Prolegomena to Educatio Digitale :: Historical Context

an introductory Studium Generale course by Prof. Dr. Dr. Daniel D. Hromada

Question

What is digital education ?

meta-definition of Digital Education

Digital Education is defined as education with-digital OR education-of-digital.

OR

education-with-dig.	education-of-dig.	Digital Education
No	No	?
Yes	Yes	?
Yes	No	?
No	Yes	?

Please name some examples for each case.

education-of-digital

"Education-of-digital is concerned with transmission of knowledge and competences related to logics, mathematics, computer science*, cybernetics, data science, electrical engineering and information, communication & media theory." (Hromada, 2018)

* "Computer science is no more about computers than astronomy is about telescopes." (Fellows, 1991)

the Goal

The goal of the course "Prolegomena to Educatio Digitale" is to make You not only understand, but also experience main operatory principles of information-processing machines.

three contexts

historical context (1st semester)

cognitive context (2nd semester)

sociocultural context (3rd semester)

Historical context

Description of historical development of main concepts of computer science (computation, code, machine, information, algorithm, input/output, instruction etc.).

Course curriculum mirrors the "historical curriculum".

A letter to Your future digital self

Imagine that it is now 1st January of a year 2170 AD / AE200.

A digital copy of Your "self" has just discovered a forgotten envelope from year 2018 AD in which Your organic self listed ideas, images, dreams, hopes, insights etc. which had been important for You in days of Your distant youth.

Id est, ideas, images, dreams, hopes, insights etc. which Your future self, overloaded by almost two centuries of History, should never forget.

It is a sort of a time capsule, a sort of a "message in the bottle".

Your task in next 15 minutes is to briefly think about that list and write that letter.

Educatio Digitale : Computer Science : From Ἥφαιστος to deep fakes

What is "the Machine" and how did it develop in the course of centuries ? What is a number, digit, algorithm, representation, information, code, neural network, machine learning ? And what is the role of "humans" in the post-悟道 world ?

Futurological congress AE100 v0.02

Introduction:::Opening words:::Educatio Digitale:::Design & Computation

Digital Culture :: Cognitive Context

Key topics: brain, smartphone addiction, no-mobile-phobia, habit formation, exploitation of dopaminergic system by "social media"

Main focus of our discussions will be put on analysis of impact of digital media on psychology of children and adolescents.

At the beginning of the semester students will divide into small groups and each group will be asked to choose, read, understand and reproduce one experiment known from scientific literature.

Session 6 :: Studies to understand, explain or replicate

Repetitio: Cognitive sciences, cognitivism, cognitive blindness and the unicycle clown, cognitive principles and biases
Minilectio: Confirmation bias
Group work: "Digitizing literacy"
Initiatio to experiments of interest
Evaluatio

How to sign in for a specific course work

You sign in for a specific course work by bookmarking it in the Kastalia system.

1) enter the knot related to the specific experiment by clicking on its title below

2) log in if You are not logged in already

3) in section "Actions" click on "Bookmark"

Did You see a unicycling clown ?

We investigated the effects of divided attention during walking. Individuals were classified based on whether they were walking while talking on a cell phone, listening to an MP3 player, walking without any electronics or walking in a pair. In the first study, we found that cell phone users walked more slowly, changed directions more frequently, and were less likely to acknowledge other people than individuals in the other conditions. In the second study, we found that cell phone users were less likely to notice an unusual activity along their walking route (a unicycling clown). Cell phone usage may cause inattentional blindness even during a simple activity that should require few cognitive resources.

Confirmation bias

Wiki definition ::

Confirmation bias is the tendency to search for, interpret, favor, and recall information in a way that confirms one's preexisting beliefs or hypotheses.

Some psychologists restrict the term confirmation bias to selective collection of evidence that supports what one already believes while ignoring or rejecting evidence that supports a different conclusion. Others apply the term more broadly to the tendency to preserve one's existing beliefs when searching for evidence, interpreting it, or recalling it from memory.

Can You please present some cases of confirmation bias from everyday life ?

What the Thinker thinks the Prover proves

Digitizing Literacy :: Reflections on haptics of writing

Writing is a complex cognitive process relying on intricate perceptual-sensorimotor combinations. The process and skill of writing is studied on several levels and in many disciplines, from neurophysiological research on the shaping of each letter to studies on stylistic and compositional features of authors and poets. In studies of writing and literacy overall, the role of the physically tangible writing device (pen on paper; computer mouse and keyboard; digital stylus pen and writing tablet; etc.) is rarely addressed. By and large, the (relatively young) field of writing research is dominated by cognitive approaches predominantly focusing on the visual component of the writing process, hence maintaining a separation between (visual) perception and motor action (e.g., haptics1). However, recent theoretical currents in psychology, phenomenology & philosophy of mind, and neuroscience – commonly referred to as “embodied cognition” – indicate that perception and motor action are closely connected and, indeed, reciprocally dependent.

Comfortably Numb Desensitizing Effects of Violent Media on Helping Others

ABSTRACT

Two studies tested the hypothesis that exposure to violent media reduces aid offered to people in pain. In Study 1, participants played a violent or nonviolent video game for 20 min. After game play, while completing a lengthy questionnaire, they heard a loud fight, in which one person was injured, outside the lab. Participants who played violent games took longer to help the injured victim, rated the fight as less serious, and were less likely to ‘‘hear’’ the fight in comparison to participants who played nonviolent games. In Study 2, violent- and nonviolentmovie attendees witnessed a young woman with an injured ankle struggle to pick up her crutches outside the theater either before or after the movie. Participants who had just watched a violent movie took longer to help than participants in the other three conditions. The findings from both studies suggest that violent media make people numb to the pain and suffering of others.

Exploring the dimensions of nomophobia: Development and validation of a self-reported questionnaire

abstract

Nomophobia is considered a modern age phobia introduced to our lives as a byproduct of the interaction between people and mobile information and communication technologies, especially smartphones. This study sought to contribute to the nomophobia research literature by identifying and describing the dimensions of nomophobia and developing a questionnaire to measure nomophobia. Consequently, this study adopted a two-phase, exploratory sequential mixed methods design. The first phase was a qualitative exploration of nomophobia through semi-structured interviews conducted with nine undergraduate students at a large Midwestern university in the U.S. As a result of the first phase, four dimensions of nomophobia were identified: not being able to communicate, losing connectedness, not being able to access information and giving up convenience. The qualitative findings from this initial exploration were then developed into a 20-item nomophobia questionnaire (NMP-Q). In the second phase, the NMP-Q was validated with a sample of 301 undergraduate students. Exploratory factor analysis revealed a four-factor structure for the NMP-Q, corresponding to the dimensions of nomophobia. The NMP-Q was shown to produce valid and reliable scores; and thus, can be used to assess the severity of nomophobia

Quantitative :: Digital devices in the public space

The objective is to estimate the impact of digital media on human society in June 2019 (AE49).
What You'll need is:

1) Few print-outs of the Media-to-Human protocol (M2H-protocol) , c.f. below

2) Systematic approach

"Brain Drain: The Mere Presence of One’s Own Smartphone Reduces Available Cognitive Capacity"

ABSTRACT Our smartphones enable—and encourage—constant connection to information, entertainment, and each other. They put the world at our fingertips, and rarely leave our sides. Although these devices have immense potential to improve welfare, their persistent presence may come at a cognitive cost. In this research, we test the “brain drain” hypothesis that the mere presence of one’s own smartphone may occupy limited-capacity cognitive resources, thereby leaving fewer resources available for other tasks and undercutting cognitive performance. Results from two experiments indicate that even when people are successful at maintaining sustained attention—as when avoiding the temptation to check their phones—the mere presence of these devices reduces available cognitive capacity. Moreover, these cognitive costs are highest for those highest in smartphone dependence. We conclude by discussing the practical implications of this smartphone-induced brain drain for consumer decision-making and consumer welfare.

Increases in Depressive Symptoms, Suicide-Related Outcomes, and Suicide Rates Among U.S. Adolescents After 2010 and Links to Increased New Media Screen Time

Abstract
In two nationally representative surveys of U.S. adolescents in grades 8 through 12 (N = 506,820) and national statistics on suicide deaths for those ages 13 to 18, adolescents’ depressive symptoms, suicide-related outcomes, and suicide rates increased between 2010 and 2015, especially among females. Adolescents who spent more time on new media (including social media and electronic devices such as smartphones) were more likely to report mental health issues, and adolescents who spent more time on nonscreen activities (in-person social interaction, sports/exercise, homework, print media, and attending religious services) were less likely. Since 2010, iGen adolescents have spent more time on new media screen activities and less time on nonscreen activities, which may account for the increases in depression and suicide. In contrast, cyclical economic factors such as unemployment and the Dow Jones Index were not linked to depressive symptoms or suicide rates when matched by year.

Problematic smartphone use and relations with negative affect, fear of missing out, and fear of negative and positive evaluation

ABSTRACT
For many individuals, excessive smartphone use interferes with everyday life. In the present study, we recruited a non-clinical sample of 296 participants for a cross-sectional survey of problematic smartphone use, social and non-social smartphone use, and psychopathology-related constructs including negative affect, fear of negative and positive evaluation, and fear of missing out (FoMO). Results demonstrated that FoMO was most strongly related to both problematic smartphone use and social smartphone use relative to negative affect and fears of negative and positive evaluation, and these relations held when controlling for age and gender. Furthermore, FoMO (cross-sectionally) mediated relations between both fear of negative and positive evaluation with both problematic and social smartphone use. Theoretical implications are considered with regard to developing problematic smartphone use.

