TDC/PUP GL7 Author Information - Revision history

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Robbie at 17:05, 28 February 2025

2025-02-28T17:05:31Z

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	<li>"The Dynamics of Decline: Why Education Can No Longer Be Liberal" <i>Phi Delta Kappan</i> (60:9, May 1979, pp. 636–640). [https://rmcc4.com/pdf/1979_dynamics_decline_education.pdf Link]). It gave my version of how and why liberal education has weakened. </li>		<li>"The Dynamics of Decline: Why Education Can No Longer Be Liberal" <i>Phi Delta Kappan</i> (60:9, May 1979, pp. 636–640). [https://rmcc4.com/pdf/1979_dynamics_decline_education.pdf Link]). It gave my version of how and why liberal education has weakened. </li>
	<li>"Into the Starting Gate: On Computing and the Curriculum." <i>Teachers College Record</i> (88:2, Winter 1986, pp. 191–215). [https://rmcc4.com/pdf/1986_starting_gate_mcclintock.pdf Link]). I asked whether and how, where, when, and why interacting with cultural resources in digital form would have different constraints and affordances than interacting with material resources. <i>The Digital Campus</i>will essentially revisit this concern 40 years later. </li>		<li>"Into the Starting Gate: On Computing and the Curriculum." <i>Teachers College Record</i> (88:2, Winter 1986, pp. 191–215). [https://rmcc4.com/pdf/1986_starting_gate_mcclintock.pdf Link]). I asked whether and how, where, when, and why interacting with cultural resources in digital form would have different constraints and affordances than interacting with material resources. <i>The Digital Campus</i>will essentially revisit this concern 40 years later. </li>
	<li>From 1986 to 2001, I worked ~~through ups and downs by~~ developing large-scale projects to demonstrate how networked multimedia communications could enable a humane transformation in the spectrum of educational ~~possibility~~.</li>		<li>From 1986 to 2001, I worked on developing large-scale projects to demonstrate how networked multimedia communications could enable a humane transformation in the spectrum of educational possibilities.</li>
	<div style="margin-left: 0.16in";><li>~~It began with~~ a major proposal to IBM, <i>The Cumulative Curriculum: Multi-Media and the Making of a New Educational System</i>, ~~a 200+ page request for~~ $5.4 million plus equipment over 5 years ([https://rmcc4.com/pdf/1991_cumulative_curriculul_proposal.pdf Link]). IBM vetted this proposal favorably but stopped it and all other external commitments owing to a serious downturn in its business. The failed proposal had a significant rationale and a productive afterlife.</li>		<div style="margin-left: 0.16in";><li>In 1990, a major proposal to IBM, <i>The Cumulative Curriculum: Multi-Media and the Making of a New Educational System</i>, requested $5.4 million plus equipment over 5 years ([https://rmcc4.com/pdf/1991_cumulative_curriculul_proposal.pdf Link]). Over 6 months and many meetings, IBM internally vetted this proposal favorably but then stopped it and all other external commitments owing to a serious downturn in its business. The failed proposal had a significant rationale and a productive afterlife, however.</li>
	<li>I explained the ideas behind it in an eBook, <i>Power and Pedagogy: Transforming Education through Information Technology</i> (Institute for Learning Technologies, 1992, [https://rmcc4.com/pdf/1992_power_and_pedagogy.pdf Link]).</li>		<li>I explained the ideas behind it in an eBook, <i>Power and Pedagogy: Transforming Education through Information Technology</i> (Institute for Learning Technologies, 1992, [https://rmcc4.com/pdf/1992_power_and_pedagogy.pdf Link]).</li>
