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Mushon Zer-Aviv
Since 2002
Works in Tel-Aviv United States of America

PORTFOLIO (4)
BIO
Mushon Zer-Aviv is a designer, an educator and a media activist from Tel-Aviv, based in NY. His work explores media in public space and the public space in media. In his creative research he focuses on the perception of territory and borders and the way they are shaped through politics, culture, networks and the World Wide Web. He is the co-founder of Shual.com - a foxy design studio; ShiftSpace.org - an open source layer above any website; YouAreNotHere.org - a dislocative tourism agency; Kriegspiel - a computer game based on Guy Debord’s Game of War; and the Tel Aviv node of the Upgrade international network. Mushon is an honorary resident at Eyebeam - an art and technology center in New York. He teaches new media research at NYU and open source design at Parsons the New School of Design.
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DISCUSSION

OPPORTUNITY

The ShiftSpace Commissions Program


Deadline:
Mon Feb 25, 2008 00:00

play_blip_movie_468266();

What interface would you create on top of any website?
What information trail would you choose through the web?

Turbulence has commissioned ShiftSpace and now ShiftSpace commissions you. Ten development grants, of up to $2,000, will be granted to individuals and collectives using ShiftSpace as a platform.

While the Internet's design is widely understood to be open and distributed, control over how users interact online has given us largely centralized and closed systems. ShiftSpace is an Open Source platform that attempts to subvert this trend by providing a new public space on the web. By pressing the [Shift] + [Space] keys, a ShiftSpace user can invoke a new meta layer above any web page to browse and create additional interpretations, contextualizations and interventions using various authoring tools.

Please watch the video and visit the commissions site to find out more.


DISCUSSION

The Right to Flash - A petiton demanding equal Flash rights for Right-To-Left languages


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The Right to Flash - A petiton demanding equal Flash rights for Right-To-Le=
ft languages
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The Right to Flash is the initiative of Amir Dotan (London, UK), Mushon
Zer-Aviv (Tel-Aviv, Israel) and Naim Kamel (Ramallah, Palestine). It was
launched in July 2003 in order to make sure the middle east, doesn't get
left behind the development of the internet, believing it to be a powerful
tool for overcoming differences and for new methods of communication. In the
case of Flash both Palestinian users and Israeli users are united by the
similarity of our languages, both unfortunately left behind by Macromedia=
's
Flash MX technology.

Exerpt from the petition:
"...Macromedia Flash does not support Right-to-left languages. It is broken
and needs to be fixed. It currently doesn't meet the standards we've come to
expect from a company, which constantly expresses a commitment to show the
world 'what the web can be'..."

We believe The Right to Flash is universal and shouldn't be restricted by
cultures or languages. We look forward to start speaking Flash in our own
languages and to fully use its potential to make the web all that it can be.

PLEASE SIGN THE PETITION ON: http://www.the-right-to-flash.com

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PLEASE FORWARD THIS MAIL TO AS MANY PEOPLE, MAILING LISTS OR WEB NEWS-POSTS=
AS YOU CAN.
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OPEN DESIGN NOW / Learning By Doing


open-design-now-why-design-cannot-remain-exclusive

I guess “NOW” is relative as the essay I wrote for Open Design Now is now at least 2 years old. But still I figured it makes sense to share. (on more than one level) I recommend reading this in the original site, but just as a backup I will publish it here as well. One of the reasons I waited with publishing it here in the blog (even though the whole book is CC-SA-BY licensed) is that the publishing model they took was to slowly publish the essays over a long period of time, one essay at a time. And the book was going from 0% open to 100% open. It’s an interesting model, certainly a compromise between the OPENESS tribe and the publisher’s concern over the INTELLECTUAL PROPERTY and the commodification of the content. Now that it is 100% open, and my essay is just slightly dated, I think it’s fair to share it here :)

Mushon Zer-Aviv describes his efforts to teach open source design as an attempt to investigate why collaborative work combined with individual autonomy has not been common practice in design, as it is in open source software development. He discusses whether what worked for code might just as easily be transferred to design: the physical object as binary structure.

I have been teaching open source design since 2008, in an attempt to figure out whether it can even exist. This article is an opportunity for me to reflect on and share my latest failures and successes in teaching what has yet to be learned.

I was first exposed to the open source world as a user of some free software; it was only later that I was introduced to the idealistic arguments about Freedoms, as a more abstract principle. This combination of collaborative work and individual autonomy intrigued me. Coders were developing appealing political structures that were fostering creativity, collaboratively. I envied that degree of creative freedom; as a designer, I live in fear of ‘design by committee’.

Don’t designers know how great free collaboration can be? Are they too afraid of trying? Do they just need a helping hand? Or is the problem that what works for code just doesn’t really translate into the design process?

Inspired by these initiatives, I started my own open source project, co-founding ShiftSpace.org; I took part as a designer, collaborating with Dan Phiffer, a coder. It was my enthusiasm about open development that inspired me, but I was surprised to find that this excitement was not shared by my fellow designers. Don’t designers know how great free collaboration can be? Are they too afraid of trying? Do they just need a helping hand? Or is the problem that what works for code just doesn’t really translate into the design process?

I set out to answer these questions, but trawling through online resources did not yield enough satisfactory writing on the subject. Many discussions confused sharing with collaboration, or were trying to advocate the use of open graphics software for purely ideological reasons. These arguments did not convince me; I was fairly sure that the ideological stance of coders could not be the only element that makes ‘Free Software’ such a desirable practice. Similarly, there is no intrinsic sociable instinct that leads coders to one another. The networked collaborative model of Free Software for coding is pragmatically the best way to go; any other way just makes much less sense. In this context, ideological reasons are secondary to simple pragmatism.

An Open Design Lab, with My Students as Lab Rats

It might be that we just haven’t found the right way to transcend the design process; it’s not as if we’ve tried all that hard yet. Art and design schools still nurture the image of the genius as an individual artist. Originality is rewarded as a higher standard than communication, and copying is considered a sin. I figured the classroom would be the first place to start, so I proposed a class for the Parsons School for Design entitled Open Source Design. I assumed that our exploration of design based on Free Software methods should probably start with interface design, since interface is an integral part of most of the software we use. My hope was that I would be able to convince my students to contribute their design skills to some projects – have them get hands-on experience working on real projects while actually making some actual (and much-needed) contributions to Free Software.

To drive home the point about collaboration (and to scare off any students who might not be ready for the bumpy ride), I decided to kick off the first class with some bold statements:

“In this class, we’re going to explore the possibilities of Open Source Design while learning HTML, CSS & WordPress theming. However, I should warn you that I don’t have much experience in HTML & CSS, and I will practically be learning WordPress for the first time along with you guys.”

You can imagine the looks on their faces. Luckily for me, only some of them left as soon as the class was over. My approach to this class was different than what I had done in previous classes I had taught. Rather than teach the students to use the technology, we learned how to figure things out on our own. Rather than memorizing every HTML element and what it might be good for, we learned to use Firefox and the Firebug extension to inspect the source code of every site. Open source made sense immediately when the students could read the HTML code of any page like an open book. Unlike in other classes, the students were encouraged to copy, to analyze, to understand and to implement code and design patterns they found on the web.

To look at grid-based design, we used the Blueprint CSS framework; for WordPress, we used the Sandbox and Thematic framework themes. In both cases, the students based their work on previous design decisions coded into these frameworks and explored ways of modifying the code or design to fit their needs. We were using design foundations that were strong, but at the same time easy to modify. It made sense to the students; they understood why the concept of openness might actually be relevant for them.

Teaching vs Learning

Like many other design educators, teaching is one of the ways that I can stay up to date. I am required to constantly keep myself informed, constantly learning and make sure I actually understand new subjects enough to teach them. That is also a benefit of being involved in open source initiatives. The professional exchange between coders facilitates a sustainable peer-to-peer learning environment – and one that extends beyond the structures of institutional education. To extrapolate, if I learn by teaching students and geeks learn by teaching each other, maybe my students can learn that way too.

The first assignment in my class was ‘The Tutorial’. Students were required to create a (non-digital) tutorial on something they already knew how to do, preferably a topic that others might not be familiar with. They exchanged tutorials in class; over the following week, all the students had to follow the guidelines provided by their peers and report to the class on their experiences. The students wrote tutorials on such topics as ‘How to curve a football’, ‘A recipe for banana bread’, ‘DIY 3D glasses’, ‘Finding an Apartment in NY (Without Paying a Broker)’ and ‘How to Sell Multiple Pairs of Shoes’. A tutorial is an involved interactive design task, even when the tutorial is not digital. It also provided a framework for the semester that was constructed around knowledge sharing, documentation and peer learning.

Art and design schools still nurture the image of the genius. Originality is rewarded as a higher standard than communication, and copying is considered a sin.

Tutorial hunting has become a substantial part of the semester, as tutorials become a major source of pooled knowledge. We used a class mailing list where students could submit technical questions and ask for creative feedback. I encouraged them to post their code and questions on the blog and refer their peers to the relevant blog post from the mailing list. However, in many cases, a code snippet was not enough to get the full picture, reproduce the problem and help solve it; we needed to share the full code repository. I was concerned that getting the students on a version control system would be pushing them just a bit beyond the geekdom level that design students could handle in one semester, but it became unavoidable. I set them up on a centralized Subversion code repository, so every student would get every code update downloaded directly to their computers. They shared all the code by definition and could modify each others’ work when needed.

This worked well, but it had an unacceptable side effect: at the end of each semester, the class code repositories created in that semester would be left abandoned. Symbolically, each class became an abandoned open source project. Obviously, that was not the message I wanted to leave the students with. I recently gave up on the Subversion system, which used centralized version control, and got my students on Git and the Github.com ‘social coding’ site. On Github, the students publish their code in public and other users (not just the other students in the class, but also other users) can easily fork, merge and comment on the code. When the semester ended, the students maintained control of their own repositories, beyond the context of the class.

Pragmatic, Not Altruistic

By that point in the semester, I have managed to convince the students why free and open source content available online is relevant to them and will advance their creative work. But that was the easy part; I have not yet managed to convince them why they should contribute too, why they should give back to the commons.

