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Emacsconf2021: Dialogic learning how to learn through the Emacs tool

I can think of very few contexts in this hurried ‘great reset’ (to assume the urgency of Schwab & Malleret 2020) where we have the reflective/reflexive privilege to focus on the meaning/ethos of our digital tools. One such opportunity is thanks to the EmacsConf2021 organizers and support team. This work is available to posterity! You can hear speakers such as Dhavan explain Emacs as living the examined life, or Buddhist sutta.
The organizers’ vision of Emacs even includes talks on all stages of the freedom ladder, and programs not yet ported to Emacs, like the amazing Omega T.
If one is looking for a place that respects the ideals of knowledge, EmacsConf is it. If we know anything about the trials of dialogic idealistic knowledge (cf. Plato), we know how much work is involved in making possible such an endeavor. Thank you to Sacha, Bandali, Zaeph, and team!
Why am I saying knowledge is dialgoic?
We compare the position of our own learning with that of others. We need to begin with our learning where we are, no matter how humbling. Sometimes – say, using my own example – we need confirmation that we have understood learning in context. Some of us are better abstract learners; others are more specific.
Negotiation of this learning was possible at EmacsConf2021 through internal dialogue when listening to lectures, informal chat, Etherpad Q&As, and BBB dialogic sessions.
How do we create contexts that can meet all such “use-cases”? (I wince at the phrase use-case but assume this helps universal understanding.)
Here are just some example talks that I will be revisiting to think through new potentialities for categorization and tree structures/increased flexibility in the organization of learning. This list may be updated later when I listen to those talks I was not able to listen to live – and I am sorry that this list is not complete: If we are seeking to cultivate knowledge in a class or in a conference, how could we make it available through multiple inquiry approaches? Would the advantages of this flexibility not justify the learning curve of adopting Emacs in the learning workflow even among non-Emacs-using colleagues?
As much as I have tried to keep ahead in my own teaching workflow, I see that I need to make multiple new adjustments to make use of the functionalities of these presentations, and others, such as Coladonato’s suggest.
Where Emacs use in scientific courses may be more obvious, it is equally as important regarding its knowledge-classification possibilities in the humanities. I look forward to reading what zaeph and his colleagues have written about this potentiality in their specific use-case.

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