivalMtl or #TwestivalMontreal, I forgot.”
  • In terms of language economy, it’s unsurprising that the same hashtag would be used for different things. Is “#pcmtl” about Podcamp Montreal, about personal computers in Montreal, about PCM Transcoding Library…?
  • Hashtags are frequently misunderstood by many microbloggers. Just this week, a tweep of mine (a “peep” on Twitter) asked about them after having been on Twitter for months.
  • While there are multiple ways to track hashtags (including through SMS, in some regions), there is no way to further specify the tracked updates (for instance, by user).
  • The distinction between a hashtag and a keyword is too subtle to be really useful. Twitter Search, for instance, lumps the two together.
  • Hashtags take time to type. Even if microbloggers aren’t necessarily typing frantically, the time taken to type all those hashtags seems counterproductive and may even distract microbloggers.
  • Repetitively typing the same string is a very specific kind of task which seems to go against the microblogging ethos, if not the cognitive processes associated with microblogging.
  • The number of character in a hashtag decreases the amount of text in every update. When all you have is 140 characters at a time, the thirteen characters in “#TwestivalMtl” constitute almost 10% of your update.
  • If the same hashtag is used by a large number of people, the visual effect can be that this hashtag is actually dominating the microblogging stream. Since there currently isn’t a way to ignore updates containing a certain hashtag, this effect may even discourage people from using a microblogging service.

There are multiple solutions to these issues, of course. Some of them are surely discussed among developers of microblogging systems. And my notion of event-specific microblogs isn’t geared toward solving these issues. But I do think separate instances make more sense than hashtags, especially in terms of specific events.

My friend’s objections to my event microblogging idea had something to do with visibility. It seems that this friend wants all updates to be visible, regardless of the context. While I don’t disagree with this, I would claim that it would still be useful to “opt out” of certain discussions when people we follow are involved. If I know that Sean is participating in a PHP conference and that most of his updates will be about PHP for a period of time, I would enjoy the possibility to hide PHP-related updates for a specific period of time. The reason I talk about this specific case is simple: a friend of mine has manifested some frustration about the large number of updates made by participants in Podcamp Montreal (myself included). Partly in reaction to this, he stopped following me on Twitter and only resumed following me after Podcamp Montreal had ended. In this case, my friend could have hidden Podcamp Montreal updates and still have received other updates from the same microbloggers.

To a certain extent, event-specific instances are a bit similar to “rooms” in MMORPG and other forms of real-time many-to-many text-based communication such as the nostalgia-inducing Internet Relay Chat. Despite Dave Winer’s strong claim to the contrary (and attempt at defining microblogging away from IRC), a microblogging instance could, in fact, act as a de facto chatroom. When such a structure is needed. Taking advantage of the work done in microblogging over the past year (which seems to have advanced more rapidly than work on chatrooms has, during the past fifteen years). Instead of setting up an IRC channel, a Web-based chatroom, or even a session on MSN Messenger, users could use their microblogging platform of choice and either decide to follow all updates related to a given event or simply not “opt-out” of following those updates (depending on their preferences). Updates related to multiple events are visible simultaneously (which isn’t really the case with IRC or chatrooms) and there could be ways to make event-specific updates more prominent. In fact, there would be easy ways to keep real-time statistics of those updates and get a bird’s eye view of those conversations.

And there’s a point about event-specific microblogging which is likely to both displease “alpha geeks” and convince corporate users: updates about some events could be “protected” in the sense that they would not appear in the public stream in realtime. The simplest case for this could be a company-wide meeting during which backchannel is allowed and even expected “within the walls” of the event. The “nothing should leave this room” attitude seems contradictory to social media in general, but many cases can be made for “confidential microblogging.” Microblogged conversations can easily be archived and these archives could be made public at a later date. Event-specific microblogging allows for some control of the “permeability” of the boundaries surrounding the event. “But why would people use microblogging instead of simply talking to another?,” you ask. Several quick answers: participants aren’t in the same room, vocal communication is mostly single-channel, large groups of people are unlikely to communicate efficiently through oral means only, several things are more efficiently done through writing, written updates are easier to track and archive…

There are many other things I’d like to say about event-based microblogging but this post is already long. There’s one thing I want to explain, which connects back to the social network dimension of microblogging.

Events can be simplistically conceived as social contexts which bring people together. (Yes, duh!) Participants in a given event constitute a “community of experience” regardless of the personal connections between them. They may be strangers, ennemies, relatives, acquaintances, friends, etc. But they all share something. “Participation,” in this case, can be relatively passive and the difference between key participants (say, volunteers and lecturers in a conference) and attendees is relatively moot, at a certain level of analysis. The key, here, is the set of connections between people at the event.

These connections are a very powerful component of social networks. We typically meet people through “events,” albeit informal ones. Some events are explicitly meant to connect people who have something in common. In some circles, “networking” refers to something like this. The temporal dimension of social connections is an important one. By analogy to philosophy of language, the “first meeting” (and the set of “first impressions”) constitute the “baptism” of the personal (or social) connection. In social media especially, the nature of social connections tends to be monovalent enough that this “baptism event” gains special significance.

