Friday, April 08, 2005

Reading :: Leviathan and the Air-Pump

Originally posted: Fri, 08 Apr 2005 19:55:32

Leviathan and the Air-Pump

by Steven Shapin, Simon Schaffer

This book is referenced frequently in the STS literature, particularly in Latour's We Have Never Been Modern and Haraway's Modest_Witness@Second_Millenium.FemaleMan_Meets_OncoMouse. After reading it (mostly on the plane back from San Francisco), I can see why. Shapin and Schaeffer have produced a painstaking examination of the battle between Hobbes and Boyle to create a discourse and a social contract that would legitimize scientific knowledge.

Not to give away the ending of the book, but here's the last sentence: "Hobbes was right" (p. 344). What was he right about? Shapin and Shaffer argue -- well, forcefully, and with considerable evidence -- that knowledge is the product of human actions, just as much as the state is. And this is the key disagreement between Hobbes and Boyle -- although the surface agreement was about whether Boyle could actually produce a vacuum with his air-pump. Boyle insisted that he was actually evacuating air from the chamber, while Hobbes argued (improbably, from our view) that the chamber was actually filled with an undetectable supple fluid or ether to which the chamber's glass was permeable.

The question of whether the chamber is evacuated is an empirical one -- and this book does much to examine to what extent an empirical question is constructed through social relations. Boyle, the authors argue, developed not just a research program but a language game with rules that practitioners had to follow if their experiments were to be accepted as scientific knowledge (p.22). This language game shifted agency to nature and required multiple witnesses (p.25). Importantly, it also used three technologies: material (in Boyle's case, the air-pump); literary (the textual conventions used to disseminate the results to those who could not be direct witnesses); and social (the conventions for dealing with each other and for considering truth-claims) (p.25). In Boyle's new program, questions that could not be settled experimentally ceased to be legitimate questions (p.45). "The language-game that Boyle was teaching the experimental philosopher to play rested upon implicit acts of boundary-drawing" (p.51), and those acts involved managing dissensus by focusing on findings rathr than persons -- no ad hominem attacks allowed (p.72). In this new settlement, a new set of social relationships were enacted through such boundaries, bringing a sort of order to experimental philosophy (p.80).

But Hobbes didn't buy it. This settlement, he contended, would lead to disorder; the boundaries, in Hobbes' measure, were not effective. Hobbes was interested in and worried about the question of political power. His worry about men's divided loyalty between church and state led him to theorize the Leviathan, a monist, materialist philosophy that collapsed hierarchical divisions between matter and spirit (p.98). Under this philosophy, there could be no private judgment in religious matters -- that led to too much fragmentation of authority (p.103). At the same time, there could and must be individual beliefs. The sovereign (as represented by the church) could exercise control over behavior but not belief (p.104).

And here's the nub of the disagreement. Boyle's knowledge was founded in consensus of freely, independently developed belief. Hobbes separated belief and profession: profession could be controlled, and had to be if one were to form a social order (p.105). So "for Hobbes, the rejection of vacuum was the elimination of a space within which dissention could take place" (p.109).

In Chapter 5, the authors discuss how this confrontation plays out. Boyle, they say, had constructed a particular language game, and did many things to continue and reinforce that game: he praised those who played it well (p.163), gave instructions in how to play it properly (p.165), and recast Hobbes' objections as a poorly played instantiation of the game (p.174). His reply to Hobbes was an opportunity to reinforce that game further (p.176).

Hobbes wasn't entirely defenseless in this argument, though. He countered by displaying the intense labor required to make a fact under Boyle's regime: the replication of equipment, observations, and witnesses (p.225). "In principle, Hobbes' argument is correct," the authors tell us. "Establishing matters of fact did require immense amounts of labor." And they assert further that "a fact is a constitutively social category: it is an item of public knowledge" (p.225). Replication was Boyle's way to produce it: "Replication is the set of technologies which transforms what counts as belief into what counts as knowledge" (p.225). Hobbes found this stance to be dangerous: The real fight was over whether politics had to depend on assent, which translated into the question of what separated common belief and reason. "Hobbes alleged that if the experimental form of life were adopted, this difference would be lost, and the result would be political disaster" (p.331).

