Humanist Discussion Group, Vol. 14, No. 302.
Centre for Computing in the Humanities, King's College London
<http://www.princeton.edu/~mccarty/humanist/>
<http://www.kcl.ac.uk/humanities/cch/humanist/>
[1] From: Arun-Kumar Tripathi <tripathi@statistik.uni- (340)
dortmund.de>
Subject: Children and the Internet - an experiment by Sugata
Mitra et. al.
[2] From: "David L. Green" <david@ninch.org> (176)
Subject: Getty Trust Funds NINCH GUIDE TO GOOD PRACTICE
[3] From: Arun-Kumar Tripathi <tripathi@statistik.uni- (91)
dortmund.de>
Subject: About cyberphil-L Listserv - courses in
Cyberphilosophy
--[1]------------------------------------------------------------------
Date: Wed, 04 Oct 2000 22:15:57 +0100
From: Arun-Kumar Tripathi <tripathi@statistik.uni-dortmund.de>
Subject: Children and the Internet - an experiment by Sugata Mitra
et. al.
Dear humanist scholars,
[The impact of Internet on human beings is ever increasing..changing the
world of humanity. Internet is a mediator in person-to-person communication
patterns, in consuming, booking and banking transactions, in remote group
activities including pen-pals chatting, entertainment and game playing,
problems discussion and solving, numerous sorts of cooperation and/or
conflict..so from a different perspective, Indian computer scientist and
educator, Dr. Sugata Mitra tried to put his thoughts into action regarding
the relationship between Internet and Children. Thank you. Your thoughts
and ideas are welcome on the below text..Best Wishes..--Arun Tripathi]
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Date: Mon, 02 Oct 2000 14:17:21 +0530
From: Frederick Noronha <fred@bytesforall.org>
[--]
Children and the Internet: an experiment with minimally invasive education
in India
Author : Sugata Mitra and Vivek Rana
Date added : 1999-07-22
Country : India
Region : National
Regional Scope : South Asia and Pacific
Abstract :
Urban children all over the world seem to acquire computing skills without
adult intervention. Indeed this form of self-instruction has produced
hackers - children who can penetrate high tech security systems. Is this
kind of learning dependent only on the availability of technology?
We provided slum children in New Delhi with Internet access in their
settlement. The paper describes the results obtained in the first month of
unsupervised and unguided access. It is observed that children seem to
understand and use the technology fluently. Language and formal education
do not seem to make any significant difference.
You can read more about the background of this project in the interview
held in Kuala Lumpur with Dr. Sugata Mitra
Story :
Introduction
Use of the Internet is spreading rapidly in India, as it is in the rest of
the world. While the users in India are, almost entirely, restricted to the
affluent in metropolitan areas, it is more than likely that demand for the
Internet will eventually arise throughout the entire country. In this
context, there are many apprehensions from academicians and others that the
ability to access and the quality of training provided will hinder the
usage of Internet in the subcontinent.
We think this may not be true and report the results of an experiment in
Internet and computer usage using a "minimally invasive" (we borrow the
term from surgery!) approach to learning.
What we observed was both strange and wonderful. It may point to a flaw in
the present views of education that are used for the design of almost all
forms of instructional materials and systems.
Background
Subcontinental India consists of several countries with a total population
of over one billion people, 20 percent of the population of the world. Most
of the area has been repeatedly invaded in the past 3000 years. These
invasions have originated mostly from Western and Eastern Europe, Eastern
Asia and, occasionally, from China. This has resulted in a uniquely
heterogeneous culture that combines races, religions, languages, beliefs
and values. The education system has continuously grappled with this
problem of heterogeneity and has undergone many transformations, from the
early Hindu systems of private education to the centralised universities of
the Buddhist and Mogul periods to the most recent model, the British
systems of the early twentieth century. It is in this larger historical
context that the use of educational technology in the subcontinent should
be viewed.
