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| === My personal profile for the Tech committee === | | === My personal profile for the Tech committee === |
| <nowiki><p style="text-indent: 0.13in">After a long academic career, I am living in</nowiki>
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| Princeton, New Jersey, to study and write about the cultural effects of
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| education and technology and to prototype culturally effective uses of digital
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| technologies. <nowiki></p></nowiki>
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| <nowiki><p style="text-indent: 0.13in">My interests formed as I earned my B.A. with high</nowiki>
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| honors at Princeton University (1957-61) and my Ph.D. at Columbia University
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| (1961-68). Thanks to a good job market, I joined the faculty at the Johns
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| Hopkins University as an Assistant Professor in 1965, and I then moved to the
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| faculty at Teachers College, Columbia University, in 1967. In 2002, I became the
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| John L. and Sue Ann Weinberg Professor in the Historical and Philosophical
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| Foundations of Education there, and 10 years later I retired to study and write
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| full-time.<nowiki></p></nowiki>
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| <nowiki><p style="text-indent: 0.13in">As an undergraduate, I became interested in</nowiki>
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| formative education as an agent of cultural change and that topic has remained
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| central to my work. To further this interest, I initially studied the history of
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| political and educational theory and the cultural significance of information
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| and communications technologies. Jacques Barzun and Lawrence A. Cremin sponsored
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| my dissertation, an intellectual biography of José Ortega y Gasset, which the
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| Teachers College Press published as
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| <nowiki><u>["https://www.dropbox.com/scl/fi/gz9vcxwkakizjcmiyqtd7/1971-Man-and-Circumsta</nowiki>
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| nces-McClintock.pdf?rlkey=zdjrwdg8a2o01629mtmyobk3s&amp;dl=0" Man and His
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| Circumstances: Ortega as Educator]<nowiki></u></nowiki>i>in 1971. Through the 1970s,
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| writing essays like
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| “["<nowiki>https://www.dropbox.com/scl/fi/17xqp3inppj2e90okrfu9/1971-Place-for-Study-McC</nowiki>
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| lintock.pdf?rlkey=4ebeedcs47v4mtr2po6e5o18q<nowiki>&</nowiki>amp;dl=0" <nowiki><u>Towards a Place for</nowiki>
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| Study in a World of Instruction<nowiki></u></nowiki>]” and
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| “["<nowiki>https://www.dropbox.com/scl/fi/i88ikb7pcmyi7lm1dktvg/1979-Dynamics-Decline-Ed</nowiki>
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| ucation-1979.pdf?rlkey=uibdh7dc7jjf0f7do07vr6abc&amp;dl=0" The Dynamics of
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| Decline: Why Education Can No Longer Be Liberal],” I developed the view that
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| humanistic educators should try to use digital technologies as disruptive
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| historical forces to strengthen the cultural power of formative education.
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| <nowiki></p></nowiki>
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| <nowiki><p style="text-indent: 0.13in">To further that goal, at TC I organized the</nowiki>
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| ["<nowiki>https://www.dropbox.com/scl/fi/tmsnr0b84oa1cyns1oq1o/1999-ILT-Plan-McClintock</nowiki>.
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| pdf?rlkey=nq7a825ov4w9hahfkhpbodc43&amp;dl=0" Institute for Learning
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| Technologies] (ILT) in 1984 and directed it until 2002, prototyping advanced
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| curricular resources for use over the Internet. Acting on my ideas about
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| education and historical change, I developed
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| ["<nowiki>https://www.dropbox.com/home/0-Gesamtschriften-Robbie?preview=1990-The-Cumulat</nowiki>
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| ive-Curriculum-Multi-Media-and-the-Making-of-a-New-Educational-System.pdf" The
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| Cumulative Curriculum Proposal] (1990-91), which led to two large projects —
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| ["<nowiki>https://www.dropbox.com/home/0-Gesamtschriften-Robbie?di=left_nav_bro</nowiki>
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| wse&amp;preview=1992-Risk-and-Renewal-Dalton-Year-1-Summaries.pdf" The Dalton
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| Technology Plan] (1991–1996) and
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| ["<nowiki>https://www.dropbox.com/home/0-Gesamtschriften-Robbie?di=left_nav_browse&amp;p</nowiki>
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| review=1996_Eiffel-Project-1-1-McClintock.pdf" The Eiffel Project]
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| (1996–2001). I raised over $20 million in gifts and grants to prototype
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| places for study in New York City schools, public and private, and in Columbia
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| University. In two online essays, I wrote about digital technologies as agents
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| of cultural change,
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| <nowiki><u>["https://www.dropbox.com/scl/fi/jaa81sfrqpd2dgwe5f6q6/1992-Power-and-Pedagog</nowiki>
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| y-McClintock.pdf?rlkey=11m299rgo5d5dzjfw2bsmwk4v&amp;dl=0">Power and