I initially set up the final assignment of the semester as an arbitrary task: “Find an open source project, and contribute to it as a designer.” I was naïve, to say the least, and this ill-conceived task failed miserably. My students didn’t really understand the projects they chose, and the geek-talk on the mailing lists was incomprehensible jargon to them. The communities they approached did not have a frame of reference to appreciate the students’ contributions and were suspicious of the students’ motives. The first semester of the Open Source Design class ended in disappointment; it was clear we were on the wrong track.

In the following semester, I understood that assigning an arbitrary contribution was the wrong way to go. I had a smaller class that time around, and we chose to work together twice during the semester. First, we took part in the WordPress 2.7 icon design challenge. Later, the students chose to help some of their friends get their portfolios up online using the Indexhibit system. They wrote tutorials, they recorded screen-capture videos, they wrote code examples and style comments. Finally, they posted their contributions on the class blog and on the Indexhibit forums. Back then, the documentation available for Indexhibit was lacking and the students’ work was well received.

The second attempt had worked much better than the first one, but I knew its success had a lot to do with the qualities and personalities of the students in class. They enjoyed working together but at its core, the Indexhibit documentation was still a relatively altruistic contribution to a project that they were not actually planning to use after the class ended. If they were not going to benefit from their own contributions, why should they contribute again once they were no longer required to for a group assignment?

In the following semesters, I guided students to write the kind of tutorials they would have liked to find for themselves. Their tutorials focused on CSS, WordPress, Github… environments they used for their own benefit, in their own work. They not only covered the technical side of the technologies they documented; they also looked at the design aspects. At the end of the semester, the blog featured valuable, peer-reviewed and tested tutorials that benefited the students who had already completed the class. Months and years after each of these semesters ended, these publicly available contributions constantly receive thank-you comments from random users on the web. And still, it was not enough yet.

Toward a Collaborative Design Process

As far as knowledge sharing is involved, the tutorial approach has indeed proved itself. However, sharing technology and design tips is not collaboration. In this context, sharing has been happening post mortem to the creative act. To really challenge the design process and discover whether design can enjoy the benefits of the networked production revolution, I needed to focus my efforts on design collaboration.
Writing a wiki and coding software both benefit from a highly collaboration-friendly technology: text. Both types of content generation use a vocabulary predefined by language, which levels the playing field for the various contributors. It poses implicit prerequisites (literacy) and it funnels the contributions through a finite list of the syntax options standardized by language. For better or worse, both visual and behavioural languages are not confined within such rigid structures. Ironically, it is the openness of these languages that makes networked collaboration harder.

In the last few decades, interface design emerged as an important cultural practice. There have been many attempts recently to coordinate and standardize this new language. The critical discussion of interface linguistics does not happen in the academic arena, it happens in the blogosphere. These interface linguists document design patterns and evaluate best practices for following them. Many of them are advocating semantic content and structured data, claiming such approaches would support efforts to index and process this content. The aim here is to serve artificial systems that are not intelligent enough to derive the meaning without external assistance. At the same time, these index-based and component-based approaches help structure the creative process as well. We see it in Wikipedia, where the way that articles are structured helps to focus and process the collaborative act. We see it in the structure of Cascading Style Sheets (CSS), where design decisions propagate through the document’s structure. And we see it in interaction modules, where code libraries encapsulate a single action which can still be modified externally through APIs.

The critical discussion of interface linguistics does not happen in the academic arena, it happens in the blogosphere.

The next frontier for the academic collaborative design lab that my students and I have been leading would have to involve the linguistics of interaction design. We will start drafting characters, then words and then sentences; some might call it building a structured visual language. We will try to define a syntax, then rearrange it and try again; some might call it designing modular systems. We will try to set standards, then extend them, then break them; some might call it developing a design guide. We will try to evaluate the legibility and readability of our messages; some might call it usability testing. We will try to discover a new collaborative paradigm for the design process; some might call it ‘Open Source Design’.


The Turing Normalizing Machine


A machine learning experiment trying to decode social normalcy. This is a collaboration between Yonatan Ben-Simhon and myself and was initially presented at the Science Museum in Jerusalem as a part of the Other Lives exhibition inspired by the life and work of Alan Turing on his birthday anniversary.

More at the project’s page: mushon.com/tnm


RE: Open Knowledge Festival—Between Open Data and Public Knowledge


logo (obviously laser-cut)

The first Open Knowledge Festival (#OKfest) took place in Helsinki, Finland, September 17-22, 2012. The festival, arranged by the UK based Open Knowledge Foundation was dedicated to the growing culture of openness extended through digital technology. Following that spirit it covered 13 different “topic streams” coordinated by multiple program planners and attracting talks, panels, workshops and hackathons pitched through an open call. Throughout the festival 6 of the many parallel sessions were constantly streamed live online, all of these recordings are (openly) available.

The topic streams included everything from Open Democracy and Open Development, through Open Cities and Open Education, to Open Design and Data Visualization. The one thing shared throughout the sessions was a conviction that opening things up is generally a good thing that can leads society in the right direction.

I was in Helsinki as a guest of Pixelache and the Mushrooming Network giving a workshop titled Dis-Information-Visualization (more on that in a different post). My contributions to OKfest was two slightly more skeptical sessions in the Open Design (Wikipedia Illustrated) and Open Cities (Life in the Urban Panopticon) streams. Yet as a volunteer with the Israeli Public Knowledge Workshop (PKW) I was mainly interested in discussions around government transparency and civic engagement. This is also what I focus on in this post.

Best nametags ever! Each of them a custom laser-cut…

A Global Movement

The Open Knowledge Foundation is mainly an Open Gov NGO, so the Transparency and Accountability topic stream was a prominent one. On the first morning session of the first day after a few speakers gave their case studies, there was a lightning round presenting around 25 different government transparency projects from around 25 different places in the world. Each presenter was given 2 minutes and one slide. Funny enough most of them spoke of pretty similar efforts and challenges: governments reluctant to release data, lack of standardization, efforts to find partnerships with representatives, and so on… I could’ve just repeated the same story for our work in the PKW but instead I decided to tell the uplifting story of the “Opening the Finance Committee” project — the committee’s protocols were berried in print archives and our volunteers decided to force them open by scanning and crowdsourcing their digitization. 12 hours after launching the project’s website, the government got the message and released the protocols online in a machine readable format. We got some enthusiastic claps for that.

The Declaration on Parliamentary Openness

Another interesting session focused on ways for parliament monitoring organizations (PMOs) to collaborate, especially under the umbrella of the joined “Declaration on Parliamentary Openness”. The declaration, signed by more than 80 orgs (including us) from more than 55 countries, is a collaboratively written document laying out principles and best practices for governments to follow and for PMOs to push for.

The 44 points document is not necessarily something to expect govs to fully implement at once (though it could be nice), it is mainly used as a platform for cross-pollination between PMOs and as a tool of leverage to further advance the cause.

María Baron, from the Argentinian Directorio Legislativo, shared their strategy in using the document even before it was published. They got their government (which she personally doesn’t like that much) invested in advance as a partner and invited them to actually comment on and influence the declaration. Her group evaluated the Argentinian government’s standing on each of the 44 points in the document, not comparing them the UK or the Netherlands, but to the neighboring Chile, Peru, Paraguay & Uruguay. When it was clear that in this comparison the Argentinian gov is not looking so good, they warned they’ll be going to the press with the alarming results. The government in response set a joined work group with the PMO to change the reality for the better.

The declaration is written as a live document. It can receive inline comments adding local perspectives. Even better, it is built to collect local examples and updates that can serve as case studies and leverages for parallel efforts.

An interesting remark from Sarah Schacht (from Knowledge As Power) was that in most cases the politicians can’t necessarily change much in the government’s approach to openness as it’s the clerks who set the standards. Beyond the big words about democracy and transparency that politicians would gladly align themselves with, the staff has to be on board. It is true that some clerks won’t act without higher political will, but they often are much more critical players in the process than we usually consider. We won’t win them over by waving open standards and democratic euphemism but by listening to what they need and by understanding what the tools mean for them. We should remember that their focus is mostly on the document management system, for them openness is an after thought.

In this conversation I have also learned about two relevant projects that are gaining some global interest. The first, Akoma Ntoso (http://akomantoso.org), is a machine readable XML format for parliamentary, legislative and judiciary documents. The second, Bungeni (http://Bungeni.org) builds on top of Akoma Ntoso to provide a suite of (Python based) open source tools for drafting, managing, consolidating and publishing legislative and other parliamentary documents. The names of these projects may sound African, that’s because they are. In these projects openness is not an afterthought but a foundational essence. Obviously, once standards and tools are shared the potential for cross-PMO Open Source collaboration is huge.

The steps to take full advantage of this document initiative is to print it, translate it, localize it (make it fit the local political system and culture). Out of the 44 points in the declaration, each country can choose to focus on its few target points, then obviously share examples and updates with the other PMOs by annotating the living document and participating in the mailinglist.

Data Overload

As engaging and exciting as it was, almost all of the conversations in the festival seemed to be very low level – more about opening data, less about what to do with the data once open. Personally, I feel like the openness is just the beginning, and even if it is not complete, heck, even if we have to get the data by scraping PDF files, open knowledge is not only about informatics.

I often use the DIKW model which generally says that DATA given context becomes INFORMATION give meaning becomes KNOWLEDGE given insight becomes WISDOM. I would add “…given organizing becomes ACTION”. Yet, the Open Knowledge Festival was much more concerned with open data than with open knowledge. It seems like this movement is breeding a new phenomenon: the spreadsheet activist. It’s a somewhat apolitical way of dealing with politics and that’s not good. When there was any discussion of contextualizing the data, the automatic solution was always: Data visualization. And you know what I think about that

It got me thinking about the time when we chose to call our NGO the “Public Knowledge Workshop”. At first I regretted the departure from the term “Open Knowledge” that was already spreading around Europe. But now I think that “Public Knowledge” is actually a much more committed term. Open Knowledge can be piles of valuable books freely and openly available to read, inspect, remix and distribute, even if no one actually does that. Public Knowledge means that data, information, knowledge, are being used and shared, not just potentially but actively. This requires much more than making the data available, it requires us to put it into action, and much more, to get it to drive civic engagement and to actively improve not only our information systems, but our societies at large.

