praxistemology: early childhood education, engineering

PRAXISTEMOLOGY: EARLY CHILDHOOD EDUCATION,
ENGINEERING EDUCATION IN A UNIVERSITY, AND UNIVERSAL
CONCEPTS FOR PEOPLE OF ALL AGES AND ABILITIES
Steve Mann and Marko Hrelja
University of Toronto, Faculty of Applied Science and Engineering
http://www.eyetap.org
ABSTRACT
value. The scope and shape of these resources can be diverse and dynamic depending on which industry they operate in.
Existential tinkering as a form of inquiry must be brought
into the engineering curriculum at the university level, as
well as into the education curricula in general, including
early childhood education. This paper presents a methodology of education for people of all ages and abilities, including engineering education, through unstructured play,
personal involvement (authenticity), expression, and exploration — playful tinkering — as forms of inquiry. Current methods of engineering education have too much emphasis on structure, creating rigidity that destroys the capacity for creativity and radical innovation and invention.
We introduce “existinquiry/praxistemology” (existential
tinkering as inquiry) as a learning methodology consisting of three parts: learning by thinking, learning by doing,
and “learning by being” (existential education). The goal
of this learning methodology is to create lateral thinkers
who integrate ideas and methodologies normally associated with play, the arts, and the sciences, into the the
creative thinking process of engineering and design. Our
hope is that (1) existinquiry in engineeing education will
create more competitive and versatile thinkers capable of
solving more sophisticated problems; and (2) that combining concepts of engineering education with concepts of
unstructured play that are normally associated with early
childhood education, will result in more groundbreaking
inventions. We playfully explore topics of Veillance
(surveillance, sousveillance, reciprocal transparency,
equiveillance/omniveillance, uberveillance, and dataveillance) and Natural User Interfaces with the fundamental
Elements (earth, water, air, etc.). The methodologies are
applicable to teaching engineering to children or adults of
any age or ability.
Engucation (Engineering Education) is an area of study
that investigates teaching and learning in an engineering
curriculum. Though several focii exist, optimizing student
learning is a key goal of this field. Some approaches range
from active learning, and increasing levels of agency (Scardamalia and Bereiter), and problem-based learning to the
more traditional lecture-based delivery, and more recently,
e-learning [1]. Active learning/thinking/roles encompass
a personal involvement in each learners trajectory of understanding concepts, and works well with “higher levels
of agency for children in knowledge building”[2]. The
next level of active learning is LBB (learning by being),
ExistEd (Existential Education), and existemology (existential epistemology) citeexistemology. These concepts
embody a higher level of authenticity and personal interest
(“passion”) from the learner, while also giving the learner
more control over the learning experience (i.e. “Agency”
in the Scardamalia and Bereiter sense) because the learner
is a more integral part of the learning envionment. Specifically, the LBB model immerses the student in the context
of the course concepts.
One example of LBB is to learn about computer engineering and computer science by “becoming a computer”
(i.e. becoming a “cyborg” through the use of wearable
computing) citeexistemology. Moreover, in this method
of teaching, each learner builds their own wearable computer, so that the authenticity of LBB is enhanced by the
praxis of creation. Similarly, AR (augmented or augmediated reality) is a concept that can be learned through LBB
where the student can use assistive and immersive technology as a medium for learning. Photography can also
be taught this way, i.e. by “Being a Camera” (“wearcam”
as existential camera).
1. ENGUCATION
Engineering education helps train young minds with processes and procedures to solve problems. Operating under
this schema works well in situations where the problems
can be clearly defined in the context of “vertical thinking”
and solving specific problems.
But true creativity, including lateral-thinking, needs to
be personal. Humans have a natural capacity to improvise
and detect patterns as they occur. Entrepreneurs work in
a similar way. They reorganize resources to create new
c
978-1-4799-0929-2/13/$31.00 2013
IEEE
This existential learning through LBB is a form of abstraction in the active learning envionment applied to everyday learning. These concepts are all grounded in active learning because they extend the degree of control
a learner has in an environment — akin to the learnercentered model in How People Learn [1], or Seymour Pappert’s aphorism “More learning and less teaching”.
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1.1. Universal access, personal customization, and DIY
as a form of LBB
Fields of study like wearable computing tend to instersect with concepts like universal design and accessility.
Those with special needs have sometimes invented, designed, and built, devices that help them see better, or
help with wayfinding, or the like. The special needs population has driven a great deal of tinkering, customization, “hacking” and in some cases, “Maktivism” (making
for social change). Maktivism combines education with
democracy, in the John Dewey sense [3]. Moreover, wearable computing is a collaborative field of study in which
students can emerge as a “community of cyborgs” to create a collective form of inquiry. It has been shown that
students can “take collective responsibility for their own
knowledge advancement” [4] in fields of research such as
optics, light waves, color vision, and the like — topics
that relate directly to wearable computing and AR (augmented/augmediated reality) vision.
Among special needs students, much of the studentdriven customization is done to help with a personal need,
and therefore embodies a certain kind of authenticity that
can only come from personal “heartfelt” involvement in a
project, not merely doing something to get a good grade in
school or to otherwise please someone else (again, “Agency”
in the Scardamalia and Bereiter sense).
As the learning population diversifies, instructors face
the challenge of optimizing course content so that each
student can equally benefit from the learning experience [5,
6, 7]. In particular, we suggest an approach that maximizes learning for students through a personal passionbased learning model we call ‘tinquiry’, thinking and experimenting (tinkering) by and as a form of inquiry. Tinquiry takes Maktivism a step further by including the act
of taking this apart, working with found objects salvaged
from dumpsters, e.g. breaking things, etc., to find out how
they work (and fail/break), and thus further builds on John
Dewey’s ideas of education and democracy, e.g. children
begin to ask questions like “Is it legal to reverse-engineer
the firmware in that computer chip” or “By trying to understand how this device works, aren’t we violating the
EULA (End User License Agreement)?”.