The ability to access the Internet is one of the most important factors in
the use of computers today. In many forums held on the subject in the
Indian Subcontinental region, We have found people questioning the utility
of schemes that rely on the Internet. The argument proposed is that there
are too few people in the region who have access. In my opinion this
argument is not a good one for deciding on whether or not to start
activities in this area. We base this opinion on the fact that resources
have seldom affected the spread of a medium in this region. For example,
India produces the largest number of films in the world. While it may be
argued that in a country that is known for extreme poverty, people would
rather spend on food than on films, in reality this is not the case. Films
are watched in every corner of India by millions of people irrespective of
their social or economic status. In fact one might argue that the virtual
world that is offered by films is sometimes the only relief that the poor
have from a harsh, and often unbearable, reality.
While telephone connections in India grew from zero to 4 million in 40
years (1950-1990), cable TV connections grew from zero to 16 million in
just six (1990-1996). I would once again propose that this is due to the
value perceived in entertainment over other "essential" items. In a study
conducted by the Department of Electronics, Government of India, some years
ago, it was found that many rural areas ranked a colour TV set as more
essential than, say, clean drinking water. Such is the power of media.
Most lay users perceive the Internet as a source of information and
entertainment. The cost of acquiring a PC and an Internet connection at
home is about Rs. 70,000 (US$ 1600). In addition there is a recurring cost
of the phone bill of about Rs. 10,000 (US$ 135) every year. In a country
where the average annual income is about Rs. 6000, these amounts are not
small. The fact that the home PC market is growing at 44% seems to indicate
again that the economics of entertainment in the region are not clearly
related to incomes.
We would expect that explosive growth in Internet usage would take place in
the region, regardless of any other factor.
Previous hypotheses and experiments
One of us (SM) has been working in this area for the last two decades. The
idea of unsupervised learning was first pointed out in a paper on the use
of diagnostics (debugging) as a learning tool (Mitra, S. and Pawar, R.S.,
1982). Of the work done later in this period, two experiments are worth
mentioning in the context of this paper. Both experiments were based on a
paper (Mitra, S.,1988) where it was suggested that unsupervised use of
computers can lead to accelerated learning of skills in children. It is now
widely felt that children are more adept at modern computing skills than
most adults, although they seldom want or get formal education in this area.
The first experiment on the use of computers in rural India were conducted
by Marmar Mukhopadhyay in the village of Udang in the state of West Bengal
in India (Zielenziger, 1995). Here, a few computers were placed in a school
and children allowed to use them after minimal instructions. Word
processing, spreadsheets and database management systems were readily
learned by both teachers and students who then went on to create a rural
resources and healthcare database.
The second experiment was conducted as a set of courses for children in
NIIT Limited, an Indian training company with over 150,000 students. These
experiments were called LEDA (learning through exploration, discovery and
adventure) and were based on a publication (Ahuja et al, 1995). The
structured use of computer games for meeting learning objectives was the
key strategy. Once again, it was observed over a period of four years that
skill training would happen automatically in children given enough access
and motivating content.
Objectives of the present experiment
The present experiment was conducted to find out whether:
1. Potential users will use a PC based outdoor Internet kiosk in India
without any instruction.
2. A PC based Internet kiosk can operate without supervision in an outdoor
location in India.
Location and construction of an outdoor kiosk
An outdoor kiosk was constructed such that it could be accessed from
outside the boundary wall of our office in New Delhi. The headquarters of
NIIT Limited is situated in Kalkaji in the extreme south of the city. The
office is bordered by a slum, as is the case in many Indian cities. The
slum contains a large number of children of all ages (0-18), most of whom
do not go to school. The few who do go to government schools of very poor
quality (that is, low resources, low teacher or student motivation, poor
curriculum and general lack of interest). None are particularly familiar
with the English language.