The online construction of social networks relies on a finite number of dimensions, including personal characteristics described in a profile, indirect connections (FOAF), shared interests, textual content, geographical location, and participation in certain activities. Depending on a variety of personal factors, people may be quite inclusive or rather exclusive, based on those dimensions. “I follow back everyone who lives in Austin” or “Only people I have met in person can belong to my inner circle.” The sophistication with which online personal connections are negotiated, along such dimensions, is a thing of beauty. In view of this sophistication, tools used in social media seem relatively crude and underdeveloped.

Going back to the (un)conference concept, the usefulness of having access to a list of all participants in a given event seems quite obvious. In an open event like BarCamp, it could greatly facilitate the event’s logistics. In a closed event with paid access, it could be linked to registration (despite geek resistance, closed events serve a purpose; one could even imagine events where attendance is free but the microblogging backchannel incurs a cost). In some events, everybody would be visible to everybody else. In others, there could be a sort of ACL for diverse types of participants. In some cases, people could be allowed to “lurk” without being seen while in others radically transparency could be enforced. For public events with all participants visible, lists of participants could be archived and used for several purposes (such as assessing which sessions in a conference are more popular or “tracking” event regulars).

One reason I keep thinking about event-specific microblogging is that I occasionally use microblogging like others use business cards. In a geek crowd, I may ask for someone’s Twitter username in order to establish a connection with that person. Typically, I will start following that person on Twitter and find opportunities to communicate with that person later on. Given the possibility for one-way relationships, it establishes a social connection without requiring personal involvement. In fact, that person may easily ignore me without the danger of a face threat.

If there were event-specific instances from microblogging platforms, we could manage connections and profiles in a more sophisticated way. For instance, someone could use a barebones profile for contacts made during an impersonal event and a full-fledged profile for contacts made during a more “intimate” event. After noticing a friend using an event-specific business card with an event-specific email address, I got to think that this event microblogging idea might serve as a way to fill a social need.

 

More than most of my other blogposts, I expect comments on this one. Objections are obviously welcomed, especially if they’re made thoughtfully (like my PodMtl friend made them). Suggestions would be especially useful. Or even questions about diverse points that I haven’t addressed (several of which I can already think about).

So…

 

What do you think of this idea of event-based microblogging? Would you use a microblogging instance linked to an event, say at an unconference? Can you think of fun features an event-based microblogging instance could have? If you think about similar ideas you’ve seen proposed online, care to share some links?

 

Thanks in advance!

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Influence and Butterflies

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Seems like “influence” is a key theme in social media, these days. An example among several others:

Influenceur, autorité, passeur de culture ou l’un de ces singes exubérants | Mario tout de go.

