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ntag the inclusion of the sabra and shatila anecdote does not advance the cause of what he imagines to be a neutral article on israeli terrorism an article whose existence he believes is not justified nevertheless guy montag s adversarial function plays just as important a role as mustafaa who set the agenda for expansion this time in the resulting addition of the sabra and shatila segment this particular friction fomented between the guy montag mustafaa axis in fact has been responsible the co construction of various representations of the israeli palestinian conflict in various iterations as an expansive or reductive version of itself depending on how the community chose to make all the pieces fit together what to make of these growth phases in science it is considered proper methodological form to derive propositions and research conclusions out of large samples of information with encyclopedic knowledge it is no different it is a better use of refining actions to start with a lot of data than to refine something that is already refined from the outset at the very least the chances of yielding something unexpected are greater in the former scenario from a semantic perspective however the expansion of meaning doesn t necessarily carry the same positive connotations jaron lanier in a well real article criticized wikipedia prose for its lack of a discernible voice which he says prevents him from accessing the full meaning of a text reading a wikipedia entry he says is like reading the bible closely there are faint traces of the voices of various anonymous authors and editors though it is impossible to be sure 5 indeed tracing a line of thought or narrative path throughout a wikipedia text can be a daunting task it is in the fecundity of complex multi layered and difficult to navigate knowledges however that so many people gain an opportunity to test out their talents at editing snipping excising stripping and modifying their way to a reality of their choosing an alternative paradigm of knowledge based in postsructuralist thought however repudiates lanier s implicit yearning for stable singular and full meanings in this paradigm language is inadequate in its ability to precisely encapsulate meanings of events and phenomena above all when experientially shared across different groups it is in this paradigm that the singularity of knowledge is rejected since representations of reality are always situated and destined to fragment into a multiplicity of perspectives had lanier read the article on israeli terrorism he may have not necessarily detected anything bizzare in the mention of the massacre at sabra and shatila massacres in the latest version that qualified who was directly and indirectly involved in it chances are however that the article lacked a certain crescendo leading to the gratification of a crystal clear narrative or coherent story what we have in this article because of both sides exerting pressures against the other are more facts to handle the facts that have been often been needled through to just barely get accepted in if anything what lanier has witnessed is an act of collaborative exclectics it is the attempt by several people to put their minds around an expansive reality by teasing out the fullest meanings from concepts that operate on a wide spectrum of diverse subjectivities 1 4 dialogic interaction and growth cycles in knowledge predicated on a many to many network of communication social media are inherently dialogic in the sense that knowledge is co constructed between users who institutionally speaking are for the most part theoretically equals in the participation process this study asks whether the increase in dialogic activity leads in effect to richer information sets that factor into the production of knowledge in wikipedia dialogic interaction translates into a scenario where user a imports perspective x into the interactive space of knowledge production while user b imports perspective y at a certain point in time and depending on the interactive space that structures utterances between the two users the event would process a richer set of information than it would have had with one less user the process will have it nevertheless that knowledge cannot simply deepen in semantic complexity as users add input there are two principal epistemological actions that explain how a group of knowledge producers come to make decisions regarding all new inputs the first is called agonistic reasoning or put simply argumentation in this model competing or mutually exclusive ideas are counterposed in the hopes of offering a comparative view thereby giving participants in the deliberation process a better informed method of weighing the individual merits of each side decisions in favor of one side will come to whatever degree at the expense of the inferior competing idea this type of epistemology has been associated with the sifting and winnowing of ideas an act of data reduction from a surface level view in the realm of ideas it is still possible however that the refinement of a knowledge product arising out of argumentation would actually yield semantically richer data since in the process the surviving knowledge has historically interacted or conversed with losing inputs thus the semantic complexity of a refined argument hinges on the ability for the reader or more likely the researcher to trace its latent genealogy the common experience is that the average reader will not go to this extreme measure of tracing the intellectual genealogy of an article in this situation a line of reasoning that loses out in the agonistic reasoning process never resurfaces and thus the moratorium for that strand of thought is a certain one dialogue in its alternative goal however is an attempt at interweaving conceptually different inputs or negotiating meaning in way that automatically factors all the inputs into the outcome it is an epistemic action related to constructivism that presumes a reality which does not exist outside of a human s ability to conceive it while this paradigm is still controversial in its application within the emprical sciences it has gained widespread influence in the qualitative study of media and representation systems it so happens that this second connotation of dialogue is to be associated with the semantic expansive effects of knowledge since any new input will in theory increase the number of perspectives built into any representational construct without invalidating the competing perspectives 1 5 interwoven strands of individuated thought and reasoning habermasian win loss model or collective mind irreducible conceptual blends similiar to benhabib s universal particularism ferrero s collective agency class 2 1 hypothesis h1 what explains attributes of wikipedia knowledge outcomes better exclectically conceived loose fuzzy indeterminate end product or a dialectically conceived refined specific narrowed determined end product h2 does this knowledge resemble a habermasian vision of a communicative ethic or a benhabibian vision 3 1 theoretical justification 4 1 research problem methodology section one way to measure the degree of exclecticity vs dialecticity is to measure how determined the textual components are i can do a discourse analysis of certain lexemes i can do a narrative analysis to see if the text lends itself to coherent narratives or if it does the opposite dilute the narratives with what