	<li>A private donor funded a part of the IBM proposal as the Dalton Technology Plan ($3.4 million, 1991-94. [https://rmcc4.com/pdf/1992-Risk-and-Renewal-McClintock-et-al.pdf Link]), that drew considerable public attention.</li>		<li>A private donor funded a part of the IBM proposal as the Dalton Technology Plan ($3.4 million, 1991-94, [https://rmcc4.com/pdf/1992-Risk-and-Renewal-McClintock-et-al.pdf Link]), that drew considerable public attention.</li>
	<li>In turn, that work became the springboard for <i>The Eiffel Project: New York City's Small Schools Partnership Technology Learning Challenge</i> ([https://rmcc4.com/pdf/1996-The-Eiffel-Project.pdf Link]), which won a national Challenge Grant for a 5-year, $7.1 million project, ~~plus~~ $11 million in matching effort. Work through it established sophisticated local area networks in and among selected schools throughout NYC (1996-2000).</li>		<li>In turn, that work became the springboard for <i>The Eiffel Project: New York City's Small Schools Partnership Technology Learning Challenge</i> ([https://rmcc4.com/pdf/1996-The-Eiffel-Project.pdf Link]), which won a national Challenge Grant for a 5-year, $7.1 million project, amplified with $11 million in matching effort. Work through it established sophisticated local area networks in and among selected schools throughout NYC (1996-2000).</li>
	<li>Finally (1998-2001), the NYC Board of ~~Ed’s~~ Taskforce on Teaching and Learning in Cyberspace advanced a huge project (circa $11 billion) to create a city-wide network and equip all NYC students and teachers, grades 4-12, with specially ~~desigducation~~ for the New Millennium</i> (ILT, [https://rmcc4.com/pdf/2000_smart_cities_new_york_full.pdf Link]). The Board issued an RFP and two coalitions of major computer, publishing, and consulting companies formed and swiftly vanished among the financial expectations destroyed by the dotcom crisis.</li></ul>		<li>Finally (1998-2001), the NYC Board of Education’s Taskforce on Teaching and Learning in Cyberspace advanced a huge project (circa $11 <i>billion</i>) to create a city-wide network and equip all NYC students and teachers, grades 4-12, with specially designed laptops for use at home and school. I wrote the pedagogical rationale for it, <i>Smart Cities, New York: Electronic Education for the New Millennium</i> (ILT, [https://rmcc4.com/pdf/2000_smart_cities_new_york_full.pdf Link]). The Board issued an RFP and two coalitions of major computer, publishing, and consulting companies formed and swiftly vanished among the financial expectations destroyed by the dotcom crisis.</li></ul>
	<p><i>Smart Cities </i>was wildly ahead of its time. Sobered, I stopped writing proposals and turned back to reflective themes of pedagogical thought and practice.</p>		<p><i>Smart Cities </i>was wildly ahead of its time. Sobered, I stopped writing proposals and turned back to reflective themes of pedagogical thought and practice.</p>
	<ul><li><i>Homeless in the House of Intellect: Formative Justice and Education as an Academic Study</i> (New York: Laboratory for Liberal Learning, 2005, 111 pp. [https://rmcc4.com/pdf/2005_homeless_intellect.pdf Link]). How might the study of education, if situated among the arts and sciences, differ from its study in professional schools?</li>		<ul><li><i>Homeless in the House of Intellect: Formative Justice and Education as an Academic Study</i> (New York: Laboratory for Liberal Learning, 2005, 111 pp. [https://rmcc4.com/pdf/2005_homeless_intellect.pdf Link]). How might the study of education, if situated among the arts and sciences, differ from its study in professional schools?</li>

