{"id":7060,"date":"2006-10-26T16:50:06","date_gmt":"2006-10-26T16:50:06","guid":{"rendered":"http:\/\/www.earthwidemoth.com\/blog\/2006\/10\/26\/turkle-the-seco\/"},"modified":"2006-10-26T16:50:06","modified_gmt":"2006-10-26T16:50:06","slug":"turkle-the-seco","status":"publish","type":"post","link":"https:\/\/www.earthwidemoth.com\/blog\/2006\/10\/26\/turkle-the-seco\/","title":{"rendered":"Turkle, The Second Self<\/i>"},"content":{"rendered":"\u23f3 Approximate reading time: <\/span> 5<\/span> mins<\/span><\/span>\n

Turkle,
\n Sherry. The Second Self : Computers and the Human Spirit<\/i>. 1984.
\n Cambridge, Mass.: MIT Press, 2005.<\/p>\n

<\/p>\n

Working in the early 1980’s, Turkle undertakes an extended ethnographic study
\nover six years to explore the relationships between people and computers (and
\nother electronic devices). Involving graduate students from her "Computers and
\nPeople" seminar at MIT, Turkle interviewed over 400 people, while working toward
\na more nuanced understanding of computers not as mechanistic instruments or
\ntools, but as psychological machines<\/b> that defy commonplaces distinctions
\nbetween object<\/b> and subject<\/b>. Turkle seeks to challenge status
\nquo conceptions about computers as analytical engines and instead introduce
\nmodels of mind<\/b> with much subtler gradations between human and computer,
\nbetween the mental and mechanical. First published in 1984, the volume was
\nre-released for its 20th anniversary.<\/p>\n

In the first third of the book, Turkle works primarily with young people and
\nin so doing, she explains three stages<\/b> of computational development (or
\nsociomechanicognitive development related to interactions with computers):
\nmetaphysical<\/b>, enactive<\/b> (toward control and mastery), and
\nidentity-based<\/b>. In chapter one, Turkle interviews young "philosopher"
\nchildren who are attempting to make sense of the life-presence in intelligent
\ngames. She revisists theories of animism and aliveness. Setting out
\nfrom Piaget’s<\/b> classical model of physical motion (and sometimes speech)
\nas an indicator of life, Turkle suggests that computers challenge children to
\ninvolve psychological criteria for explaining their encounters with electronic
\ndevices (48). Specific examples include frustration resulting from the Speak and
\nSpell "bug" (39) and removing the batteries to kill or crash the machine (41).<\/p>\n

In chapter two, Turkle discusses the "holding power" of video games<\/b>.
\nShe touches on addiction, offers a brief history of gaming (75), and mentions
\nties to Dungeons and Dragons and pinball. Chapter three returns to the stages.
\nHere, she discusses the enactive or mastery stage of development, interviewing
\nchild programmers and exploring the factors affecting computers in formal
\neducational settings. The final stage–identity–figures into chapter four.
\nTurkle takes up issues of identity and play, suggesting that adolescents tend to
\nbe more consumed with control in the microworlds supported by computer
\ntechnologies.<\/p>\n

In the middle third of the book, Turkle keys on 1975 as a catalyzing moment
\nfor the personal computer<\/b> boom (156). Chapter six is devoted to
\nhackers<\/b> and hacking culture (more on passion, mastery, and identity).
\nChapter seven covers artificial intelligence<\/b> and emphasizes emergence<\/b>
\nas a glue-concept that complicates the extreme positions on AI as plausible or
\nfaulty. She also mentions a Dartmouth Conference (the "other" Dartmouth Conf.?)
\non AI in the summer of ’56 (221). Nuanced discussions of AI, Turkle argues, blur
\nthe distinctions between objective and subjective. <\/p>\n

Key terms: computational metaphors (3), second self (5), sense of self (5),
\nemergence (8, 253), transparency (9), anxiety (15), V. Turner’s "liminal moment"
\n(15), instrumental computer (19), subjective computer (19), metaphysical machine
\n(21), psychological machine (21, 62), technological determinism (26), marginal
\nobjects (34), animism (37), clouds (44), Piaget (45), novelty bias (51, 320),
\ncognitive\/affective distinction (57), emotion (63), holding power (66), video
\ngames (66), simulated worlds (80), styles of mastery (101), bricolage (102),
\nmicroworld and control (141), computer models of how people think (223),
\nanthropomorphization (248), models of mind (267, 271), Norman on slips (273),
\nobject relations (287), relational artifacts (288), boundary objects (290),
\nPolanyi against "objectivity" (281).<\/p>\n