In that post, Mario Asselin brings together a number of notions which are at the centre of current discussions about social media. The core notion seems to be that “influence” replaces “authority” as a quality or skill some people have, more than others. Some people are “influencers” and, as such, they have a specific power over others. Such a notion seems to be widely held in social media and numerous services exist which are based on the notion that “influence” can be measured.
I don’t disagree. There’s something important, online, which can be called “influence” and which can be measured. To a large extent, it’s related to a large number of other concepts such as fame and readership, popularity and network centrality. There are significant differences between all of those concepts but they’re still related. They still depict “social power” which isn’t coercive but is the basis of an obvious stratification.
In some contexts, this is what people mean by “social capital.” I originally thought people meant something closer to Bourdieu but a fellow social scientist made me realise that people are probably using Putnam’s concept instead. I recently learnt that George W. Bush himself used “political capital” in a sense which is fairly similar to what most people seem to mean by “social capital.” Even in that context, “capital” is more specific than “influence.” But the core notion is the same.
To put it bluntly:
Some people are more “important” than others.
Social marketers are especially interested in such a notion. Marketing as a whole is about influence. Social marketing, because it allows for social groups to be relatively amorphous, opposes influence to authority. But influence maintains a connection with “top-down” approaches to marketing.
My own point would be that there’s another kind of influence which is difficult to pinpoint but which is highly significant in social networks: the social butterfly effect.
Yep, I’m still at it after more than three years. It’s even more relevant now than it was then. And I’m now able to describe it more clearly and define it more precisely.
The social butterfly effect is a social network analogue to the Edward Lorenz’s well-known “butterfly effect. ” As any analogy, this connection is partial but telling. Like Lorenz’s phrase, “social butterfly effect” is more meaningful than precise. One thing which makes the phrase more important for me is the connection with the notion of a “social butterfly,” which is both a characteristic I have been said to have and a concept I deem important in social science.
I define social butterflies as people who connect to diverse network clusters. Community enthusiast Christine Prefontaine defined social butterflies within (clustered) networks, but I think it’s useful to separate out network clusters. A social butterfly’s network is rather sparse as, on the whole, a small number of people in it have direct connections with one another. But given the topography of most social groups, there likely are clusters within that network. The social butterfly connects these clusters. When the social butterfly is the only node which can connect these clusters directly, her/his “influence” can be as strong as that of a central node in one of these clusters since s/he may be able to bring some new element from one cluster to another.
I like the notion of “repercussion” because it has an auditory sense and it resonates with all sorts of notions I think important without being too buzzwordy. For instance, as expressions like “ripple effect” and “domino effect” are frequently used, they sound like clichés. Obviously, so does “butterfly effect” but I like puns too much to abandon it. From a social perspective, the behaviour of a social butterfly has important “repercussions” in diverse social groups.
Since I define myself as a social butterfly, this all sounds self-serving. And I do pride myself in being a “connector.” Not only in generational terms (I dislike some generational metaphors). But in social terms. I’m rarely, if ever, central to any group. But I’m also especially good at serving as a contact between people from different groups.
Yay, me! 🙂
My thinking about the social butterfly effect isn’t an attempt to put myself on some kind of pedestal. Social butterflies typically don’t have much “power” or “prestige.” Our status is fluid/precarious. I enjoy being a social butterfly but I don’t think we’re better or even more important than anybody else. But I do think that social marketers and other people concerned with “influence” should take us into account.
I say all of this as a social scientist. Some parts of my description are personalized but I’m thinking about a broad stance “from society’s perspective.” In diverse contexts, including this blog, I have been using “sociocentric” in at least three distinct senses: class-based ethnocentrism, a special form of “altrocentrism,” and this “society-centred perspective.” These meanings are distinct enough that they imply homonyms. Social network analysis is typically “egocentric” (“ego-centred”) in that each individual is the centre of her/his own network. This “egocentricity” is both a characteristic of social networks in opposition to other social groups and a methodological issue. It specifically doesn’t imply egotism but it does imply a move away from pre-established social categories. In this sense, social network analysis isn’t “society-centred” and it’s one reason I put so much emphasis on social networks.
In the context of discussions of influence, however, there is a “society-centredness” which needs to be taken into account. The type of “influence” social marketers and others are so interested in relies on defined “spaces.” In some ways, if “so-and-so is influential,” s/he has influence within a specific space, sphere, or context, the boundaries of which may be difficult to define. For marketers, this can bring about the notion of a “market,” including in its regional and demographic senses. This seems to be the main reason for the importance of clusters but it also sounds like a way to recuperate older marketing concepts which seem outdated online.
A related point is the “vertical” dimension of this notion of “influence.” Whether or not it can be measured accurately, it implies some sort of scale. Some people are at the top of the scale, they’re influencers. Those at the bottom are the masses, since we take for granted that pyramids are the main models for social structure. To those of us who favour egalitarianism, there’s something unpalatable about this.
And I would say that online contacts tend toward some form of egalitarianism. To go back to one of my favourite buzzphrases, the notion of attention relates to reciprocity:

It’s an attention economy: you need to pay attention to get attention.

This is one thing journalism tends to “forget.” Relationships between journalists and “people” are asymmetrical. Before writing this post, I read Brian Storm’s commencement speech for the Mizzou J-School. While it does contain some interesting tidbits about the future of journalism, it positions journalists (in this case, recent graduates from an allegedly prestigious school of journalism) away from the masses. To oversimplify, journalists are constructed as those who capture people’s attention by the quality of their work, not by any two-way relationship. Though they rarely discuss this, journalists, especially those in mainstream media, typically perceive themselves as influencers.

Attention often has a temporal dimension which relates to journalism’s obsession with time. Journalists work in time-sensitive contexts, news are timely, audiences spend time with journalistic contents, and journalists fight for this audience time as a scarce resource, especially in connection to radio and television. Much of this likely has to do with the fact that journalism is intimately tied to advertising.

As I write this post, I hear on a radio talk show a short discussion about media coverage of Africa. The topic wakes up the africanist in me. The time devoted to Africa in almost any media outside of Africa is not only very limited but spent on very specific issues having to do with Africa. In mainstream media, Africa only “matters” when major problems occur. Even though most parts of Africa are peaceful and there many fabulously interesting things occuring throughout the continent, Africa is the “forgotten” continent.

A connection I perceive is that, regardless of any other factor, Africans are taken to not be “influential.” What makes this notion especially strange to an africanist is that influence tends to be a very important matter throughout the continent. Most Africans I know or have heard about have displayed a very nuanced and acute sense of “influence” to the extent that “power” often seems less relevant when working in Africa than different elements of influence. I know full well that, to outsiders to African studies, these claims may sound far-fetched. But there’s a lot to be said about the importance of social networks in Africa and this could help refine a number of notions that I have tagged in this post.

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My Problem With Journalism

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I hate having an axe to grind. Really, I do. “It’s unlike me.” When I notice that I catch myself grinding an axe, I “get on my own case.” I can be quite harsh with my own self.

But I’ve been trained to voice my concerns. And I’ve been perceiving an important social problem for a while.

So I “can’t keep quiet about it.”