Robbie at 16:18, 28 February 2025

2025-02-28T16:18:08Z

← Older revision		Revision as of 10:18, 28 February 2025
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	<li>From 1986 to 2001, I worked through ups and downs by developing large-scale projects to demonstrate how networked multimedia communications could enable a humane transformation in the spectrum of educational possibility.</li>		<li>From 1986 to 2001, I worked through ups and downs by developing large-scale projects to demonstrate how networked multimedia communications could enable a humane transformation in the spectrum of educational possibility.</li>
	<div style="margin-left: 0.16in";><li>It began with a major proposal to IBM, <i>The Cumulative Curriculum: Multi-Media and the Making of a New Educational System</i>, a 200+ page request for $5.4 million plus equipment over 5 years ([https://rmcc4.com/pdf/1991_cumulative_curriculul_proposal.pdf Link]). IBM vetted this proposal favorably but stopped it and all other external commitments owing to a serious downturn in its business. The failed proposal had a significant rationale and a productive afterlife.</li>		<div style="margin-left: 0.16in";><li>It began with a major proposal to IBM, <i>The Cumulative Curriculum: Multi-Media and the Making of a New Educational System</i>, a 200+ page request for $5.4 million plus equipment over 5 years ([https://rmcc4.com/pdf/1991_cumulative_curriculul_proposal.pdf Link]). IBM vetted this proposal favorably but stopped it and all other external commitments owing to a serious downturn in its business. The failed proposal had a significant rationale and a productive afterlife.</li>
	<li>I ~~recast~~ the ideas behind it in an eBook, <i>Power and Pedagogy: Transforming Education through Information Technology</i> (Institute for Learning Technologies, 1992, [https://rmcc4.com/pdf/1992_power_and_pedagogy.pdf Link]).</li>		<li>I explained the ideas behind it in an eBook, <i>Power and Pedagogy: Transforming Education through Information Technology</i> (Institute for Learning Technologies, 1992, [https://rmcc4.com/pdf/1992_power_and_pedagogy.pdf Link]).</li>
	<li>A private donor funded a part of the IBM proposal as the Dalton Technology Plan ($3.4 million, 1991-94. [https://rmcc4.com/pdf/1992-Risk-and-Renewal-McClintock-et-al.pdf Link]), that drew considerable public attention.</li>		<li>A private donor funded a part of the IBM proposal as the Dalton Technology Plan ($3.4 million, 1991-94. [https://rmcc4.com/pdf/1992-Risk-and-Renewal-McClintock-et-al.pdf Link]), that drew considerable public attention.</li>
	<li>In turn, that work became the springboard for <i>The Eiffel Project: New York City's Small Schools Partnership Technology Learning Challenge</i> ([https://rmcc4.com/pdf/1996-The-Eiffel-Project.pdf Link]), which won a national Challenge Grant for a 5-year, $7.1 million project, plus $11 million in matching effort. Work through it established sophisticated local area networks in and among selected schools throughout NYC (1996-2000).</li>		<li>In turn, that work became the springboard for <i>The Eiffel Project: New York City's Small Schools Partnership Technology Learning Challenge</i> ([https://rmcc4.com/pdf/1996-The-Eiffel-Project.pdf Link]), which won a national Challenge Grant for a 5-year, $7.1 million project, plus $11 million in matching effort. Work through it established sophisticated local area networks in and among selected schools throughout NYC (1996-2000).</li>

Robbie at 16:09, 28 February 2025

2025-02-28T16:09:04Z

← Older revision		Revision as of 10:09, 28 February 2025
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	:Princeton, NJ, 08540-5046<br>		:Princeton, NJ, 08540-5046<br>
	:(646) 464-4531 (phone & text)<br>		:(646) 464-4531 (phone & text)<br>
	:rom2@tc.columbia.edu (~~email~~)</div>		:rom2@tc.columbia.edu (or)
			:robbie@aplacetostudy.org</div>
	<ul><li>Born in 1939 in New York City, I did well in good schools—Buckley (1948-53), Deerfield Academy (1953-57), Princeton (1957-61), Columbia (MA 1963, PhD 1968) — forming an interest in cultural history in relation to educational theory and practice.</li>		<ul><li>Born in 1939 in New York City, I did well in good schools—Buckley (1948-53), Deerfield Academy (1953-57), Princeton (1957-61), Columbia (MA 1963, PhD 1968) — forming an interest in cultural history in relation to educational theory and practice.</li>
	<li>I had a long professorial career: Johns Hopkins (1965-67), Teachers College, Columbia (assist 1967-71, assoc 1971-81, full 1981-2001, chair 2001-11, and emeritus 2011-on). Two key concerns on which I professed: <i>Educators should pay close attention to the work of major past thinkers</i> (e.g., Socrates, Plato, Aristotle, Cicero, Augustine, Dante, Erasmus, Montaigne, Bacon, Locke, Rousseau, Kant, Hegel, Goethe, Marx, Nietzsche, Freud, Weber); <i>media and communications as agents of change in education and culture</i>. </li>		<li>I had a long professorial career: Johns Hopkins (1965-67), Teachers College, Columbia (assist 1967-71, assoc 1971-81, full 1981-2001, chair 2001-11, and emeritus 2011-on). Two key concerns on which I professed: <i>Educators should pay close attention to the work of major past thinkers</i> (e.g., Socrates, Plato, Aristotle, Cicero, Augustine, Dante, Erasmus, Montaigne, Bacon, Locke, Rousseau, Kant, Hegel, Goethe, Marx, Nietzsche, Freud, Weber); <i>media and communications as agents of change in education and culture</i>. </li>

