Adventures in Applied Actor-Network Theory

The first step is to admit you have a problem, right?

Well, I have a problem with computers or, more specifically, with broadband Internet service: my capacity to wallow in distraction seems almost boundless. I can sit for hours, hopping from site to site, tracking this blog and that, contributing to that discussion thread or the other, reading news stories – including satirical ones – and playing games.

My goodness, I can waste whole days playing games, especially if it’s one of the new ones, rich in story and human interest and short on gun-play. (Gone Home is brilliant, by the way.)

But, out in the real world, there is much to be done! I have classes to teach and students to advise! I have books to read and papers to write! I have a marriage to keep vibrant and children to raise up into freedom and dignity and friendships to cultivate! I have music to play and instruments to practice and bands to organize and gigs to book and dances to, um, dance! I have a household to keep and finances to manage!

And that’s on a slow day!

I am 46 years old, and really have only so many hours left in my life. Can I really afford to fritter away so many of them on a computer, doing nothing much?

No, really, I can’t.

So, what ought I to do?

Continue reading

From the Archive: A Phenomenology of Driving, and Other Matters

Continuing along the thread of music and the experience of systems and of movement, here is a post that appeared on my other blog, The Ethics of Metropolitan Growth, on November 11, 2011. In it, I draw from half-remembered conversations from grad school to inform an elucidation of the fluidity of movement and the transparency of technical artifacts when we are using them.

(This post was followed, a few days later, by a more technical post based on an attempt to read Husserl.)


A Phenomenology of Driving, and Other Matters

Yesterday morning, I was discussing risk and risk perception with my engineering ethics class, focusing on the distinction between the risk expert’s quantitative approach to risk (risk = probability of harm x magnitude of harm) with the lay public’s qualitative and experiential approach to risk.

There are a number of reasons, I noted, why Americans regularly accept the relatively high risk of injury or death from automobile accidents (with ~40,000 car-related deaths in the United States every year), but are skittish about flying in airplanes and exposure to other risks that are, statistically, of much lower probability.

People are generally more likely to accept risks they take on voluntarily, for example, than risks that are imposed without their consent. People are also more likely to accept familiar risks than those that are novel. They may also, I speculated, be more willing to accept risks when they have a sense of being in control of their own fate. In fact, when we are in a familiar circumstance with a sense of being in control, we may not even perceive a given activity as risky at all.

There is little in American experience more familiar than driving and riding in automobiles, and we seldom feel more in control of our own fates than when we are behind the wheel. Continue reading

The Music of Systems

As I continue to mull over possible connection between ethical experience and music, I came across a passage suggesting that systems have a kind of music to them.

I provided students in my environmental ethics class with a few excerpts from Donella M. Meadows’ very useful book, Thinking in Systems: A Primer. The last chapter, “Living In a World of Systems,” provides insights from general systems theory as to how best to go about working to change systems of all kinds.

One section in particular caught my eye:

Getting the Beat of the System

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Everyday Things

InĀ my post of Tuesday afternoon, I made brief mention of an exercise in my environmental ethics class involving a pencil:

In my environmental ethics class, I gave each of six groups a single no. 2 pencil – a classic yellow Ticonderoga, as it happens – and asked them first to write down everything they already knew about no. 2 pencils or could find out from physically examining and using the object itself. Then I told them to go to the ‘net to find out what else they could learn.

I should put this exercise in context.

The fearful truth of the matter is that I am inventing the idea for my environmental ethics course as I teach it. Continue reading

Object Lessons

My post about the cyclotron case – “The Other End of the Beam” – has made me wonder whether I could build a course in practical ethics, or perhaps just the introductory segment of a course, around a single, physical object.

I’d come across a brief account of the idea of an object lesson, which is attributed to the eighteenth- and nineteenth-century educational theorist Johann Heinrich Pestalozzi, in a recent overview of the philosophy of education by Nel Noddings.

I’ll need to go back and look at her account, and I’ll need to dig into the history of it, but the basic idea is to allow students to learn from interacting directly with a particular object. Especially notable is that the technique was often used for moral instruction, often in a religious context.

That original meaning of the term, object lesson, has been obscured: in common usage, it refers generally to an experience from which someone learns something.

I’d like to restore the core idea of interacting with an object, in imagination if not in direct experience, to give students practical experience using one or another skill of ethical inquiry. Continue reading