Trying to be proactive, I grabbed Banjamin Ooghe, from the French PMO Regards Citoyens, for a one-on-one session. He gave me a demo of the parliament monitoring work they do and I responded with a demo of our projects. They’re doing some interesting stuff with search and automation, taking advantage of the Open Source Solr search engine. They’re also making much less use of user generated content than we are. I posted my interview of him demoing on YouTube, to show the gang back home. I loved his response to the way some activists rush to declare themselves as non-partisan. He said: “We’re not non-partisan. We’re trans-partisan.” We were both tremendously inspired and agreed that this is exactly what the next OKfest (next year, in Switzerland) should have more of. Let’s make it happen!


Dis-Information-Visualization Workshop Summary / Helsinki Sep 2012


The 1st Open Knowledge Festival was also the host of the 1st Dis-Information-Visualization workshop, a critical attempt to actively explore the dark side of information visualization. In the full day workshop (led by me, Mushon Zer-Aviv, and organized by Pixelache and the Mushrooming Network) 4 groups were encouraged to lie with infographics. Rather than falsifying the data, the dis-info-visualizers have manipulated its meaning by creating truthful, yet misleading representations.

We started with an introductory presentation offering a few critical tools through which to investigate (and generate) visual manipulation. The talk suggested that rather than looking at data information visualization as “Beautiful Evidence” (to quote the title of a book by Edward Tufte) we should read them as often beautiful and sometimes even seductive arguments.

The groups used the division of content / structure / presentation as 3 possible junctions where the manipulation might happen. In the content stage, the data can be tainted by the way it is being gathered (for example, a survey asking: “Should the killing of babies be legalized?” Would generate different results than one asking “Should abortion be legalized?”). The structure stage allows to pick and choose selective sampling of the data, manipulative standardization of numbers or misleading statistical correlations. Finally the presentation stage, provides many manipulative tools in the use of color, composition, contrast, animation, interaction, the use visual metaphors and so on.

The groups have worked intensively throughout the day, the general creative atmosphere was one of amused guilt. At the end of the workshop these were the final works presented:

Stand with the Finnish market leaders / Hannu Aarniala, Hannu Salmi & Mace Ojala

Structure of the Finnish Market: Leading Finnish Companies / Other Companies

A poster addressing the critical debate concerning the centralization of the Finnish market, largely controlled by 2 supermarket chains. The group chose to (mis-)represent the division of the market by singeling out the 20% not controlled by the duopoly as non-Finnish, foreign and suspeciously “other”. The manipulative use of color, visual symbolism and language could even suggest that Finland might do better by allowing the two gients to control an even bigger chunk of the market.

The Hannus & Mace

Design Drinking / Ashkan Shabnavard & Ennisofia Salmela

Design Drinking Facts and Figures

As you may or may not know, studies suggest that extended alchol consumption leads to wider innovation. At least that is the “beautiful argument” made by the “Design Drinking” movement (if this reminds you of the “Design Thinking” trend, it is probably not coincidental). A world map is used to present the results of multiple studies, mostly taken out of context. For example, a study showing that educated people consume more alcohol was turned on its head to say that larger alcohol consumption leads to higher education levels. The map is even drawing the correlation between lowered alcohol consumption and the civil war in Syria. Coincidence? Maybe not…

Ashkan at work

How big a stool? / Ben Dromey

Giant Stool equivalent from Ben Dromey on Vimeo.

Ben and his friend decided to offer a different way to represent the enormous amount of wood produced by companies. Pulling the data from one company’s annual report, the two have done the math and used Google Earth to present a menacing colossal stool towering above the streets of Helsinki. The video and still images provide a cross between War of the Worlds and District-9. The choice to express the amount of yearly wood industrialized by as a huge stylish stool is completely irrelevant to the reality of the wood market. Interestingly, the resulting image might be perceived as flattering for the ccompany’s shareholders, and alarming to anyone else.

20121108-220529.jpg

Is unemployment really rising? / Elina Alatalo & Juho Järvi

Rising unemployment in Finland? Really?

When Elina and Juho found the alarming growing numbers of jobs lost in Finland they were ready to address this through visual disinformation. Initially they were thinking to argue that unemployment should actually be desirable and that it leads to better life quality. But as they were gathering more data they realized that while many more people lost their jobs in the past year (in comparison to previous years) a much much larger number of jobs was being created. It was only after they drew an image in an attempt to subvert the original data, that they found out that they’re actually correcting it. The original piece of “data journalism” that inspired their work, and which they originally took at face value, was itself a piece of disinformation visualization, painting a very limited and manipulative picture of the actual job market. It seems like sometimes two wrongs do make a right…

Juho & Elina

—-

Scheduled at the end of the Open Knowledge Festival, the Dis-Info-Vis workshop provided an attempt to reexamine the hype around big data. It showed how the opening of data alone may not automatically lead us up the path towards information, knowledge and wisdom. And that the underlying patterns and stories that are exposed through accurate data visualization may often be misleading and manipulative. We hope this experience may lead to a more responsible work and to a more critical perspective in the handling of data, it’s visual representation and the open knowledge that they aim to construct.


At the Open Knowledge Festival, Helsinki


click to enlarge

This week I’ll be presenting Wikipedia Illustrated and participating in other events at Helsinki’s Open Knowledge Festival. I would love to see you there:

Monday, Sep 17, 5pm
Open Publishing and Visual Free Culture
 - A satellite event hosted by M-Cult and Pixelache, discussing Collaborative Futures, Wikipedia Illustrated and more

Thursday, Sep 20th, 4pm
Open Source Hardware for Renewable Energy + Manufacturing in Motion + Wikipedia Illustrated
 - presentation and discussion of Wikipedia Illustrated as a part of the Open Design topic stream

Thursday, Sep 20th, 6:30pm
Life in the Urban Panopticon Discussion -
 a panel discussion on privacy and policy in public space as a part of the Open Cities topic stream

Saturday, Sep 22th, 10am
Dis-Information-Visualization
 a workshop hosted by Pixelache and the Mushrooming Network and actively exploring the dark side of InfoVis


לדעת קהלים נסתרים / Getting intimate with Invisible Audiences (Hebrew Translation)


The following is a Hebrew translation and presentation documentation for my Sept 2010 paper. I recommend reading the original, hyperlinked and slightly more up-to-date text in English. Both the original article and a video of the accompanying presentation are available in English.

קהלים נסתרים הם הכוח המניע של ההצלחות והכישלונות של חיי חברה מתוּוכים (mediated social life). בטרם נזדרז לרַשֵת עוד ועוד את החללים הפרטיים והציבוריים שלנו, עלינו לשקול את השינוי החברתי הקיצוני הזה. ישנם כמה לקחים שאפשר ללמוד מאתר חדש ומסקרן ומספר ישן ומסקרן.

work by Liu Bolin

מערכות יחסים בינאריות

על המחלוקת בדבר הפרטיוּת חלשו מנהיגי התרבות של זמננו – מהנדסי התכנה. לפיכך אין פלא שהנימות המאפיינות את הדיון הזה היו בינאריות בעיקרן. פרטי או ציבורי, 0 או 1, הכול או לא כלום… הדיכוטומיות הבינאריות האלה מתאימות לתשדורות אלקטרוניות ולפרוטוקולי רשת, אבל הן שונות מאוד מהאופן שבו אנחנו מנהלים את חיינו החברתיים.

הפרטיוּת הפכה לדרישה אנוכית, והפומביות – לטובת הציבור. ציבור התובע לעצמו את זכויות האזרח של המידע: “מידע רוצה להיות חופשי”. אבל מידע “חופשי” זה שאנו מדברים בשבחו אינו מייצג בהכרח “חופש”. התפיסה כי מידע חופשי יוליד בהכרח חברות חופשיות היא תפיסה שגויה לא פחות מהתפיסה הדומה בדבר שוק חופשי. כן, מבחינה טכנולוגית קל יותר להקים משהו ציבורי, “להוציא אותו לחופשי”, מאשר לקבוע לו הֶקשר מוגבל יותר. אבל מהי המשמעות של הדרך שבה אנחנו מתקשרים ושבאמצעותה אנחנו ממקמים את היחסים החברתיים בתוך הקשר משחר התרבות? מידע רוצה להיות חופשי ממגבלות הקשר – מהאופן המגביל שבו אנחנו מזקקים משמעות ויחסים. הוא רוצה להיות חופשי מִגְוונים שונים של תקשורת מבוססת-אמון. יש סיבה לכך שהמצאנו מילים שונות לתאר חשאיות, דיסקרטיוּת, סודיות ואינטימיות. כל אחת מהן מייצגת גוון שונה של הֶקשר תקשורתי חברתי. גוונים אלה הם אפורים עד כדי כך שאי אפשר לשייך להם ערך מתמטי. וגם אילו הצליחו המהנדסים להמציא שיטה לייצג אינטימיוּת במספרים, הם היו נאלצים לכייל ללא הרף את הנוסחאות שלהם כדי שיהיו תקֵפות למגוון האינסופי של הקשרים חברתיים ופסיכולוגיים משתנים (חלל, שפה, זמן, ביולוגיה, מצב רוח…)

אני מבקש לטעון שהכשל הטכנולוגי המתמשך הזה הוא דווקא יתרון. המורכבוּת של חיינו החברתיים מגנה עליהם מפני מניפולציות טכנולוגיות נוספות. בה בעת אנחנו עדים לתופעה מעוררת דאגה: כדי לצמצם את הכשלים של מערכות טכנולוגיות אלה החלטנו לפשט את חיי החברה שלנו. איננו מצפים עוד לסודיות, אנחנו יוצרים פיחות בערכה של דיסקרטיוּת, אנחנו מוותרים על אינטימיות. כתוצאה מכך מתחזקת מגמת המעבר לתקשורת פֶּרפוֹרמַטיבית (performative communication). למגמה זו יש יתרונות כמובן, אך יש לה גם מחיר יקר – דיכויה של כל התקשרות ישירה מבוססת-אמון.

ארבע תכונות ייחודיות של קהלים מתוּוכים

לחללים ציבוריים יש מטרות רבות בחיים החברתיים – הם מאפשרים לאנשים להבין את הנורמות המסדירות את החברה, הם נותנים לאנשים הזדמנות ללמוד איך לבטא את עצמם וללמוד מתגובותיו של הזולת, והם מאפשרים לאנשים להפוך מעשים או ביטויים מסוימים ל”אמתיים” דרך ההכרה של העדים להם.