The kiosk was constructed such that a monitor was visible through a glass
plate built into a wall. A touch pad was also built into the wall (see
photo 1). The PC driving the monitor
Photo1: Children examining the kiosk on the first day.
was on the other side of the wall in a brick enclosure (see photo 2). The
PC used was based on a Pentium, 266 Mhz chip with 64Mb of RAM, suitahle
hard disk, a true color display and an ethernet card. It was connected to
NIIT's internal network of 1200 PC's using the Windows NT operating system.
The kiosk had access to the Internet through a dedicated 2Mbps connection
to a service provider.
Photo2: Construction of the kiosk housing on the office side of the wall.
Observations
The kiosk was made operational on the 26th of January, 1999. It was turned
on without any announcement or instruction. A video camera was placed on a
tree near the kiosk in order to record activity near the kiosk. Activity on
the CPU was monitored from another PC on the network. This enabled the
kiosk to be monitored and, if necessary, controlled from within the office.
One of us (VR) would monitor activity through the day and take notes or
other actions when necessary. What follows is extracted from his diary,
with comments added when necessary.
Jan 18th
In a meeting, the date for Implementing the Internet kiosk was decided -
Jan 26th 1999
We would review the status of the project on Jan 25th
This kiosk had to be made in the wall of NIIT - in such a place that the
people can access the kiosk with out any fear/ hesitation. Therefore the
wall (about 25 feet from the colony's first house) was chosen and the
"brick kiosk" came into existence. Just before the construction started, we
wanted to take the people of the colony into confidence - that a 'kiosk'
was being put up for their benefit.
I don't think they quite understood what we wanted to do. As long as it did
not take up their space, they did not really care.
Jan 26th 1999
Installed the kiosk by 1:00 PM
Lot of enthusiasm in the people as to what it is why is it being put up here
Most of the kids thought it was a video game being put up for free
few questions the kids asked
Is it a video game?
What is a computer?
How will we be benefited?
But we don't know how to operate the computer!!
Who will take care of the computer (security etc.)? (Asked by the elders)
None of the questions were answered with any instructional sentence. We
gave general answers such as "It's a fun machine".
The kiosk was turned onl with www.altavista.com as the home site for them
to play with and "NO INSTRUCTION " was the key instruction to us. As of now
keyboard access was not given.
The only instruction (not given deliberately) was the final testing of the
system with the 'Touch Pad' - the pointing device provided.
Among the first users were the little boys from the colony of the age 6-12
Initial response to the system was to generally fiddle around with the
touch pad and since the pointer moves with that - they found it interesting.
The next thing that they learned (don't know how - may be accidentally) was
to "click" form the touch pad itself.
Later they came to know as to what exactly is "Clickable" on the screen -
as the pointer changes, from an arrow to a hand shape, when it is on some link
The next thing they could relate to their knowledge was the "channels" icon
on the browser. As overheard, "go to channels.. there must be TV", and
similar expressions. Then someone simply tried and reached the channels
icon and managed
It is important to note that they learned to manipulate and click the mouse
in a few hours.
Feb 1st
Launched the kiosk with WIN NT so that more security could be provided to
the internal network.
The enthusiasm in the kids is still high and they are trying various things
with the system.
Next2-3days went the same way. People trying to do various things -
opening the 'start menu', opening new windows, opening the 'my computer'
from the desk - opening the other applications
Photo 3: Children teaching each other.
Feb 4th 1999
We found that one of the slum dwellers is computer literate - Sanjay
Chowdhary is a BA 2nd year student from the Correspondence College of the
University of Delhi. He has done a basic course on computers from IGNOU
(The Indira Gandhi National Open University). Since he is the only one who
knows computers in the colony , all kids give him great respect. He has
been found teaching them how to operate the touch pad (the pointing device).
It must be realsed that the "intervention" here is situational. The
children found the best resource they could.
Feb 5th and 6th
People have tried and learned to "shut down" the p/c. Most of my time went
into rebooting the m/c physically.
Tired of this I had to change the registry settings in order to stop them
from shutting down the m/c.
Feb 10th 1999
In the morning removed some 200 shortcuts from the desktop.