Robbie at 16:07, 28 February 2025

2025-02-28T16:07:43Z

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	<h4>PUP: 7) Author Information</h4>		<h4>PUP: 7) Author Information</h4>
	<h3>Biographical highlights</h3>		<h3>Biographical highlights</h3>
	<div class="rt">:Robbie McClintock<br>		<div class="rt b1">
			:Robbie McClintock<br>
	:4 Green Leaf Court<br>		:4 Green Leaf Court<br>
	:Princeton, NJ, 08540-5046<br>		:Princeton, NJ, 08540-5046<br>

Robbie at 16:07, 28 February 2025

2025-02-28T16:07:03Z

← Older revision		Revision as of 10:07, 28 February 2025
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	<h4>PUP: 7) Author Information</h4>		<h4>PUP: 7) Author Information</h4>
	<h3>Biographical highlights</h3>		<h3>Biographical highlights</h3>
	<div class="rt">;Robbie McClintock<br>		<div class="rt">:Robbie McClintock<br>
	:4 Green Leaf Court<br>		:4 Green Leaf Court<br>
	:Princeton, NJ, 08540-5046<br>		:Princeton, NJ, 08540-5046<br>

Robbie at 16:06, 28 February 2025

2025-02-28T16:06:02Z

← Older revision		Revision as of 10:06, 28 February 2025
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	<li>I have had sustained roles in academic governance, particularly with respect to technology and education, as Chair of the Department of Communication, Computing, and Technology in Education at TC (1982-2002), as head of the Coordinating Committee on the PhD in Education at Columbia (1996-2011), and as one of the organizers and a member of its Board of Directors for the Columbia Center for New Media Teaching and Learning. </li>		<li>I have had sustained roles in academic governance, particularly with respect to technology and education, as Chair of the Department of Communication, Computing, and Technology in Education at TC (1982-2002), as head of the Coordinating Committee on the PhD in Education at Columbia (1996-2011), and as one of the organizers and a member of its Board of Directors for the Columbia Center for New Media Teaching and Learning. </li>
	<li>Over the span of my career, I have expressed my ideas and concerns in diverse texts. In them, I have dealt with many topics, drawing on an extensive intellectual background. As a writer, I aspire to be clear and engaging while respecting the complexity and difficulty of the matters I address. I think we live in a culture in which we vastly overproduce cultural materials and consume them with a serious deficiency of attention. I feel a responsibility to resist those conditions by writing for readers who will pay close attention to texts they believe will have importance over an extended period.</li></ul>		<li>Over the span of my career, I have expressed my ideas and concerns in diverse texts. In them, I have dealt with many topics, drawing on an extensive intellectual background. As a writer, I aspire to be clear and engaging while respecting the complexity and difficulty of the matters I address. I think we live in a culture in which we vastly overproduce cultural materials and consume them with a serious deficiency of attention. I feel a responsibility to resist those conditions by writing for readers who will pay close attention to texts they believe will have importance over an extended period.</li></ul>
	<p>Here ~~are citations~~ with links to the full texts ~~of a selection of my writing~~.</p>		<p>Here's a selection of my writing with links to the full texts.</p>
	<ul><li>"Machines and Vitalists: Reflections on the Ideology of Cybernetics," <i>The American Scholar</i> (35:2, Spring 1966, pp. 249-58). [https://rmcc4.com/pdf/1966_machines_and_vitalists.pdf Link]). A heady start, this essay came out in a special issue on "The Electronic Revolution" along with contributions by Marshall McLuhan, R. Buckminster Fuller, Lynn White, Jr., Jacob Bronowski, Herbert A. Simon, Richard Hoggart, and so on. I made a point about human intelligence that's still relevant to the gush of wonder about AI. </li>		<ul><li>"Machines and Vitalists: Reflections on the Ideology of Cybernetics," <i>The American Scholar</i> (35:2, Spring 1966, pp. 249-58). [https://rmcc4.com/pdf/1966_machines_and_vitalists.pdf Link]). A heady start, this essay came out in a special issue on "The Electronic Revolution" along with contributions by Marshall McLuhan, R. Buckminster Fuller, Lynn White, Jr., Jacob Bronowski, Herbert A. Simon, Richard Hoggart, and so on. I made a point about human intelligence that's still relevant to the gush of wonder about AI. </li>
	<li><i>Man and His Circumstances: Ortega as Educator</i> (New York: Teachers College Press, 1971, xviii, 649 pp. [https://rmcc4.com/pdf/1971_man_circumstances_all.pdf Link]) A full intellectual biography of the Spanish thinker, José Ortega y Gasset. The book culminated my studies of Ortega from 1960 to 1971 and it was named the "Outstanding Education Book of 1971" by <i>School and Society</i>." </li>		<li><i>Man and His Circumstances: Ortega as Educator</i> (New York: Teachers College Press, 1971, xviii, 649 pp. [https://rmcc4.com/pdf/1971_man_circumstances_all.pdf Link]) A full intellectual biography of the Spanish thinker, José Ortega y Gasset. The book culminated my studies of Ortega from 1960 to 1971 and it was named the "Outstanding Education Book of 1971" by <i>School and Society</i>." </li>