Tinquiry builds on approaches used in entrepreneurship as it emphasizes the value of creative thinking and
maximizing use of resources. In particular, tinquiry aims
to maximize learning by drawing on the inherent interests
of students as driven by their own personal curiosity and
application of this approach to traditional “technical” education [8]. Furthermore, it may serve to maximize the
value of a diverse learning populations and to leverage a
greater capacity for innovative thinking [5, 9, 10].
One particular concept is to increase the entrepreneurial
tinquiry-based aspects of engineering learning. Specifically, by encouraging the natural capacity to improvise
and detect patterns, by reorganizing resources to increase
value, and by promoting critical tinkering-based inquiry
— tinquiry — we as intructors can foster greater innovation and creativity in the classroom. Novelty in engi-
neering design operates in much the same way: engineers
imagine new ways of combining and utilizing resources
to create solutions. However, the process is often codified
into a linear approach once created, and this may reduce
innovation in improvement going forward.
An important element of existentiality is authenticity,
agency [2], self-determination, and mastery over one’s own
educational destiny, which can manifest itself as passion.
Whereas the poseur or the dispassionate clerk working
without personal involvement can achieve great things in
the domain of vertical-thinking (solving clearly defined
problems using well-known methods), passion tends to
lend itself to laterial thinking and creativity — going beyond what was asked of one.
Passion is rooted in an individual’s knowledge map,
which is very personal. The type of knowledge that’s expressed here is tacit - knowledge that cannot be coded or
explained directly. This type of intuitive thinking guides
a sophisticated discovery and creation process where lateral thinking and creativity stem for authentic personal involvement.
Finally, “Universal access” is not just about accomodating people of all abilities (i.e. “haccessibility”), but
also of all ages. In this sense, tinquiry encourages parental
involvement. Children can even teach their parents some
of the important questions that have been “hidden by the
answers” (in the James Baldwin sense). Parental participation is an important element of excellence in education [11]. Building on concepts like Web-based Inquiry
Science Environment [12], computing in an existential education environment can be collaborative.
2. PUTTING A “HEART-AND-SOUL”
ON THE STEM
STEM is an acronym for Science, Technology, Engineering, and Mathematics, and an agenda of public education
is integrating these disciplines.
Other interdisciplinary efforts like MIT’s Media Laboratory, MIT’s Lifeling Kindergarten, and the MITES, RSI,
and WTP high school programs hosted by MIT, focus on
AST (Art + Science + Technology).
Design is also an important discipline, so we might
consider DAST = Design + Art + Science + Technology.
DAST could put a “heart and soul” into STEM, e.g.
going beyond “multidisciplinary” to something we call
“multipassionary” or “interpassionary” or “transpassionary”, i.e. passion is a better master than discipline (Albert
Einstein said similarly that “love is a better master than
duty”).
Consider, for example, DASTEM = Design + Art +
Science + Technology + Engineering + Mathematics (dastemology), or perhaps DASI = Design + Art + Science +
In(ter)vention or Innovation.
Indeed, when describing STEM to a five-year-old girl,
she seemed to feel the STEM alone was missing something, and drew a heart-shaped flower to represent DA
(Design and the Arts). See Fig 1. Expanding our minds
into the broader intellectual landscape does not mean being shallower. We do not advocate a tradeoff of breadth for
2013 IEEE International Symposium on Technology and Society (ISTAS)
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Figure 1: Science, Technology, Engineering, and Mathematics (STEM). Here
Stephanie (age 5) draws a heart-shaped flower on the otherwise incomplete STEM,
to represent DASTEM as the complete picture.
Figure 2: Stephanie (age 5) working out a simple mathematical derivation for the
lengths of pipes in a musical instrument to be installed in her wading pool. Presenting her work at Artful Waters, Waterlution 2012, YMCA of Greater Toronto,
20 Grosvenor St., Toronto, Ontario, 2012 June 4, 6-9pm.
depth. We propose, instead, existemology as a means to
attain a simultaneous increase in both depth and breadth,
e.g. “serious fun and frolic” where mathematics meets
aquatic play. For example, Stephanie (age 5) is installing
some hydraulic resonators in her wading pool to make
a fun and playful underwater musical instrument (a hydraulophone) that physicists and engineers would tell her
is impossible to make “because water√
is not compress-
c
A
, putting the
ible”. She begins by writing f = 2π
Vl
2π together with the f , dividing by c, and squaring both
sides, then solving for the length, l, as shown in Fig 2
and the corresponding video. As we will see in this paper,
water is a very existential element for fun and frolic, and
“learn by being” philosophy.
Perhaps what we want to nurture is the “inventopher”
(inventor+philosopher), through existemology (existential
epistemology), i.e. “learn-by-being”. In particular, we
aim to go beyond merely putting technology into classrooms, or churning out design technicians. Instead we
want students to also think about the philosophical and
humanistic elements of technology, in a way more traditionally associated with philosophy, the humanities, and
the fine arts.
This goes beyond the “learn by doing” (the constructionist education of Minsky and Papert at MIT [8]).