Later in the day removed some 850 shortcut objects form the desktop this
shows that someone is really finding it interesting to create these shortcuts.
The most liked/ visited site are - disneyblast.com , MTVonline,
Applications - calculator, paint and chat (though they cannot do much with
chat because they have not been provided with the keyboard.
But without any doubts the most liked is the 'paint' application. They are
trying to do things with it. There is no instruction given to them till date.
We spoke to the people of the colony today in order to find out their views
about the Kiosk. In the day only the ladies are at home. They had some
reservations about using the computer. " we don't know the language", "we
don't know how to operate it", and an elderly woman said, "yeh daal roti
dega kya"(will this give us food?). We tried to persuade them to use it.
Asked them to try and use it in front of us. There seemed to be much
hesitation in this too.
We have decided to keep it open 24 hours
The adult women never went anywhere near the PC even until the writing of
this article (March, 18, 1999).
Feb 11th 1999
The m/c was shut down by the guards at around 11:00 PM as no body was using
it. So opening it 24 hours will not make much of difference !!
The first thing in the morning we saw "clock.exe" running on the desktop. A
number of other windows were also open.
At around 1:00 PM we again found lot of new folders on the desktop. This
could be handy work of 'a school student or a group of them, who have
learned to create a new folder, and are enjoying it. !!
Feb 12th 1999
During the routine health checkup of the m/c I discovered that someone had
changed the "WINNT256.bmp" - the startup screen for WINNT.
Though the Hindi paper site - www.naidunia.com invoked some interest as
they wanted to see their horoscope for the day (these were kids of age
10-12 years), yet I notice that some of them were more keen on using the
PAINT application.
12:00PM - just now observed - someone has actually learned maximizing and
minimizing windows.
Photo 4: A picture created by the children
Feb 15th 1999
Noticed in the morning that someone had managed to change the Internet home
page option, from www.naidunia.com to www.webevents.microsoft.com
Also someone figured out to change the wallpaper setting, as one can change
the wallpaper to any Internet picture.
Discussion
The observations indicate that these underprivileged children, without any
planned instructional intervention, achieved a certain level of computer
literacy. They were able to self-instruct and to obtain help from the
environment when required. In the author's opinion, this is a common
phenomenon among urban children. Indeed, most urban parents who have made a
computer available to their children tend to marvel at the speed with which
their children are able to master (in the parent's opinion) the
"complexities" of computing. They often tend to wonder if their children
are "gifted". The authors have had many occasions to interact with such
parents and children. The present experiment seems to suggest that a
similar phenomenon may happen in the case of underprivileged children with
little or no formal education.
Following is a list of our key observations from this experiment:
1. Once available, the kiosk was used immediately by children (about 5 to
16 years old). These children had a very limited understanding of the
English alphabet and could not speak the language.
2. Children learnt basic operations of the PC for browsing and drawing
within a few days.
3. Adults, both men and women did not make any attempt to learn or use the
kiosk.
4. MS paint and Internet explorer were the most commonly used applications
5. Children formed impromptu classes to teach one another,
6. Children invented their own vocabulary to define terms on the computer,
for example, "sui" (needle) for the cursor, "channels" for websites and
"kaam kar raha hai" (its working) for the hourglass (busy) symbol.
7. Within a month of interaction, children were able to discover and use
features such as new folder creation, cutting and pasting, shortcuts,
moving/resizing windows and using MS Word to create short messages even
without a keyboard.
8. Children were strongly opposed to the idea of removing the kiosk
9. Parents felt that while they could not learn the operation of the kiosk
or did not see its need, they felt that it was very good for the children.
However, it is imperative to repeat such experiments in other locations
before one can generalise from these observations or come to any conclusion
regarding the educational benefits of such a non-invasive method.
Conclusions
While it is difficult to draw specific conclusions from a single experiment
of this nature, we felt that the following hypotheses and future action
plans can be formulated from the observations reported above:
1. It is possible to design PC kiosks that can operate outdoors in tropical
climates. Such kiosks would have to be protected against heat, temperature,
dust, humidity and possible vandalism. Schemes for remote monitoring and
maintenance of software would have to be designed.
