Pacey (1983). Chapter 4 – Beliefs about Resources. (The Culture of Technology.)

“One study group has argued that we have an obligation to future generations to think fifty years ahead, and criticizes most commercial and political planning for its ‘horizon blindness’ beyond about ten years.” (p 67)

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Pacey (1983). Chapter 3 – The Culture of Expertise. (The Culture of Technology.)

“Also noteworthy in this episode is the way each professional interprets the problem according to his own specific type of expertise. The chemist studies organic molecules, the automotive engineer redesigns vehicles, and the highway planner looks for ways to reduce congestion.” (p 44)

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Feenberg (2017). Critical theory of technology and STS.

“The dominant program is materialized in actual technologies through designed-in values and purposes. The dominant actors thus always have the ‘facts’ on their side. The anti-program may be confined at first to discursive expressions such as protests and demands articulating values different from those of the dominant actors. The subordinate actors’ demands usually appear to be unrealistic, ideological, in the face of the ‘facts’.” (p 6)

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Simon (2018). Delete Your Account Now: A Conversation with Jaron Lanier.

“They are these other people who decide, called advertisers — or I prefer to call them manipulators, because they have been sold on the idea that they’re not just advertising. They’re not just getting a message in front of you, but are part of a mathematical scheme that will predictably addict you and then modify your behavior.” (¶10)

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Gomez-Zuebisch (2010). Introduction. (A phenomenological exploration of the learning values derived from instructional short videos among adult learners.)

“To this resistance, Mitra responded with a quote from the science fiction writer Sir Arthur C. Clarke who stated ‘A teacher that can be replaced by a machine should be’.” (p 27)

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Crosby (1997). Time. (The Measure of Reality.)

“For generations the town clock was the one complicated machine that hundreds of thousands saw every day, heard over and over again every day and night. It taught them that invisible, inaudible, seamless time was composed of quanta. It, like money, taught them quantification.” (p 85)

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Mander (1991). Seven Negative Points About Computers. (In the absence of the sacred.)

“The real issue is not whether computers can benefit you or your group; the question is who benefits most from the existence of computers in society? The answer suggests that, for all of their small-scale benefits, the largest institutions have far more to gain, and they know it.” (p 68)

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Franklin (2004). Coda (The Real World Of Technology).

“One precondition for pressing for systemic changes is an understanding of the ongoing dynamics of technology and power. … For instance, over the unending din of economic rhetoric, we need to speak of what happens to people.” (p 177)

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Franklin (2004). Chapter 10 (The Real World Of Technology).

“While the pool of information available to the students may increase, the pool of available understanding may not. This has considerable consequences for social [page break] cohesion and peace and deserves careful attention.” (p 171-172)

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Roché. (2018). Switzerland’s mysterious fourth language.

“…but now people are tired of everything being the same everywhere. It’s seen as hip and cool to go back to your roots and be more local than global.” (¶15)

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