If everything goes really well, posting this blog entry might be liberating enough that I will no longer have any axe to grind. Even if it doesn’t go as well as I hope, it’ll be useful to keep this post around so that people can understand my position.

Because I don’t necessarily want people to agree with me. I mostly want them to understand “where I come from.”

So, here goes:

Journalism may have outlived its usefulness.

Like several other “-isms” (including nationalism, colonialism, imperialism, and racism) journalism is counterproductive in the current state of society.

This isn’t an ethical stance, though there are ethical positions which go with it. It’s a statement about the anachronic nature of journalism. As per functional analysis, everything in society needs a function if it is to be maintained. What has been known as journalism is now taking new functions. Eventually, “journalism as we know it” should, logically, make way for new forms.

What these new forms might be, I won’t elaborate in this post. I have multiple ideas, especially given well-publicised interests in social media. But this post isn’t about “the future of journalism.”

It’s about the end of journalism.

Or, at least, my looking forward to the end of journalism.

Now, I’m not saying that journalists are bad people and that they should just lose their jobs. I do think that those who were trained as journalists need to retool themselves, but this post isn’t not about that either.

It’s about an axe I’ve been grinding.

See, I can admit it, I’ve been making some rather negative comments about diverse behaviours and statements, by media people. It has even become a habit of mine to allow myself to comment on something a journalist has said, if I feel that there is an issue.

Yes, I know: journalists are people too, they deserve my respect.

And I do respect them, the same way I respect every human being. I just won’t give them the satisfaction of my putting them on a pedestal. In my mind, journalists are people: just like anybody else. They deserve no special treatment. And several of them have been arrogant enough that I can’t help turning their arrogance back to them.

Still, it’s not about journalist as people. It’s about journalism “as an occupation.” And as a system. An outdated system.

Speaking of dates, some context…

I was born in 1972 and, originally,I was quite taken by journalism.

By age twelve, I was pretty much a news junkie. Seriously! I was “consuming” a lot of media at that point. And I was “into” media. Mostly television and radio, with some print mixed in, as well as lots of literary work for context: this is when I first read French and Russian authors from the late 19th and early 20th centuries.

I kept thinking about what was happening in The World. Back in 1984, the Cold War was a major issue. To a French-Canadian tween, this mostly meant thinking about the fact that there were (allegedly) US and USSR “bombs pointed at us,” for reasons beyond our direct control.

“Caring about The World” also meant thinking about all sorts of problems happening across The Globe. Especially poverty, hunger, diseases, and wars. I distinctly remember caring about the famine in Ethiopia. And when We Are the World started playing everywhere, I felt like something was finally happening.

This was one of my first steps toward cynicism. And I’m happy it occured at age twelve because it allowed me to eventually “snap out of it.” Oh, sure, I can still be a cynic on occasion. But my cynicism is contextual. I’m not sure things would have been as happiness-inducing for me if it hadn’t been for that early start in cynicism.

Because, you see, The World disinterested itself quite rapidly with the plight of Ethiopians. I distinctly remember asking myself, after the media frenzy died out, what had happened to Ethiopians in the meantime. I’m sure there has been some report at the time claiming that the famine was over and that the situation was “back to normal.” But I didn’t hear anything about it, and I was looking. As a twelve-year-old French-Canadian with no access to a modem, I had no direct access to information about the situation in Ethiopia.

Ethiopia still remained as a symbol, to me, of an issue to be solved. It’s not the direct cause of my later becoming an africanist. But, come to think of it, there might be a connection, deeper down than I had been looking.

So, by the end of the Ethiopian famine of 1984-85, I was “losing my faith in” journalism.

I clearly haven’t gained a new faith in journalism. And it all makes me feel quite good, actually. I simply don’t need that kind of faith. I was already training myself to be a critical thinker. Sounds self-serving? Well, sorry. I’m just being honest. What’s a blog if the author isn’t honest and genuine?

Flash forward to 1991, when I started formal training in anthropology. The feeling was exhilarating. I finally felt like I belonged. My statement at the time was to the effect that “I wasn’t meant for anthropology: anthropology was meant for me!” And I was learning quite a bit about/from The World. At that point, it already did mean “The Whole Wide World,” even though my knowledge of that World was fairly limited. And it was a haven of critical thinking.

Ideal, I tell you. Moan all you want, it felt like the ideal place at the ideal time.

And, during the summer of 1993, it all happened: I learnt about the existence of the “Internet.” And it changed my life. Seriously, the ‘Net did have a large part to play in important changes in my life.

That event, my discovery of the ‘Net, also has a connection to journalism. The person who described the Internet to me was Kevin Tuite, one of my linguistic anthropology teachers at Université de Montréal. As far as I can remember, Kevin was mostly describing Usenet. But the potential for “relatively unmediated communication” was already a big selling point. Kevin talked about the fact that members of the Caucasian diaspora were able to use the Internet to discuss with their relatives and friends back in the Caucasus about issues pertaining to these independent republics after the fall of the USSR. All this while media coverage was sketchy at best (sounded like journalism still had a hard time coping with the new realities).