2. Wireless connectivity with the Internet would need to be devised for
kiosks in other areas that are not physically close to organisations with
Internet access.
3. Several experiments need to be conducted in different areas to
investigate whether self-learning will occur uniformly among disadvantaged
children.
4. Other experiments will need to be designed to investigate the effects of
instructional intervention at selected points of the learning cycle.
References :
1. Ahuja, R., Mitra, S., Kumar, R., Singh, M., Education through Digital
Entertainment - A Structured Approach, , Proc. XXX Ann. Conv. Of CSI, Tata
McGraw Hill, New Delhi, pp 187-194 (1995). 2. Mitra, S. and Pawar, R.S.,
Diagnostic Computer-Assisted-Instruction, a methodology for the teaching of
computer languages. Sixth Western Educational Computing Conf., Nov. 1982,
San Diego, USA. 3. Mitra, S., A computer assisted learning strategy for
computer literacy programmes., presented at the Annual Convention of the
All-India Association for Educational Technology, December 1988, Goa,
India. 4. Zielenziger, M. , Logging on in backwater, San Hose Mercury News,
Monday, June 12, 1995.
Contact :
NIIT ltd.
Kalkaji, India
Phone : +91 11 658 1002
Contactperson :
Sugata Mitra
Sugatam@niit.com
Disclaimer: No stories on this website shall be reproduced or stored in any
other retrieval system without the written permission of the infoDev/IICD.
Although every precaution will be taken in the preperation and maintenance
of this collection of stories, neither infoDev, IICD or the submitting
parties assume any responsibilities for errors or omissions. In addition,
no liability is assumed fordamages resulting from the use of the
information supplied in the stories.
----
--[2]------------------------------------------------------------------
Date: Wed, 04 Oct 2000 22:16:48 +0100
From: "David L. Green" <david@ninch.org>
Subject: Getty Trust Funds NINCH GUIDE TO GOOD PRACTICE
NINCH ANNOUNCEMENT
News on Networking Cultural Heritage Resources
from across the Community
October 3, 2000
For further information
contact David Green
202-296-5346
david@ninch.org
A NINCH PROJECT
GETTY TRUST FUNDS INNOVATIVE SURVEY & "GUIDE TO GOOD PRACTICE"
- Guide To Cover Entire Community -
NINCH Working Group Selects Glasgow University's
Humanities Advanced Technology & Information Institute
Guide to be Published Fall 2001
The J. Paul Getty Trust has announced the award of $140,000 to the National
Initiative for a Networked Cultural Heritage (NINCH) to direct an
innovative project to review and evaluate current practice in the digital
networking of cultural heritage resources. NINCH will subsequently publish
a Guide to Good Practice in the Digital Representation and Management of
Cultural Heritage Materials in print and electronic form.
The Humanities Advanced Technology & Information Institute (HATII) of
Glasgow University, Scotland, has been selected to conduct a survey of
current practice in the cultural heritage sector and write the Guide, in
close co-operation with the NINCH Working Group on Best Practices. A
critical component of the Guide will be a report on a survey of current
practice. The survey is due for completion in March 2001; the final draft
of the Guide is due for completion in June 2001; publication is expected to
be in Fall 2001.
BACKGROUND
The 1999 IFLA/UNESCO report on its "Survey on Digitization & Preservation,"
noted "the complete lack of consistency" among survey respondents in how
they prepared for and undertook digitization of heritage materials. As many
cultural institutions and also many individual faculty go about digitizing
material for teaching, research, and even preservation, what ground rules
do they have, what questions do they ask themselves, which information and
technical standards are they aware of? How can those working in museums,
libraries, archives, arts institutions, universities, colleges, or in their
own studies or studios learn from others working in different sectors? How
can they break institutional barriers in thinking through the wide range of
potential uses and users of their materials?