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| Pedagogy]<nowiki></u></nowiki> (1992) and
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| ["<nowiki>https://www.dropbox.com/scl/fi/um8rmmmxbd1gg6j2n43wu/1999-Manifesto-McClintock</nowiki>
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| .pdf?rlkey=15j1hebdi721jd57j05bfcy83<nowiki>&</nowiki>amp;dl=0"><nowiki><u>The Educators</nowiki>
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| Manifesto<nowiki></u></nowiki>] (1999), and on the eve of the dot-com crash, I wrote
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| ["<nowiki>https://www.dropbox.com/home/0-Gesamtschriften-Robbie?di=left_nav_browse&amp;p</nowiki>
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| review=2000-Smart-Cities-New-York-McClintock-1.pdf#" Smart Cities — New York:
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| Electronic Education for the New Millennium] (2000), the pedagogical
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| rationale for a very large, ill-fated initiative under-taken by the NYC Board of
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| Education, Accenture, and a consortium of major tech companies. <nowiki></p></nowiki>
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| <nowiki><p style="text-indent: 0.13in">Over the past 20 years, I’ve stayed away from</nowiki>
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| market-driven innovation to concentrate on scholarship and technical initiatives
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| “for their own sake.” In
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| <nowiki><u>["https://www.dropbox.com/scl/fi/hwto8no5s4dryqn80mjnt/2005-Homeless-Intellec</nowiki>
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| t-McClintock.pdf?rlkey=85rlwd3hx28czrpw7juhl99yw<nowiki>&</nowiki>amp;dl=0" <nowiki><i>Homeless in the</nowiki>
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| House of Intellect: Formative Justice and Education as an Academic
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| Study<nowiki></i></nowiki>]<nowiki></u></nowiki> (2005), I explored the special importance the academic study
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| of education had at a time when the radical transformation of educational
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| institutions was getting underway. In
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| <nowiki><u>["https://www.dropbox.com/scl/fi/swqby2yfm80k20knhtxrj/2012-Enough-McClintock</nowiki>
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| .pdf?rlkey=zdddnknc3365wagig8j7q0jxf<nowiki>&</nowiki>amp;dl=0" <nowiki><i>Enough: A Pedagogic</nowiki>
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| Speculation<nowiki></i></nowiki>]<nowiki></u></nowiki> (2012), I criticized present-day thinking about
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| education and public life from an imagined perspective, far in the future, when
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| <nowiki><i>enough</i></nowiki>, neither <nowiki><i>too much nor too little</i></nowiki>, had supplanted the
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| principle of <nowiki><i>more</i></nowiki> as the basis for exercising judgment and legitimating
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| authority. Subsequently, I published an extended
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| essay—<nowiki><u>["https://www.dropbox.com/scl/fi/d3l0f720x75hwi2zqbre9/2019-Formative-J</nowiki>
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| ustice-published-paperback.pdf?rlkey=esbx65twjy1wzkc7cdsz18gts<nowiki>&</nowiki>amp;dl=0"><nowiki><i>Form</nowiki>
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| ative Justice<nowiki></i></nowiki>]<nowiki></u></nowiki> (2019)—that brings the speculations put forward in
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| <nowiki><i>Enough</i></nowiki> more concretely into the contemporary context. Since 2019, I have
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| labored to prototype <nowiki><u>["https://aplacetostudy.org/wiki/Main_Page</nowiki>" a place to
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| study]<nowiki></u></nowiki>, which you may enjoy exploring. A second generation prototype will
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| go on line towards early 2025.<nowiki></p></nowiki>
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| <nowiki><p style="text-indent: 0.13in">Presently, I’m depressed by the level of anger in</nowiki>
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| us all, and a bit skeptical about the AI buzz. I’ve always thought AI should
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| stand for <nowiki><b>Augmenting</b></nowiki> the <nowiki><b>Intelligence</b></nowiki> we use to nurture our human
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| fulfillment, an intent I long ago voiced in the <nowiki><i>American Scholar</i></nowiki> through
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| “["<nowiki>https://www.dropbox.com/scl/fi/yfb0xr9n560ixr6020kxe/1966-Machines-and-Vitali</nowiki>
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| sts-McClintock.pdf?rlkey=czywwdn8m7asggjx9s9xigsy8&amp;dl=0" Machines and
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| Vitalists: Reflections on the Ideology of Cybernetics]” (1966).<nowiki></p></nowiki>
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| <nowiki><p style="font-style: normal; text-indent: 0.13in">Still much to do. Here’s to</nowiki>
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| the future!<nowiki></p></nowiki>
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| <p align="right" style="line-height: 100%; margin-bottom:
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| 0in">["<nowiki>mailto:robbie@aplacetostudy.org</nowiki>">robbie@aplacetostudy.org]<nowiki></p></nowiki>
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| <nowiki><p align="right"><img</nowiki>
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| src="Robbie%20McClintock%20Brief%20Narrative%20Bio_html_79f9278.gif" name="Text
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| Frame 1" alt="Text Frame 1" align="left" width="326" height="137"/>
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| 4 Green Leaf
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| Court<nowiki><br/></nowiki>
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| Princeton, NJ 08540<nowiki><br/></nowiki>
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| 646 464-4531<nowiki></p></nowiki>
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