3. PRAXIS OF EXISTENTIAL INQUIRY
Maktivists are social makers people who make things for
social change. Maktivism is understood through praxistemology [13] as having 3 components, like a tripod that
is supported on all three of the following “legs”, denoted,
for brevity, as Praxis, P, Existentiality, E, and Questioning
/ inquiry / critique / study, Q. The materially physical practice of action, doing, making, or the like, comes from the
Greek word “praxis” which means “practice”, “action”,
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“making” or “doing”, from Greek “prassein”, meaning “to
do” or “to act”. Specifically praxis is the particular kind
of action, doing, or making, typically found in the field of
engineering: “Scientists think, engineers make.”[14] Heidegger laid the foundation for thinking about the relationship between technology and materiality/matter that led to
some of the projects we were involved with at MIT (e.g.
“Things That Think”, and “Bits and Atoms”), as well as
more recent variations on this theme, such as the “Internet
of Things”. While studying under Prof. Stephen Benton
(the inventor of white-light holography) at MIT, one of
our classmates Paula Dawson, was in the midst of creating
some of the world’s best examples of Material Thinking,
e.g. holographic art works like “To Absent Friends”[15].
Examples of this “Material Thinking” (in the Heideggersense[16][17]) form the core of what is taught in University of Torontos first-year Engineering Sciences courses
entitled Praxis I and Praxis II.
http://www.praxis.uoftengineering.com/
We must also emphasize here that there is something
refreshingly authentic about the Material Thinking community in New Zealand – their papers are all available online without the need for registration, login, or paying a
fee – this is the true authenticity of Maktivism!!!, which
brings us to the second leg, Existentiality.
Existentiality embodies three important attributes: (1)
existence before essence, i.e. the opposite of problemsolving. Whereas Plato first envisioned a circle in terms of
a collection of points equidistant from another point, and
THEN reduced it to practice, we should also allow room
for doing the opposite:... being willing to tinker (build
something) first, and then figure out what it is or what it
can be useful for afterwards (or maybe never!)! We need
to be willing to just tinker without having to make a plan
and a Gantt Chart first! (2) self-determination and mastery
over ones own destiny, through personal committment, involvement, and experience (e.g. “Learn By Being” such
as wearable computing as a way of learning about computers by “Being” a computer), and (3) authenticity as
connected with creativity, i.e. being true to ones self. Example: an engineer who loves engineering rather than an
engineer working for just the money or out of a sense of
duty. To quote Einstein: “Love [of a subject of study or of
ones work] is a better master than duty”. It also means being true (authentic) to ones self, rather than being driven
by trends or fashions. The opposite of this is a “poseur”, or
a person who works or studies in a particular field because
it is fashionable, trendy, or pays well. Praxistemology is
not merely transdisciplinary, interdisciplinary, or crossdisciplinary work, but, rather, trans/inter/crosspassionary. To
paraphrase Einstein, passion is a better master than discipline! Works by Sartre and Kafka help us understand
(often by way of negative examples) existence, freedom,
and authenticity. Lets also not forget Goethes “Faust”
should we, as academics, bow to peer-review and peeracceptance or hold to our principles, be they LaTeX, Linux,
free online publishing, or community gardening.The work
2013 IEEE International Symposium on Technology and Society (ISTAS)
has an epistemological/pedagogical element that asks important moral and ethical questions,i.e. that embodies critique in the tradition more commonly associated with the
arts than with old-school engineering. Authenticity is evident in the “amateur” — a word that derives from the
French word for “lover of” which derives from the Latin
word “amatorem”. The amateur is authentic — with a love
of a subject.
architect, and writer. Leonardo Journal[18] is the leading
journal for the application of contemporary science and
technology to the arts.
Marvin Minsky is the father of AI (Artificial Intelligence) [19]. In addition to inventing AI, he also invented
the confocal scanning microscope and many other useful
inventions. But Minsky had an amazingly deep understanding of all aspects of the human condition. A highly
relevant example of one of his inventions was something
4. THE EXISTENTIAL RULER
that has become known as “the most useless machine ever”:
A simple example of putting existemology into practice is
It consisted of a box with an on-off switch on the outside.
when we teach our children how to measure something,
Whenever you turn the switch on, the box opens and a
using anthropomorphic units (measurements based on the
robotic hand reaches out to turn the switch off. The mahuman body) (wikipedia.org/wiki/Anthropic units) like inches
chines sole purpose is to turn itself off! Minsky built his
(width of the thumb) or feet. The human body itself bemachine at Bell Labs with Claude Shannon.
comes the ruler. We learn about rulers, and measurement
Arthur Ganson is a sculptor with the Massachusetts
in general, by becoming the measurement instrument.
Institute of Technologys departement of Mechanical Engineering, who makes artworks with existentialist themes.
4.1. Rule of thumb
He engages in the practice of embodied existentialism.
In many languages, the word for “inch” is the same as (or
The one piece of his that really speaks to this theme is
similar to) the word for “thumb”; in:
a piece entitled “Machine with Concrete”: A motor is
• French: the word pouce also means inch;
geared down through a series of gears, each turning more
• Italian: pollice = inch or thumb;
slowly (and more forcefully) than the one before it. The
• Dutch, duim = inch or thumb;
last gear is fixed in a block of concrete.
• Czech and Slovene: palec = inch or thumb.