Qualitative :: Gestalt Therapy and the digital world

The goal is to sharpen Your awareness concerning the interaction between humans and machines.

Task 0) Here and now, I am observing a human using a digital device ...

Task 1) Here and now, I do not percieve anyone using a digital device...

Task 2) Here and now, I see a digital device being carried around by a human being...

Task 3) ...

Output: Self-observation protocol.

Program

Date	Topic
12.4	Introduction
19.4	NO COURSE (Karfreitag)
26.4	How to read scientific articles
3.5	Google, Brain & co.
10.5	Cognitive sciences
17.5	Cognitive psychology
24.5	Abstracts
31.5	OPTIONAL COURSE (Christihimmelfahrt Brückentag)
7.6	Memetic theory
14.6	Theory of multiple intelligences
21.6	Developmental aspects
28.6	Socrates & Gestalt
5.7	Symposion
12.7	Summa Summarum

Experiments

Please choose one among following experiments on presentation/realisation of which You shall participate.

Digital Culture :: Cognitive Context :: Handouts

Stuff to read.

Nicolas Carr :: 2008 :: Is Google making us stupid ?

Is Google Making Us Stupid? is a 2008 article written by technologist Nicholas Carr for The Atlantic, and later expanded on in a published edition by W. W. Norton. The book investigates the cognitive effects of technological advancements that relegate certain cognitive activities — namely, knowledge-searching — to external computational devices. The book received mainstream recognition for interrogating the assumptions people make about technological change and advocating for a component of personal accountability in our relationships to devices.

Carr begins the essay by saying that his recent problems with concentrating on reading lengthy texts, including the books and articles that he used to read effortlessly, stem from spending too much time on the Internet. He suggests that constantly using the Internet might reduce one’s ability to concentrate and reflect on content. He introduces a few anecdotes taken from bloggers who write about the transformation in their reading and writing habits over time. In addition, he analyzes a 2008 study by University College London about new “types” of reading that will emerge and become predominant in the information age. He particularly refers to the work of Maryanne Wolf, a reading behavior scholar, which includes theories about the role of technology and media in learning how to write new languages. Carr argues that while speech is an innate ability that stems directly from brain structure, reading is conscious and taught. He acknowledges that this theory has a paucity of evidence so far, but refers to such works as Wolf’s Proust and the Squid, which discusses how the brain’s neurons adapt to a creature’s environmental demands to become literate in new problem areas. The Internet, in his opinion, is just another kind of environment that we will uniquely adapt to.

Carr discusses how concentration might be impaired by Internet usage. He references the historical example of Nietzsche, who used a typewriter, which was new during his time in the 1880s. Allegedly, Nietzsche’s writing style changed after the advent of the typewriter. Carr categorizes this example as demonstrative of neuroplasticity, a scientific theory that states neural circuits are contingent and in flux. He invokes the idea of sociologist Daniel Bell that technologies extend human cognition, arguing that humans unconsciously conform to the very qualities, or kinds of patterns, involved in these devices’ functions. He uses the clock as an example of a device that has both improved and regulated human perception and behavior.

Carr argues that the Internet is changing behavior at unprecedented levels because it is one of the most pervasive and life-altering technologies in human history. He suggests that the Internet engenders cognitive distractions in the form of ads and popups. These concentration-altering events are only worsened by online media as they adapt their strategies and visual forms to those of Internet platforms to seem more legitimate and trick the viewer into processing them.

Carr also posits that people’s ability to concentrate might decrease as new algorithms free us from knowledge work; that is, the process of manipulating and synthesizing abstract information into new concepts and conclusions. He compares the Internet with industrial management systems, tracing how they caused workers to complain that they felt like automata after the implementation of Taylorist management workflows. He compares this example with the modern example of Google, which places its computer engineers and designers into a systematized knowledge environment, creating robust insights and results at the expense of creativity. Additionally, Carr argues that the Internet makes its money mainly by exploiting users’ privacy or bombarding them with overstimulation, a vicious cycle where companies facilitate mindless browsing instead of rewarding sustained thinking.

Carr ends his essay by tracing the roots of the skeptic trend. He discusses events where people were wary about new technologies, including Socrates’s skepticism about the use of written language and a fifteenth-century Italian editor’s concern about the shift from manually written to printed works. All of these technologies indelibly changed human cognition, but also led to mind-opening innovations that endure today. Still, Carr concludes his argument on an ambivalent note, citing a quote by Richard Foreman that laments the erosion of educated and articulate people. Though Google and other knowledge-finding and knowledge-building technologies might speed up existing human computational processes, they might also foreclose the human potential to easily create new knowledge.

[Source: https://en.wikipedia.org/wiki/Is_Google_Making_Us_Stupid%3F#Synopsis ]

Small et al. (2009) :: Your Brain on Google: Patterns of Cerebral Activation during Internet Searching

Objective: Previous research suggests that engaging in mentally stimulating tasks may im-

prove brain health and cognitive abilities. Using computer search engines to find information

on the Internet has become a frequent daily activity of people at any age, including middle-

aged and older adults. As a preliminary means of exploring the possible influence of Internet

experience on brain activation patterns, the authors performed functional magnetic resonance

imaging (MRI) of the brain in older persons during search engine use and explored whether

prior search engine experience was associated with the pattern of brain activation during

Internet use. Design: Cross-sectional, exploratory observational study Participants: The au-

thors studied 24 subjects (age, 55–76 years) who were neurologically normal, of whom 12 had

minimal Internet search engine experience (Net Naive group) and 12 had more extensive

experience (Net Savvy group). The mean age and level of education were similar in the two

groups. Measurements: Patterns of brain activation during functional MRI scanning were

determined while subjects performed a novel Internet search task, or a control task of reading

text on a computer screen formatted to simulate the prototypic layout of a printed book, where

the content was matched in all respects, in comparison with a nontext control task. Results:

The text reading task activated brain regions controlling language, reading, memory, and

visual abilities, including left inferior frontal, temporal, posterior cingulate, parietal, and

occipital regions, and both the magnitude and the extent of brain activation were similar in

the Net Naive and Net Savvy groups. During the Internet search task, the Net Naive group

showed an activation pattern similar to that of their text reading task, whereas the Net Savvy

group demonstrated significant increases in signal intensity in additional regions controlling

decision making, complex reasoning, and vision, including the frontal pole, anterior temporal

region, anterior and posterior cingulate, and hippocampus. Internet searching was associated

with a more than twofold increase in the extent of activation in the major regional clusters in

the Net Savvy group compared with the Net Naive group (21,782 versus 8,646 total activated

voxels). Conclusion: Although the present findings must be interpreted cautiously in light of

the exploratory design of this study, they suggest that Internet searching may engage a greater

extent of neural circuitry not activated while reading text pages but only in people with prior

computer and Internet search experience. These observations suggest that in middle-aged and

older adults, prior experience with Internet searching may alter the brain’s responsiveness in

neural circuits controlling decision making and complex reasoning.(Am J Geriatr Psychiatry

2009; 17:116 –126)

Key Words: Brain activation, functional MRI, Internet search, middle-age and older

adults, computer experience

Small et al. :: Meet Your iBrain

Easier-to-read introduction Small et al. (2009)

Small treatise concerning the concepts of «invasivity» and «reversibility» and their relation to past, present and future techniques of neural imagery

Introduction The aim of this text is threefold: Firstly, to prove to the Teacher that the author of this article (i.e. Student) have sufficiently internalized all the facts presented during UE Neuroimagery. Secondly, Student aims to introduce the notion of «invasivity» as something which should be considered wery seriously by someone who seeks an «ideal method» of conducting his future (neuro)scientific experiments towards success. But the ultimate aim si to show that certain «philosophical schools» who point out to «invasivity-related aspects» of current neuro-scientific research are not doing so from the position of moralizing savants locked in their ivory towers, but they do so because of concrete and highly-pragmatic reasons related to purest expressions of highest scientific practice. Principal thesis of this text states that « invasivity » and « reversibility » aspects of a chosen experimental method should determine experimentator's choice at least as significantly as other aspects like spatial/temporal resolution characteristics, signal/noise ratio or economical feasibility. First part of the text is dedicated to highly invasive techniques tissue extraction and analysis by means of electron, multiphoton or confocal microscopes. Post mortem autopsy and chirurgical interventions like vivisesction or lobotomy will be mentioned when discussing this group. Common demoninator of these approaches is that their condition sine qua non of their realisation is nonreversible and fatal degradation of one vital functions of the organism under study or...death. Second part of the text is dedicated to somewhat more reversible, nonetheless still very brutal «in vivo» techniques like that of calcic imaging, optic imaging or electrode implantation. Because it is evident that such approaches can inflict severe injuries and suffering of the organisms under study, they will be labeled as «partially reversible quasi in vivo techniques». Contrary to common categorisation of these days, even techniques like PET (positron emission tomography) or X-ray imaging will be included into this middle group of partially invasive techniques. This is due to their high-energy kinship with radioactivity which can without any doubt induce mutations resulting in the disequilibrium of a living system which is commonly known as «loss of health». The loss of this precious equilibrium is the reason why we'll include all the luminescence/fluorescence marker techniques into this category as well. The third part of the text aims to bring hope. It will be fully devoted to techniques which can be considered as fully reversible: focus will be definitely on Magnetic Resonance Imaging (MRI) and Electroencephalography (EEG) while other non-invasive techniques (NIRS, echography or TCD) will be excluded from the list due to lack of Student's personal experience with these techniques. The small part of this final part will be dedicated to «what if?» speculation proposing to use these pure and elegant techniques not only for imaging, but as well as a tool of healing practice. These three parts can be considered as a core of Student's homework demanding him to «highlight the advantages and limits of these techniques depending from the scientific question You'll pose». The question posed by student is this: «According to what criteriae could we possibly quantify invasivity of an experimental tool or method ? » This text will try to answer this question by introducing the term which we label hereby as «Information/Invasivity Quotient» (IIQ).We'll analyse this notion from more ethical perspective in Discussion section,while Appendix will summariz IIQ-based ranking of 4 presented methods.

