Contemplations of a Complex Universe

Keywords
1. Ecological: The reading shows both the positive and negative aspects of technology. Technology is both a “burden and a blessing” (5). It also describes the effects of technology as “ecological” because it doesn’t just put something into the world or take something out of it. “One significant change generates total change” (18). The change of creating technology creates changes in many different aspects of life. For example, when the microwave was created, it did not just affect cooking, it also affected the time families spent together. The reading gives the example of the TV creating change in all of America: in schools, churches, homes, industries, etc. Because of this, it is practically impossible to consider all consequences when a technology is first invented.
2. Taxonomy: Postman describes the taxonomy of culture having three categories including tool-using cultures, technocracies, and technopolies. He explains how every culture used to be tool-using, but gradually transformed into technocracies. In tool-using cultures, the culture’s beliefs directed what tools were built and how they were used. In technocracies, it was just the opposite. He didn’t get into the technopolies in chapter two, but I’m assuming it is just when a culture is completely controlled by technology, so much so that the culture loses its authenticity.
Discussion Questions
1. Do you tend to take the stance of a Thamus, as skeptic of technology, or do you find yourself like a Theuth, viewing it as a positive influence on our lives?
2. What can we do, as architects, to make sure that we don’t become controlled by technology and let it influence us in a bad way?

Posted by Michelle Stein at 11:08 PM | Permalink | Comments (0)

Tutoring this week was great! I found myself at one point really appreciating what a great opportunity it is to be exposed to such a different community! Both classes seem to just soak up my help. The first class went by extremely fast! I helped two girls for quite a while and then realized I should probably move around to the others in the class (it was all girls). I walked to another "group" of girls and helped them for a bit. It seemed that they are really starting to understand what they are doing. And it makes me feel good that maybe some of what I have helped them with has actually helped them! Before the second class started, I had the chance to talk to one of the guys for a while. He asked me if I was still going to 'university' and I said yes, and talked to him a bit about my experience at the U of M. Then, I returned his questions for me and asked him when he would be graduating from high school, and he said this year. I asked him what he was doing next year and he said he was going to college, but didn't know where yet. But he did know he was going to study science. I think that is great that these students, although they are a little at a disadvantage because English is their second language, still have high aspirations and are given a chance/place where they can go to high school even at an older age, and get the opportunity to eventually go to college. One of the guys greeted me on his way in with his usual "Hello sister!" which always makes me feel included despite my differences. I really enjoyed my time with this class and felt I was able to communicate clearly with most of them and able to help most of them. One guy, who I'd stereotyped as more of a trouble-maker and never really helped prior to yesterday, asked for my help on one problem. It surprised me, when I just barely even helped him and he seemed to understand right away! He was actually really good at math! (I guess you can't be too quick to judge a person by his outward appearance or even their outward behavior!). When I left the classroom, everybody seemed very appreciative and kept saying thanks!

Posted by Michelle Stein at 10:04 PM | Permalink | Comments (0)