Machinym: The Sims (13), Merlin (33), Speak and Spell (38), ELIZA (42-43),
\nAsteroids (63), Pac Man (68), pinball (70), Joust (74), Dungeons and Dragons
\n(78), Adventure (205), Tron (251), Tamagotchis (289), Furby (290), Aibo (290),
\nReal Baby (290).<\/p>\n

"The Second Self<\/i> documents a moment in history when people from all
\nwalks of life (not just computer sciences and artificial intelligence
\nresearchers) were first confronted<\/b> with machines whose behavior and mode
\nof operation invited psychological interpretation<\/b> and that, at the same
\ntime, incited them to think differently about human<\/i> thought<\/b>,
\nmemory<\/b>, and understanding<\/b>. In consequence, they came to see both
\ntheir minds and computational machines as strangely unfamiliar or ‘uncanny<\/b>‘
\nin the sense that Sigmund Freud had defined it. For Freud, the uncanny (das
\nUnheimleiche<\/i><\/b>) was that which is ‘known of old and long familiar’ seen
\nanew, as strangely unfamiliar<\/b>" (1).<\/p>\n

"In The Second Self<\/i> I was writing against<\/i><\/b> the common
\nview that the computer was ‘just a tool<\/b>,’ arguing for us to look beyond
\nall the things the computer does for<\/i> us (for example, help with word
\nprocessing and spreadsheets) to what using it does to<\/i> us as people<\/b>"
\n(3).<\/p>\n

"Most considerations of the computer describe it as rational, uniform,
\nconstrained by logic. I look at the computer in a different light, not in terms
\nof its nature as an ‘analytical engine<\/b>,’ but in terms of its ‘second
\nnature’ as an evocative object<\/b> that fascinates<\/b>, disturbs<\/b>
\nequanimity<\/b>, and precipitates<\/b> thought<\/b>" (19).<\/p>\n

"My style of inquiry here is ethnographic<\/b>. My goal: to study
\ncomputer cultures<\/b> by living within them, participating<\/b> when possible
\nin their lives and rituals, and by interviewing<\/b> people who could help me
\nunderstand things from the inside<\/b>" (25). <\/p>\n

"For me, one of the most important cultural effects<\/b> of the computer
\npresence is that the machines are entering into our thinking about ourselves<\/b>"
\n(29). <\/p>\n

"The physical<\/b> is used to understand things<\/b>, the
\npsychological<\/b> to understand people<\/b> and animals<\/b>. But the
\ncomputer<\/b> is a new kind of object–psychological, yet a thing<\/b>" (34).\n<\/p>\n

"Children<\/b> are not always sure whether [computers<\/b> and other
\ninteractive electronic objects] are alive or not alive<\/b>, but it is clear,
\neven to the youngest child, that movement is not the key<\/b> to the puzzle.
\nChildren perceive the relevant criteria not as physical or mechanical, but as
\npsychological<\/b>: Are their electronic games aware, are they conscious, do they
\nhave feelings, do they play fair, to they cheat?" (47). <\/p>\n

"It is difficult to imagine [Jarish, one who expresses his "love" for games]
\nplaying anything like Pac-Man<\/i> or Joust<\/i> when he is thirty<\/b>"
\n(77). <\/p>\n

"With adolescence<\/b>, there is a return to reflection<\/b>, but this
\ntime reflection is insistently about the self. The questions of the first stage,
\nWhat is this machine?<\/b>, and of the second, What can I do with it?<\/b>,
\ngive way to Who am I?<\/b>" (131). <\/p>\n

"[T]he idea of emergence<\/b> is a key element that breaks down
\nresistance<\/b> to seeing mind as machine<\/b>" (254).<\/p>\n

"The computer is a new mirror<\/b>, the first psychological machine<\/b>.
\nBeyond its nature as an analytical engine lies its second nature as an
\nevocative object<\/b>" (279). <\/p>\n