As you can imagine, I was more than intrigued and I applied for an account as soon as possible. In the meantime, I bought at 2400 baud modem, joined some local BBSes, and got to chat about the Internet with several friends, some of whom already had accounts. Got my first email account just before semester started, in August, 1993. I can still see traces of that account, but only since April, 1994 (I guess I wasn’t using my address in my signature before this). I’ve been an enthusiastic user of diverse Internet-based means of communication since then.

But coming back to journalism, specifically…

Journalism missed the switch.

During the past fifteen years, I’ve been amazed at how clueless members of mainstream media institutions have been to “the power of the Internet.” This was during Wired Magazine’s first year as a print magazine and we (some friends and I) were already commenting upon the fact that print journalists should look at what was coming. Eventually, they would need to adapt. “The Internet changes everything,” I thought.

No, I didn’t mean that the Internet would cause any of the significant changes that we have seeing around us. I tend to be against technological determinism (and other McLuhan tendencies). Not that I prefer sociological determinism yet I can’t help but think that, from ARPAnet to the current state of the Internet, most of the important changes have been primarily social: if the Internet became something, it’s because people are making it so, not because of some inexorable technological development.

My enthusiastic perspective on the Internet was largely motivated by the notion that it would allow people to go beyond the model from the journalism era. Honestly, I could see the end of “journalism as we knew it.” And I’m surprised, fifteen years later, that journalism has been among the slowest institutions to adapt.

In a sense, my main problem with journalism is that it maintains a very stratified structure which gives too much weight to the credibility of specific individuals. Editors and journalists, who are part of the “medium” in the old models of communication, have taken on a gatekeeping role despite the fact that they rarely are much more proficient thinkers than people who read them. “Gatekeepers” even constitute a “textbook case” in sociology, especially in conflict theory. Though I can easily perceive how “constructed” that gatekeeping model may be, I can easily relate to what it entails in terms of journalism.

There’s a type of arrogance embedded in journalistic self-perception: “we’re journalists/editors so we know better than you; you need us to process information for you.” Regardless of how much I may disagree with some of his words and actions, I take solace in the fact that Murdoch, a key figure in today’s mainstream media, talked directly at this arrogance. Of course, he might have been pandering. But the very fact that he can pay lip-service to journalistic arrogance is, in my mind, quite helpful.

I think the days of fully stratified gatekeeping (a “top-down approach” to information filtering) are over. Now that information is easily available and that knowledge is constructed socially, any “filtering” method can be distributed. I’m not really thinking of a “cream rises to the top” model. An analogy with water sources going through multiple layers of mountain rock would be more appropriate to a Swiss citizen such as myself. But the model I have in mind is more about what Bakhtin called “polyvocality” and what has become an ethical position on “giving voice to the other.” Journalism has taken voice away from people. I have in mind a distributed mode of knowledge construction which gives everyone enough voice to have long-distance effects.

At the risk of sounding too abstract (it’s actually very clear in my mind, but it requires a long description), it’s a blend of ideas like: the social butterfly effect, a post-encyclopedic world, and cultural awareness. All of these, in my mind, contribute to this heightened form of critical thinking away from which I feel journalism has led us.

The social butterfly effect is fairly easy to understand, especially now that social networks are so prominent. Basically, the “butterfly effect” from chaos theory applied to social networks. In this context, a “social butterfly” is a node in multiple networks of varying degrees of density and clustering. Because such a “social butterfly” can bring things (ideas, especially) from one such network to another, I argue that her or his ultimate influence (in agregate) is larger than that of someone who sits at the core of a highly clustered network. Yes, it’s related to “weak ties” and other network classics. But it’s a bit more specific, at least in my mind. In terms of journalism, the social butterfly effect implies that the way knowledge is constructed needs not come from a singular source or channel.

The “encyclopedic world” I have in mind is that of our good friends from the French Enlightenment: Diderot and the gang. At that time, there was a notion that the sum of all knowledge could be contained in the Encyclopédie. Of course, I’m simplifying. But such a notion is still discussed fairly frequently. The world in which we now live has clearly challenged this encyclopedic notion of exhaustiveness. Sure, certain people hold on to that notion. But it’s not taken for granted as “uncontroversial.” Actually, those who hold on to it tend to respond rather positively to the journalistic perspective on human events. As should be obvious, I think the days of that encyclopedic worldview are counted and that “journalism as we know it” will die at the same time. Though it seems to be built on an “encyclopedia” frame, Wikipedia clearly benefits from distributed model of knowledge management. In this sense, Wikipedia is less anachronistic than Britannica. Wikipedia also tends to be more insightful than Britannica.

The cultural awareness point may sound like an ethnographer’s pipe dream. But I perceive a clear connection between Globalization and a certain form of cultural awareness in information and knowledge management. This is probably where the Global Voices model can come in. One of the most useful representations of that model comes from a Chris Lydon’s Open Source conversation with Solana Larsen and Ethan Zuckerman. Simply put, I feel that this model challenges journalism’s ethnocentrism.

