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Studi culturali e postcoloniali

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Estensione del pensiero/discorso economico (il mercato concorrenziale) a tutta ... Economia dell'informazione e della conoscenza ... Dal computer alla rete ... – PowerPoint PPT presentation

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Title: Studi culturali e postcoloniali


1
Studi culturali e postcoloniali
  • The virtual complexity of culture

2
A new social formation?
  • Estensione del pensiero/discorso economico (il
    mercato concorrenziale) a tutta la
    società/cultura
  • Riformulazione della cultura come capitale umano
  • Economia dellinformazione e della conoscenza
    (valorizzazione economica dei saperi)
  • Egemonia del lavoro immateriale (comunicativo,
    affettivo, linguistico, simbolico, cognitivo)

3
Critica della società/cultura neoliberale
  • Intensificazione della produttività e dello
    sfruttamento
  • Finanziarizzazione della vita quotidiana (debito)
  • Crescita delle ineguaglianze economiche
  • Distruzione dellambiente
  • Precarizzazione, insicurezza, ansia (soggettività
    divisa)
  • Decisionismo, erosione della democrazia
    rappresentativa, autoritarismo politico

4
Sadie Plant (1996) The virtual complexity of
culture
  • Oltre le scienze umane il connessionismo come
    approccio interdisciplinare
  • Implicazioni per concezione dellintelligenza,
    apprendimento, sapere, e della relazione tra
    teoria e pratica

5
The dynamics of complex systems
  • The essay takes its cue from the self-organizing
    processes at work in human brains, artificial
    intelligences, and the new lateral configurations
    of text made possible by digitization. The
    dynamics of complex systems can also, however, be
    perceived in economies, ecologies, social
    formations, evolutionary processes and cultures
    of all kinds. (p. 203)

6
Connectionism as method
  • Klaus Meinzer defines connectionism. As an
    interdisciplinary methodology to explain the
    emergence of certain macroscopic phenomena via
    the nonlinear interactions of microscopic
    elements in complex systems, regardless of the
    scales or materials of which such systems are
    composed. Complex systems do not follow the
    straight lines of historical narratation or
    Darwinian evolution, but are composed of multiple
    series of parallel processes, simultaneous
    emergencies, discontinuities and bifurcations,
    anticipations, and mutations of every variety.
    (p. 210)

7
Brains as complex systems
  • The term connectionist was used to problematize
    notions of the brain as a given organ unchanged
    by what it thinks, and instead allow it to be
    defined as an emergent neurochemical system which
    is modified by every connection it makes. (p. 204)

8
Donald Hebb (1949)
  • Hebbs key innovation was to develop the
    understanding of synapses Arguing that
    connections between neurons are strenghtened and
    developed as they are made, he effectively
    suggested that learing is a process of
    neurochemical self-organization and modification
    (p. 204)

9
Dal computer alla rete
  • This early computer was a serial processor,
    performing one step at the time.. Neural nets
    function as parallel processors in which multiple
    interconnected units operate simultaneously The
    extent of interconnectedness.. Means that subtle
    shifts in activity in one area can have great
    implications for others, again without reference
    to any central site In effect, they are
    self-organizing. (p. 205)

10
The Internet and hypermedia
  • It is precisely this connectionist model which
    now emerges in the new arrangements and
    conceptions of knowledge necessitated by
    hypermedia How does text work when it becomes a
    component of multimedia? What happens when the
    reader and the writer lose their distinctiveness
    among texts which can be endlessly rewritten as
    they are traversed? (p. 206)

11
From books to links
  • Particular volumes or articles fade into the
    background of a system of textual organization
    composed only of links, links to links, and more
    links again. The virtual library is a complex
    communications systems in which contacts and
    junctions function like Hebbs synapses,
    reinforced and strenghtened every time they are
    made. Unused links may fade into the background,
    but nothing entirely disappears. (p. 207)

12
Undermining mediations
  • The emergence of the Net and hypertext is also
    concurrent with a shift in attitudes to
    publishing, teaching, the role and status of th
    academy, and, by extension, of all aspects of
    education and the so-called production of
    knowledge The mediating function of editors,
    curators, tutors and teachers are equally
    undermined by these shifts.
  • (p. 207)

13
Models of learning
  • Todays academy still has its sources in Platonic
    conceptions of knowledge, teaching and the
    teacher-student relationship, all of which are
    based on a model in which learning barely figures
    at all The top-down imposition of knowledge
    becomes redundant and anything which might be
    called growth, evolution or development occurs in
    systems which function without such external
    governors or even centralized control of their
    own. (p. 207-208)

14
From teaching to learning
  • Released from its relation to teaching, learning
    is no longer coded as study and confined to some
    particular zone, specialized behaviour or
    compartmentalized period of time. A teacher no
    longer controls the process, ensuring the
    development of well-rounded individuals one step
    at a time, serial fashion those once defined as
    students learn to learn for themselves. (p. 208)

15
From teaching to learning
  • Machines learn and learning is a machinic
    process, a matter of communication, connection
    and material self.organization You live in
    cultures and cultures live in you(p. 214)

16
A new interdisciplinarity
  • Just as texts and computers lose their individual
    identities, so do the authorities, teachings,
    canons, bodies of knowledge and orthodox
    methodologies which were once proper to
    particular agencies. Bottom-up learning,
    hypermedia, and the Net do not merely facilitate
    a new interdisciplinary approach they demand
    one. (p. 208-209)

17
Connectionism as method
  • What were once separated lines and modes of
    research interact with each other, and also with
    an entire culture of equally complex, dynamic and
    mutually influencing systems the Net and
    hypertext, for example the Net and hypertext as
    they interact with markets the Net, hypertext
    and markets as they interact with neural nets
    the Net, hypertext, markets and neural nets as
    they interact with similarly complex individuals.
    (p. 211)

18
Cultural studies and connectionism
  • Cultural studies as the area with greatest
    potential to develop connectionist approaches (it
    is already interdisciplinary (themes and
    methodologies from the arts,literature, film,
    history, philosophy, and social sciences already
    interested in the media, hence sensitive to
    development of the net)

19
Cultural studies resistance
  • Interdisciplinary limited to the human and social
    sciences
  • It concerns itself only with representations
  • It is committed to a notion of individual and
    collective agency
  • It condemns all reference to nature as
    naturalization

20
Theorizing and doing
  • Connectionism challenges the old distinction
    between reading and writing, connectionism
    challenges the old borderline between theorizing
    something and doing it Writing becomes a process
    of software engineering, of making connections,
    and connecting with other the other connectist
    systems and their connections too it does not
    totalize but is an instrument for the
    multiplication and it also multiplies itself. (p.
    215)

21
Interpreting and making
  • Cultural theory then becomes a matter of making
    cultures as well as, or rather than, interpreting
    them. (p. 215)
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