Session 2 :: How to read and understand scientific papers.

Presentation by Dr. M. Mihalilkova.

Digitizing Literacy :: Reflections on haptics of writing

Did You see a unicycling clown ?

Mathematics of a Lady Tasting Tea

In the design of experiments in statistics, the lady tasting tea is a randomized experiment devised by Ronald Fisher and reported in his book The Design of Experiments (1935).^[1] The experiment is the original exposition of Fisher's notion of a null hypothesis, which is "never proved or established, but is possibly disproved, in the course of experimentation".^[2]^[3]

The lady in question (Muriel Bristol) claimed to be able to tell whether the tea or the milk was added first to a cup. Fisher proposed to give her eight cups, four of each variety, in random order. One could then ask what the probability was for her getting the specific number of cups she identified correct, but just by chance.

Fisher's description is less than 10 pages in length and is notable for its simplicity and completeness regarding terminology, calculations and design of the experiment

F.A.Q.

If You have any course-related questions, please ask them here.

(use the "Create child knot" button below to pose a new question)

Contacts

Prof. Dr. Dr. Daniel Hromada

daniel at udk-berlin.de

Room 313, Medienhaus

Sprechstunden 12:30 - 13:30

Tutors & SHK

Astrid Kraniger a.kraniger@udk-berlin.de

Nikoloz Kapanadze nikoloz-kapanadze@medienhaus.udk-berlin.de

Introductory video

Session 7 :: Memetic Theory

Evaluation

Experiment choice

Theory of memes

Evaluation

In following 10-15 minutes please describe:

POSITIVES :: What do You like about this course ? Did You learn something useful ?

NEGATIVES :: What do You NOT like about this course ? Do You find something confusing / chaotic / difficult to understand ?

CONSTRUCTIVES :: What are Your wishes for the rest of the semester ? Is there some specific topic related to cognition and/or digital technologies You would like to discuss ?

Experiment choice

Please go to https://kastalia.medienhaus.udk-berlin.de/4406/, click on the title of experiment which interests You the most and assign it by bookmarking it (Actions->bookmark).

The turning point

It is not plain "humans VERB machines/devices" anymore.

It starts to be more "machines/devices are PAST_PARTICIPLE(VERB) by humans"

VERB can be something like "use/used by; carry/carried by; create/created by"

The meme

The term meme was coined in Richard Dawkins' 1976 book The Selfish Gene, but Dawkins later distanced himself from the resulting field of study. Analogous to a gene, the meme was conceived as a "unit of culture" (an idea, belief, pattern of behaviour, etc.) which is "hosted" in the minds of one or more individuals, and which can reproduce itself in the sense of jumping from the mind of one person to the mind of another. Thus what would otherwise be regarded as one individual influencing another to adopt a belief is seen as an idea-replicator reproducing itself in a new host.

(Source: https://en.wikipedia.org/wiki/Memetics )

Internalists and externalists

Internalists define memes as informatic structures located in the brain.

Externalities define memes in terms of their observable expressions (cultural artifacts, behaviors etc.)

What is common to both camps is that they both attribute memes their own "urge to reproduce themselves", which is independent (and sometimes even contradictory) to needs of the "host" organism.

examples: language, rituals, songs, taking selfies, internet memes, chain letters, fashions and styles, WC prose, earworms, what else ?

Replicators of the second kind

Blackmore (2000) defines "Meme is a replicator which replicates from brain to brain by means of imitation" . These replicators are somehow represented in the host brain as some kind of «cognitive structure» and if ever externalised by the host organism – no matter whether in form a word, song, behavioral schema or an artefact – they can get copied into other host organism endowed with the device to integrate such structures.

(Prolegomena Paedagogica, pp. 37-38)

Kinds of replicators

genes

memes

... ???

... ???

Replicator dissonance

"In order to reproduce, replicators consume energy." (Prolegomena, pp.6)

Given that the amount of available energy is always finite within an individual host, different replicators can get into conflict within individual hosts.

Take, as an example conflict between the memetic complex called "catholic doctrine" and gene-determined organic nature of an average Jesuit missionary.

Or a fanatic which willing to kill himself (and/or other people) just for the purpose of getting his lethal meme into media.

Or a conflict between conservative / liberal, left / right, carnivore / vegetarian memplexes etc.

Take home lesson

There's a lot of activity going on in our mindbrain and some thoughts / behaviours / needs acting in our brain have their "own" interests!

P.S. and it may be the case that machines, "they themselves", have also their "own" replicatory interests

Program

Date	Topic
12.4	Introduction
19.4	NO COURSE (Karfreitag)
26.4	How to read scientific articles
3.5	Google, Brain & co.
10.5	Cognitive sciences
17.5	Cognitive psychology
24.5	Abstracts
31.5	OPTIONAL COURSE (Christihimmelfahrt Brückentag)
7.6	Memetic theory
14.6	Theory of multiple intelligences
21.6	Developmental aspects
28.6	Socrates & Gestalt
5.7	Symposion
12.7	Summa Summarum

Groups

Group 1 - Aaron, Philip
Group 2 - Frederico, Hannes
Group 3 - Astrid, Maja, Kohei
Group 4 - Adam, Patrick
Group 5 - Ozcan, Akif, Anna-Luisa

Credits & co.

You can validate the course either as Wissenschaften / Theorie fach or Studium Generale course

in both cases I can give only 2 credits *

those who opt for the Studium Generale option and do particulary well can get note "eins" auf SG-schein

* but we do not study because of credits, do we ?

Bibliography

Manfred Spitzer - Digitale Demenz; Smartphone Epidemy

Goals

Introduce You to cognitive sciences

Show You how to work with scientific literature

Get our digital habits under control

do some experiments

learn something from You and have fun

Session 7 :: Theory of multiple intelligences

Repetitio

Theory of multiple intelligences

Experiments

After smartphone: towards a new digital education artefact

After smartphone: towards a new digital education artefact

Abstract. Non-moderate smartphone usage may induce diverse pathological states and behaviors which may potentially result in an array of syndromes and illnesses. Digital devices built for education rather than consumption and entertainment should not neglect intricacies of human physiology, ergonomy and cognition. For this reason, we present first four properties of an idealized ”digital primer” artefact which could maximize the human and cultural potential of a normal elementary school pupil by means of holistic, semi-supervised interaction. Properties addressed and defined in this article are: ”speech-based”, ”narrative”, ”circa-temporal” and ”habit-disrupting”.

Key-words. digital primer, speech-based, circa-temporal, narrative, habit-disrupting, smartphone epidemic

Intelligence

Autonomous decision making

Ability to react to environment to improve own state

Ability to understand

About reflecting ("the more one reflects, the more intelligent one is")

Understanding abstract concepts ("ability to imagine which is not there/tangible")

Withstand impulsive behaviour

Session 5 :: Cognitive psychology

Repetitio

Summing up Small et al.

Lectio: cognitivism, mind, cognitive processes, cognitive biases, cognitive principles, embodied cognition

Your evaluation of this course

Work: Digitizing literacy: reflections on haptics of writing

Experiment 1

Small & Vorgan :: Meet Your iBrain (2008)

published in a October/November 2008 issue of popularisation review Scientific American Mind

mentions the fMRI study (c.f. next slide), but only in the state where 3 Net Naive volunteers were recruited (c.f. page 45)

quite techno-pessimist terminology: "continuous partial attention", "heightened state of stress", "a sense of constant crisis", "digital fog" (p. 47), "techno-brain burn-out is threating to become an epidemic", "impair cognition, lead to depression ..." (p.48)

little bit of techno-optimism at the end: "technological experiences sharpen some cognitive abilities" (p. 49)

summing up: "all of us... will master new technologies and take advantage of their efficiencies, but we need to maintain our people skills and our humanity"

Small et al. :: Your Brain on Google (2009)

serious scientific article published in February 2009 edition of a peer-reviewed journal Geriatric Psychiatry

compares statistically significantly different groups of Net Naive (N=12) and Net Savvy (N=12) seniors

Main result :: "The most striking finding was in the direct comparison of the Internet versus text reading tasks for the Net Naive and Net Savvy groups, which found that the Net Savvy group had more than a twofold greater spatial extent of activation than did the Net Naive group during the Internet task".

Positive opinion: "present results are encouraging that emerging computerized technologies designed to improve cognitive abilities and brain function may have physiologic effects and potential benefits for middle-aged and older adults" (p.125)

Negative opinion: "constant use of such technologies have the potential for negative brain and behavioral effects, including impaired attention and addiction"

Definition of "cognitivism" and definition of "mind"

"cognitivism" = "behaviorism" + "mind"

"An auto-organising set of structures and processes determining the characteristic behaviour of an individual." (Prolegomena Peadagogica, 2019, p.2)

Cognitive / mental processes

perception

decision-making

problem-solving

... what else ?
attention / awareness

a little awareness tests ...

cognitive biases etc.

