Thursday, June 4, 2015

Simultaneous Place

     The topic that interested me most from Networked Publics was Simultaneous Place:  Networked Publics.  Simultaneous Place:  Networked Publics suggests that even with the benefits of technology (conversations via cell phones, surfing the Internet on laptops, listening to music on iPhones, texting, reading books or newspapers from electronic sources, we still gather to somehow enjoy the companionship of others even in our solitude.  We have managed to exist in simultaneous places…the world of technology and a physical location. With so many ways to stay connected, why gather in a common place and not physically communicate with those most proximate to us?  The gathering is not by chance. It is an innate need developed in the eighteenth century. We had a desire to gather in cafes and salons to have critical debates about the latest newsletter or pamphlet (Varnelis, 2012, p. 16). It is not the physical place that is important, but the discourse that occurs.  Those gathering in the physical location (Starbucks in this example) are seeking meaningful discussions, critiques and analysis utilizing non-place such as laptops and cellular telephones. It is not necessary to assemble, but we desire the interaction even without the spoken word.
      Anthropologist Marc Ange suggests that our sense of place will end (Varnelis, 2012, p. 18).  He believes that we will exist in a non-place such as spaces of transitions absent of identity, human relationships or traces of humans (airports, airplanes, garages), data (in front of the computer), goods and capital (the space in front of the ATM, mall or supermarket)as solitary individuals (Varnelis, 2012, p. 18).  We will lose who we are in this non-place…our identities, language, and rules will be lost.  Ange believes that we will jeopardize our cultural approach to literacy according to Green’s three dimensions of Literacy and Technology. We will lose our ability to transfer languages and rules to future generations.  We will lose who we are and forget how we came to be who we are. We will forget why we do the things we do.  We will forget why the things we do are the right things.  The critical approach to literacy allows us to make meaning and participate in society.  Without the knowledge of the culture, we cannot hope to be an active participating member of society; one capable of effecting appropriate changes when necessary.
     I believe that regardless of the technological advancements, we will continue to seek interaction.  Our identities are formed through these interactions.  We will still gather in the smoke areas, at the water cooler and near the coffee maker.  We will find ways to fulfill this need.  A recent company initiative to include photographs of all employees on the company telephone directory proves this point.  As soon as the photographs became available on line, employees were searching for individuals that they have had contact with via email.  There was a desire to put a face with the name.  I believe that we will always have that desire to associate with others.  That is the reason we gather in crowds at Starbucks to just text, surf the Internet or listen to music on their iPhones. 

Reference
Varnelis, K.(Ed.).(2008). Networked Publics. Cambridge, Massachusetts: The MIT Press.

3 comments:

  1. Your post is so sad to me! "We will lose our ability to transfer languages and rules to future generations. We will lose who we are and forget how we came to be who we are. We will forget why we do the things we do. We will forget why the things we do are the right things." But, I see that you are completely right. We can clearly see this already happening in the world around us. Many students are indifferent to participating in activities in school; they prefer to go home and play video games. Real world interactions vs. virtual/data places. In the school I am in this is very obvious. Ironically, today was our middle school community outreach day, and all 6th-8th grade did community service activites throughout our small rural town. The students painted fences, dugouts, fire hydrants, weeded gardens for the elderly, did a free car wash and other neat activities. I was SHOCKED when I heard how many students refused to participate. Four students out of my group of 15 kids bailed. My heart breaks that these students don't have the compassion and selflessness to help out. Not to mention, nice snacks, a cookout and a whole day of playing outside (with no school work!). The service activities only lasted two hours of the morning! In my eyes, this is also a failure on the parents side. They should not have given their children the option to refuse (or even skip school altogether!) it just shows them that their community doesn't matter. Why should they care if their parents don't?

    So, that is why I am saddened by your post, but I see how it is spot on.... especially after today! :(

    ReplyDelete
  2. This comment has been removed by the author.

    ReplyDelete
  3. Corintha,

    Good post! I correlate the need for humans to surround themselves with others as a direct relationship to Abraham Maslow’s hierarchy of needs. In this four stage pyramid of needs the third stage states humans need: Love and Belongingness. “These needs are met through satisfactory relationships - relationships with family members, friends, peers, classmates, teachers, and other people with whom individuals interact” (Cengage, 2009). Even though technology has allowed us the opportunity to meet in virtue space I do feel that – the sense of “being there” can’t totally be fulfill in a virtue reality.

    Please review this article from the Washington Post in which the writer suggest that in education some students still need that human influence.

    Washington Post: http://www.washingtonpost.com/posteverything/wp/2015/06/04/technology-wont-fix-americas-neediest-schools-it-makes-bad-education-worse/

    References:

    Cengage. (2009). Maslow's Hierachy of Needs. Retrieved from Cengage: http://www.cengage.com/resource_uploads/downloads/0495570540_162121.pdf

    Toyama, K. (2015). Technology Won't Fix America's Neediest Schools. It Makes Bad Education Worse. Retrieved from Washington Post: http://www.washingtonpost.com/posteverything/wp/2015/06/04/technology-wont-fix-americas-neediest-schools-it-makes-bad-education-worse/

    ReplyDelete