Snyder (2017). On Tyranny: Twenty Lessons from the Twentieth Century.

“You submit to tyranny when you renounce the difference between what you want to hear and what is actually the case. This renunciation of reality can feel natural and pleasant, but the result is your demise as an individual — and thus the collapse of any political system that depends upon individualism.”

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Mander (1991). Fantasy And Reality. (In the absence of the sacred.)

“Living constantly inside an environment of our own invention, reacting solely to things we ourselves have created, we are essentially living _inside our own minds_. Where evolution was once an interactive process between human beings and a natural, unmediated world, evolution is now an interaction between human beings and our own artifacts.” (p 32)

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Morris (2016). An Example of Excellence: Chickasaw Language Revitalization through Technology.

“Indeed, through this article, in the Western academic sense, we see technology, adaption and adoption, synthesis and innovation by the Chickasaw Nation. But those from Native communities, including this author, see self-determination in praxis. Language is a matter of cultural survival.” (p 302)

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Franklin (2004). Chapter 5 (The Real World Of Technology).

“Thus, as more and more of daily life in the real world of technology is conducted via prescriptive technologies, the logic of technology begins to overpower and displace other types of social logic, such as the logic of compassion or the logic of obligation, the logic of ecological survival or the logic of linkages into nature.” (p 92)

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Snyder (2018). Cybercolony USA.

“And that’s what I mean, by the way, by being cyber-colonized. That things that are happening out in a world where no one cares about you are, in fact, affecting the things that you care about and the people that you care about.”

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Franklin (2004). Chapter 4 (The Real World Of Technology).

“Many technological systems, when examined for context and overall design, are basically anti-people. … When students are seen as not sufficiently competent, it is likely to be computers that the school purchases rather than extra teacher’s time and extra human help. And when security agencies in this country feel that Canadian citizens harbour thoughts and might contemplate actions that the state doesn’t like, they don’t invite these citizens to discuss their grievances or alternate thoughts openly and on a basis of equality. Instead, telephones are tapped or files are assembled by purely technological means.” (p 71-72)

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Clarke (1970). The Future Isn’t What It Used To Be.

“Ultimately this device will be plugged in to a global electronic library, and scholarship will be revolutionized. Another generation, which will take this for granted, will be unable to imagine how we were able to function without this information grid.” (p 7)

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Hall (1984). The French, the Germans, and the Americans. (The dance of life: The other dimension of time.)

“The most basic of culture patterns are acquired in the home, and begin with the baby’s synchronizing his or her movements with the mother’s voice. Language and our relations with others build on that basic foundation of rhythm. … When the child enters school, however, the culture comes on full force. Schools instruct us how to make the system work and communicate that we are forever in the hands of administrators. Bells tell everyone when they must begin learning and when to stop.” (p 108-109)

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Franklin (2004). Chapter 2 (The Real World Of Technology).

“We should reflect on the possibility that technology that produces pseudorealities of ephemeral images and eliminates reciprocity also diminishes the sense of common humanity. … Where there is no reciprocity, there is no need for listening. There is then no need to understand or accommodate.” (p 45)

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