Robbie at 16:02, 28 February 2025

2025-02-28T16:02:50Z

← Older revision		Revision as of 10:02, 28 February 2025
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	__NOTOC__ __NOTITLE__		__NOTOC__ __NOTITLE__
	<!-- {{Setup\|tick=Campus}} -->		<!-- {{Setup\|tick=Campus}} -->
			<div class="apts">
	<h4>The Digital Campus</h4>		<h4>The Digital Campus</h4>
	<h4>PUP: 7) Author Information</h4>		<h4>PUP: 7) Author Information</h4>

Robbie at 15:57, 28 February 2025

2025-02-28T15:57:37Z

← Older revision		Revision as of 09:57, 28 February 2025
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	__NOTOC__ __NOTITLE__		__NOTOC__ __NOTITLE__
	{{Setup\|tick=Campus}}		<!-- {{Setup\|tick=Campus}} -->
	<h4>The Digital Campus</h4>		<h4>The Digital Campus</h4>
	<h4>PUP: 7) Author Information</h4>		<h4>PUP: 7) Author Information</h4>

Robbie at 15:56, 28 February 2025

2025-02-28T15:56:18Z

← Older revision		Revision as of 09:56, 28 February 2025
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	<h4>The Digital Campus</h4>		<h4>The Digital Campus</h4>
	<h4>PUP: 7) Author Information</h4>		<h4>PUP: 7) Author Information</h4>
			<h3>Biographical highlights</h3>
			<div class="rt">;Robbie McClintock<br>
			:4 Green Leaf Court<br>
			:Princeton, NJ, 08540-5046<br>
			:(646) 464-4531 (phone & text)<br>
			:rom2@tc.columbia.edu (email)</div>
			<ul><li>Born in 1939 in New York City, I did well in good schools—Buckley (1948-53), Deerfield Academy (1953-57), Princeton (1957-61), Columbia (MA 1963, PhD 1968) — forming an interest in cultural history in relation to educational theory and practice.</li>
			<li>I had a long professorial career: Johns Hopkins (1965-67), Teachers College, Columbia (assist 1967-71, assoc 1971-81, full 1981-2001, chair 2001-11, and emeritus 2011-on). Two key concerns on which I professed: <i>Educators should pay close attention to the work of major past thinkers</i> (e.g., Socrates, Plato, Aristotle, Cicero, Augustine, Dante, Erasmus, Montaigne, Bacon, Locke, Rousseau, Kant, Hegel, Goethe, Marx, Nietzsche, Freud, Weber); <i>media and communications as agents of change in education and culture</i>. </li>
			<li>I have been creative and successful in generating externally funded research and development projects to advance the use of digital technologies in academic situations, K-12 and post-secondary. I directed the Institute for Learning Technologies at Teachers College (1982-2002) and served as a senior research scholar in the office of Columbia’s Vice-Provost (1994-2001). Additionally, I developed projects through the New Laboratory for Teaching and Learning at the Dalton School and at Columbia's Lamont-Doherty Earth Observatory. All this work had a common purpose: improving persons' educational experience by enabling them to interact in small groups with high-quality cultural assets through networked multimedia. </li>
			<li>I have had sustained roles in academic governance, particularly with respect to technology and education, as Chair of the Department of Communication, Computing, and Technology in Education at TC (1982-2002), as head of the Coordinating Committee on the PhD in Education at Columbia (1996-2011), and as one of the organizers and a member of its Board of Directors for the Columbia Center for New Media Teaching and Learning. </li>
