- Sherry.Turkle

 saggio, 1999

Il computer-linguaggio discrimina le donne

 http://www.mediamente.rai.it/biblioteca/biblio.asp?id=343&tab=int

I punti essenziali dell'intervista:

L’interesse delle donne nei confronti del computer e direttamente proporzionale allo sviluppo di un linguaggio informatico vicino alla loro cultura (1) .

- In molti casi le nuove tecnologie hanno già cominciato ad integrarsi con il corpo umano (2) .

- La tecnologia dell'informazione ha spinto molte persone a riavvicinarsi alla spiritualità (3) .

-In vista del Giubileo la religione cattolica sta di sperimentando nuove forme di comunicazione legate elle nuove tecnologie (4) .

- L'informazione è una risorsa preziosa alla quale tutti hanno diritto di accesso. Escludere una parte della popolazione dall'utilizzo delle nuove tecnologie crea una forte discriminazione (5) .

-L'idea di Dio non viene influenzata dalla presenza del World Wide Web (6) .

-Si sta sviluppando una nuova morale in rapporto alla struttura delle relazioni umane sulla Rete (7) .

- È estremamente importante studiare l'aspetto emotivo dell'intelligenza artificiale (8) .

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 saggio, 1999

What Are We Thinking About When We Are Thinking About Computers?

 http://web.mit.edu/sturkle/www/routledge_reader.html

Computers offer themselves as models of mind and as "objects to think with." They do this in several ways. There is, first of all, the world of computational theories. Some artificial intelligence researchers explicitly endeavor to build machines that model the human mind. Proponents of artificial life use computational processes capable of replication and evolution to redraw the boundaries of what counts as "alive." And second, there is the world of computational objects themselves: everything from toys and games to simulation software and Internet connections. Such mundane objects of the computer culture influence thinking about self, life, and mind no less than the models of the computational philosophers. Computers in everyday life make possible a theoretical tinkering similar to what Claude Levi-Strauss (1968) described as bricolage- the process by which individuals and cultures use the objects around them to reconfigure the boundaries of their cognitive categories. In The Science Studies Reader, Mario Biagioli (ed.). New York: Routledge, 1999.

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 saggio, 1998

Cyborg Babies and Cy-Dough-Plasm Ideas about Self and Life in the Culture of Simulation

 http://web.mit.edu/sturkle/www/cyborg_babies.html

In Cyborg Babies: From Technosex to Technotots, Robbie Davis-Floyd and Joseph Dumit (eds.). New York: Routledge, 1998.

The genius of Jean Piaget (1960) showed us the degree to which it is the business of childhood to take the objects in the world and use how they "work" to construct theories-- of space, time, number, causality, life, and mind. Fifty years ago, when Piaget was formulating his theories, a child's world was full of things that could be understood in simple, mechanical ways. A bicycle could be understood in terms of its pedals and gears, a wind-up car in terms of its clockwork springs. Children were able to take electronic devices such as basic radios and (with some difficulty) bring them into this "mechanical" system of understanding. Since the end of the 1970s, however, with the introduction of electronic toys and games, the nature of objects and how children understand them have changed. When children today remove the back of their computer toys to "see" how they work, they find a chip, a battery, and some wires. Sensing that trying to understand these objects "physically" will lead to a dead end, children try to use a "psychological" kind of understanding (Turkle 1984:29-63). Children ask themselves if the games are conscious, if the games know, if they have feelings, and even if they "cheat." Earlier objects encouraged children to think in terms of a distinction between the world of psychology and the world of machines, but the computer does not. Its "opacity" encourages children to see computational objects as psychological machines.