NINCH WORKING GROUP ON BEST PRACTICE
These and other questions were behind the formation of the Working Group on
Best Practices by the National Initiative for a Networked Cultural Heritage
in January 1999. The Working Group (members listed below) agreed on an
approach emphasizing principles by extracting generalizable issues from
existing documented practice.
One of the biggest challenges for the cultural community is not in
developing or even adopting technical or information standards. Rather, it
lies in translating and crafting them to a set of practices, governed by
principles, that are shared and widely deployed across a community.
The goal of the Guide is to create a standard "vocabulary" that can be used
to read new iterations of specifications in any particular genre or field.
We will not address specific audiences but will aim to produce a
generalizable, universal document in which specific concerns or instances
could be mapped, using a branching structure.
WHY GOOD PRACTICE?
By adopting community-wide shared good practice, project designers will be
able to ensure the broadest use of their projects, now and in the future,
even by audiences undreamed of by the designers. They will be able to
ensure the quality, consistency and reliability of the information
contained in their digital resources. They will be able to ensure the
compatibility of their resources with other resources from other projects
and from other domains. They will be able to build on the work of others to
produce digital resources most economically and maintain and manage them
into the future with maximum cost benefit. Overall, "best practices" can be
measured by their ability to maximize a resource's intended usefulness
while minimizing the cost of its creation and subsequent management and use.
PRINCIPLES
The Working Group drew up a set of core principles that it believes should
govern the creation of digital cultural heritage resources: 1. OPTIMIZE
INTEROPERABILITY OF MATERIALS Digitization projects should enable the
optimal interoperability between source materials from different
repositories or digitization projects
2. ENABLE BROADEST USE
Projects should enable multiple and diverse uses of material by multiple
and diverse audiences.
3. ADDRESS THE NEED FOR THE PRESERVATION OF ORIGINAL MATERIALS
Projects should incorporate procedures to address the preservation of
original materials.
4. INDICATE STRATEGY FOR LIFE-CYCLE MANAGEMENT OF DIGITAL RESOURCES
Projects should plan for the life-cycle management of digital resources.
5. INVESTIGATE AND DECLARE INTELLECTUAL PROPERTY & RIGHTS OWNERSHIP
Ownership and rights issues need to be investigated before digitization
commences and findings reported to users.
6. ARTICULATE INTENT AND DECLARE METHODOLOGY
All relevant methods, perspectives and assumptions used by project staff
should be clarified and made explicit. From these principles a set of
evaluative criteria were derived by which to measure current practice (see:
<<http://www.ninch.org/PROJECTS/practice/criteria-1.html>http://www.ninch.org/PROJECTS/practice/criteria-1.html>)
SURVEY
Following an RFP issued by the NINCH Working Group on June 1 1999, NINCH
has now contracted with the Humanities Advanced Technology & Information
Institute (HATII) of the University of Glasgow to conduct a survey of the
field to discover and define exemplary practice and write the Guide, under
the direction of, and in close cooperation with, the NINCH Working Group.
The survey will include interviews with practitioners and reviews of
published guidelines and projects that demonstrate good practice; it should
also reveal areas for which good practice still needs to be developed and
documented. An initial small survey will test the face-to-face, telephone
and mail survey instruments and allow for modification of the Working
Group's Principles and the Evaluative Criteria. This will be followed by an
extensive (though not comprehensive) survey of a wide range of production
sites in the US and of a select few in Europe.
Humanities Advanced Technology & Information Institute (HATII)
<<http://www.hatii.arts.gla.ac.uk/>http://www.hatii.arts.gla.ac.uk/>
Founded in 1997, HATII enables teaching and research by Glasgow University
Faculty in the Arts through the deployment of information and
communications technology and also engages in an active research agenda of
its own. Headed by Dr. Seamus Ross, HATII has conducted a number of
important evaluative studies of the use of digital technologies in the
cultural heritage sector. It has expertise not only in the full range of
media (text, image, moving image, sound) but also with different
institution types (universities, museums, archives and libraries). In 1997,
HATII conducted an extensive review of the use of information and
communications technology in the heritage sector and produced a suite of
guidelines and recommendations for the Heritage Lottery Fund (HLF). These
included guidelines for applicants for funding and strategies for the HLF
to apply to assess, monitor and review the impact of technology-based
heritage projects.
