1. Why does she blame children for these issues of technology?
2. What can be done to help children learn to understand empathy?
“We begin to think of ourselves as a tribe of one, loyal to our own party. We check our messages during a quiet moment or when the pull of the online world simply feels irresistible. Even children text each other rather than talk face-to-face with friends – or, for that matter, rather than daydream, where they can take time alone with their thoughts.”
Journal #3: Two Parts:
1. Come to class with 2 questions you have about “The Empathy Diaries” that might help us start a class discussion
– What is the author’s bias?
– Do you personally believe you can have “real” conversations despite being in one of Turkle’s target audiences?
2. Identify 1 passage (something more than 3 sentences) from the text that you’d like to discuss in class.
“There are at least two audiences for this book. One audience needs to be persuaded that a flight from conversation suggests a problem and not an evolution. And it is a problem with a solution: If we make space for conversation, we come back to each other and we come back to ourselves. And for the audience that feels defeated, whose members mourn an “inevitable” flight from conversation and see themselves as bystanders, I make another case: This is the wrong time to step back” (350).
Question 1: Does the author consider herself a hypocrite for the role that technology has in her life?
Question 2: Is there a better solution to this issue in children rather than making them go “cold turkey?”
Passage: At a nightly cabin chat, a group of 14-year-old boys talk about a recent 3-day Wilderness hike. One Can imagine that not that many years ago the most exciting aspect of that hike might have been the idea of “roughing it” or the beauty of unspoiled nature. These days, what makes the biggest impression is time without a phone, what one boy calls, “ time where you have nothing to do but think quietly and talk to your friends.” Another boy uses the cabin chat to reflect on his new taste for silence: “Don’t people know that sometimes you can just look out the window of a car and see the world go by and it’s wonderful?”
Two questions:
1. How many people actually struggle to put their phone and laptops down?
2. Do older generations really view the younger generation as incompetent and unable to perform normal tasks?
1. Why does she blame children for these issues of technology?
2. What can be done to help children learn to understand empathy?
“We begin to think of ourselves as a tribe of one, loyal to our own party. We check our messages during a quiet moment or when the pull of the online world simply feels irresistible. Even children text each other rather than talk face-to-face with friends – or, for that matter, rather than daydream, where they can take time alone with their thoughts” (344).
Two Questions
“We begging to think of ourselves as a tribe of one, loyal to our own party”
Does this mean loyalty to our own party as in like online friends?
How do you fix this and give children the ability to create genuine friendships?
Taking away phones or technology in school is almost impossible. They will also just have access at home, so what is the difference?
Passage
The third one on “A Partisan of Conversation”
Sociologists and anthropologists use conversation to make sense of the web in public life.
“Your question becomes their question as well”
“…when people who only a few minutes earlier had been ‘participants’ in ‘your study’ realize that there is something in this for them”
How have humans become so connected to each other and yet so disconnected from each other at the same time?
If we have become so aware of the threat of technology then why do we keep making it worse?
“We are being silenced by our technologies – in a way, “cured of talking.” These silences – often in the presence of our children – have led to a crisis of empathy that has diminished us at home, at work, and in public life.”
Question #1: Sherry Turkle’s observation took place in a middle school where students were experiencing issues showing empathy. I wonder how the results would change in a hgh school. Would teenagers experience more or less social empathy after having more time to mature but also more experience using technology.
Question #2: On page 349 she explained that she herself uses technology to communicate allowing the author to infer that she is in favor of limitations rather than complete elimination. How would one navigate implementing limitation when technology has been such a huge part of this world.
Two questions:
1. Do peoples upbringing correspond with their use of technology?
2. Do older generations believe that kids using technology at a young age actually actually affects their social skills?
1) How would you implement Thoreau’s three chairs into a meaningful conversation?
2) Does talking on the phone or facetiming count for meaningful conversation?
It is interesting to note how technology is stunting kids’ growth of empathy and their ability to interact with each other as their age. One of the teachers that Turkle was interviewing mentioned that, “they are not emotionally developed. Twelve-year-olds play on the playground like eight-year-olds.” (Page 345 paragraph 2).
– I wonder how elementary schools and middle schools look now, is it different between each age group as well as location?
– How can we reverse the negative affects technology has on young children, do we take away technology?
– “And this is where the virtuous circle breaks down: Afraid of being alone, we struggle to pay attention to ourselves. And what suffers is our ability to pay attention to each other. If we can’t find our own center, we lose confidence in what we have to offer others.”
13 thoughts on “JORUNAL # 3”
1. Why does she blame children for these issues of technology?
2. What can be done to help children learn to understand empathy?
“We begin to think of ourselves as a tribe of one, loyal to our own party. We check our messages during a quiet moment or when the pull of the online world simply feels irresistible. Even children text each other rather than talk face-to-face with friends – or, for that matter, rather than daydream, where they can take time alone with their thoughts.”