i call narrative fuzziness posted by unknown at 12 11 am 1 comment sunday january 25 2009 the ethics of networked thinking in higher education 1 4 0 the internet is aplomb with student peer to peer communication otherwise encompassing emergent forms of chattering collaborating document and file sharing to name some it is cyber conduct that university faculty and administration are beginning to contemplate and then worry about since most of it is happening outside their sphere of control while some have taken these realities to predict a post university world where the student becomes the administrator of their own customized educational experience i focus rather on questions that deal with the adaptation or reconfiguration of the university s instructional program under the assumption that universities are in a unique position to lend their resources traditions and values towards a dialogue with a diverse field of emerging learning behaviors and initiatives an ethical question therefore ensues with the internet beginning to play a much larger more practical role in learning and intellectual production the question begs as to how isolated versus socially connected students should be as they intellectually engage in their academic projects for example a typical college exam is an activity designed to be experienced in isolation university curricula across the board already heavily bias individualism over collaborative intellectual work in undergraduate research and writing exercises even the exceptions do not necessarily defy the prevailing ethic university sanctioned study groups ultimately contend with sharply competitive grading styles that still reinforce a personal as opposed to collective cognitive responsibility for the advancement of learning despite this no university in practice will conform neatly to an extreme individualist or networked thinking model of learning this analysis first exposes the underlying conflicting pedagogies that thrive and exchange under these exciting times of rapid technological change for this i will present examples of how different learning systems have come to interoperate and collide with each other in the watershed 2008 2009 academic year what follows below is a breakdown of three primary ideas which explain the tension residing between individual and networked thinking pedagogies tensions 1 the imperative of measuring scholarly progress 2 puritan conceptions of intellectual laboring 3 notions of intellectual ownership networked thinking s tenuous relationship with academia networked thinking in its most general sense is just one among several terms evoking the notion that people interconnected by a platform that facilitates group forms of discussion information sharing deliberation reasoning and co constructive activities can yield cognitive accomplishments that in the collective are more valuable than anything that could be accomplished through the sum of its constituent individual thinkers it has been researched and known with increasing conclusiveness since the 1970 s that social forms of learning significantly improves students ability to engage with and master their academic projects 1 learning methods that employ collective cognitive exercises have been embraced to varying extents by different universities almost always these currents must be understood against the backdrop of 100 years of university instruction that supports above all an individualized learning and evaluative experience 2 this conflict of learning paradigms which on the one hand forces students through a solitary obstacle course of the school s design and on the extreme opposite end fosters a community of independent and unfettered thinking and research can be explained in part by the university s understanding of students developmental needs and intellectual responsibilities throughout various stages of an academic career tension 1 measurement and evaluation of scholarly progress one of the main rationales cited for individualized learning is that such a strategy allows the academic authority figure to hold any student accountable to the essential prerequisites of a standardized curriculum this student whose performance is observed and measured can be held back or pushed forward along a linear trajectory representative of the curriculum s learning objectives 3 because much of networked thinking involves distributing intellectual labor between multiple learning agents there arises a logistical conflict when it comes time to monitor a particular student s progress since social learning clouds the boundaries of individual intellectual responsibility for those who cynically see the university as bending backwards to market imperatives and neoliberalism one will find an additional explanation for the dominance of a pedagogy that curtails experimental social learning techniques this the critics say because the university is doing a better job of training undergrads than educating as the prominent internet sociologist clay shirky wryly noted in a conference talk universities do not ask students to figure out the formula for hydrochloric acid because they need it to be discovered rather he says the university is giving students an opportunity to solve pre fabricated problems otherwise reflected in the term learning by doing 4 this intellectual sandbox pedagogy for the most part explains the difference between undergraduate work which is highly programmatic and predictable and graduate level work where students depart from such to produce ground breaking publishable thought it is no coincidence thus that graduate level seminars depart from the didactive style of teaching instead encouraging its students to deliberate in free flowing social formats the need at the graduate level for universities to compete in the marketplace of ideas positions its students not merely as learners but as producers who are entrusted with higher order cognitive tasks therefore different forms of networked thinking are encouraged at the graduate level thus seminars co authorships colloquia conferences etc are all staples of academic life beyond the bachelor s degree before this transition point students are symbolically bereft of trust in their cognitive skills if this fact is not being reflected by the fashionable moves towards pedagogies of social learning that are touted mainly within circles of educational theory it is because in practice the overwhelming residue of individualized learning theories lay manifest in the academic policies and syllabi of almost every american university 5 tension 2 puritan conceptions of intellectual laboring if the first tension with networked learning relates to the practical matter of instructors needing to evaluate for student progress then this second tension can explain a deeper pedagogical contention that some educators may hold against collective learning practices this same educator incidentally may favor learning modules that are centrally directed and supported through individualized school work bereiter and scardamalia refer to this as the teacher a model 6 in school the greatest premium is placed upon pure thought activities what individuals can do without the external support of books and notes calculators or other complex instruments although use of these tools may sometimes be permitted during school learning they are almost always absent during testing and examination at least implicitly then school is an institution that values thought that proceeds ...