A cognitive bias is a systematic pattern of deviation from norm or rationality in judgment. Individuals create their own "subjective social reality" from their perception of the input. An individual's construction of social reality, not the objective input, may dictate their behaviour in the social world. Thus, cognitive biases may sometimes lead to perceptual distortion, inaccurate judgment, illogical interpretation, or what is broadly called irrationality.

Some cognitive biases are presumably adaptive. Cognitive biases may lead to more effective actions in a given context. Furthermore, allowing cognitive biases enable faster decisions which can be desirable when timeliness is more valuable than accuracy, as illustrated in heuristics.

Definitely check the List of cognitive biases

An example of a "cognitive principle"

Given an equal number of exposures, distributed (or spaced) practice at a skill is almost always superior to massed practice.» (Tomasello, 2009; Prolegomena, 2019, p. 102)

Course validation

For all:

attendance at least 60% of seminars obligatory

participation in the group work

For those who want to validate this course as Studium Generale

if You visit more than 10 out of 12 sessions and do the group work, You're done

if You visit more than 7 courses, You'll have to do additional compensation work

Session 4 :: Cognitive context

Repetitio

Group work 1: Interpreting Small et al. (2009)

Lectio: Cognition, cognitive sciences, cognitive functions, cognitive psychology

Group work 2: Sentiment detection in "Meet Your iBrain" article

Your evaluation of this course

Experiment 0

Hexagram of cognitive sciences

cognition (n.)

mid-15c., cognicioun, "ability to comprehend, mental act or process of knowing," from Latin cognitionem(nominative cognitio) "a getting to know, acquaintance, knowledge," noun of action from past participle stem of cognoscere "to get to know, recognize," from assimilated form of com"together" (see co-) + gnoscere "to know," from PIE root *gno- "to know." In 17c. the meaning was extended to include perception and sensation.

https://www.etymonline.com/word/cognition

Cognitive functions and processes

Cognitive functions, also referred to as psychological functions, as described by Carl Jung in his book Psychological Types, are particular mental processes within a person's psyche that are present regardless of common circumstance. This was a concept that served as one of the conceptual foundations for his theory on personality type. In his book, he noted four main psychological functions: thinking, feeling, sensation, and intuition. He introduced them with having either an internally focused (introverted) or externally focused (extraverted) tendency which he called "attitudes".

But current cognitive sciences rather tend to speak about cognitive processes: these include problem solving, ...

Your evaluation of this course

What do You like about this course ?

What do You not like ?

What are Your wishes ?

Experiment 0

Whenever You see a person interacting with a digital device, tell Yourself something like:

Here and now I see a human being using a smartphone. Here and now the woman in front of me is touching the screen of her smartphone...

Make sure that You do Your best to try all sentences with "here and now".

Experiments

Please choose one among following experiments on presentation/realisation of which You shall participate.

Qualitative :: Gestalt Therapy and the digital world

The goal is to sharpen Your awareness concerning the interaction between humans and machines.

Task 0) Here and now, I am observing a human using a digital device ...

Task 1) Here and now, I do not percieve anyone using a digital device...

Task 2) Here and now, I see a digital device being carried around by a human being...

Task 3) ...

Output: Self-observation protocol.

Quantitative :: Digital devices in the public space

The objective is to estimate the impact of digital media on human society in June 2019 (AE49).
What You'll need is:

1) Few print-outs of the Media-to-Human protocol (M2H-protocol) , c.f. below

2) Systematic approach

"Brain Drain: The Mere Presence of One’s Own Smartphone Reduces Available Cognitive Capacity"

Increases in Depressive Symptoms, Suicide-Related Outcomes, and Suicide Rates Among U.S. Adolescents After 2010 and Links to Increased New Media Screen Time

Exploring the dimensions of nomophobia: Development and validation of a self-reported questionnaire

Problematic smartphone use and relations with negative affect, fear of missing out, and fear of negative and positive evaluation

Comfortably Numb Desensitizing Effects of Violent Media on Helping Others

Experiments

Please choose one among following experiments on presentation/realisation of which You shall participate.

Referat structure :: IMRAD

Introduction

Method

Results

Discussion

Session 3 :: Google, Brain & co.

Repetitio: Sessions 1 (Introduction) and 2 (How to read scientific articles)
Group work 1 : Carr (2008) Is Google making us stupid ?
Lectio: Brain
Group work 2 : Small et al. (2009) Your Brain on Google: Patterns of Cerebral Activation during Internet Searching
Anticipatio

ACHTUNG :: Today's session will be most probably the most difficult one.

Brain

Human brain is a physical (i.e. four-dimensional) object of organic origin which consumes biochemical energy in order to process and/or store information in a non-local, highly parallel, and in certain extent also plastic, equipotent and holographic fashion robust to both endogenous and exogenous perturbations.

(Hromada (2019), Prolegomena Paedagogica, page 7)

Brain atlas

Sensory cortex

Motor cortex

functional Magnetic Resonance Imaging (fMRI)

Hexagram of cognitive sciences

Net links

http://bildung.digital.udk-berlin.de/prolegomena2

https://kastalia.medienhaus.udk-berlin.de/4161

Astrid will give You Your kastalia login / password next week

Session 8 :: Developmental aspects

Repetitio (Theory of multiple intelligences)

Some administrative stuff (we meet in Medienhaus garden next week, 12th July course etc.)

Your experiments

Developmental aspects

The nightmare videos of children's Youtube

After smartphone: towards a new digital education artefact

Developmental aspects

Die LÃ¼ge der digitalen Bildung - Gerald Lembke, Ingo Leipner

Core thesis: "Eine Kindheit ohne Computer ist der beste Start ins digitale Zeitalter."

Constructivism & Jean Piaget

4 stages of cognitive development according to Piaget

American Pediatric Association Recommendations

For children younger than 18 months, use of screen media other than video-chatting should be discouraged.

Parents of children 18 to 24 months of age who want to introduce digital media should choose high-quality programming/apps and use them together with children, because this is how toddlers learn best. Letting children use media by themselves should be avoided.

For children older than 2 years, media limits are very appropriate. Limit screen use to no more than 1 hour or less per day of high-quality programming. Co-view or co-play with your children, and find other activities for to do together that are healthy for the body and mind (e.g., reading, teaching, talking, and playing together).

All children and teens need adequate sleep (8-12 hours, depending on age), physical activity (1 hour), and time away from media. Designate media-free times together (e.g., family dinner) and media-free zones (e.g., bedrooms). Children should not sleep with devices in their bedrooms, including TVs, computers, and smartphones.

The nightmare videos of children's Youtube

Session 2 :: How to read and understand scientific papers.

Presentation by Dr. M. Mihalilkova.

Digital Culture : Didactic Context

Didactics is science of teaching. And teaching is an art. In this seminar we shall move from present all the way to origins of "school" in order to understand why contemporary education systems are as they are and how shall they potentially evolve. We shall discuss the extent in which digital instruments (computers, beamers, holograms etc.) and practices transform and shall transform the Learner, Teacher and their mutual relation.

discussion & lecture seminar accompanied by Prof. Dr. Dr. Daniel Devatman Hromada

Hardenbergstr. 33, Raum 004, Thursdays 10:15 - 11:45

https://bildung.digital.udk-berlin.de/didactic

7th Meeting :: 5th December :: What is school ?

Herbart, Humbold, Fra Bartolomeo

Digital school

Ideal school

10th Meeting :: 9th January :: Who is an apprentice ?

Contat's account of the cat massacre

The following account comes from Nicolas Contat, Anecdotes typo-

graphiques ou I'on voit la description des coutumes, moeurs et usages singu-

Hers des compagnons imprimeurs, ed. Giles Barber (Oxford, 1980), pp.

51-53. After a day of exhausting work and disgusting food, the

two apprentices retire to their bedroom, a damp and draughty lean-

to in a corner of the courtyard. The episode is recounted in the

third person, from the viewpoint of Jerome:

He is so tired and needs rest so desperately that the shack looks

like a palace to him. At last the persecution and misery he has

suffered throughout the day have come to an end, and he can relax.

But no, some bedeviled cats celebrate a witches' sabbath all night

long, making so much noise that they rob him of the brief period

of rest allotted to the apprentices before the journeymen arrive for

work early the next morning and demand admission by constant

ringing of an infernal bell. Then the boys have to get up and cross

the courtyard, shivering under their nightshirts, in order to open

the door. Those journeymen never let up. No matter what you do,

you always make them lose their time and they always treat you as

a lazy good-for-nothing. They call for Leveille. Light the fire un-

der the cauldron! Fetch water for the dunking-troughs! True, those

jobs are supposed to be done by the beginner apprentices, who live

at home, but they don't arrive until six or seven. Thus everyone is

soon at work—apprentices, journeymen, everyone but the master

and the mistress: they alone enjoy the sweetness of sleep. That

makes Jerome and Leveille jealous. They resolve that they will not

be the only ones to suffer; they want their master and mistress as

associates. But how to turn the trick?

Leveille has an extraordinary talent for imitating the voices and

the smallest gestures of everyone around him. He is a perfect actor;

that's the real profession that he has picked up in the printing shop.

He also can produce perfect imitations of the cries of dogs and cats.

He decides to climb from roof to roof until he reaches a gutter next

to the bedroom of the bourgeois and the bourgeoise. From there he

can ambush them with a volley of meows. It's an easy job for him:

102Workers Revolt

he is the son of a roofer and can scramble across roofs like a cat.

Our sniper succeeds so well that the whole neighborhood is

alarmed. The word spreads that there is witchcraft afoot and that

the cats must be the agents of someone casting a spell. It is a case

for the cure, who is an intimate of the household and the confessor

of Madame. N o one can sleep any more.