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 saggio, 1997

Seeing Through Computers Education in a Culture of Simulation

 http://www.prospect.org/cs/articles?article=seeing_through_computers

The American Prospect, 8, 31, March-April 1997. Today nearly everyone is certain that schools and universities should teach students about computers, but exactly what they should teach isn't so clear. The ideal of computer literacy, of an empowering relationship with the computer, has changed dramatically since educators and their critics first began worrying about making Americans computer literate two decades ago. Originally, the goal was teaching students how computers worked and how to write programs; if students could understand what was going on "inside" the computer, they would have mastery over it. Now the goal is to teach students how to use computer applications, on the premise that if they can work with the computer, they can forget what's inside and still be masters of the technology. But is that enough? And might it be too much in some fields of education where using computers is almost too easy a substitute for hands-on learning?

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 saggio, 1995

Virtuality and Its Discontents. Searching for Community in Cyberspace

 http://hevra.haifa.ac.il/~soc/lecturers/talmud/files/547.htm

Adapted from Life on the Screen by Sherry Turkle. Copyright 1995 by Sherry Turkle. Reprinted by permission of Simon and Schuster, Inc.

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 ricercatore - sito web,

Turkle Sherry

 http://web.mit.edu/sturkle/www/

Definita 'l'antropologa del cyberspazio' Sherry Turkle ( http://web.mit.edu/sturkle/www/author-bio.html ) è considerata il 'guru emergente del pensiero digitale'. Nata a New York (Stati Uniti d'America), ha studiato al Radcliffe College e con il Committee on Social Thought alla University of Chicago. Ha poi conseguito nel 1976 un dottorato in 'Sociologia e psicologia della personalità' presso la Harvard University con una tesi dal titolo 'Psychoanalysis and Society: The Emergence of French Freud'. Psicologa clinica, è membro della Boston Psychoanalytic Society, consulente di psicologia del Department of Mental Health della Harvard University. Attualmente insegna sociologia della scienza presso il MIT (Massachussets Institute of Technology) ( http://web.mit.edu ). Ha tenuto corsi 'Identità e Internet' (1996), su 'Genere, tecnologia e cultura informatica' (1998) e su 'Sistemi ed io'. Nell'ambito di un progetto di ricerca del MIT, attualmente sta lavorando sul rapporto tra bambini e animali virtuali ( http://web.mit.edu/sturkle/www/vpet.html ).

Sherry Sturkle ( sturkle@media.mit.edu ) ha fatto parte di diverse commissioni accademiche, e attualmente è membro del Harvard University Visiting Committee e del Communication Forum. Esperta di tematiche di genere fa inoltre parte del Women Studies Steering Committee, del Massachussetts Women's Forum ed è co-presidente della Commission on Technology, Gender, and Teacher Education della American Association of University Women Educational Foundation. Ha ricevuto riconoscimenti sia in ambito accademico che extra accademico. Tra questi citiamo il 'Peter Livingston Award for Research in the Behavioral Sciences and Psychiatry (1975), il 'Matrix Award' dalla Association for Women in Communications (1985), il 'Melcher Book Award' da parte del Cambridge Forum per il libro Il secondo io. È stata selezionata: 'Donna dell'anno' da Ms Magazine (1984), tra i '50 for the Future: the Most Influential People to Watch in Cyberspace' da Newsweek Magazine (1995). Fa parte della 'Top 50 Cyber Elite' da Time Digital Magazine (1997) ed è una delle 'Boston's Top Wired Women' secondo Boston Webgrrls. È membro del Board of Incorporators della 'Harvard Magazine' e del Editorial Advisory Board di 'Science, Technology, and Human Values' . Interviene regolarmente in consessi accademici e ha scritto numerosi articoli su psicanalisi e cultura e sugli aspetti delle relazioni tra persone e tecnologia, specialmente i computer. I suoi due volumi sulla filosofia del computer sono conosciuti a livello internazionale. Entrambi sono stati tradotti in italiano: Il secondo io è stato pubblicato da Frassinelli nel 1985, La vita sullo schermo. Nuove identità e relazioni sociali nell'epoca di Internet è stato pubblicato nel 1997 da Apogeo.