Journal #3: Two Parts:
1. Come to class with 2 questions you have about “The Empathy Diaries” that might help us start a class discussion
– What is the author’s bias?
– Do you personally believe you can have “real” conversations despite being in one of Turkle’s target audiences?
2. Identify 1 passage (something more than 3 sentences) from the text that you’d like to discuss in class.
“There are at least two audiences for this book. One audience needs to be persuaded that a flight from conversation suggests a problem and not an evolution. And it is a problem with a solution: If we make space for conversation, we come back to each other and we come back to ourselves. And for the audience that feels defeated, whose members mourn an “inevitable” flight from conversation and see themselves as bystanders, I make another case: This is the wrong time to step back” (350).
Question 1: Does the author consider herself a hypocrite for the role that technology has in her life?
Question 2: Is there a better solution to this issue in children rather than making them go “cold turkey?”
Passage: At a nightly cabin chat, a group of 14-year-old boys talk about a recent 3-day Wilderness hike. One Can imagine that not that many years ago the most exciting aspect of that hike might have been the idea of “roughing it” or the beauty of unspoiled nature. These days, what makes the biggest impression is time without a phone, what one boy calls, “ time where you have nothing to do but think quietly and talk to your friends.” Another boy uses the cabin chat to reflect on his new taste for silence: “Don’t people know that sometimes you can just look out the window of a car and see the world go by and it’s wonderful?”
Two questions:
1. How many people actually struggle to put their phone and laptops down?
2. Do older generations really view the younger generation as incompetent and unable to perform normal tasks?
1. Why does she blame children for these issues of technology?
2. What can be done to help children learn to understand empathy?
“We begin to think of ourselves as a tribe of one, loyal to our own party. We check our messages during a quiet moment or when the pull of the online world simply feels irresistible. Even children text each other rather than talk face-to-face with friends – or, for that matter, rather than daydream, where they can take time alone with their thoughts” (344).
Two Questions
“We begging to think of ourselves as a tribe of one, loyal to our own party”
Does this mean loyalty to our own party as in like online friends?
How do you fix this and give children the ability to create genuine friendships?
Taking away phones or technology in school is almost impossible. They will also just have access at home, so what is the difference?
Passage
The third one on “A Partisan of Conversation”
Sociologists and anthropologists use conversation to make sense of the web in public life.
“Your question becomes their question as well”
“…when people who only a few minutes earlier had been ‘participants’ in ‘your study’ realize that there is something in this for them”
How have humans become so connected to each other and yet so disconnected from each other at the same time?
If we have become so aware of the threat of technology then why do we keep making it worse?
“We are being silenced by our technologies – in a way, “cured of talking.” These silences – often in the presence of our children – have led to a crisis of empathy that has diminished us at home, at work, and in public life.”
Question #1: Sherry Turkle’s observation took place in a middle school where students were experiencing issues showing empathy. I wonder how the results would change in a hgh school. Would teenagers experience more or less social empathy after having more time to mature but also more experience using technology.
Question #2: On page 349 she explained that she herself uses technology to communicate allowing the author to infer that she is in favor of limitations rather than complete elimination. How would one navigate implementing limitation when technology has been such a huge part of this world.
Two questions:
1. Do peoples upbringing correspond with their use of technology?
2. Do older generations believe that kids using technology at a young age actually actually affects their social skills?
Questions:
1) How would you implement Thoreau’s three chairs into a meaningful conversation?
2) Does talking on the phone or facetiming count for meaningful conversation?
It is interesting to note how technology is stunting kids’ growth of empathy and their ability to interact with each other as their age. One of the teachers that Turkle was interviewing mentioned that, “they are not emotionally developed. Twelve-year-olds play on the playground like eight-year-olds.” (Page 345 paragraph 2).
1. What does it exactly have to do with someone’s empathy?
2. Who is affected more by empathy?
“Now we have arrived at another moment of recognition. This time technology is implicated in an insult on empathy.”
1. If we took away phones, would that solve the problem or would kids turn to another outlet to fill this need
2. How will this issue persist through the next 20 years, will the problem be mitigated or will technology overrule our entire lives
– I wonder how elementary schools and middle schools look now, is it different between each age group as well as location?
– How can we reverse the negative affects technology has on young children, do we take away technology?
– “And this is where the virtuous circle breaks down: Afraid of being alone, we struggle to pay attention to ourselves. And what suffers is our ability to pay attention to each other. If we can’t find our own center, we lose confidence in what we have to offer others.”