			<li>Over the span of my career, I have expressed my ideas and concerns in diverse texts. In them, I have dealt with many topics, drawing on an extensive intellectual background. As a writer, I aspire to be clear and engaging while respecting the complexity and difficulty of the matters I address. I think we live in a culture in which we vastly overproduce cultural materials and consume them with a serious deficiency of attention. I feel a responsibility to resist those conditions by writing for readers who will pay close attention to texts they believe will have importance over an extended period.</li></ul>
			<p>Here are citations with links to the full texts of a selection of my writing.</p>
			<ul><li>"Machines and Vitalists: Reflections on the Ideology of Cybernetics," <i>The American Scholar</i> (35:2, Spring 1966, pp. 249-58). [https://rmcc4.com/pdf/1966_machines_and_vitalists.pdf Link]). A heady start, this essay came out in a special issue on "The Electronic Revolution" along with contributions by Marshall McLuhan, R. Buckminster Fuller, Lynn White, Jr., Jacob Bronowski, Herbert A. Simon, Richard Hoggart, and so on. I made a point about human intelligence that's still relevant to the gush of wonder about AI. </li>
			<li><i>Man and His Circumstances: Ortega as Educator</i> (New York: Teachers College Press, 1971, xviii, 649 pp. [https://rmcc4.com/pdf/1971_man_circumstances_all.pdf Link]) A full intellectual biography of the Spanish thinker, José Ortega y Gasset. The book culminated my studies of Ortega from 1960 to 1971 and it was named the "Outstanding Education Book of 1971" by <i>School and Society</i>." </li>
			<li>"Toward a Place for Study in a World of Instruction," <i>Teachers College Record</i> (73:2, December 1971, pp. 161-205). [https://rmcc4.com/pdf/1971_place_for_study.pdf Link]). This historical essay developed my concern that educators pay too little attention to self-motivated study as the energizing impetus for a person's educational development. It is still widely cited in discussions of the importance of the study by educational theorists. </li>
			<li>"The Dynamics of Decline: Why Education Can No Longer Be Liberal" <i>Phi Delta Kappan</i> (60:9, May 1979, pp. 636–640). [https://rmcc4.com/pdf/1979_dynamics_decline_education.pdf Link]). It gave my version of how and why liberal education has weakened. </li>
			<li>"Into the Starting Gate: On Computing and the Curriculum." <i>Teachers College Record</i> (88:2, Winter 1986, pp. 191–215). [https://rmcc4.com/pdf/1986_starting_gate_mcclintock.pdf Link]). I asked whether and how, where, when, and why interacting with cultural resources in digital form would have different constraints and affordances than interacting with material resources. <i>The Digital Campus</i>will essentially revisit this concern 40 years later. </li>
			<li>From 1986 to 2001, I worked through ups and downs by developing large-scale projects to demonstrate how networked multimedia communications could enable a humane transformation in the spectrum of educational possibility.</li>
			<div style="margin-left: 0.16in";><li>It began with a major proposal to IBM, <i>The Cumulative Curriculum: Multi-Media and the Making of a New Educational System</i>, a 200+ page request for $5.4 million plus equipment over 5 years ([https://rmcc4.com/pdf/1991_cumulative_curriculul_proposal.pdf Link]). IBM vetted this proposal favorably but stopped it and all other external commitments owing to a serious downturn in its business. The failed proposal had a significant rationale and a productive afterlife.</li>
			<li>I recast the ideas behind it in an eBook, <i>Power and Pedagogy: Transforming Education through Information Technology</i> (Institute for Learning Technologies, 1992, [https://rmcc4.com/pdf/1992_power_and_pedagogy.pdf Link]).</li>