Leveille stages a sabbath the next night and the night after that.

If you didn't know him, you would be convinced he was a witch.

Finally, the master and the mistress cannot stand it any longer.

"We'd better tell the boys to get rid of those malevolent animals,"

they declare. Madame gives them the order, exhorting them to

avoid frightening la grise. That is the name of her pet pussy.

This lady is impassioned for cats. Many master printers are also.

One of them has twenty-five. He has had their portraits painted

and feeds them on roast fowl.

The hunt is soon organized. The apprentices resolve to make a

clean sweep of it, and they are joined by the journeymen. The

masters love cats, so consequently they must hate them. This man

arms himself with the bar of a press, that one with a stick from the

drying-room, others with broom handles. They hang sacks at the

windows of the attic and the storerooms to catch the cats who

attempt to escape by leaping outdoors. The beaters are named, ev-

erything is organized. Leveille and his comrade Jerome preside

over the fete, each of them armed with an iron bar from the shop.

The first thing they go for is la grise, Madame's pussy. Leveille

stuns it with a quick blow on the kidneys, and Jerome finishes it

off. Then Leveille stuffs the body in a gutter, for they don't want

to get caught: it is a matter of consequence, a murder, which must

be kept hidden. The men produce terror on the rooftops. Seized by

panic, the cats throw themselves into the sacks. Some are killed on

the spot. Others are condemned to be hanged for the amusement

of the entire printing shop.

Printers know how to laugh; it is their sole occupation.

The execution is about to begin. They name a hangman, a troop

of guards, even a confessor. Then they pronounce the sentence.

In the midst of it all, the mistress arrives. What is her surprise,

when she sees the bloody execution! She lets out a scream; then her

voice is cut, because she thinks she sees la grise, and she is certain

103THE GREAT CAT MASSACRE

that such a fate has been reserved for her favorite puss. The work-

ers assure her that no one would be capable of such a crime: they

have too much respect for the house.

The bourgeois arrives. "Ah! The scoundrels," he says. "Instead

of working, they are killing cats." Madame to Monsieur: "These

wicked men can't kill the masters, so they have killed my pussy.

She can't be found. I have called la grise everywhere. They must

have hanged her." It seems to her that all the workers' blood

would not be sufficient to redeem the insult. The poor grise, a

pussy without a peer!

Monsieur and Madame retire, leaving the workers in liberty.

The printers delight in the disorder; they are beside themselves

with joy.

What a splendid subject for their laughter, for a belle copie! They

will amuse themselves with it for a long time. Leveille will take

the leading role and will stage the play at least twenty times. He

will mime the master, the mistress, the whole house, heaping ridi-

cule on them all. He will spare nothing in his satire. Among print-

ers, those who excel in this entertainment are called jobeurs: they

provide joberie.

Leveille receives many rounds of applause.

It should be noted that all the workers are in league against the

masters. It is enough to speak badly of them [the masters] to be

esteemed by the whole assembly of typographers. Leveille is one of

those. In recognition of his merit, he will be pardoned for some

previous satires against the workers.

11th Meeting :: 23rd January :: Who is the teacher ?

Bad teacher

Good teacher

Jan Amos Komensky

John Amos Comenius (March 28, 1592 – November 15, 1670) was a Czech teacher, scientist, educator, and writer. He was a Unity of the Brethren/Moravian Protestant bishop, a religious refugee, and one of the earliest champions of universal education, a concept eventually set forth in his book Didactica Magna. Comenius became known as the "Teacher of nations".

5th Meeting :: 21st November :: course canceled

1st Meeting :: From Goal to Definition

Order of the day

Repetitio
Lectio
Questio
Disputatio
Definitio
Praeparatio

1. Repetitio :: What is / was / will / can be the Goal of Education ?

Lectio :: S. Khan :: One world schoolhouse

Excerpt from the chapter "What college should be like"

3. Questio

Please discuss the question

What is digital education ?

with a neighbor sitting to Your right side and try to find agreement in at least 2 definitions / attributes. Remember: this is a kind of question where there are no false or right answers.

4. Disputatio

Please discuss the question

What is NOT or should NOT be part of digital education ?

with a neighbor sitting to Your left side and try to find agreement concerning at least one already presented "goals".

5. Definitio

"The task of digital education is to maximize force of judgment, in-depth knowledge, skillful expertise and personal integrity of voluntarily learning learners by means of well- thought, future-oriented, cognition-enhancing humanist curricula involving education-about-digital or education-with-digital methodologies."

(from my article "Digital education: ”education-with” / ”education-about” distinction and the teleological definition" submitted to journal Minerva (2019) )

6. Praeparatio

For next week please:

decide whether You would like to validate this seminar as members of digital or non-digital group

fill the Digitalisation survey and bring it

read first 2 pages from the paper 'Digital education: ”education-with” / ”education-about"' (c.f. https://bildung.digital.udk-berlin.de/didactic )

education-with-digital

"Education-with-digital is concerned with exploitation and integration of digital media and digital tools within the framework of generic teaching, learning, or cognition-enhancing process."

education-of-digital (or education-about-digital)

Education-about-digital is concerned with transfer of knowledge and competences related to logics, mathematics, computer science, cybernetics, cognitive science, human-computer interaction, data science, electrical engineering and information theory.

13th Meeting :: 30th January :: non-digital group(s)

Each student who wants to validate this course as members of the "non-digital" should become a part of group which is going to teach and lead a 45-minute course.

Make sure You define:

0) where ? (e.g. classroom, hall, street, atelier, garden)

1) question which is going to be addressed by the course
2) target audience (pre-schoolers ? pupils ? adolescents ? adults ? alzheimer patients ?)
3) instruments and media You are going to use (digital media not allowed for non-dig. groups)

8th Meeting :: 12th December :: Invited speaker

T.B.D.

9th meeting :: What is Enlightenment ?

Main figures :: Friedrich Schleiermacher

" There has to be a theory which departs from relation between older and younger generation and which poses a question: What does the older generation want from the younger one ? "

Main figures :: Johann Friedrich Herbart

Gründung der Pädagogik als wissenschaftliche Disziplin

Hauptbegriffe: Vertiefung (Klarheit, Assoziation), Interesse (Merken, Erwarten), Besinnung (System, Methode), Begehrung (Fordern, Handeln)

"Der Pädagoge vergleicht einen Zögling nicht mit dem anderen, sondern mit sich selbst !"

Main figures :: Wilhelm von Humboldt

Leiter der Sektion des Kultus und des öffentlichen Unterrichts im preußischen Innenministerium
Humboldtsches Bildungsideal: Selbstbestimmung (Autonomie) und Mündigkeit
andere wichtige Begriffe: akademische Freiheit, Weltbürgertum

"Anregung aller Kräfte des Menschen, damit diese sich über die Aneignung der Welt entfalten und zu einer sich selbst bestimmenden Individualität und Persönlichkeit führen“."

What Is Enlightenment?

Enlightenment is man's emergence from his self-imposed nonage. Nonage is the inability to use one's own understanding without another's guidance. This nonage is self-imposed if its cause lies not in lack of understanding but in indecision and lack of courage to use one's own mind without another's guidance. Dare to know! (Sapere aude.) "Have the courage to use your own understanding," is therefore the motto of the enlightenment.

Laziness and cowardice are the reasons why such a large part of mankind gladly remain minors all their lives, long after nature has freed them from external guidance. They are the reasons why it is so easy for others to set themselves up as guardians. It is so comfortable to be a minor. If I have a book that thinks for me, a pastor who acts as my conscience, a physician who prescribes my diet, and so on--then I have no need to exert myself. I have no need to think, if only I can pay; others will take care of that disagreeable business for me. Those guardians who have kindly taken supervision upon themselves see to it that the overwhelming majority of mankind--among them the entire fair sex--should consider the step to maturity, not only as hard, but as extremely dangerous. First, these guardians make their domestic cattle stupid and carefully prevent the docile creatures from taking a single step without the leading-strings to which they have fastened them. Then they show them the danger that would threaten them if they should try to walk by themselves. Now this danger is really not very great; after stumbling a few times they would, at last, learn to walk. However, examples of such failures intimidate and generally discourage all further attempts.

Thus it is very difficult for the individual to work himself out of the nonage which has become almost second nature to him. He has even grown to like it, and is at first really incapable of using his own understanding because he has never been permitted to try it. Dogmas and formulas, these mechanical tools designed for reasonable use--or rather abuse--of his natural gifts, are the fetters of an everlasting nonage. The man who casts them off would make an uncertain leap over the narrowest ditch, because he is not used to such free movement. That is why there are only a few men who walk firmly, and who have emerged from nonage by cultivating their own minds.

It is more nearly possible, however, for the public to enlighten itself; indeed, if it is only given freedom, enlightenment is almost inevitable. There will always be a few independent thinkers, even among the self-appointed guardians of the multitude. Once such men have thrown off the yoke of nonage, they will spread about them the spirit of a reasonable appreciation of man's value and of his duty to think for himself. It is especially to be noted that the public which was earlier brought under the yoke by these men afterwards forces these very guardians to remain in submission, if it is so incited by some of its guardians who are themselves incapable of any enlightenment. That shows how pernicious it is to implant prejudices: they will eventually revenge themselves upon their authors or their authors' descendants. Therefore, a public can achieve enlightenment only slowly. A revolution may bring about the end of a personal despotism or of avaricious tyrannical oppression, but never a true reform of modes of thought. New prejudices will serve, in place of the old, as guide lines for the unthinking multitude.