— חנה ארנדט, “המצב האנושי”

דנה בויד היא אקדמאית המערערת בהצלחה על הדיון האלגוריתמי מדי באמצעות כתיבה מאירת עיניים על מדיה חברתית, בני נוער וגזע. ברשומת בלוג שהעלתה במאי 2007 היא מתעמקת בדיון על הפרטי לעומת הציבורי באתרי רשתות חברתיות (Social Networking Sites) שהיא מכנה “ציבורים מתוּוכים” (Mediated Publics). היא מצטטת מכתביה של חנה ארנדט וטוענת כי אף על פי שהקהלים המתוּוכים באתרים הללו ממלאים תפקיד דומה לזה של החללים הציבוריים, יש בין השניים הבדלים מהותיים. בויד מגדירה ארבעה פרמטרים המבחינים בין ציבורים מתוּוכים לבין ציבורים בלתי מתוּוכים:

התמדה – מה שאתם אומרים לא נעלם. זה נפלא בתקשורת אסינכרונית, אבל זה גם אומר שהדברים שאמרתם בגיל 15 זמינים גם כשמלאו לכם שלושים, גם אחרי שזנחתם לכאורה את תקופת הילדות הזו.

חֲפּישׂוּת (Searchability) – אימא שלי הייתה ודאי מתה על האפשרות לצרוח “חפֵּש!” לחלל הפתוח ולברר איפה אני מסתובבת עם החברים שלי. היא לא יכלה, ואני אסירת תודה על כך. כל מה שההורים של בני הנוער כיום צריכים לעשות כדי לדעת איפה ילדיהם מסתובבים הוא להקיש בקצרה על מקלדת.

שַכְפּילוּת (Replicability) – ביטים דיגיטליים אפשר להעתיק. משמעות הדבר היא שאתם יכולים להעתיק שיחה ממקום למקום. משמעות נוספת היא שקשה לקבוע אם התוכן לא “טופל”.

קהלים נסתרים – בחיים הציבוריים אנחנו עומדים לא פעם מול זרים, אך העיניים שלנו מיידעות אותנו באופן מהימן מי מסוגל לצותת לביטויים שלנו. בציבורים מתוּוכים, לא זו בלבד שיש גורמים שאורבים באין רואה, אלא שההישארות, החפישות והשכפילות יוצרות קהלים שכלל לא היו נוכחים בעת שהביטויים נוצרו.

—דנה בויד, “רשתות חברתיות: ציבוריות, פרטיות או מה?”

ארבע תכונות אלה חיוניות להבנת השינויים המהותיים שהנהיגו הציבורים המתווכים החדשים בחברתיוּת האנושית. הם גם עוזרים להבין איך הציבורים המתווכים מאיימים על החברותיות מרובת הדקויות ההכרחית כדי לשמור על דיסקרטיות, חשאיות סודיות ואינטימיות. בהיעדרם של היחסים מרובי הדקויות אנחנו לומדים שאין טעם לצפות למפגשים האקראיים והמבורכים שהם חלק בלתי נפרד מחלל ציבורי בלתי מתווך. יתר על כן, יכולתנו להשתמש בחללים האלה כדי “להבין את הנורמות החברתיות המסדירות את החברה” (בניסוחה של ארנדט) הולכת ומצטמצמת, מפני שהנורמות האלה מוסדרות ברובן באמצעות ממשקים דיגיטליים ופרוטוקולים של תקשורת.

חישבו על Chat Roulette

בנובמבר 2009 אנדרי טרנובסקי (17) השיק באינטרנט ציבור מתוּוך חדש: הכלאה של וידאו צ’אט ורולטה רוסית משדכת באקראי זוגות מבין משתמשיה והללו “נפגשים” זה עם זה, פנים אל פנים, לשיחת וידאו וטקסט בזמן אמתי. המשתמשים אינם יכולים לבחור עם מי הם יצ’וטטו, אך הם יכולים להחליט לסיים את הצ’אט הנוכחי באמצעות לחיצה על הכפתור Next, שיגלגל שוב את הקובייה.

הפופולאריות של האתר הרקיעה שחקים והוא הפך כמעט בן לילה לתופעה בינלאומית. המשתמשים התענגו על המפגשים האקראיים לגמרי עם זרים מכל רחבי העולם. כל משתמש יושב מול מיקרופון ומצלמה, ואלה אינם משאירים מרחב לתמרונים. גבר בוגר אינו יכול להתחזות לנערה מפני שהמצלמה והמיקרופון הפועלים בזמן אמתי משמרים את האמינות של ייצוג המשתמש.

האינטראקציה המוגבלת והמינימליסטית של Chat Roulette (רולטת הצ’אט) יוצרת תנאים שוויוניים לטובת המשתמשים שמאסו במגעים דיגיטליים שֶקל לעשות בהם מניפולציות. שיחת הצ’אט-וידאו בזמן אמת מונעת כל עריכה ועידון. זו שיחה גולמית, זה כל מה שיש, הדבר האמתי, בלתי ערוך.

כדי להבין כמה חדשנית היא חוויית Chat Roulette כחלל ציבורי מתווך אפשר לנסות לבחון אותה דרך ארבע התכונות של בויד:

התמדה – Chat Roulette מאפשרת לקיים צ’אט וידאו בזמן אמת בין אנשים ואינה שומרת ארכיב. משמעות הדבר היא שהווידאו משמש ל”שיחה” בזמן אמת והוא מתאדה ברגע שהוא נוצר. הוא אינו נשאר ברשת כ”תוכן”.

חפישות – כפתור Next מעביר בני שיחה באקראי וגם קשה לסווג תוכן וידאו בזמן אמת, ולכן כל שיחה ב- Chat Rouletteהיא אכן שיחה ייחודית, דיסקרטית ובלתי חפישה.

שכפילות – כדי לשכפל טקסט בכל מקום ברשת צריך רק לעשות “בחר” + “העתק” + הדבק”. אך הדפדפן ו-Chat Roulette אינם מספקים כלים לשכפול תוכן וידאו. וגם אם משכפלים אותו, הרבה יותר קשה לעשות בו שינויים ולזייף את האותנטיוּת של תוכן וידאו לאחר שנוצר.

קהלים נסתרים – הדרך בה נוצר השידוך האקראי בין משתמשים אמנם בלתי ידועה, אך מסך הווידאו חושף בדרך כלל את הקהל ואת הסצנה שהמשתמש נחשף לה. גם אם צד אחד מעדיף להסתיר את פניו או את כל המסך שלו בשלמותו, המניפולציה שלו גלויה לעין והמשתמש השני יכול פשוט ללחוץ על הכפתור Next ולהימנע ממנה כליל.

מבחינה מסוימת קשה לומר שהחוויה שמעניקה Chat Roulette היא חוויה חדשנית, מפני שהיא משתמשת בעיקר בסגנון של תקשורת בלתי מקוונת. כציבור מתוּוך, Chat Roulette איננה מתַווכת רבות. היא פשוט טורפת, כטריפת קלפים אקראית, את המשתמשים אשר משקיפים מבעד לחלונות. Chat Roulette ממזגת מִקריות של רישות אנונימי אקראי ויושרה של ייצוג אור-קולי בזמן אמת. אך המיקום ב-Chat Roulette, בניגוד למיקום בחלל עירוני, מתוּוך באופן דיסקרטי. מותר להסתכל, אבל אי אפשר לגעת.

סוטים שמאוננים מאחורי שיחים בפארקים ציבוריים הם תופעה מוכרת. בציבור המתווך של Chat Roulette פשוט אי אפשר להתחמק מהם, והם לא מתחבאים מאחורי שיחים, הם מציגים את מרכולתם מול מצלמה בתקריב. שכבת התיווך הדקה מספיקה בדיוק כדי להפוך את Chat Roulette לגן עדן למאוננים. בחלל הציבורי הזה המאוננים מוגנים מהחברה ומגורמי האכיפה שלה. הטריפה המתמדת לא מעודדת אמפתיה רבה כלפי משתמשים אקראיים שאולי אינם מעוניינים לראות איברי מין (זכריים בעיקר) בזמן אמת. אך כפי ששכבת התיווך הדקה מגוננת על הנחשפים המגונים, היא גם מגינה על קרבנותיהם הפוטנציאליים. מרבית המשתמשים כבר התרגלו לראות מפעם לפעם תקריב של מפשעה, והם יכולים להיפטר ממנו על ידי לחיצת עכבר מהירה על הכפתור Next או על מקש F9. מותר להיראות, אבל אי אפשר לגעת.

אזהרה: שידור תוכן בלתי הולם לקטינים הוא עבירה על חוקי ארה”ב ועל חוקי האו”ם. אנחנו משתפים פעולה באופן פעיל עם רשויות החוק.

—ChatRoulette.com

טרנובסקי בן ה-17 נאלץ לאכוף צניעוּת ולרסן במידה מסוימת את קהילתו חובבת העינוג העצמי. המשתמשים ב-Chat Roulette יכולים לדווח על משתמש פוגעני, ואחרי שלושה דיווחים המשתמש הפוגעני נשלח להירגע ונחסם מהאתר למשך ארבעים דקות. באזהרה שטרנובסקי מציג בפני המשתמשים הוא מדגיש כי Chat Roulette מחויב לאכוף את חוקי ארה”ב ואת חוקי האו”ם. מעניין לציין כי הוא אינו טוען שהחשיפות המגוּנות האלה מפרות את החוקים (הבלתי כתובים) של קהילת Chat Roulette עצמה. בהקשר של Chat Roulette קשה להגדיר את הדומיננטיות של גברים מאוננים כסטייה. כיום החשיפות המיניות האלה כבר נראות כחלק טבעי מתרבותו של האתר, ובמידה מסוימת כחלק מכוח המשיכה שלו.