Albert Einstein wrote that “The point is to develop
• Spanish: pulgada = inch; pulgar = thumb;
the childlike inclination for play and the childlike desire
• Portuguese: polegada = inch; polegar = thumb;
for recognition and to guide the child over to important
• Swedish: tum = inch; tumme = thumb;
fields for society. Such a school demands from the teacher
and thus we have the idiomatic expression “rule of thumb”:
that he be a kind of artist...” Here’s another quote from
“a principle with broad application that is not intended to
Einstein: “The pursuit of truth and beauty is a sphere of
be strictly accurate or reliable for every situation. It is an
activity in which we are permitted to remain children all
easily learned and easily applied procedure for approxiour lives.” What separates children from many adults is
mately calculating...”
authenticity versus professionalism. Professionalism is
[http://en.wikipedia.org/wiki/Rule of thumb]
a necessary and important part of society in many fields
It is easier to teach a 4-year old to measure in inches
like dentistry or safety certification of bridges, skyscrap(thumb widths) than in a unit that was once defined as
ers, and aircraft. But there is, or should be, room in the
hundredths of one ten-millionth of the distance from the
world for “children” like Einstein. Engineering schools
Earth’s equator to the North Pole (hundredths of a metre,
and other universities should encourage fun, frolic, and
i.e. centimetres), and is now defined as hundredths of “the
unstructured play as means for invention of new technololength of the path travelled by light in vacuum during a
gies, as well as new ways of looking at Technology and
time interval of 1299,792,458 of a second”
Society!
http://en.wikipedia.org/wiki/Metre
In this sense, a praxistemologist is an “inventopher”[20]
Each of us has a different width of thumb, and will thus
(inventor philosopher) with the playful childlike scientific
get different answers when measuring the same thing, but
spirit of Einstein. Einstein reduced-to-practice/praxis!
if we’re measuring the space between seeds while plantThe inventopher combines thinking with making, thus
ing flowers in a garden (i.e. not building a nuclear reactor
embodying
a social awareness of making, such as that
or aerospace rocket) maybe it is better to have the intuitive
fostered
by
organizations
like the IEEE SSIT: “Scientists
and existential understanding of measurement that corpothink;
engineers
make.”[14]
Engineering is fundamentally
real units like inches and feet give us.
an
activity,
as
opposed
to
an
intellectual discipline. The
Let’s measure the height of horses in “hands” (defined
goal of science and philosophy is to know; the goal of enas exactly 10.16 centimetres) rather than centimetres, and
gineering is to do something good or useful. ... It took unworry more about intuition and common sense than accutil the mid-20th century for engineers to develop the kind
racy.
of self-awareness that leads to thinking about engineering
5. EXAMPLES OF PEOPLE WHO ARE OR WERE
and technology as they relate to society. Until about 1900,
PRAXISTEMOLOGISTS
most engineers felt comfortable in a “chain-of-command”
Leonardo da Vinci was said to be the best engineer for
structure in which the boss — whether it be a military
all time. But he was more than just a problem solver. He
commander, a corporation, or a wealthy individual — iswas also an artist, scientist, inventor, musician, sculptor,
sued orders that were to be carried out to the best of the
2013 IEEE International Symposium on Technology and Society (ISTAS)
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engineer’s technical ability.
Fulfillment of duty was all that was expected. But as
the range and depth of technological achievements grew,
engineers philosophers, and the public began to realize
that we had all better take some time and effort to think
about the social implications of technology. That is the
purpose of the IEEE Society on Social Implications of
Technology (SSIT): to provide a forum for discussion of
the deeper questions about the history, connections, and
future trends of engineering, technology, and society.[14]
See also ISTAS (International Symposium on Technology
and Society): http://veillance.me
Others have also proposed the combination of thinking
and making, which is known as “Material Thinking[16][17]”
or “Critical Making[21]”, or, if it contains a political element, “Hacktivism[22]”. In some sense, Maktivism and
its academic counterpart praxistemology, can be thought
of as authentic and self-involved forms of material thinking or critical making.
6. WEARABLE COMPUTING: GLASS AND
MUTUAL VULNERABILITY IN THE FRAGILE
AND TRANSPARENT SOCIETY
Another example of existemology is Digital Eye Glass
and wearable computing: we learn about computers by
“becoming” the technology [23] (perhaps in the “cyborg”
sense).
We can learn alot about the world around us, such as
public spaces, by bringing computation into our own personal space. For example, we learn about surveillance
by engaging in its reciprocal (sousveillance), i.e. simply taking pictures of the world around us, often uncovering inconsistencies (e.g. cameras are often prohibited
in places where there are a lot of surveillance cameras).
This concept deals with public spaces and subversion [24].
The technological singularity as defined by Vernor Vinge,
Raymond Kurzweil, and many others, refers to computational advancements, so let us refer to this as the “computational singularity”, to distinguish it from another singularity, which we shall refer to as the “sensory singularity”
“sensor singularity”, or “sensularity”. By “sensularity”
we mean the point in technological progress at which the
sensory intelligence of machines surpasses human sensor
intelligence. We refer to this sensory intelligence as “veillance” from the French word “veiller”, which means “to
watch”.
Another example, the EyeTap electric eyeglasses, cause
the eye itself to, in effect, become both the camera and display, giving rise to augmediated reality, i.e. mediated reality (not merely augmented reality with adding new matter, but actually being able to more broadly mediate the
visual perception of reality). See for example, Chapter 23
of http://www.interaction-design.org In this context, the
wearer even has the apperance of having a glass eye (camera eye), so the appratus has been referred to as the “glass
eye” and is referred to as the “glass eye effect”[25]. This
“existential camera” and “existential computer” [26] are
entering the mainstream. See Fig 3.
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Figure 3: Augmediated Reality devices comprise 3 elements: (1) wearable camera (“wearcam”); (2) wearable computer (“wearcomp”); and (3) wearable display
(“weardisp”) which functions as a sort of “viewfinder” for the camera, giving rise
to the existenial camera and computer — — “being” a computer — — and “being”
a camera.