"Computers<\/b>, with their reactivity<\/b> and interactivity<\/b>,
\nstand in a novel<\/b> and evocative<\/b> relationship between the living
\nand the inaminate<\/b>" (288).<\/p>\n

"Relational artifacts<\/b> ask their users to see them not as tools<\/b>
\nbut as companions<\/b>, as subjects in their own right" (289).<\/p>\n

"Relationships<\/b> with computational creatures and immersion<\/b> in
\ncomputer games put us in closed microworlds<\/b> that are nowhere near as
\ncomplex and full of contradiction as the worlds of human interaction. To say
\nthat computational microworlds do not teach us what we need to know about
\nempathy<\/b>, ambivalence<\/b>, about life in shades of gray<\/b>, does not
\ndiminish their contribution. It only puts them in their place" (298).<\/p>\n

"The study of child animism<\/b> has two aspects<\/b>: the study of
\nchildren’s judgments about the ‘aliveness’<\/b> of objects and the study of
\nhow the attribution of aliveness<\/b> (or properties of life) to inanimate
\nobjects enters into children’s thinking<\/b>" (315).<\/p>\n

\n
Related sources:<\/dt>\n
Dreyfus, Hubert. What Computers Can’t Do: The Limits of Artificial
\n Intelligence<\/i>. 2nd Ed. New York: Harper & Row, 1979.<\/dd>\n
Hofstadter, Douglas. Godel, Escher, Bach: An Eternal Golden Braid<\/i>.
\n New York: Basic Books, 1978. <\/dd>\n
Piaget, Jean. The Child’s Conception of the World<\/i>. Totowa, N.J.:
\n Littlefield Adams, 1975. <\/dd>\n<\/dl>\n","protected":false},"excerpt":{"rendered":"

\u23f3 Approximate reading time: <\/span> 5<\/span> mins<\/span><\/span>Turkle, Sherry. The Second Self : Computers and the Human Spirit. 1984. Cambridge, Mass.: MIT Press, 2005.<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"ngg_post_thumbnail":0,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":false,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2},"jetpack_post_was_ever_published":false},"categories":[175],"tags":[1424,519,985,1425,1426,1353,800,135,935,183,936,514,1024,987,455,483,582,981,907,1001,738,1427,189,1428,970,1429,1422,317,1430,361,1423,1431,516,1161,1379,1418,506,465,894,917,636,1432,1433],"class_list":["post-7060","post","type-post","status-publish","format-standard","hentry","category-toolsinuse","tag-addiction","tag-affect","tag-ai","tag-animism","tag-anthropomorphism","tag-anxiety","tag-bricolage","tag-cognition","tag-computers","tag-curriculum","tag-cyborg","tag-development","tag-education","tag-emergence","tag-emotion","tag-ethnography","tag-games","tag-gender","tag-identity","tag-liminal","tag-logic","tag-mastery","tag-metaphor","tag-metaphysics","tag-mind","tag-motion","tag-norman","tag-novelty","tag-object","tag-piaget","tag-polanyi","tag-programming","tag-psychoanalysis","tag-psychology","tag-relationships","tag-risk","tag-self","tag-simulation","tag-stages","tag-subject","tag-transparency","tag-uncanny","tag-unheimleich"],"yoast_head":"\nTurkle, The Second Self - Earth Wide Moth<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.earthwidemoth.com\/blog\/2006\/10\/26\/turkle-the-seco\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Turkle, The Second Self - Earth Wide Moth\" \/>\n<meta property=\"og:description\" content=\"\u23f3 Approximate reading time: 5 minsTurkle, Sherry. 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Inman's monograph is structurally rugged in the sense that he is explicit about the function and form of each section.\u00a0 The book begins with a definition of computers and writing that stacks up according to real\u2026","rel":"","context":"In "Writing Technologies"","block_context":{"text":"Writing Technologies","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/writing_technol\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":7009,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/07\/27\/selfe-and-selfe-2\/","url_meta":{"origin":7060,"position":5},"title":"Selfe and Selfe, “Intellectual Work of Computers and Composition”","author":"Derek Mueller","date":"July 27, 2006","format":false,"excerpt":"Selfe, Cynthia J. and Richard J. Selfe, Jr. \"The Intellectual Work of Computers and Composition Studies.\" Olson 203-220. 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