Obviously, I have many other things to say about journalism (as well as about its corrolate, nationalism).

But I do feel liberated already. So I’ll leave it at that.

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Intello-Bullying

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A topic which I’ll revisit, to be sure. But while I’m at it…
I tend to react rather strongly to a behaviour which I consider the intellectual equivalent of schoolyard bullying.
Notice that I don’t claim to be above this kind of behaviour. I’m not. In fact, one reason for my blogging this is that I have given some thought to my typical anti-bullying reaction. Not that I feel bad about it. But I do wonder if it might not be a good idea to adopt a variety of mechanisms to respond to bullying, in conjunction with my more “gut response” knee-jerk reactions and habits.
Notice also that i’m not describing individual bullies. I’m not complaining about persons. I’m thinking about behaviour. Granted, certain behaviours are typically associated with certain people and bullying is no exception. But instead of blaming, I’d like to assess, at least as a step in a given direction. What can I do? I’m an ethnographer.
Like schoolyardb bullying, intello-bullying is based on a perceived strength used to exploit and/or harm those who perceived as weaker. Like physical strength, the perception of “intellectual strength” on which intello-bullying is based needs not have any objective validity. We’re in subjectivity territory, here. And subjects perceive in patterned but often obscure ways. Those who think of themselves as “strong” in intellectual as well as physical senses, are sometimes the people who are insecure as to their overall strengths and weaknesses.
Unlike schoolyard bullying, intello-bullying can be, and often is, originated by otherwise reasonably mature people. In fact, some of the most agressive intello-bullying comes from well-respected “career intellectuals” who “should know better.” Come to think of it, this type of bullying is probably the one I personally find the most problematic. But, again, I’m not talking about bullies. I’m not describing people. I’m talking about behaviour. And implications if behaviour.
My personal reactions may come from remnants of my impostor syndrome. Or maybe they come from a non-exclusive sense of self-worth that I found lying around in my life, as I was getting my happiness back. As much I try, I can’t help but feel that intello-bullying is a sign of intellectual self-absorption, which eventually link to weakness. Sorry, folks, but it seems to me that if you feel the need, even temporarily, to impose your intellectual strength on those you perceive as intellectually weak, I’ll assume you may “have issues to solve.” in fact, I react the same way when I perceive my own behaviour as tantamount to bullying. It’s the behaviour I have issues with. Not the person.
And this is the basis of my knee-jerks: when I witness bullying, I turn into a bully’s bully. Yeah, pretty dangerous. And quite unexpected for a lifelong pacifist like yours truly. But, at least I can talk and think about it. Unapologetically.
You know, this isn’t something I started doing yesterday. In fact, it may be part of a long-standing mission of mine. Half-implicit at first. Currently “assumed,” assessed, acknowledged. Accepted.
Before you blame me for the appearance of an “avenger complex” in this description, please give some more thought to bullying in general. My hunch is that many of you will admit that you value the existence of anti-bullies in schoolyards or in other contexts. You may prefer it if cases of bullying are solved through other means (sanction by school officials or by parents, creation of safe zones…). But I’d be somewhat surprised if your thoughts about anti-bullying prevention left no room for non-violent but strength-based control by peers. If it is the case, I’d be very interested in your comments on the issue. After all, I may be victim of some idiosyncratic notion of justice which you find inappropriate. I’m always willing to relativize.
Bear in mind that I’m not talking about retaliation. Though it may sound like it, this is no “eye for an eye” rule. Nor is it “present the left cheek.” it’s more like crowd control. Or this form of “non-abusive” technique used by occupational therapists and others while helping patients/clients who are “disorganizing.” Basically, I’m talking about responding to (intello-)bullying with calm but some strength being asserted. In the case of “fighting with words,” in my case, it may sound smug and even a bit dismissive. But it’s a localized smugness which I have a hard time finding unhealthy.
In a sense, I hope I’m talking about “taking the high road.” With a bit of self-centredness which has altruistic goals. “”I’ll act as if I were stronger than you, because you used your perceived strength to dominate somebody else. I don’t have anything against you but I feel you should be put in your place. Don’t make me go to the next step through which I can make you weep.”
At this point, I’m thinking martial arts. I don’t practise any martial art but, as an outsider, I get the impression this thinking goes well with some martial arts. Maybe judo, which allegedly relies on using your opponent’s strength. Or Tae Kwon Do, which always sounded “assertive yet peaceful” when described by practitioners.
The corrolary of all this is my attitude toward those who perceive themselves as weak. I have this strong tendency to want them to feel stronger. Both out of this idiosyncratic atttude toward justice and because of my compulsive empathy. So, when someone says something like “I’m not that smart” or “I don’t have anything to contribute,” I switch to the “nurturing mode” that I may occasionally use in class or with children. I mean not to patronize, though it probably sounds paternalistic to outside observers. It’s just a reaction I have. I don’t even think its consequences are that negative in most contexts.
Academic contexts are full of cases of intello-bullying. Classrooms, conferences, outings… Put a group of academics in a room and unless there’s a strong sense of community (Turner would say “communitas”), intello-bullying is likely to occur. At the very least, you may witness posturing, which I consider a mild form of bullying. It can be as subtle as a tricky question ask to someone who is unlikely to provide a face-saving answer and it can be as aggressive as questioning someone’s inteligence directly or claiming to have gone much beyond what somebody else has said.
In my mind, the most extreme context for this type of bullying is the classroom and it involves a teacher bullying a learner. Bullying between isn’t much better but, as a teacher, I’m even more troubled by the imposong authority structure based on status.