This enlightenment requires nothing but freedom--and the most innocent of all that may be called "freedom": freedom to make public use of one's reason in all matters. Now I hear the cry from all sides: "Do not argue!" The officer says: "Do not argue--drill!" The tax collector: "Do not argue--pay!" The pastor: "Do not argue--believe!" Only one ruler in the world says: "Argue as much as you please, but obey!" We find restrictions on freedom everywhere. But which restriction is harmful to enlightenment? Which restriction is innocent, and which advances enlightenment? I reply: the public use of one's reason must be free at all times, and this alone can bring enlightenment to mankind.

On the other hand, the private use of reason may frequently be narrowly restricted without especially hindering the progress of enlightenment. By "public use of one's reason" I mean that use which a man, as scholar, makes of it before the reading public. I call "private use" that use which a man makes of his reason in a civic post that has been entrusted to him. In some affairs affecting the interest of the community a certain [governmental] mechanism is necessary in which some members of the community remain passive. This creates an artificial unanimity which will serve the fulfillment of public objectives, or at least keep these objectives from being destroyed. Here arguing is not permitted: one must obey. Insofar as a part of this machine considers himself at the same time a member of a universal community--a world society of citizens--(let us say that he thinks of himself as a scholar rationally addressing his public through his writings) he may indeed argue, and the affairs with which he is associated in part as a passive member will not suffer. Thus it would be very unfortunate if an officer on duty and under orders from his superiors should want to criticize the appropriateness or utility of his orders. He must obey. But as a scholar he could not rightfully be prevented from taking notice of the mistakes in the military service and from submitting his views to his public for its judgment. The citizen cannot refuse to pay the taxes levied upon him; indeed, impertinent censure of such taxes could be punished as a scandal that might cause general disobedience. Nevertheless, this man does not violate the duties of a citizen if, as a scholar, he publicly expresses his objections to the impropriety or possible injustice of such levies. A pastor, too, is bound to preach to his congregation in accord with the doctrines of the church which he serves, for he was ordained on that condition. But as a scholar he has full freedom, indeed the obligation, to communicate to his public all his carefully examined and constructive thoughts concerning errors in that doctrine and his proposals concerning improvement of religious dogma and church institutions. This is nothing that could burden his conscience. For what he teaches in pursuance of his office as representative of the church, he represents as something which he is not free to teach as he sees it. He speaks as one who is employed to speak in the name and under the orders of another. He will say: "Our church teaches this or that; these are the proofs which it employs." Thus he will benefit his congregation as much as possible by presenting doctrines to which he may not subscribe with full conviction. He can commit himself to teach them because it is not completely impossible that they may contain hidden truth. In any event, he has found nothing in the doctrines that contradicts the heart of religion. For if he believed that such contradictions existed he would not be able to administer his office with a clear conscience. He would have to resign it. Therefore the use which a scholar makes of his reason before the congregation that employs him is only a private use, for no matter how sizable, this is only a domestic audience. In view of this he, as preacher, is not free and ought not to be free, since he is carrying out the orders of others. On the other hand, as the scholar who speaks to his own public (the world) through his writings, the minister in the public use of his reason enjoys unlimited freedom to use his own reason and to speak for himself. That the spiritual guardians of the people should themselves be treated as minors is an absurdity which would result in perpetuating absurdities.

But should a society of ministers, say a Church Council, . . . have the right to commit itself by oath to a certain unalterable doctrine, in order to secure perpetual guardianship over all its members and through them over the people? I say that this is quite impossible. Such a contract, concluded to keep all further enlightenment from humanity, is simply null and void even if it should be confirmed by the sovereign power, by parliaments, and the most solemn treaties. An epoch cannot conclude a pact that will commit succeeding ages, prevent them from increasing their significant insights, purging themselves of errors, and generally progressing in enlightenment. That would be a crime against human nature whose proper destiny lies precisely in such progress. Therefore, succeeding ages are fully entitled to repudiate such decisions as unauthorized and outrageous. The touchstone of all those decisions that may be made into law for a people lies in this question: Could a people impose such a law upon itself? Now it might be possible to introduce a certain order for a definite short period of time in expectation of better order. But, while this provisional order continues, each citizen (above all, each pastor acting as a scholar) should be left free to publish his criticisms of the faults of existing institutions. This should continue until public understanding of these matters has gone so far that, by uniting the voices of many (although not necessarily all) scholars, reform proposals could be brought before the sovereign to protect those congregations which had decided according to their best lights upon an altered religious order, without, however, hindering those who want to remain true to the old institutions. But to agree to a perpetual religious constitution which is not publicly questioned by anyone would be, as it were, to annihilate a period of time in the progress of man's improvement. This must be absolutely forbidden.

A man may postpone his own enlightenment, but only for a limited period of time. And to give up enlightenment altogether, either for oneself or one's descendants, is to violate and to trample upon the sacred rights of man. What a people may not decide for itself may even less be decided for it by a monarch, for his reputation as a ruler consists precisely in the way in which he unites the will of the whole people within his own. If he only sees to it that all true or supposed [religious] improvement remains in step with the civic order, he can for the rest leave his subjects alone to do what they find necessary for the salvation of their souls. Salvation is none of his business; it is his business to prevent one man from forcibly keeping another from determining and promoting his salvation to the best of his ability. Indeed, it would be prejudicial to his majesty if he meddled in these matters and supervised the writings in which his subjects seek to bring their [religious] views into the open, even when he does this from his own highest insight, because then he exposes himself to the reproach: Caesar non est supra grammaticos. 2 It is worse when he debases his sovereign power so far as to support the spiritual despotism of a few tyrants in his state over the rest of his subjects.

When we ask, Are we now living in an enlightened age? the answer is, No, but we live in an age of enlightenment. As matters now stand it is still far from true that men are already capable of using their own reason in religious matters confidently and correctly without external guidance. Still, we have some obvious indications that the field of working toward the goal [of religious truth] is now opened. What is more, the hindrances against general enlightenment or the emergence from self-imposed nonage are gradually diminishing. In this respect this is the age of the enlightenment and the century of Frederick [the Great].

A prince ought not to deem it beneath his dignity to state that he considers it his duty not to dictate anything to his subjects in religious matters, but to leave them complete freedom. If he repudiates the arrogant word "tolerant", he is himself enlightened; he deserves to be praised by a grateful world and posterity as that man who was the first to liberate mankind from dependence, at least on the government, and let everybody use his own reason in matters of conscience. Under his reign, honorable pastors, acting as scholars and regardless of the duties of their office, can freely and openly publish their ideas to the world for inspection, although they deviate here and there from accepted doctrine. This is even more true of every person not restrained by any oath of office. This spirit of freedom is spreading beyond the boundaries [of Prussia] even where it has to struggle against the external hindrances established by a government that fails to grasp its true interest. [Frederick's Prussia] is a shining example that freedom need not cause the least worry concerning public order or the unity of the community. When one does not deliberately attempt to keep men in barbarism, they will gradually work out of that condition by themselves.

I have emphasized the main point of the enlightenment--man's emergence from his self-imposed nonage--primarily in religious matters, because our rulers have no interest in playing the guardian to their subjects in the arts and sciences. Above all, nonage in religion is not only the most harmful but the most dishonorable. But the disposition of a sovereign ruler who favors freedom in the arts and sciences goes even further: he knows that there is no danger in permitting his subjects to make public use of their reason and to publish their ideas concerning a better constitution, as well as candid criticism of existing basic laws. We already have a striking example [of such freedom], and no monarch can match the one whom we venerate.

But only the man who is himself enlightened, who is not afraid of shadows, and who commands at the same time a well disciplined and numerous army as guarantor of public peace--only he can say what [the sovereign of] a free state cannot dare to say: "Argue as much as you like, and about what you like, but obey!" Thus we observe here as elsewhere in human affairs, in which almost everything is paradoxical, a surprising and unexpected course of events: a large degree of civic freedom appears to be of advantage to the intellectual freedom of the people, yet at the same time it establishes insurmountable barriers. A lesser degree of civic freedom, however, creates room to let that free spirit expand to the limits of its capacity. Nature, then, has carefully cultivated the seed within the hard core--namely the urge for and the vocation of free thought. And this free thought gradually reacts back on the modes of thought of the people, and men become more and more capable of acting in freedom. At last free thought acts even on the fundamentals of government and the state finds it agreeable to treat man, who is now more than a machine, in accord with his dignity.

Notes
1. Translated by Mary C. Smith.

2. [Caesar is not above grammarians.]

4th Meeting :: What is learning ?

Brunner, Feurstein, Piaget

Pragmatic answer

Learning is a process which increases Your fitness and enriches Your cognition.

Theoretical answer

"Learning is a form of evolution."

(Prolegomena Paedagogica, page 3)

Intelligence

Autonomous decision making

Ability to react to environment to improve own state

Ability to understand

About reflecting ("the more one reflects, the more intelligent one is")

Understanding abstract concepts ("ability to imagine which is not there/tangible")

Withstand impulsive behaviour

Multiple intelligences ?

musical-rhythmic,

visual-spatial,

verbal-linguistic,

logical-mathematical,

bodily-kinesthetic,

interpersonal,

intrapersonal,

naturalistic

Of teaching and learning

"Das Lehren ist darum schwerer als das Lernen, weil Lehren heißt: lernen lassen."

Martin Heidegger

0th Meeting :: 16th October

Order of the day

Introductio
Questio
Disputatio
Praeparatio

Introductio

Who are You ?
Who am I ?
What is Prolegomena to Educatio Digitale ?
How to validate this course ?