			<li>A private donor funded a part of the IBM proposal as the Dalton Technology Plan ($3.4 million, 1991-94. [https://rmcc4.com/pdf/1992-Risk-and-Renewal-McClintock-et-al.pdf Link]), that drew considerable public attention.</li>
			<li>In turn, that work became the springboard for <i>The Eiffel Project: New York City's Small Schools Partnership Technology Learning Challenge</i> ([https://rmcc4.com/pdf/1996-The-Eiffel-Project.pdf Link]), which won a national Challenge Grant for a 5-year, $7.1 million project, plus $11 million in matching effort. Work through it established sophisticated local area networks in and among selected schools throughout NYC (1996-2000).</li>
			<li>Finally (1998-2001), the NYC Board of Ed’s Taskforce on Teaching and Learning in Cyberspace advanced a huge project (circa $11 billion) to create a city-wide network and equip all NYC students and teachers, grades 4-12, with specially desigducation for the New Millennium</i> (ILT, [https://rmcc4.com/pdf/2000_smart_cities_new_york_full.pdf Link]). The Board issued an RFP and two coalitions of major computer, publishing, and consulting companies formed and swiftly vanished among the financial expectations destroyed by the dotcom crisis.</li></ul>
			<p><i>Smart Cities </i>was wildly ahead of its time. Sobered, I stopped writing proposals and turned back to reflective themes of pedagogical thought and practice.</p>
			<ul><li><i>Homeless in the House of Intellect: Formative Justice and Education as an Academic Study</i> (New York: Laboratory for Liberal Learning, 2005, 111 pp. [https://rmcc4.com/pdf/2005_homeless_intellect.pdf Link]). How might the study of education, if situated among the arts and sciences, differ from its study in professional schools?</li>
			<li><i>Enough: A Pedagogical Speculation</i> (New York: Collaboratory for Liberal Learning, 2012, 284 pp. [https://rmcc4.com/pdf/2017_dewey_in_his_skivvies.pdf/ Link]) A wish fulfillment about how my views might appear to a friendly critic in 2162.</li>
			<li>“Dewey in His Skivvies: The Trouble with Reconstruction” (<i>Educational Theory</i>, 67:5, 2017, pp. 545-575. [https://rmcc4.com/pdf/2017_dewey_in_his_skivvies.pdf Link])</a>. This essay served as the stimulus for six further contributions assessing how John Dewey’s thinking should influence current educational philosophy.</li>
			<li><i>Formative Justice</i> (New York: The Reflective Commons, 2019, 138 pp. [https://rmcc4.com/pdf/2017_formative_justice_with_annotations.pdf Link]) What do people seek in trying to form and educate themselves?</li></ul>
			<p style="text-indent: 0.25in;">Now at 85, unexpectedly hale with life, energy, and intellect, I feel called to look again at how digital technologies may affect the spectrum of possible experience. According to Moore’s Law, digital capacities have been doubling in 1-to-2-year intervals. This suggests the digital infrastructure has altered greatly since I left off 25 years ago. Are old pipe dreams becoming possible objectives of intentional action? That’s the question I plan to address in <i>The Digital Campus</i>.</p>
			<hr/>

TDC/PUP GL7 Author Information - Revision history

Robbie: Text replacement - "__NOTITLE__" to " "

Robbie at 17:05, 28 February 2025

Robbie at 16:18, 28 February 2025

Robbie at 16:09, 28 February 2025

Robbie at 16:07, 28 February 2025

Robbie at 16:07, 28 February 2025

Robbie at 16:06, 28 February 2025

Robbie at 16:02, 28 February 2025

Robbie at 15:57, 28 February 2025

Robbie at 15:56, 28 February 2025

Robbie: Text replacement - "NOTITLE" to " "