NINCH Working Group on Best Practices
Kathe Albrecht (from May 24, 1999)
American University/Visual Resources Association
Lee Ellen Friedland
Library of Congress
Peter Hirtle
Cornell University
Lorna Hughes
New York University
Kathy Jones
Divinity School, Harvard University/American Association of Museums
Mark Kornbluh
H-Net; Michigan State University
Joan Lippincott
Coalition for Networked Information
Michael Neuman
Georgetown University
Richard Rinehart
Berkeley Art Museum/Pacific Film Archives/Museum Computer Network
Thornton Staples
National Museum of American Art (through 2/1/99)
University of Virginia Library (from 2/1/99)
Jennifer Trant (through May 24, 1999)
Art Museum Image Consortium
Don Waters/Rebecca Graham (through May 24, 1999)
Digital Library Federation
The Getty Trust
The J. Paul Getty Trust is an international cultural and philanthropic
institution devoted to the visual arts and humanities, and includes an art
museum, as well as programs for education, scholarship, and conservation.
The mission of the Getty Grant Program is to strengthen the fields in which
the Getty is active by funding exceptional projects undertaken by
individuals and organizations throughout the world.
NINCH
The National Initiative for a Networked Cultural Heritage (NINCH) is a
diverse coalition of organizations created to assure leadership from the
cultural community in the evolution of the digital environment through
education on critical issues and developments, the sharing of resources,
experience and research, and the creation of a framework to develop and
advance collaborative projects, programs and partnerships. NINCH members
include organizations and institutions representing museums, libraries,
archives, the contemporary arts, learned societies, scholars, teachers and
others active in the cultural community. NINCH was formed to help shape a
digital environment through intensive collaborative discussion and
thoughtful action of its constituent members.
==============================================================
NINCH-Announce is an announcement listserv, produced by the National
Initiative for a Networked Cultural Heritage (NINCH). The subjects of
announcements are not the projects of NINCH, unless otherwise noted;
neither does NINCH necessarily endorse the subjects of announcements. We
attempt to credit all re-distributed news and announcements and appreciate
reciprocal credit.
For questions, comments or requests to un-subscribe, contact the editor:
<<mailto:david@ninch.org>mailto:david@ninch.org>
==============================================================
See and search back issues of NINCH-ANNOUNCE at
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==============================================================
--[3]------------------------------------------------------------------
Date: Wed, 04 Oct 2000 22:21:43 +0100
From: Arun-Kumar Tripathi <tripathi@statistik.uni-dortmund.de>
Subject: About cyberphil-L Listserv - courses in Cyberphilosophy
greetings humanists,
[HI --On behalf of Prof. Jeff McLaughlin, Ph.D. --Department of
Philosophy, History and Politics, at University College of the Cariboo,
Canada..-I would like to forward the "welcome message" from the
"Cyberphilosophy List" --thought might interest you. We would be
delighted if you join us and be a part of it. And, the Cyberphilosophy
Journal is located at (http://www.cariboo.bc.ca/cpj/) with a mission to
provide an electronic forum for students to exchange thoughts and ideas
related to the new emerging field of Cyberphilosophy. Thank
you. Best.-Arun]
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Cyberphil-L is a mailserv list dedicated to the continued discussion of
philosophy and the internet. This list was originally created in the summer
of 1998 for students registered in courses in Cyberphilosophy at The
University of Alberta, Edmonton Alberta and at The University College of
the Cariboo, Kamloops, British Columbia. However, as the field grows in
significance and popularity, the participants to this list will soon be
quite diverse.
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