Questio

Please discuss the question

What is / was / will be / can be the Goal of Education ?

with a neighbor sitting to Your right side and try to find agreement in at least 3 candidate goals. Remember: this is a kind of question where there are no false or right answers.

What is the goal of education ?

Disputatio

Please discuss the question

What should NOT be the Goal of Education ?

with a neighbor sitting to Your left side and try to find agreement concerning at least one already presented "goals".

Praeparatio

Please read pages 239 - 240 from Salman Khan's book "The One World Schoolhouse" and try to form an OPINION about it.

Handouts available at https://bildung.digital.udk-berlin.de/didactic/handouts

12th Meeting :: 23th January :: Who is the Hebamme ?

Socrates and Meno's slave

Soc. They spoke of a glorious truth, as I conceive.

Men. What was it? and who were they?

Soc. Some of them were priests and priestesses, who had studied how they might be able to give a reason of their profession: there, have been poets also, who spoke of these things by inspiration, like Pindar, and many others who were inspired. And they say-mark, now, and see whether their words are true-they say that the soul of man is immortal, and at one time has an end, which is termed dying, and at another time is born again, but is never destroyed. And the moral is, that a man ought to live always in perfect holiness. "For in the ninth year Persephone sends the souls of those from whom she has received the penalty of ancient crime back again from beneath into the light of the sun above, and these are they who become noble kings and mighty men and great in wisdom and are called saintly heroes in after ages." The soul, then, as being immortal, and having been born again many times, rand having seen all things that exist, whether in this world or in the world below, has knowledge of them all; and it is no wonder that she should be able to call to remembrance all that she ever knew about virtue, and about everything; for as all nature is akin, and the soul has learned all things; there is no difficulty in her eliciting or as men say learning, out of a single recollection -all the rest, if a man is strenuous and does not faint; for all enquiry and all learning is but recollection. And therefore we ought not to listen to this sophistical argument about the impossibility of enquiry: for it will make us idle; and is sweet only to the sluggard; but the other saying will make us active and inquisitive. In that confiding, I will gladly enquire with you into the nature of virtue.

Men. Yes, Socrates; but what do you mean by saying that we do not learn, and that what we call learning is only a process of recollection? Can you teach me how this is?

Soc. I told you, Meno, just now that you were a rogue, and now you ask whether I can teach you, when I am saying that there is no teaching, but only recollection; and thus you imagine that you will involve me in a contradiction.

Men. Indeed, Socrates, I protest that I had no such intention. I only asked the question from habit; but if you can prove to me that what you say is true, I wish that you would.

Soc. It will be no easy matter, but I will try to please you to the utmost of my power. Suppose that you call one of your numerous attendants, that I may demonstrate on him.

Men. Certainly. Come hither, boy.

Soc. He is Greek, and speaks Greek, does he not?

Men. Yes, indeed; he was born in the house.

Soc. Attend now to the questions which I ask him, and observe whether he learns of me or only remembers.

Men. I will.

Soc. Tell me, boy, do you know that a figure like this is a square?

Boy. I do.

Soc. And you know that a square figure has these four lines equal?

Boy. Certainly.

Soc. And these lines which I have drawn through the middle of the square are also equal?

Boy. Yes.

Soc. A square may be of any size?

Boy. Certainly.

Soc. And if one side of the figure be of two feet, and the other side be of two feet, how much will the whole be? Let me explain: if in one direction the space was of two feet, and in other direction of one foot, the whole would be of two feet taken once?

Boy. Yes.

Soc. But since this side is also of two feet, there are twice two feet?

Boy. There are.

Soc. Then the square is of twice two feet?

Boy. Yes.

Soc. And how many are twice two feet? count and tell me.

Boy. Four, Socrates.

Soc. And might there not be another square twice as large as this, and having like this the lines equal?

Boy. Yes.

Soc. And of how many feet will that be?

Boy. Of eight feet.

Soc. And now try and tell me the length of the line which forms the side of that double square: this is two feet-what will that be?

Boy. Clearly, Socrates, it will be double.

Soc. Do you observe, Meno, that I am not teaching the boy anything, but only asking him questions; and now he fancies that he knows how long a line is necessary in order to produce a figure of eight square feet; does he not?

Men. Yes.

Soc. And does he really know?

Men. Certainly not.

Soc. He only guesses that because the square is double, the line is double.

Men. True.

Soc. Observe him while he recalls the steps in regular order. (To the Boy.) Tell me, boy, do you assert that a double space comes from a double line? Remember that I am not speaking of an oblong, but of a figure equal every way, and twice the size of this-that is to say of eight feet; and I want to know whether you still say that a double square comes from double line?

Boy. Yes.

Soc. But does not this line become doubled if we add another such line here?

Boy. Certainly.

Soc. And four such lines will make a space containing eight feet?

Boy. Yes.

Soc. Let us describe such a figure: Would you not say that this is the figure of eight feet?

Boy. Yes.

Soc. And are there not these four divisions in the figure, each of which is equal to the figure of four feet?

Boy. True.

Soc. And is not that four times four?

Boy. Certainly.

Soc. And four times is not double?

Boy. No, indeed.

Soc. But how much?

Boy. Four times as much.

Soc. Therefore the double line, boy, has given a space, not twice, but four times as much.

Boy. True.

Soc. Four times four are sixteen-are they not?

Boy. Yes.

Soc. What line would give you a space of right feet, as this gives one of sixteen feet;-do you see?

Boy. Yes.

Soc. And the space of four feet is made from this half line?

Boy. Yes.

Soc. Good; and is not a space of eight feet twice the size of this, and half the size of the other?

Boy. Certainly.

Soc. Such a space, then, will be made out of a line greater than this one, and less than that one?

Boy. Yes; I think so.

Soc. Very good; I like to hear you say what you think. And now tell me, is not this a line of two feet and that of four?

Boy. Yes.

Soc. Then the line which forms the side of eight feet ought to be more than this line of two feet, and less than the other of four feet?

Boy. It ought.

Soc. Try and see if you can tell me how much it will be.

Boy. Three feet.

Soc. Then if we add a half to this line of two, that will be the line of three. Here are two and there is one; and on the other side, here are two also and there is one: and that makes the figure of which you speak?

Boy. Yes.

Soc. But if there are three feet this way and three feet that way, the whole space will be three times three feet?

Boy. That is evident.

Soc. And how much are three times three feet?

Boy. Nine.

Soc. And how much is the double of four?

Boy. Eight.

Soc. Then the figure of eight is not made out of a of three?

Boy. No.

Soc. But from what line?-tell me exactly; and if you would rather not reckon, try and show me the line.

Boy. Indeed, Socrates, I do not know.

Soc. Do you see, Meno, what advances he has made in his power of recollection? He did not know at first, and he does not know now, what is the side of a figure of eight feet: but then he thought that he knew, and answered confidently as if he knew, and had no difficulty; now he has a difficulty, and neither knows nor fancies that he knows.

Men. True.

Soc. Is he not better off in knowing his ignorance?

Men. I think that he is.

Soc. If we have made him doubt, and given him the "torpedo's shock," have we done him any harm?

Men. I think not.

Soc. We have certainly, as would seem, assisted him in some degree to the discovery of the truth; and now he will wish to remedy his ignorance, but then he would have been ready to tell all the world again and again that the double space should have a double side.

Men. True.

Soc. But do you suppose that he would ever have enquired into or learned what he fancied that he knew, though he was really ignorant of it, until he had fallen into perplexity under the idea that he did not know, and had desired to know?

Men. I think not, Socrates.

Soc. Then he was the better for the torpedo's touch?

Men. I think so.

Soc. Mark now the farther development. I shall only ask him, and not teach him, and he shall share the enquiry with me: and do you watch and see if you find me telling or explaining anything to him, instead of eliciting his opinion. Tell me, boy, is not this a square of four feet which I have drawn?

Boy. Yes.

Soc. And now I add another square equal to the former one?

Boy. Yes.

Soc. And a third, which is equal to either of them?

Boy. Yes.

Soc. Suppose that we fill up the vacant corner?

Boy. Very good.

Soc. Here, then, there are four equal spaces?

Boy. Yes.

Soc. And how many times larger is this space than this other?

Boy. Four times.

Soc. But it ought to have been twice only, as you will remember.

Boy. True.

Soc. And does not this line, reaching from corner to corner, bisect each of these spaces?

Boy. Yes.

Soc. And are there not here four equal lines which contain this space?

Boy. There are.

Soc. Look and see how much this space is.

Boy. I do not understand.

Soc. Has not each interior line cut off half of the four spaces?

Boy. Yes.

Soc. And how many spaces are there in this section?

Boy. Four.

Soc. And how many in this?

Boy. Two.

Soc. And four is how many times two?

Boy. Twice.

Soc. And this space is of how many feet?

Boy. Of eight feet.

Soc. And from what line do you get this figure?

Boy. From this.

Soc. That is, from the line which extends from corner to corner of the figure of four feet?

Boy. Yes.

Soc. And that is the line which the learned call the diagonal. And if this is the proper name, then you, Meno's slave, are prepared to affirm that the double space is the square of the diagonal?

Boy. Certainly, Socrates.

Soc. What do you say of him, Meno? Were not all these answers given out of his own head?

Men. Yes, they were all his own.

Soc. And yet, as we were just now saying, he did not know?

Men. True.

Soc. But still he had in him those notions of his-had he not?

Men. Yes.

Soc. Then he who does not know may still have true notions of that which he does not know?