Figure 4: Hypocrisy of surveillance. Signage in a business establishment. (Portions of the sign, magnified and legibilized for clarity, are shown to the right.)
Surveillance cameras are often used in a context that forbids others from having
or using cameras. This one-sided “we can watch you but you can’t watch us”
hypocrisy is typical of business establishments, police officers, and other officials
in our Surveillance Society. The opposite of hypocrisy is integrity. Since there is
an opposite to hypocrisy, might there be an opposite to the veillance of hypocrisy,
i.e. might there be an opposite to surveillance itself?
Much like the Suzuki method for teaching music, the
“Mann method” of teaching is based on existemology (learning by being), e.g. learning about computers by “being”
a computer or learning about cameras, photography, and
cinematography by “being” a camera [23].
By “being” a computer or a sensor such as a camera,
the human body itself becomes a measuring instrument
like a ruler or the sensor, or camera.
7. SURVEILLANCE
Veillance (surveillance and sousveillance) is another area
of tinquiry. Surveillance is well-known in our society, and
is a topic of extensive study in the field of Surveillance
Studies [27, 28, 29, 30, 31, 32, 33, 34, 35, 36, 37].
“Surveillance” is a French word that means “to watch”
(veillance) from above (“sur”), i.e. “watching over”, as
police watch over suspects or as shopkeepers watch over
shoppers in a business or retail establishment.
One curious aspect of surveillance is the way in which
it is often presented together with forbidding those who
are being watched from watching back. See Fig 4
Observations of this hypocrisy, and a general knowledge of the fact that hypocrisy is the opposite of integrity
lead us to wonder if there might be an opposite to surveillance. Thus if surveillance is the veillance of hypocrisy,
what opposite veillance might be the veillance of integrity?
8. LA POTENCE DE LA VEILLANCE
“Surveillance” is a French word. “Terrorism” is also a
word of French origin.
The French word for the gallows is “la potence”. This
word derives from the Latin word for power, “potentia”,
from potens, meaning “powerful”. Potence represents the
coersive physical and/or ideological enforcement informed
by surveillance.
A typical courthouse of days not-long-ago, would have
often had large gallows erected out in front of it. Gallows
and gibbets were often placed at prominent locations in a
city. Examples include the famous Tyburn Tree in London
2013 IEEE International Symposium on Technology and Society (ISTAS)
Figure 6: Signage accompanying the gallery exhibit of Fig 5. The gallery signage forbids cameras yet requires cameras in order to obtain additional information about the piece by way of the QR code. The exhibit also incudes a scavenger hunt for participants to photograph the artworks and upload the photos to
an image-recognition website, in order to find secret messages hidden in some artworks. These photographs of the artworks by the general public also form part of
the gallery exhibits. Yet signage in the gallery informs visitors that the use of cell
phones is prohibited in the gallery. In this sense it forms a participatory breaching
experiment that underscores the hypocrisy of surveillance.
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Figure 7: “Babycam”, a praxistemology of sousveillance: Christina, Age 2,
explores and understands sousveillance (reciprocal surveillance) through tinquiry
— tinkering with switches, actuators, cameras, and the like, in an “Internet-ofbaby-strollers” environment.
Figure 5: La Potence de la Veillance, Stephanie Mann, Age 5. Top row
shows construction. Image at bottom shows the piece on exhibit at Deconism/VeillanCeNTRE™.
(a massive triple-branch gallows that could hang 24 convicts at the same time), and “Le Gibet de Montfaucon”
prominently located high on a hill in France.
Foucault’s book “Surveiller et Punir [38]” outlines how
surveillance is inextricably interwined with punishment
and power relationships.
Artist Stephanie Mann (age 5) built a conceptual art
sculpture entitled “La Potence de la Veillance” that touches
on this theme. See Fig 5. This piece was exhibited in Deconism Gallery/
VeillanCeNTRE™in early 2012. Signage was designed
to accompany the piece. The gallery signage forbids cameras yet requires cameras in order to obtain additional information about the piece by way of the QR code on to the
gallery/museum label. See Fig 6.
9. SOUSVEILLANCE
Surveillance means “watching from above”, so what happens when a baby watches from below?
Christina, Age 2, seemed to be fascinated by cameras,
and liked to play around with various cameras and displays, seeing images appear, etc.. The “BabyCam” project
allowed her to construct a camera system around her baby
stroller which she could control through simple pushbutton switches. See Fig 7.
This exploration is best described as “watching from
below” — — the opposite of surveillance (watching from
above). The following table summarizes these two veillances:
Surveillance
Sousveillance
Oversight
Undersight
Watching from above
Watching from below
Hypocrisy
Integrity
Centralized
Distributed
Police and Government Crowdsourced
Professional
Amateur, Authentic: “Love is a
(as a matter of duty)
better master than duty” - Einstein
Cameras on property
Cameras on People
(e.g. land or buildings) (e.g. “wearcam”)
Land and Buildings
Clothes, Cars, and Strollers
Internet of Things
Internet of People
This analysis suggests we might want to replace Surveillance Studies with a broader discipline of “Veillance Studies”. See Fig 8.