I put “cyber-bullying” as a tag because, in my mind, cyber-bullying (like trolling, flamebaiting and other agressive behaviours online) is a form of intello-bullying. It’s using a perceived “intellectual strength” to dominate. It’s very close to schoolyard bullying but because it may not rely on a display of physical strength, I tend to associate it with mind-based behaviour.
As I think about these issues, I keep thinking of snarky comments. Contrary to physical attacks, snarks necessitate a certain state of mind to be effective. They need to tap on some insecurity, some self-perceived weakness in the victim. But they can be quite dangerous in the right context.
As I write this, I think about my own snarky comments. Typically, they either come after some escalation or they will be as indefinite as possible. But they can be extremely insulting if they’re internalized by some people.
Two come from a fairly known tease/snark. Namely

If you’re so smart, why ain’t you rich?

(With several variants.)

I can provide several satisfactory answers to what is ostensibly a question. But, as much as I try, I can’t relate to the sentiment behind this rhetorical utterance, regardless of immediate context (but regardful of the broader social context). This may have to do with the fact that “getting rich” really isn’t my goal in life. Not only do I agree with the statement that “money can’t buy happiness” and do I care more about happiness than more easily measurable forms of success, but my high empathy levels do include a concept of egalitarianism and solidarity which makes this emphasis on wealth sound counter-productive.

Probably because of my personal reactions to that snark, I have created at least two counter-snarks. My latest one, and the one which may best represent my perspective, is the following:

If you’re so smart, why ain’t you happy?

With direct reference to the original “wealth and intelligence” snark, I wish to bring attention to what I perceive to be a more appropriate goal in life (because it’s my own goal): pursuit of happiness. What I like about this “rhetorical question” is that it’s fairly ambiguous yet has some of the same effects as the “don’t think about pink elephants” illocutionary act. As a rhetorical question, it needs not be face-threatening. Because the “why aren’t you happy?” question can stand on its own, the intelligence premise “dangles.” And, more importantly, it represents one of my responses to what I perceive as a tendency (or attitude and “phase”) associating happiness with lack of intelligence. The whole “ignorance is bliss” and «imbécile heureux» perspective. Voltaire’s Candide and (failed) attempts to discredit Rousseau. Uses of “touchy-feely” and “warm and fuzzy” as insults. In short, the very attitude which makes most effectively tricks out intellectuals in the “pursuit of happiness.”

I posted my own snarky comment on micro-blogs and other social networks. A friend replied rather negatively. Though I can understand my friend’s issues with my snark, I also care rather deeply about delinking intelligence and depression.

A previous snark of mine was much more insulting. In fact, I would never ever use it with any individual, because I abhor insulting others. Especially about their intelligence. But it does sound to me like an efficient way to unpack the original snark. Pretty obvious and rather “nasty”:

If you’re so rich, why ain’t you smart?

Again, I wouldn’t utter this to anyone. I did post it through social media. But, like the abovementioned snark on happiness, it wasn’t aimed at any specific person. Though I find it overly insulting, I do like its “counterstrike” power in witticism wars.

As announced through the “placeholder” tag and in the prefacing statement (or disclaimer), this post is but a draft. I’ll revisit this whole issue on several occasions and it’s probably better that I leave this post alone. Most of it was written while riding the bus from Ottawa to Montreal (through the WordPress editor available on the App Store). Though I’ve added a few things which weren’t in this post when I arrived in Montreal (e.g., a link to NAPPI training), I should probably leave this as a “bus ride post.”

I won’t even proofread this post.

RERO!

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Finally! A Drinking Age Debate

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This may be more significant than people seem to assume: university and college administrators in the United States are discussing the potential effects of reverting the drinking age back to the age of maturity in their country (18 years-old). This Amethyst Initiative (blog), which was launched last month, may represent a turning point in not only alcohol policy but campus life in the United States.

This “story” has started to go around recently. And it happens to be one I care about. Read about this on Tuesday, while doing some random browsing.

College presidents seek drinking age debate – Life- msnbc.com.

And it’s coming back as a source of jokes:

College Presidents Rethinking Drinking Age | The Onion – America’s Finest News Source.

Though I may be a big fan of humour, I really hope that people can also take this issue seriously. For some reason, people in the United States tend to react to alcohol-related discussions with (possibly uneasy) humour. Fair enough, but there’s clearly a need for dispassionate, thoughtful, and serious discussion about the effects of current laws or the potential effects of new laws.