אך מיניוּת כפויה איננה המניפולציה היחידה שמשתמשי Chat Roulette נתונים לה. ניתן להחיל על משתמשי Chat Roulette את כל אחת ואחת מארבע התכונות שציינה בויד, מפני שהם בכל זאת מתקשרים בחלל דיגיטלי. חלק מהמשתמשים מפרים את האינטימיות של השיחות ומקליטים אותן בחשאי באמצעות תוכנות לצילומי מסך. ברגע ש”שיחה” בזמן אמת הופכת להיות “תוכן”, אנחנו חוזרים בעל כורחנו לַהתמדה של סרטוני הווידאו האלה ברשת; החפישות של המֶטה-דאטה המשויך לסרטון מתגברת בזכות הטכנולוגיות החדשניות לזיהוי פנים וקול; בזכות השכפילות של הקובץ והאפשרות (המורכבת אך הקיימת) לעשות מניפולציות בתוכן; ולסיום, הנ”ל חושפים את התוכן המוקלט לקהל נסתר שאינו כפוף לממשק השוויוני של Chat Roulette. וזוהי כנראה הפגיעה האולטימטיבית.

רגעים אינטימיים או מביכים רבים שהתקיימו ב-Chat Roulette נחטפו אל מחוץ להקשרם המקורי, רבים מהם הועלו ל-YouTube. במקרים רבים הורידה גוגל סרטוני צילומי-מסך של Chat Roulette מאתר YouTube שבבעלותה בטענה שצילומי מסך כאלה מפרים את כללי ההתנהגות של הקהילה שלהם, הדורשת השתתפות מרצון של כל המצולמים בסרטון. בה בעת כללי התנהגות קהילתיים הנאכפים באקראי ב-YouTube הם בבחינת מוסר כפול בהשוואה למדיניות מעקב המידע הגורפת והשנויה במחלוקת של גוגל עצמה.

השיחות הסודיות במסגרת Chat Roulette, הצלחתן וכישלונן – כולן מושרשות ביכולת החברתית האבולוציונית שלנו. זוהי תקשורת בינאישית בזמן אמת, המבוססת על תקשורת אנושית בלתי מתוּוכת המתנהלת פנים אל פנים כפי שהתנהלה במשך מיליוני שנים. כל עוד השיחות בזמן אמת אינן מוּצָאות מהממשק של Chat Roulette, הן מחזקות את אופן התקשורת המוטמע בנו.

ועכשיו חישבו מחדש על הרחוב

ארנדט קבעה כי אחד התפקידים העיקריים של החללים הציבוריים שלנו הוא “[לאפשר] לאנשים להבין את הנורמות המסדירות את החברה … להפוך מעשים או ביטויים מסוימים ל’אמתיים’ דרך ההכרה של העדים להם”.

במסגרת של Chat Roulette נשמרת אותה יושרה שאנחנו רגילים לצפות לה ממפגשים בזמן אמת בחללים ציבוריים. טכנולוגיות ההקלטה והסיווג מכרסמות ביושרה זו, לא רק ב- Chat Roulette אלא גם בחלל הציבורי העירוני.

החדרתן של רשתות דיגיטליות לחלל העירוני היא עניין מלהיב מסיבות רבות. טכנולוגיות מידע מעשירות את חיינו העירוניים בנתונים תלויי- מיקום ותוכן (content aware geolocated data), ועוזרות לנו להבין אותם טוב יותר. הטלפון יכול לבדוק את מיקומנו ולומר לנו לאיזה אוטובוס לעלות ואיפה לרדת. חיישנים יכולים לנתח את הלחות ואת הטמפרטורה של האוויר ולכוונן את ההשקייה של כל עץ. עדכונים תלויי-מקום בשירותים כמו Twitter או FourSquare יכולים לגלות לכם איפה אנשים נמצאים, מה הם עושים ומה הם אומרים. ברגע זה, במקום הזה.

מתכנני ערים נהנים כיום ממידע עשיר יותר מתמיד בבואם לשקול את השאלה: “כיצד משתמשים ברחוב?” העיר היא פלטפורמה, וכך הייתה מאז ומעולם. אך כעת אפשר להרחיב אותה, להעשיר אותה, לעשות בה מניפולציות, לשבש את שימושה המקובל (to hack) … הישארות, חפישות, שכפילות, קהלים נסתרים – התכונות שהבחינו בין ציבורים מתוּוכים לבין הרחוב, משולבות עכשיו ברחוב. הרחוב נעשה בהדרגה לחלל מתוּוך. המפגשים שלנו בזמן-אמת ממשיכים להתקיים כשאנחנו או אחרים מתעדים אותם (גם אם אתם לא “נמצאים בפייסבוק”, התמונות שלכם כשהייתם שיכורים נמצאות שם, ועוד איך). אנחנו, כמו גם אחרים, מסוגלים להתחקות אחר מקום הימצאנו וכאשר יבשילו טכנולוגיות זיהוי הקול וזיהוי הפנים, נהיה חפישים מתמיד. השכפילות של גופנו היא עניין אחר, אך השכפילות של המטה-דטה על גופנו והקלות שבה אפשר “לטפל” בתיעוד הזה כבר הפכו לסוגייה כבדת משקל. לסיכום, חדירתם של קהלים בלתי נראים לחיים הציבוריים שלנו היא שינוי קיצוני. בשלב זה אי אפשר אפילו לדמיין אילו השלכות יהיו לשינויים האלה, אך כדאי להתחיל לחשוב עליהם לפני שהמידע האמור לשחרר אותנו ישעבד אותנו.

קהל נסתר בגן עדן

מהתבוננות בהיסטוריה החברתית והתרבותית של הפרטיוּת… עולה כי “פרטיות” פשוט איננה רלוונטית ברוב החברות הטרום-טכניות והלא- דמוקרטיות…

אלה הם פני הדברים מפני שתפיסת “הפרטיוּת” המודרנית תלויה בהפרדה מובחנת בין העולם הציבורי לפרטי. בחברות שהן בבסיסן קהילתיות ונטולות מבנה לא קיימת הבחנה שכזו… כולם מכירים את כולם וכל דבר הוא עסק של כולם. כתוצאה מכך אין גבול חברתי ברור בין “פרטי” ל”ציבורי”.

— איאן גרהאם, “הכנסת פרטיות להקשר” (יוני 1999)

טיעוניו של גרהאם חזקים ותקפים. “פרטיוּת”, במיוחד כַּניגוד הבינארי ל”פומביות”, היא תפיסה חדשה למדי ששורשיה נעוצים בלידתם של מעמד הסוחרים, החלל העירוני והייצור המכני. אבל מה בנוגע לקהל הנסתר? כדי להתחקות אחר שורשיו עלינו לשוב להיסטוריה קדומה עוד יותר.

וַיִּשְׁמְעוּ אֶת-קוֹל ה’ אֱלוֹהִים מִתְהַלֵּךְ בַּגָּן לְרוּחַ הַיּוֹם; וַיִּתְחַבֵּא הָאָדָם וְאִשְׁתּוֹ מִפְּנֵי ה’ אֱלוֹהִים בְּתוֹךְ עֵץ הַגָּן. וַיִּקְרָא ה’ אֱלוֹהִים אֶל הָאָדָם וַיֹּאמֶר לוֹ אַיֶּכָּה.

 — בראשית, פרק ג’, פסוקים 8–9

 אלוהים העמיד פנים שהוא אינו יודע היכן נמצאים אדם וחוה ומה עוללו. אך אחרי שהשניים אכלו מפרי עץ הדעת הדבר הראשון שהם הבינו הוא שהם חשופים כל הזמן לקהל נסתר, והדבר הראשון שהם רצו להגן עליו היה זכותם לפרטיות. זה היה המימוש הראשון של האנושיוּת, שמשמעותו הייתה שנגמרו הזמנים הטובים בחצר האחורית הנוחה, אך המטרידה מעט, של אלוהים.

וַיֹּאמֶר ה’ אֶל-קַיִן אֵי הֶבֶל אָחִיךָ; וַיֹּאמֶר לֹא יָדַעְתִּי, הֲשֹׁמֵר אָחִי אָנֹכִי.

– בראשית, פרק ד’, פסוק 9

במקרה זה עינו הכול-רואה של אלוהים משמשת לאכיפת הצדק בתיק הרצח הראשון. בתור קהל נסתר הוא כבר יודע מה קרה ואיפה הבל, בזכות יכולתו להיות כול-נוכח (Omnipresent). בכל זאת הוא נותן לקין הזדמנות להודות, אך קין נתלה באנושיותו המוגבלת ובאי-היותו ישות יודעת-כול. קין יודע שאלוהים תפס אותו על חם, ותגובתו היא התקוממות כנגד “החשיפה הלא הוגנת” של הפשע הבלתי מושלם שביצע.

קהלים נסתרים ממוסדים – מאלוהים ועד המדינה – נוצרו כדי לסכל את מעשיהם של בני דמותו של קין בעולם הזה. יש לעצור ולהעמיד לדין כל מי שרוקח בחשאי מזימות נגד טובת החברה. ביטחון היה הרקע לדיון על פרטיוּת לפני אסון התאומים ואחריו, אך התקפות הטרוריסטים השתלטו על הנושא כליל. אפילו הביקורת על המעקב התאגידי אחר נתונים מתנהל כעת על רקע ההקשר הזה: “מה יקרה אם גוגל תמכור את הנתונים שלה לסי-איי-אי?” “מה באשר לפרטיות של פעילים פוליטיים בסין?” אלה אמנם שאלות מוצדקות, אך הן דוחקות את הדיון לשוליים הקיצוניים ולמתחים העזים השוררים בין קבוצות פוליטיות קיצוניות לבין ממשלות מגוננות מדי. על רקע זה רבים יחשבו כי הזכות לפרטיוּת היא חתרנית ויטענו כי “אין מה להסתיר”. זה הזמן לשאול, האם הפרטיות נועדה רק לטרוריסטים?

אין מה להסתיר?