Sousveillance has an interesting history, beginning some
2013 IEEE International Symposium on Technology and Society (ISTAS)
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Sousveillance Studies
s
Figure 9: Neck-worn lifeglogging cameras: Leftmost picture (by S. Mann, 1994) shows a typical surveillance camera’s ceiling dome. This was the inspiration for Mann’s
neckworn camera pendant which captures (and transmits offsite) one’s entire life. This version of the “wearable wireless webcam”, photographed in 1998, was part of an
ongoing research effort [41]. Others later made similar devices, e.g. Microsoft’s SenseCam (2004) and Memoto (2013). Mattel also produced a Barbie doll product featuring
a camera necklace/locket permanently sculputed into the doll’s body.
e
il
Ve
c
lan
d
tu
S
s
die
tu
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nc
illa
Ve
Veillance Studies
Surveillance Studies
Security
Privacy
Figure 8: Veillance Studies: We can have varying amounts of surveillance. Think
of a surveillance axis like a number line with higher amounts of surveillance further
to the right and lower amounts of surveillance further to the left. Privacy activists
might wish to keep or move society toward the origin (zero surveillance at the
far left), whereas security activists might wish to move society further toward the
right (more surveillance). It should be noted that both those in favour of surveillance and those opposed to it, are viewing the world on a one-dimensional axis.
Even those who claim to be neutral (i.e. to merely study surveillance without professing a “for” or “against” bias) are seeing the situation from a one-dimensional
“surveillance-only” (i.e. biased) viewpoint. In this sense “surveillance studies”
is focused on the the axis that runs left-to-right. Imagine by analogy, a country
that has both a conservative and a liberal party. If one were to replace “political
studies” with “conservative studies”, but claim to be neither for nor against the
conservatives — just studing — objectively the conservative party, but by omitting
liberals from the discussion, there’s an inherent bias. Thus we propose “veillance
studies [39]” as a more neutral framework than “surveillance studies [40]”.
35 years ago with the MannGlas digital welding glass,
and evolving into various computerized seeing devices.
Interestingly security guards often complained about the
camera-based vision aid, even when it was not recording
images. The original vision was simply to help people
see but not record data. However, when various security
guards and other officials began to try to prohibit the use
of a seeing aid (because it had a camera in it), the question of Veillance and Hypocrisy led author S. Mann to invent another kind of device — — a necklance, pendant, or
locket, that captured pictures continuosly to transmit them
wirelessly to the World Wide Web, and create a Personal
Safety Device for which a perpetrator or attacker could
not destroy the offsite already-transmitted data. See Fig 9.
12 years after the creation of the Wearable Wireless
Webcam camera necklace, Mattel offered a Barbie doll
product with a similar feature (See Fig 9). Steeves and
others have written extensively on the issues surrounding
privacy, surveillance, and children [42, 43, 44]. Whereas
92
Figure 10: A Six-Year Old’s Understanding of the Veillances: Surveillance is
watching from above: Cameras mounted on high lamp posts, poles, towers, or
buildings. Sousveillance is watching from below: Cameras down at eye level,
headworn on Digital Eye Glass, or the like.
children are often the subject of studies on privacy, surveillance, and the like, can children also study and understand
the veillances, e.g. surveillance and sousveillance?
9.1. A six-year-old’s sense of Veillance
Stephanie, Age 6, an English speaking student enrolled
in a French Immersion kindergarten program, understood
surveillance and sousveillance quite readily as watching
from above/below (Fig 10), and then as centralized veillance versus distributed (crowdsourced) veillance (Fig 11.
When she saw an advertisement for Barbie Video Girl
(Fig 9 rightmost), she obviously wanted one, but upon receiving it, then had thoughts on whether the “Barbie Company” might be spying on her, i.e. does sousveillance become co-opted back to surveillance.
This phenomenon is something K. Michael and M.G.
Michael refer to as uberveillance [45, 46, 47, 48], a theme
she explored in the drawing shown in Fig. 12.
2013 IEEE International Symposium on Technology and Society (ISTAS)
9.2. Barbionette: The Barbie Marionette of Uberveillance
Stephanie, Age 6, with some help from her older sister,
Age 10, embarked on an exploration of “Veillance Studies” to explore Uberveillance through the creation of “Barbionette”. This “Barbie Marionette” sculpture recontextualized Video Girl, not as the bastion of freedom implied
by her sousveillance necklace, but, rather, a “puppet on
a string” characterized by the “floating in the clouds” of
Fig. 12.
See Fig 13.
9.3. Equiveillance (Omniveillance)
Figure 11: Centralized versus crowdsourced veillance; Eyes and Eears on the
Street: Surveillance is watching from a central authority; Sousveillance is crowdsourced watching.
Equiveillance is the balance between the veillances, i.e. a
“fair and just” veillance or veillance policy, in which there
is reciprocal transparency, reciprocal accountability, and
a reciprocal right-to-audit [49]. We’re familiar with the
manner in which governments can audit an individual’s
tax returns, but what about an individual’s right to audit
their government?
More generally, as we get past the 20th century “us
versus them” idea, we’re all “auditing” each other in some
sense.
In 2007 Bailey and Kerr coined the term “Omniveillance” as a “more precise” term for equiveillance [50]:
In a world of “equiveillance” or, perhaps
more precisely, omniveillance, how do we
conceive of privacy and its role in identity
formation and and collective empowerment?
(emphasis added)
That same year, Roger Clarke also wrote extensively on
the topic of “Omni-Surveillance”[51], and by extension
we have “Omni-Sousveillance” and “Omni-Veillance”. The
following year (2008), Blackman also began writing on
omniveillance [52].
Another important veillance is dataveillance [53].
A praxistemology of the veillances will help us understand them (surveillance, sousveillance,
equiveillance/omniveillance, dataveillance, uberveillance,
unterveillance) and their relationships to each other.