Men. He has.

Soc. And at present these notions have just been stirred up in him, as in a dream; but if he were frequently asked the same questions, in different forms, he would know as well as any one at last?

Men. I dare say.

Soc. Without any one teaching him he will recover his knowledge for himself, if he is only asked questions?

Men. Yes.

Soc. And this spontaneous recovery of knowledge in him is recollection?

Men. True.

Soc. And this knowledge which he now has must he not either have acquired or always possessed?

Men. Yes.

Soc. But if he always possessed this knowledge he would always have known; or if he has acquired the knowledge he could not have acquired it in this life, unless he has been taught geometry; for he may be made to do the same with all geometry and every other branch of knowledge. Now, has any one ever taught him all this? You must know about him, if, as you say, he was born and bred in your house.

Men. And I am certain that no one ever did teach him.

Soc. And yet he has the knowledge?

Men. The fact, Socrates, is undeniable.

Soc. But if he did not acquire the knowledge in this life, then he must have had and learned it at some other time?

Men. Clearly he must.

3rd Meeting :: 7th November :: What is Fairy Tale in Post-Industrial society?
by Dr. G. Bagdasarov

What is Fairy Tale in Post-Industrial society?

During the almost more than 80 000 years Fairy Tale was one of the most important if not the only one epistemological instruments for education. Within the past 300 years such role is slowly shifted by other educational tools co-developing with industrial development of society. We'll discuss the role of Fairy Tale as an educational tool as well as it's transformation and substitution of it's function within the context of industrialization of society.

6th Meeting :: What is reform pedagogy ?

Montessori, Steiner, Freinet

Commonalities among Waldorf / Montessori / Freinet

"Head. Heart. Hand"

child-oriented and NOT market-oriented attitude ("We are teachers and not businessmen.")

integrative, holistic and synthetic

increased amount of manual, haptic or corporal activity

higher amount of parent and pupil participation

egalitarian interaction between classes and ages

own instruments and media

Freinet Pedagogy

"Through Life - for Life - through Work."

learning by doing work or providing services

usefulness-oriented activity

"Expression libre"

printing press plays important role / pupils create their own tangible media

more "hands-on" and anti-authoritarian than Waldorf or Montessori

Montessori Pedagogy

"Help me to do it myself !"

four domains of focus: Practical Life, Sensing, Language and Math

free choice from didactic instruments pre-selected by the Teacher

importance of classrom's spatial setup

more "cognitive" (e.g. Polarization of attention) than Steiner or Freinet

Waldorf Pedagogy

"Thinking / Feeling / Willing"

artistic / creative practice integral part of an epoch-based curriculum

older students or parents create instruments for younger kids

preference for natural (wood, clay, wool) materials

more φαντασία -oriented than Montessori or Freinet

2nd meeting :: What is a didactic instrument ?

Larry O'Reill ceo of AHRT as a holigram at Imperial College Business School, The school is showing off a new method of teaching using holograms of business professor, they have promised a demonstration of the technology

Order of the day

Administratio

Repetitio ("What is goal of education ?"

Continuatio ("What is digital education ?")

Lectio & ludum

Questio ("What is a didactic instrument ?") & disputatio

Praeparatio

Administratio :: Future evolution of this course

there is no course next week (invited speaker at Campus Innovation conference in Hamburg)
on 12.12 there will be a mini-symposium "On teaching #0: Ethics and mathematics in the post-digital world" in Medienhaus
if You attend the symposium You validate 2 attendances for this course
You can also gain an attendance point by drawing / visualizing an answer to a question like:

What is goal of education ?

What is digital education ?
What is a digital fairy-tale ?

How does a intuition-fostering instrument looks like ?

instrument

Etymology

From Middle English instrument, from Old French instrument, from Latin īnstrūmentum (“an implement, tool”), suffix -mentum.

Noun

instrument (plural instruments)

A device used to produce music. quotations ▼
The violinist was a master of her instrument.
A means or agency for achieving an effect. quotations ▼
A measuring or displaying device.
The instrument detected an increase in radioactivity.
A tool, implement used for manipulation or measurement.
The dentist set down his tray of instruments.
The scientist recorded the temperature with a thermometer but wished he had a more accurate instrument.
(law) A legal document, such as a contract, deed, trust, mortgage, power, indenture, or will.
A bond indenture is the instrument that gives a bond its value.
Negotiable instruments are the foundation of the debt markets.
(figuratively) A person used as a mere tool for achieving a goal.

examples of didactic instruments

Features of didactic instruments

digital (electronic) / non-digital

B. F. Skinner - Teaching Machines and Programmed Learning (1960)

Praeparatio

please watch the video at https://kastalia.medienhaus.udk-berlin.de/6058

next week I will maybe not be here but the course takes place under guidance of Dr. Bagdasarov

Administratio :: 2. Zukunftstag UdK 2030

Zum Zukunftstag „UdK 2030“ sind alle Studierenden, Lehrenden und Mitarbeiter*innen der UdK Berlin eingeladen! Anknüpfend an den Hochschultag 2018 konzentrieren wir uns diesmal auf den Themenbereich KOMMUNIKATION.

On 3rd floor, knowledge management system (KMS) kastalia.medienhaus will be presented for the first time.

7th Meeting :: 5th December :: What is school ?

Herbart, Humbold, Fra Bartolomeo

Digital school

Ideal school

15th Meeting :: 13th February :: Invitatio to Bildung Digitale

0th Meeting :: 16th October

What is the goal of education ?

examples of didactic instruments

4th Meeting :: What is learning ?

Brunner, Feurstein, Piaget

Multiple intelligences ?

musical-rhythmic,

visual-spatial,

verbal-linguistic,

logical-mathematical,

bodily-kinesthetic,

interpersonal,

intrapersonal,

naturalistic

6th Meeting :: What is reform pedagogy ?

Montessori, Steiner, Freinet

Commonalities among Waldorf / Montessori / Freinet

"Head. Heart. Hand"

child-oriented and NOT market-oriented attitude ("We are teachers and not businessmen.")

integrative, holistic and synthetic

increased amount of manual, haptic or corporal activity

higher amount of parent and pupil participation

egalitarian interaction between classes and ages

own instruments and media

9th meeting :: What is Enlightenment ?

7th Meeting :: 5th December :: What is school ?

Herbart, Humbold, Fra Bartolomeo

Ideal school

Digital school

11th Meeting :: 23rd January :: Who is the teacher ?

Good teacher

Bad teacher

10th Meeting :: 9th January :: Who is an apprentice ?

12th Meeting :: 23th January :: Who is the Hebamme ?

14th Meeting :: 6th Feburary :: digital group(s) teaching concept

Each student who wants to validate this course as members of the "digital" should become a part of group which is going to teach and lead a 45-minute course.

Make sure You define:
0) where ? (e.g. classroom, hall, street, garden, atelier)
1) question which is going to be addressed by the course
2) target audience (pre-schoolers ? pupils ? adolescents ? adults ? alzheimer patients ?)
3) instruments and media You are going to use (at least one kind of digital instrument or medium obligatory for members of the dig. group)

Prolegomena to Educatio Digitale :: Historical Context

Question

meta-definition of Digital Education

OR

education-of-digital

the Goal

three contexts

Historical context

A letter to Your future digital self

Educatio Digitale : Computer Science : From Ἥφαιστος to deep fakes

Digital Culture :: Cognitive Context

Session 6 :: Studies to understand, explain or replicate

Digital Culture :: Cognitive Context :: Handouts

F.A.Q.

Contacts

Introductory video

Session 7 :: Memetic Theory

What is common to both camps is that they both attribute memes their own "urge to reproduce themselves", which is independent (and sometimes even contradictory) to needs of the "host" organism.

Program

Groups

Credits & co.

Bibliography

Goals

Session 7 :: Theory of multiple intelligences

Session 5 :: Cognitive psychology

"cognitivism" = "behaviorism" + "mind"

"An auto-organising set of structures and processes determining the characteristic behaviour of an individual." (Prolegomena Peadagogica, 2019, p.2)

Given an equal number of exposures, distributed (or spaced) practice at a skill is almost always superior to massed practice.» (Tomasello, 2009; Prolegomena, 2019, p. 102)

Course validation

Session 4 :: Cognitive context

cognition (n.)

Experiments

Session 3 :: Google, Brain & co.

(Hromada (2019), Prolegomena Paedagogica, page 7)

Net links

Session 8 :: Developmental aspects

Session 2 :: How to read and understand scientific papers.

Digital Culture : Didactic Context

7th Meeting :: 5th December :: What is school ?

10th Meeting :: 9th January :: Who is an apprentice ?

11th Meeting :: 23rd January :: Who is the teacher ?

5th Meeting :: 21st November :: course canceled

1st Meeting :: From Goal to Definition

13th Meeting :: 30th January :: non-digital group(s)

8th Meeting :: 12th December :: Invited speaker

9th meeting :: What is Enlightenment ?

" There has to be a theory which departs from relation between older and younger generation and which poses a question: What does the older generation want from the younger one ? "

"Der Pädagoge vergleicht einen Zögling nicht mit dem anderen, sondern mit sich selbst !"

4th Meeting :: What is learning ?

0th Meeting :: 16th October

12th Meeting :: 23th January :: Who is the Hebamme ?

3rd Meeting :: 7th November :: What is Fairy Tale in Post-Industrial society? by Dr. G. Bagdasarov

3rd Meeting :: 7th November :: What is Fairy Tale in Post-Industrial society?
by Dr. G. Bagdasarov