כדי להבהיר סוגייה זו הבה נשוב לקרוא עוד בספר בראשית:

וַיֵּשְׁתְּ מִן הַיַּיִן וַיִּשְׁכָּר וַיִּתְגַּל בְּתוֹךְ אָהֳלֹה. וַיַּרְא חָם אֲבִי כְנַעַן אֵת עֶרְוַת אָבִיו וַיַּגֵּד לִשְׁנֵי-אֶחָיו בַּחוּץ.
— בראשית, פרק ט’, פסוקים 21–22

נוח דפק את הראש והתעלף בתוך האוהל שלו, עירום. אפשר להבין אותו – הוא הרוויח ביושר את הזכות לחגוג אחרי שבצר את פירות הכרם הראשון שנטע אחרי המבול. בנו חם התנהג בצורה די גועלית כשראה שאבא שלו מעולף ומחוסר צניעות באוהל וחלק את המידע עם שני אחיו כדי ללעוג לחוסר האונים המביך של נוח. חם בן ימינו בוודאי היה שולף את הטלפון הנייד שלו ומעלה תצלום לפייסבוק, וכך חושף את נוח לקהל בלתי נראה רחב הרבה יותר, שממנו לא היה מסוגל להתפכח לעולם. אנחנו יכולים לתאר לעצמנו שפרסומן של תמונות מביכות שכאלה היה מחסל את סיכוייו של נוח לקבל עבודה בעתיד, ולא משנה כמה מינים הוא הציל מהמבול.

כשנוח התפכח הוא כעס מאוד וביקש מאלוהים שיעניש את חם. אלוהים נענה לבקשתו ובכך נעמד לימין נוח בציפייתו שלא יחשפו אותו לקהל בלתי נראה, גם אם הקהל הזה הוא ילדיו שלו וגם אם הם בלתי נראים בגלל הרגלי השתייה שלו. נוח היה רחוק מלהיות טרוריסט, ובכל זאת הוא ציפה לתחושת פרטיות בסיסית. הוא ציפה לאמון בסיסי שיאפשר לו ליהנות ממשקה עם משפחתו באוהלו בלי שינצלו אותו מאחורי גבו. אם אדם לא יכול לצפות לאמון מינימלי כזה, למה לו לטרוח לטעת כרם? למה לו לטרוח לבנות תיבה?

בספרו רב ההשפעה “לפקח ולהעניש” דן מישל פוקו בכוח המְמַשמֵעַ של קהלים בלתי נראים בחברה. הוא מדגים את טענתו בעזרת המבנה האדריכלי פַּנְאוֹפְּטיקוֹן שתכנן ג’רמי בנתאם. זהו בית סוהר האמור לכפות על האסירים משמעת באמצעות חשיפה מתמדת. בתוך המגדל האטום למחצה המתנשא במרכזו של כלא מעגלי יושב סוהר שאולי צופה בכם עכשיו, ואולי לא. אולי בכלל אין שומר במגדל, אבל האם אתם מוכנים להסתכן?

מכך השפעתו העיקרית של הפאנאופטיקון: לכפות על האסיר מצב של נִראוּת תמידית ומודעת אשר מבטיחה את פעולתו האוטומטית של כוח. ליצור מצב שבו למעקב יש השפעות תמידיות, גם אם הוא עצמו אינו תמידי; כך ששכלול הכוח עד כדי שלמוּת מייתרת את הצורך להשתמש בו בפועל.

—מישל פוקו, “לפקח ולהעניש”

הכוח הממשמע הכופה של קהלים בלתי נראים ברשת הולך ונעשה מבהיל יותר ויותר, ואנחנו מתרפקים אפילו על הפוגה קצרה ממנו, כמו זו שמציעה לנו Chat Roulette. ובכל זאת אנחנו בוחרים בדרך כלל להתחבר לרשת, ויכולים לבחור להתנתק. בנוֹחוּת שמקנים לנו החללים הפרטיים שלנו אנחנו מרגישים שיש לנו שליטה יחסית. אנחנו יכולים לקטוע את החשיפה שלנו, לכבות את המחשב ולהישאר בחשאיות שמעניק לנו החלל המוגן שלנו.

רישותו של החלל העירוני מגבילה את יכולתנו לקטוע את החשיפה שלנו. כשהליכה ברחוב הופכת לפרסום (publishing), כשאולי צופים בכם ואולי לא, כשאתם משאירים אחריכם משקעי נתונים, הרחוב כפלטפורמה משתנה. תכונות חדשות נולדות ואילו תכונות ישנות מוחלשות.

זהו אחד האתגרים המשמעותיים ביותר העומדים לפני מתכנני ערים, קובעי מדיניות, מעצבים, סוציולוגים ואנשי טכנולוגיה. יש לרַשֵת את החלל הציבורי באופן שירחיב את זכויות האזרח ולא יגביל אותן; יעשיר את הידע הקולקטיבי ולא ידכא את החיים החברתיים; שיפַתֵח וישמר את “כללי ההתנהגות הקהילתיים” השורשיים; שיבטיח שאחרי מבול מידע זה נוכל עדיין ליהנות מכוס יין.


Introducing: Good Listeners


a spiritual plugin visualizing the (forced) confessions obtained by divine web trackers.

As the Decode exhibition opens I am very happy to launch a brand new project today, Good Listeners, commissioned by the V&A with generous support from the Porter Foundation and in collaboration with Design Museum Holon.

Good Listeners is a browser plugin that exposes the secret ways in which our browsing habits are shared with and mined by 3rd party web trackers (like Google Analytics and Facebook “Like”) without our consent or knowledge. Whenever a site exposes the visitor’s data to a third party service a confessional booth window is opened and the priest in the window offers words of invisible wisdom, divine providence and spiritual guidance pertaining to matters of web browsing, social networking, e-commerce and digital identity.

…Learn more and install the plugin on the Good Listeners site.

(and many thanks to the wonderful Zohar Arad for the awesome code work on the project)


When Teaching Becomes an Interaction Design Task: Networking the Classroom with Collaborative Blogs


p>I wish I was in NYC these days for Mobility Shifts, an international future of learning summit. My recent parenthood along other commitments prevented me from joining but I was happy to contribute to the Learning Through Digital Media reader where I published an essay about my experience teaching with collaborative blogs. The peer-review process was interesting, and we were all invited to review and comment on each others works paragraph by paragraph. This definitely improved my paper and was generally an enjoyable and educating process.

Like the rest of the essays in the book, mine titled: “When Teaching Becomes an Interaction Design Task: Networking the Classroom with Collaborative Blogs” is published on the site and is available for download in multiple formats. My “Topics in Digital Media” graduate students at NYU’s Media Culture & Communication program have created a video response to the paper, which is possibly one of the most exciting memories I take with me from my NYC teaching years.

I am embedding an online version of the book here and would cross post the full article below it. I hope you would enjoy the essay, and hopefully find it useful for your own teaching. Let me know what you think.

Learning Through Digital Media

When Teaching Becomes an Interaction Design Task: Networking the classroom with collaborative blogs

Mushon Zer-Aviv

Pedagogical Practice

My creative, professional and intellectual practices all revolve around new media and information technologies. In the past decade, I have used digital media as both a subject of and a means for learning.

I have been teaching Web/Interaction Design classes in institutions such as Shenkar (Tel Aviv), Parsons (New York City) and Bezalel (Jerusalem) as well as Digital Media theory and research classes in Media Culture and Communication at New York University.

The students I teach use collaborative blogs, social bookmarking, mailing lists, version control systems (for code), Wikis, slide sharing, video sharing, podcasts, graphics software, mapping tools, and sometimes they are even required to use pencil and paper. This multiplicity of tools has a contradictory effect. On one hand, students are continually challenged by technology. On the other hand, they are never constrained to a single tool. Learning does not have a “killer app,” that one necessary tool everyone just has to use. Moreover, those attempting to develop such “killer apps” end up often killing learning itself.

My experience with the tools I choose for my own practice guides my choice of tools for my students. I see no point in using tools and methodologies in class that would be useless outside class. This is equivalent to saying that learning is something that happens in class but not outside it. For example, for my design students I set up a free SVN code repository tool for collaboration and file version control. At the end of the semester, the repository would not be maintained any longer and the whole semester’s coursework would become the equivalent of “abandonware,” deserted by its authors and users. Recently, I got students to explore Github,[1] where they manage their own code repositories throughout the semester and beyond it.

The great paradox of teaching students to use tools is the certainty that these tools will become obsolete, some even by the end of the semester. That is why we should teach methodology, not technology. We should value the “why” over the “how” because the latter will change much faster than the former. This is more easily said than done. Students demand to learn skills they can evaluate; “Can you use Photoshop?” is more easily answered than “Can you manipulate an image?”

Moreover, the market (with which we educators maintain a love/hate relationship) reinforces similar demands. To keep the market influences away from the classroom, many educators value open-source over proprietary software. Being an open-source software enthusiast who devotes a substantial part of his practice to this collaborative method, I definitely share this sentiment. Yet, I wonder whether we are really serving students well by replacing the “Can you use Photoshop?”[2] question with “Can you use Gimp?”[3] Even though the choice of open-source software is more politically correct, it only partly answers only one of the parameters we should evaluate, the political one. There are many other parameters to evaluate and we should equip our students to think critically about these decisions, evaluate tools and optionally extend them through hacks, mash-ups, code and brute force.

I believe we should try to teach our students to teach themselves. This, too, is more easily said than done. Acquiring self-education skills is demanding and some students get it more easily than others. When we throw students into the water, those who can swim will swim far, but those who would drown end up discouraged and frustrated. It might have been easier to learn and excel with one tool with fixed rules and a stable environment, but that is not the world we live in anymore. Fine tuning a balanced strategy for teaching is not a simple task. Though it seems clear that we need to challenge our students, it is easy to celebrate the successes of some and blame the failures of others on lack of hard work. Like myself, many educators are also early adopters of digital tools and are more comfortable with this methodology. Are we promoting a learning environment that benefits those like us and cripples others? I have to admit I am still grappling with this question and would appreciate a wider debate of this subject.

Another caveat of the networked classroom is networking technology at large: information overload and attention scarcity. We encourage students to participate, create and discuss. It seems that our creative capabilities have been widely extended through digital media and online distribution, while our receptive skills have not evolved as much. For better or worse, the classic master-apprentice relationship fostered a high level of dependency and trust. We should cherish the liberty, pluralism and healthy skepticism that comes when this centralized model is challenged. At the same time, decentralized and distributed models of information creation and consumption result in low attention span, murky evaluation standards and diminishing levels of trust. These qualities are challenging for us as educators and learners and they become even more challenging when we are encouraged to further disembody the classroom in the form of Web-based education.