10. HYDRAULOPHONE
Figure 12: Further explorations of the Veillances: Surveillance as the God’s
Eye View from above (“cameras in the clouds”, denoted by “A”) or cameras on
property (land, denoted “B” or buildings, denoted “C”). Sousveillance as cameras
on people (headworn, denoted “F”, or eyeworn, denoted “G”). Cameras attached to
an automobile are the “borderline” case between surveillance and sousveillance. A
rear-pointing camera “D” in a taxicab to allow the driver to watch the passengers
== surveillance. A dashcam, “E” == sousveillance. When sousveillance is coopted by a large coropration that manages one’s Digital Eye Glass in the “clouds”,
sousveillance “floats up” to the sky and becomes Uberveillance, “H”, back to being much like surveillance. Lastly, if sousveillance can be reversed into uberveillance, perhaps surveillance can be reduced into “unterveillance” (denoted “I”, i.e.
bringing the surveillance cameras down to citizen level). For example, might the
new camera-based motion-detecting streetlights be merely “veillance” cameras —
equally likely to catch a burglar as a corrupt police officer in wrongdoing — perhaps operated for “smart city” research initiatives that are not directed at only law
enforcement needs.
“Learn By Being” also applies to musical instruments like
the hydraulophone, where the human body becomes a musical instrument or part of a musical instrument that teaches
physics, states-of-matter, mathematics, and the like.
The hydraulophone is thus another example of praxistemology and tinquiry. Children are often taught that there
are 3 kinds of instruments: Strings, Percussion, and Wind.
But if we think about this, Strings and Percussion are more
similar to each other than either is to Wind. What makes
them more similar is that both make sound from vibrating
solid matter:
Strings
Percussion
Wind
Solid
Solid
Gas
(1D solids) (2D solids like drum skins or
3D bulk solids, i.e. idiophones)
2013 IEEE International Symposium on Technology and Society (ISTAS)
93
Figure 14: Hydraulikos activities turn participants into “inventophers” (inventor
philosophers) while engaging them in fun, frolic, science, technology, engineering,
mathematics, music, and musicology.
Challenging this taxonomy or ontology is the hydraulophone, a newly invented instrument that makes sound from
vibrations in matter in its liquid state (e.g. from vibrations
in water) [54].
11. HYDRAULIKOS
Figure 13: “Barbionette”, a Uberveillance Sculpture: Stephanie’s “Barbie
Video Girl Marionette” calls into question just how independent and “free” the
Sousveillance Barbie actually is. In some sense sousveillance may have been coopted into just another form of surveillance, i.e. Uberveillance.
94
Hydraulikos is a Centre for Nature, Technology, and Health
at the nexus of science, innovation, arts, culture, sustainability, mathematics, music, fun, and frolic, constructed
by author S. Mann in 2001. Hydraulics broadly refers to
all situations in which water flows, is moved, or is manipulated in some way. Hydraulikos activities are illustrated
in Fig 14.
The word “hydraulics” originates from the Greek word
“hydraulikos” which means water instrument (from the
Greek words, “hydor” for water and “aulos” meaning musical instrument or hollow tube).
The ancient Greeks and Romans used water as a source
of power to compress air into their pipe organs (the early
Greek and Roman wind instrument, the Water Organ or
Hydraulis [55][56]). Therefore The field of hydraulics
originated with music.
Water is central to nature, and an important focus of
this work. An important goal of Hydraulikos is to allow us to touch and be touched by the most essential
element, water —- and to invent, develop, research, and
teach technologies that facilitate a connection with our
natural world.
2013 IEEE International Symposium on Technology and Society (ISTAS)
WATER−PACKET
TRANSMITTER
"MAGIC FOUNTAIN"
SCULPTURE
USER
WATER−PACKET
RECEIVER
USER−
INTERFACE
JET
LAMINAR JET
OUTPUT
WATER SWITCH
LAMINAR JET DEVICE
DATA
COMM.
LINK
BASIN
PUMP
CPU1
CPU2
WATER
Figure 15: S. Mann’s water sculpture comprising a WATER-PACKET TRANSMITTER (a small garden fountain with a sensor that senses a USER touching the
water), sending to a WATER-PACKET RECEIVER which includes a water-packet
re-synthsizer, denoted WATER-PACKET RENDERER, to re-render packets of water. The effect is as if packets of water are data, which can be sent over a communications link. Blocking the “MagicFountain” causes the water jet at the right
to spray in a way that intricately mimicks the blockage of the “MagicFountain”.
Water-packet response is extremely quick by way of a pump that constantly recirculates water until it is time for it to spray. Thus participants could create extremely
short bursts, or long bursts, or any pattern like, for example, Morse Code, in which
the “dots” (short water packets) and “dashes” (long water packets) all fly through
the open air along the same parabolic trajectory.
Figure 16: First Mover Advantage: Each jet is a water-packet transceiver, i.e. it can
function as both a transmitter and receiver of water data packets. The jet can spray
to varying degrees, and usually sprays at least a small amount of water (leftmost
image) to sense when stepped on. A solenoid control system (middle image) varies
the flow to the water jets. Stepping on Jet 1 makes Jet 2 spray extremely high and
vice-versa. Thus the first person to step on a water jet gets an advantage (“First
Mover Advantage”) because the second mover (rightmost picture) must then stop a
much more forceful water spray in order to retaliate, whether here in this waterfight
across the parking lot, or in a similar waterfight across cyberspace.
11.1. WOIP: Water Over Internet Protocol
We present the notion of “water packets”. Water packets are to Hydraulikos what data packets are to computing. Water has important therepeutic values [57]. The importance of water, and of clean lakes, rivers, etc., cannot
be overemphasized, and indeed numerous research efforts,
organizations, and facilities focus on water. For example,
Columbia University has an Earth Institute and is home
of the Columbia Water Center. Canada is home of some
of the world’s leading water centres, such as the City of
Calgary’s Water Centre, and Ontario’s Walkerton Clean
Water Centre.