I have a lot of things to say about the issue but I’lll try to RERO it.

Now, obviously, the media coverage is typical “wedge issue” journalism. Which might well be working. In a way, I don’t care so much about the outcome of this journalistic coverage.

What I do care about, though, is that people may start discussing the social implications of alcohol prohibitions. It’s a much larger issue than the legal drinking age in the United States. I sincerely hope that it will be addressed, thanks in part to these administrators at well-known academic institutions.

Possibly the best person to talk about this is Indiana University’s Ruth Engs, professor of Applied Health Science. Engs has written extensively on the health effects of alcohol, with a special emphasis on the negative effects of the raised legal drinking age in the United States. She also has fascinating things to say about cultural dimensions of alcohol consumption, which happens to be a topic that I have been exploring on my own.

According to Engs, discussion of responsible drinking are quite rare in public events related to alcohol research in the United States. I personally get the impression that responsible drinking has become a taboo subject in those contexts. I certainly noticed this while living (as full-time faculty) on a “dry campus.”

It’s no secret that I care about responsible drinking. Part of this might have to do with the Éduc’alcool message which has been engrained in Quebeckers over the years: «la modération a bien meilleur goût» (“responsible drinking is more tasteful”). My strong impression is that at least some of those who wish for the drinking age in the United States to remain high share the opinion that, for adults, responsible drinking is more appropriate than binge drinking. They may think that any type of alcohol consumption has negative effects, but it’d be quite surprising if they actually preferred binge drinking over responsible drinking.

Where we seem to disagree is on the most effective strategies to reach the goal of responsible drinking among adults. IMHO, there is at the very least strong anecdotal evidence to show that increasing legal drinking age does very little to encourage responsible drinking. Unfortunately, with issues such as these, there’s a strong tendency for advocates of any position to dig for data supporting their claims. Stephen Jay Gould called this “advocacy masquerading as objectivity.” I may care strongly about the issue but I’m not really taking sides. After all, we’re talking about a country in which I’ve lived but in which I don’t have citizenship.

Let’s call a spade a “spade.” What’s at stake here is the National Minimum Drinking Age Act of 1984, which was pushed by the MADD lobby group (Mothers Against Drunk Driving). With all due respect to people involved in MADD and similar anti-alcohol advocacy groups, I have strong reservations as to some of their actions.

As a group, MADD is a “textbook example” of what sociologist Howard Becker has called “moral entrepreneurs.” In the United States, these moral entrepreneurs seem to be linked to what Ruth Engs calls clean living movements. What’s funny is that, though these movements may be linked to puritanism, Puritans themselves did use alcohol in their diet. So much so that the Mayflower landed in Plymouth Rock partly because of beer.

There’s a lot to say about this. From diverse perspectives. For instance, libertarians surely have interesting points about the NMDAA’s effects on state laws. Health researchers may talk about the difficulty of alcoholism prevention when responsible drinking is left undiscussed. Teetotalers and Muslims may see this as an opportunity to encourage complete abstinence from drinking. Road safety specialists may have important points to make about diverse ways to prevent drunk driving. Law researchers may warn us about the dangers to the legal system inherent to laws which are systematically broken by the majority of the population. Border officers may have some interesting data as to the “alcohol tourism” related to college drinking. University and college students clearly have diverse approaches to the subject, contrary to what the media coverage (especially the visuals used) seem to indicate.

My own perspective is quite specific. As a very responsible drinker. As a Quebecker of recent European origin. As a compulsive pedestrian. As an ethnographer interested in craft beer culture in North America. As a homebrewer. And, more importantly, as a university instructor who, like Barrett Seaman, has noticed widely different situations on university campuses in the United States and Canada.

Simply put, it seems quite likely that widespread binge drinking on university campuses has originated on U.S. campuses since 1984 and that the trend is currently spilling over to affect some campuses outside of the United States. College binge drinking is not a global problem. Nor is it a problem entirely specific to the United States. But the influence of U.S. college and university campus culture in other parts of the world often comes with binge drinking.

Apart from the fact that I find binge drinking to be extremely detrimental to physical and mental health, my observation is about campus life in general. AFAICT, on university and college campuses where alcohol consumption by a significant proportion of the student population is illegal, illicit alcohol consumption pushes younger students outside of the broader campus life. This self-segregation makes for a very uncomfortable learning and teaching context. In other words, the fact that students hide in fraternity houses or off-campus locations to binge drink may have the same socialization effects as regular campus life elsewhere on the planet, but the isolation of these people is a net loss in terms of generating an academic environment which is nurturing and tolerant.

To be clear: I’m not saying that the legal drinking age in the United States needs, of necessity,  be brought back to 18 years-old as it was in several States until fairly recently. I’m not even saying that States should necessarily be allowed to set their own drinking age laws. I simply wish for this debate on legal drinking age to happen. Actually, I hope that there will be real, thoughtful dialogue on the issue.

Really, it’s the tasteful thing to do.