This networked learning experience requires establishing trust through a lively, unplugged, face-to-face classroom experience. I try to use my interaction designer skills to design a structured online experience to funnel the limited attention spans of both myself and my students. But I have not found a way to establish the required level of trust in the form of an online-only experience. Finally, these are urgent times for academia. The crisis of authority experienced across all information economies is likely to hit academic institutions next. For the time being, society still entrusts us with the classic roles of gate-keeping, accreditation and the standardization of intellectual merit. For better and worse, the network will change both that trust and these roles. We should not just stand by as this happens.

Teaching with Collaborative Blogs: A Brief History

In “the early days,” tech-savvy individual authors “hand coded” weblogs as static HTML websites. These were later developed by ambitious, skilled coders into custom Content Management Systems (CMS). As the reverse-chronological blog format evolved, more systems such as Blogger (1999), Movable Type (2001) and WordPress (2003) were adopted.[4] This democratization of the blogging medium nourished different use patterns by authors of different technical skills.

While the blog format was mainly celebrated as a revolutionary, individuated printing press, some still choose to use it collaboratively. The raison d’etre and hence the publishing dynamics for these collaborative blogs varies. Some of them started when individual bloggers gained popularity and chose to transform their blog into a wider online publication (e.g., Boing Boing, Lifehacker, TechCrunch).[5] Others gather a group of authors to focus on a topic (e.g., RedState, Huffington Post).[6]

The most popular blogs in the world today are collaborative blogs. Some of them employ a whole editorial staff with full-time employees, yet they still choose to maintain the “blog” categorization, which is generally considered more grassroots and “authentic.” On the other end, in many small-circulation collaborative blogs, the authors serve as each other’s audiences. The writing styles of these blogs are much more casual and the posts are often less content-driven and more about conversation.

The collaborative blog format is distinguishable from networks of individual blogs and from social networking sites as it values the unified, multi-voiced feed over the individuated, author-based filter. However, as traditional online magazines adopt some key aspects from blogs, such as reverse chronological order, reader comments and syndication, and as collaborative blogs further customize their delivery of content, the lines between the collaborative blog and the online magazine blur.

The rise of open-source blogging systems has nourished a lot of experimentation in the blogging field and some innovative collaborative blogging models. One example is P2, a collaborative blogging theme for WordPress that blurs the lines between posts, comments and updates. The theme inspired by Twitter and microblogging takes advantage of more recent interaction design patterns like inline editing, front-end and mobile posting and rapid “push” updates to foster a more casual conversational interaction.

The collaborative blog format is an experiment in online group dynamics. Such experiments take place in many fields, including academia. While the blog format has been widely adopted by individual academics world-wide, many institutions have started adopting collaborative blogs that amplify, extend, and might one day even replace the role of their academic journal. These online experiments in new forms for academic publishing challenge the cultures of peer review, public vs. private debates, intellectual property, academic freedom and accreditation.

Some of these collaborative blogs have been used to extend the classroom experience too. Educators who incorporate collaborative blogs into their curriculum invite their students to create some of the content that will lead the class through the semester. These contributions can be anything from a single guest post to a full integration of blogging and commenting into class dynamics with multiple postings from students every day through the week. We already see some educators developing custom plug-ins to support this custom use (like Grader, Courseware and others).

What I Learned

I have been teaching with blogs since 2003. Initially, I used a Movable Type blog as an online format for paperless, weekly design assignments and an easy way to answer and archive the students’ Q & A. Quickly I realized that it would not be too hard to get the students to post everything on the blog and use it as the focal point of the class activity. The collaborative blog proved successful, streamlining course dynamics where we had previously been disrupted by file transfers and incompatibility issues.

A few years later, I became a student once more and re-encountered the educational use of blogs as a graduate student. There is no polite way of saying this: I simply hated it. The student blog was a nuisance. It was hard enough to follow the class, and writing a blog post for it was just a pain in the neck. No one would ever look at the posts in class or ever comment on anything there. Students would either write long and exhausting posts or very short ones just to meet the requirement. The professors wanted us to document and to use the media, but we did it only because they said so, not because we acknowledged the value of the assignment.

The approach my graduate school took was to create a blog network. Each student would run their own blog and post their research and assignments individually. The class blog, functioning as a hub, would then aggregate the student posts through RSS feeds and, on top of that, add some posts and instructions from the professor. Politically, I definitely valued this networked model. It gave the students much more freedom to manage their blogs on their own terms and to control their own data. Practically, though, it failed.

As soon as I graduated, I started teaching both design and media theory classes, both with collaborative blogs. The shortcomings of blogs, which I experienced as a student, clarified what worked and what did not in the collaborative blog format. The first thing I did was centralize everything under a single, collaborative WordPress blog. Students got limited authoring permissions, allowing them to publish posts, upload files, comments and so on. They could do everything they needed to do, nothing more, nothing less.

The class blog became at least as important as the classroom; it is the core of everything we do and it is constantly with us, projected on the screen. Everything is posted to the class blog; even when a student gets feedback in class, they are required to then post it in bullet points as a comment to their post. The blog extends the course beyond the time and space constraints of the classroom as students publish and comment every day, around the clock.

If students do not read the assigned texts, class discussions may result in long embarrassing silences. To counter that I—along with most educators in the field—designate assigned materials as either “required” or “recommended,” where the former is often lighter reading or an audio or video file, and the latter is more involved. One student is assigned to lead the class by reading and summarizing all the material in a post and publishing it 48 hours before class. The rest of the students are required to read and comment on that post. This methodology requires that they engage in a written debate and develop critical perspectives about the reading. The students challenge arguments made on other comments and on the summary post. By class time, the discussion has already begun, and the students are eager to reiterate and further develop their arguments.

We cannot discuss every student’s work in class, so I built game mechanics to address that. Most of the debate happens as comments on the blog. In class, we highlight some of these. A student is asked to introduce a post they commented on and to raise their takes on that post. The student who wrote the post gets to hear about their research as understood by their peers and expand the discussion in class. Then that student is required to discuss another student’s post and the chain continues. We rarely cover half of the students’ posts, but the networked dynamic keeps everyone on their toes and the online discussion compensates for what we do not achieve face-to-face.

Class dynamics are an interaction design challenge, and my classes function as close-knit social networks, both online and offline. The blog interface encourages students to position their avatars (not necessarily their faces) next to their posts and comment to further emphasize identity and community. I control the interface, but I encourage the students to propose ways of modifying, challenging and even subverting the interface through any of the 11,500 (as of October 2010) plug-ins on WordPress. One student persuaded me to add a live chat to the blog sidebar. This completely undermined my centralized control of the discussion as the discussion happened on the screen, peer-to-peer, literally behind my back. This student later co-founded the Diaspora project.[7]

The posts are published for the world to see, and, as is common in the blogosphere, the posts’ subjects often respond in the comments, extending or even contesting the student’s post. One student put some in Washington on the defense when her post labeled parts of the Obama administration’s “Open Data” initiative as “transparency-washing” (Jaschik 2010).

The WordPress platform is constantly on the cutting edge of web publishing. It allows for vast customization and integration. We were able to pull in images, audio (student podcasts), video, slide shows, maps, etc.: whatever technology the student might need.

Finally, students were asked to collaboratively contribute the knowledge they acquired in class to Wikipedia (thereby reversing the controversial use of Wikipedia as reference) (Jaschik 2007).

At the end of the semester, I have a lot of data to evaluate the volume, persistence and quality of each student’s contribution. Grades are very foreign to the dynamics of the class, as they represent but a cold, mathematical measurement of what has become a much more engaged learning experience. After the last class I export the content of the blog and mail it to the students. It is their data; they deserve to keep it. The blog is maintained as an archive, and students can always log-in, post again, change their previous posts, or change their display names. Every now and then, a random comment is added; when the semester ends, the class persists.

Sample Assignment: A Week Without Google

In trying to equip our students with self-sufficient problem solving skills, we might suggest: “Google is your friend.” But is Google really their friend?

Rather than speculate whether this data-omnivorous corporation is a friend, foe, sinister evil entity, or benevolent dictator, or whether it embodies any other humanizing characteristics, we can try to measure to what degree we are actually dependent on it. Towards the end of the third class in my “Topics in Digital Media” course at New York University, I inform the students of the terrible news:

In the coming week, starting from the end of this class, we will attempt to make it through a whole week without using any Google service. Not Google Search, not Gmail, not Google Talk, not Google Docs, not Google Maps, not Google Earth, not Google News, not Google Groups, not YouTube, not Blogger, not Picasa, not Google Calendar, not Google Checkout, not iGoogle, not Google Translate, not Google Voice, not Google Latitude, not Google Chrome, not Google Wave, not Google SideWiki. If you have an Android phone, you are not allowed to use Google services with it, talk and text only … you get the point. (For a partial list of what you are not allowed to use, go here[8] . . . while you still can.)

We set rules for what we will need to do when we are ambushed by an embedded YouTube video or a Google Map; we share tips and tricks for ways of protecting ourselves; and we promise to comment on the blog every time we trip up and to write a post of defeat if and when we give up.

The results have been fascinating for all of the five times I ran this experiment (Spring-08, Fall-08, Spring-09, Fall-09, Spring-10). After the initial frustration, students felt challenged enough to make it through the week:

“i made it! so far at least with 24 hours to go! it was super tempting to log into my google maps especially when i was wandering around the most confusing neighborhood in the world, the west village! but i resisted!”

NateGsays

“Everyone should check out the Firefox Add-on LeechBlock, which I posted to our del.icio.us last night.

Steps:

  1. Install
  2. Restart Firefox
  3. Go to Tools -> LeechBlock -> Options
  4. Enter google.com, gmail.com, blogger.com, youtube.com, and whatever else (no commas, separated into lines) into the first field
  5. Click “All Day” on the right, about halfway down
  6. Click “Every Day,” a little bit further down
  7. Press “OK””

Harold Li

 

“My boss literally passed by and asked why I wasn’t using Google to do the daily search. The boss looked angry so I just went back to Google.”

Karina

The comments served as a forum to share experiences, successes and failures,  functioning as a 24/7 support group. The students were surprised to discover how automatic their subconscious browsing habits had become. Bounding these habits allowed them to critically examine their single-vendor dependency and possible alternatives to it.

Joining my students in this assignment every semester, I discovered two things. First, and even though I had expected the opposite, every semester it actually became easier for me to handle my Google fast, probably due to my increasing suspicion of this dependency. Second, social ties in class made a giant leap right after this unique, awkward, shared no-Google-experience, proving true the saying, “The enemy of my enemy is my friend.”