Various educational programs use water in a variety of
different ways. Some summer camps include a learn-toswim component. Other educational efforts aim to teach
the importance of clean lakes and rivers, or the like, as
well as various scientific principles. Usually these two
activities are separate. Thus immersion in the water (e.g.
swimming) is a separate activity from scientific education
regarding water, or the like.
Hydraulikos presents water as a form of educational
and immersive multimedia. When we study water without touching it, the water is less tangible and less real and
immediate than when we study it by interacting directly
with and in it. When we interact with and in water, we
apply forces to the water, which create waves or other disturbances. Pressing against water in this way (i.e. applying pressure to it), whether with our fingers, hands, whole
body, or the like, is what we mean by “hydraulikos”. This
is immersive multimedia in the most true sense.
We therefore use the world “hydraulikos” to denote the
exploration of water by physically manipulating or touching it. Whereas currently existing Water Centres and Water Exhibits present, show, or study water in an abstract
and indirect way, “hydraulikos” presents, shows, or studies pressurized water (water that is maniuplated, touched,
or otherwise pressurized in some way by a participant).
Figure 17: HeadGames, an improvised DIY interactive art installation made from
a discarded pickle barrel, scraps of rope, a pulley, and three pieces of driftwood.
Participants were invited to feel the difference between zero or low head, near a
hole in the bucket, or high head further down as the water fell. A musical water
instrument (rightmost picture) was also fed from the bucket. This gravity-fed hydraulophone allowed participants to experience different amounts of head (water
pressure), depending on the height of the bucket.
11.2. ARCHITouch
Architouch is a laminar water arch, activated by participants when they blocked a much smaller water jet emerging from a decorative water fountain, as illustrated in the
drawing of Fig 15.
11.3. First Mover Advantage
Building upon the success of ArchiTouch, another interactive multimedia water experience using two identical water jets, was created, Each jet was equipped with a sensor
(e.g. listening device) and a capability for computer control of the strength of the same water spray jet used for the
sensing. See Fig 16.
In this way, each jet becomes a water-packet transciever
(i.e. both a transmitter and receiver of water data packets).
Initially both jets spray weakly, just a small trickle of
water. When Jet 1 is blocked, Jet 2 sprays very strongly.
When Jet 2 is blocked, Jet 1 sprays very strongly. This is
done using the same technology as ARCHITouch/EarlyBath,
but bidirectionally.
Each water jet was fitted with a hydraulophic listening
device, to sense the degree of blockage.
Initially the water jets were co-located together in a
parking lot at a street festival. The person who stomps
on Jet 1 sprays the person who tries to stomp on Jet 2, and
2013 IEEE International Symposium on Technology and Society (ISTAS)
95
vice-versa. See Fig 16. The jets can also be located in different countries, e.g. with WOIP plus video conferencing,
participants can have a water fight with someone on the
other side of the earth.
11.4. Head Games: Learning on the
“Teach Beach”
All of the art pieces described so far are Fluid User Interfaces, i.e. touching water generates multimedia content,
either mechanically (e.g. acoustically) or computationally.
Finally we present “HeadGames”, a very simple, even
primordial art installation using the most primitive of technologies, and doing nothing in response to touching the
water, other than allowing the participant to feel the water
itself at various quantities of head.
HeadGames teaches concepts of water pressure (head),
and water-column, using a bucket hung from 3 pieces of
driftwood. See Fig 17.
HeadGames allowed participants to experience varying degrees of head, e.g. zero (or 1 inch of head), versus
a foot, then a metre, or two metres of head, etc., by either running their fingers down the water column and/or
adjusting the height of the bucket when fed to a hose.
Many participants were amused and surprised by this
installation. For example, most people were surpised at
how easy it was to stop the water right at the hole in the
bucket. This runs contrary to our everyday experience
with city tap water which comes out of the tap at more
than 100 feet of head (and is thus very difficult to stop).
With high-head water supplies that most people are accustomed to, the water feels stronger as you get closer to
the opening. But the reverse is true with the bucket, and it
was noteworthy that few people had experienced this very
simple phenomenon before experiencing HeadGames.
The water opening in the bottom of the bucket was also
connected to a hose so that the water in the bucket could
be used to supply a hydraulophone (Fig 17, rightmost).
The resulting gravity-fed water instrument became an interactive art installation in its own right.
12. CONCLUSION
Existential tinkering must be part of the engineering curriculum. The purpose of engineering education is to give
a platform to create solutions. The process of creation is
often a sophisticated, fluid and human practice. The current curruculum places too much emphasis on structure
and not enough on discovery through a Existential tinkering method. This method produces more engagement between person and problem. The greater degree of engagement, the more sophisticated the problem solving process.
This style emphasis the lateral thinking showing a more
versatile, malable and playful. The key is engagement and
active participation in making ideas come to reality. This
builds the brighter, smarter and more engaged engineers.
Moreover, this philosophy should begin as early as possible, i.e. starting with Early Childhood Education, and
continuing onwards through university.
96
Several examples of praxistemology, a praxis of existential inquiry, were presented as a playful childlike (in
the Albert Einstein sense) way of doing basic research that
can solve many of the worlds problems without necessarily being solution or problem-driven. We should encourage people to apply LBB (Learn By Being) in an unstructured and free-spirited way, where lateral thinking, rather
than vertical problem-solving, is strongly encouraged.
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