Works Cited

Jaschik, Scott. “A Stand Against Wikipedia.” Inside Higher Ed. 08 March 2010. Web. 27 December 2010. <http://cultureandcommunication.org/tdm/s10/03/08/wheres-the-transparency-in-the-white-house-visitor-logs/>.

Jaschik, Scott. “A Stand Against Wikipedia.” Inside Higher Ed. 26 January 2007. Web. 27 December 2010. <http://www.insidehighered.com/news/2007/01/26/Wiki/>.

Harold Li. “Comment on A Week Without Google.New Media Research Studio Research, Spring 2008. 6 February 2008. Web. 27 December 2010. <http://www.mushon.com/spr08/nmrs/02/04/a-week-without-google/#comment-73>.

Karina. “Comment on A Week Without Google.New Media Research Studio Research, Spring 2008. 6 February 2008. Web. 27 December 2010. <http://www.mushon.com/spr08/nmrs/02/04/a-week-without-google/#comment-72>.

NateGsays. “Comment on A Week Without GoogleNew Media Research Studio Research, Spring 2009. 9 February 2009. Web. 27 December 2010. <http://www.mushon.com/spr09/nmrs/02/03/a-week-without-google/#comment-247>.

Zer-Aviv, Mushon. “A Week Without Google.” New Media Research Studio, Spring 2008. 4 February 2008. Web. 27 December 2010. <http://www.mushon.com/spr08/nmrs/02/04/a-week-without-google/>.

Zer-Aviv, Mushon. “A Week Without Google.” New Media Research Studio, Fall 2008. 16 September 2008. Web. 27 December 2010. <http://www.mushon.com/fall08/nmrs/09/16/a-week-without-google/>.

Zer-Aviv, Mushon. “A Week Without Google.” New Media Research Studio, Spring 2009. 3 February 2009. Web. 27 December 2010. <http://www.mushon.com/spr09/nmrs/02/03/a-week-without-google/>.

Zer-Aviv, Mushon. “A Week Without Google.” Topics in Digital Media, Fall 2009. 3 February 2009. Web. 27 December 2010.

<http://cultureandcommunication.org/f09/tdm/admin/a-week-without-google/>.

Zer-Aviv, Mushon. “A Week Without Google.” Topics in Digital Media, Fall 2009. 3 February 2009. Web. 27 December 2010. <http://cultureandcommunication.org/tdm/s10/01/26/a-week-without-google/>.


[1] See <http://github.com/>.

[2] See <http://photoshop.com/>.

[3] See (the GNU Image Manipulation Program) <http://www.gimp.org/>.

[4] See <http://movabletype.org/>; <http://wordpress.org/>.

[5] See <http://www.boingboing.net>; <http://lifehacker.com/>; <http://techcrunch.com/>.

[6] See <http://www.redstate.com/>; <http://www.huffingtonpost.com/>.

[7] See <https://joindiaspora.com/>.

[8] See Google Dashboard <https://www.google.com/dashboard/>.


Tel Aviv is on fire, what’s cooking?


Israel’s greatest political uprising in recent years is fighting to “not be political”. Why? And would that hurt it’s chances of social change?

The first morning in Tel Aviv's tent city (by Gal Kedem)

In the last week we’ve seen the rise of a popular revolt against the housing bubble. It started as a simple Facebook event in Tel Aviv but within days multiple tent cities sprung all around the country. Between these tents citizens meet, spend the night, argue about the right way to go and enjoy some free music and a unique mix of a festive & revolutionary atmosphere.

The NYTimes writes: Spirit of Middle East Protests Doesn’t Spare Israel. But while the international community might imagine these protests calling for democracy for everyone between the river and the sea, the end of the occupation or at least the reversal of the Netanyahu/Liberman government’s series of anti-democratic laws, this is not exactly the case.

What are we fighting for?

You see, while Netanyahu brags about a stable economy, the high GDP and the low unemployment rates, it might impress the NYTimes, but it doesn’t impress the residents of Tel Aviv. We are not that stupid, we drill deeper into the statistics to find that while employment rates might be low (~6%), families with both parents working can rarely make it through the month. We work hard and yet we stay poor. In fact every 4th family is poor, and 2 out of every 5 children is poor.

But this is not an uprising of the poor. It is an uprising of the middle class, especially the younger generations the 20+ and 30+ who are working their asses off and are trying to not slip into the widening margins of the statistics I just mentioned. In a very enraged and damning column published on Ynet today Shlomo Kraus writes:

You, who received the state on a silver plate, are calling us ‘spoiled’. The joke will be on you when in old age you would need the warm hug of the welfare state. We will explain to you then that geriatric care depends on supply and demand.

Shlomo Kraus, Ynet (Hebrew)

The ‘you’ are our parents (and leaders) generation. The ones who have grown in a welfare state and enjoyed its fruits in the form of affordable housing, social rights, workers rights and so on, and then adopted Neo-Liberalism wholeheartedly to make some extra bucks on our backs. In the tent city today a man in his 50s approached me and asked: “Are you with the organizers?” (he didn’t wait for an answer) “Tell them to go to the mayor and demand what we got 20 years ago. Back then the municipality payed half our rent for two years.”

Just don’t say the ‘P’ word

From outside Israeli politics is complex. What most see from afar is the dangerous game it plays between its democratic and Jewish identities (constantly pitted against each other by 44 years of occupation and by the policies and legislation of the current government).

But it’s also complex from inside. The thousands who are camping in the cities boulevards and squares, marching on the luxury towers with signs and torches, and chanting anti-capitalism slogans calling for affordable housing are also asking to not make this struggle “political”. The government is the key target here, but the protestors still do not want to call it “politics”. 18 years after the Oslo accords the “Peace Process” is so dead that most Israelis would rather die and not be called “lefties” (quite literally when you think about it). The Israeli public is disenchanted with the classic division of Israeli politics in which the left was pro-peace and a 2 state solution and the right was pro-security and less eager to compromise. The dominant narrative is that the left has not only lost that argument but also betrayed Israel (by compromising its security and aligning with the enemy’s interests). In Israel 2011, thanks to the failures of the peace process, the anti-democratic efforts of forces on the right and Israel’s growing diplomatic isolation, left = treason.

So the people marching in the streets are labeling their struggle as economic, social, civic, urban, democratic, revolutionary, anything… just not leftist and not “political”. And indeed the Tent Protest makes for strange sleeping bag fellows: hipsters and homeless, far left anarchists and far right reactionary nationalists, pot heads and bourgeoisie families with children… They all fear that this rare alliance that for once alleviated the public sphere from the Right/Left deadlock will vanish if we dare confront our political sub-conscience and label ourselves politically.

Even hardcore anti-occupation activists are biting their tongues and agree to not talk about the red elephant in the room. They do try to connect this to the struggle of Palestinian families being evacuated from their homes in Jaffa, Ramla and Jerusalem but are careful to keep it within the so-called a-political housing discourse.

And what about some goals?

One of the most common arguments against the uprising is that it does not have clear goals. There are a lot of different factions under the protest tent. They can’t decide whether the struggle should focus on housing (the original plight of the protest) or expand to the wider social policy of the state. They do not know whether to join hands with some politicians or to deny them the photo-op and kick them out of the camp. They don’t know whether to decide on a list on demands or how to really defend against the government spin doctors.

My own take is quite different. Right now I’m not that interested in conclusions. There are some amazing things happening in and around the tents. And the longer they persist the more amazed would the government be at this powerful and passionate uprising. Let the economists and the politicians suggest plans and let the academics, journalists and social activists analyze them. A housing crisis is not an easy or immediate problem to solve, let alone the whole economic policy of the last two decades. This will not be solved in the next days, weeks or months.

But right now we are achieving a different parallel and possibly even more important byproduct. We should learn from what our Arab neighbors taught us: find a common target, work together, stop being afraid, rediscover people power. Neither our neighbors nor we would enjoy the fruits of a dramatic overnight economic justice. But like our neighbors we are fighting against a dictatorship. The dictatorship of despair and political determinism. The one that led Israel to a paranoiac passive aggressive policy and have put its public sphere on sleeping pills.

The residents of these tents are not sleeping, this civic engagement thing is just too cool to let it slip. Just don’t call it “politics”, yet…


Reclaim the Street Map!


Rather than doing unpaid corporate cartography,
join us in mapping the world together as a publicly shared resource.

In April 19th 2011 Google announced its new Google Mapmaker expedition to send its users to map the US. This would seem like a great innovative platform for mapping our streets together for those who don’t know that a service like this have actually existed since 2004. Open Street Map is a great collaborative project which Google chose to compete against rather than collaborate with.

In Google Mapmaker, all of your edits would belong to Google. In Open Street Map all of our edits belong to everybody who agrees to equally share them. Google preferred to keep its map proprietary and to prevent equal access to it from those who created it, which it ironically calls “citizen cartographers”. It is sad to say that even Microsoft, Yahoo and AOL are working in collaboration with the public through Open Street Map rather than create a proprietary competitor. Think about it, it’s like undermining Wikipedia by editing a Googipedia instead…

A year of edits in Open Street Maps


You probably understand this conflict of interests and would choose to draw your streets in our map. But Google, being Google has a much wider outreach and can easily mislead people about “The Meaning of Open”. Therefore I made a very small browser plugin to install on your mom’s browser to protect her from cartographic exploitation by a corporate entity.

The plugin in action: An opportunity to rethink which map to draft

What Reclaim the Street Map! does is simply send an alert when opening Google Mapmaker and suggests using Open Street Map instead. If approved, it would redirect to OpenStreetMap.org if not, it would stay on the page. Simple.

So until Google chooses to do less evil, to be a good citizen and to not exploit your mom, please…

install the plugin
plugins available for 3 different browsers

For transparency’s sake this is the Javascript code that the plugin would run on google.com/mapmaker:

var r=confirm(
  'Reclaim the street Map!' + '\n' +
  'Rather than doing unpaid corporate cartography, join us in mapping the world together as a publicly shared resource.'
);
if (r==true) {
  alert('Great choice! Redirecting to OpenStreetMap.org');
  window.location.href='http://openstreetmap.org';
}
else {
  alert('Interesting choice, good luck!');
}

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