Political disaster? You be the judge. But as the authors point out, Hobbes had a point: in his questioning of Boyle's air-pump, he established the difference between Hobbes' public (everyone) and Boyle's public (qualified witnesses: professionals) (pp.333-334), and he questioned the separation of nature and politics. And after leading the experimental life for centuries, we're beginning to reconsider Hobbes' interpretation.

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(My own personal paradigm shift, part 3)

Originally posted: Fri, 08 Apr 2005 19:55:16

I mentioned a while back that I had settled on Excel for my project management work. In case you've been wondering how this works, I've attached a sample (cleaned up) example. By default, it sorts by date completed, then by date due, then by start date; I typically hide the completed tasks. You can also sort by project. Color denotes project in the CWRL and Research tabs. In the Tenure tab, I show all tasks and use green to denote completed tasks. That's not consistent, but it's not like I share it with others.

I've been using this system for about a year now, and I'm continually surprised by how well it works. One important feature is that I can print out the entire workbook, which I keep in a folder that goes everywhere I go. I can then make additions, add sticky notes for longer notes, and set hard deadlines using my PDA's calendar. (I had originally planned to manage the spreadsheet on my PDA, but the screen is just too small for viewing the sweep of the activity -- which is of course what the spreadsheet does best.)

Typically, I also add notes pointing to other documents: "In NV" means that I've entered related text into Notational Velocity. "In steering committee minutes 2005.03.01" means that more information is in the committee minutes, which are posted on the CWRL's Drupal installation. The key isn't to bundle everything in one place, but to know where to get your information when you need it while making it accessible to others as well. >

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Thursday, April 07, 2005

(Reading Roundup: Bazerman & Little, Tardy, Miller, Bracewell & Witte)

Originally posted: Thu, 07 Apr 2005 02:35:37

I'm going through a backlog of PDFs that I've downloaded over the last several months, trying to catch up on my article readings in my spare time. The following articles had some interesting things to say about genre and/or mediated activity.

Charles Bazerman, Joseph Little, and Teri Chavkin. "The Production of Information for Genred Activity Spaces"

Bazerman et al. are interested in genre as linking and regulating activities as well as shaping the texts that are used in such activities. As they say near the beginning of the article,

genre provides a middle space for approaching production and understanding of text -- between the immediate local knowledge of specific conditions of production and reception and an abstract world of symbols existing apart from any use and apart from any organized relation to readers. Texts mediate human activity at a distance and help enlist and align people to larger social institutions and practices, and text genres provide means of recognizing social relations, obligations, and interactions embodied within communications. Because they can create joint attention and alignment, genres are one of the key mechanisms that people have used to create and to maintain larger forms of social organization. But genres also shape the substantive material that is represented within the bounded space of the text -- the meanings, information, and knowledge. (p.456)

To explore this understanding further, they examine environmental impact statements (EIS) and how a perceived social need for information creates the genre. "This genre creates a space that prompts the production of certain kinds of information to populate that space and creates a place for the display of that information" (p.457). Genre, they add, "crystallizes motives and compulsions to create a local habitation for the information to be lodged and recognized within" (p.460). Of course, the EIS doesn't function alone; it is situated within a system of genres and the system collectively helps to bind together the activity -- or, frequently, the set of activities. The EIS, for instance, is an information-gathering genre that provides one way to link together different entities. And that brings us to our next article:

Christine M. Tardy - "A Genre System View of the Funding of Academic Research."

Here, the genre is that of grant proposals, "a high-stakes genre" that "does not exist in isolation but as part of a complex reticulation of genres that interact to form a genre system" (p.7). Like Bazerman et al., Tardy emphasizes the function of this genre as part of a larger set of genres, and one that in turn comprises several genres. "Knowledge of a genre system may differ in important ways from knowledge of an isolated genre" (p.7).

Tardy also takes a stab at discussing genres as linkages across activities -- although she uses "social groupings" and "discourse communities" (p.10, 23), which really don't do as satisfactory a job of describing or emphasizing the directedness of activity. At any rate, she sees "grant proposals as social actions situated within multiple social groupings" (p.10) and reminds us that "Not only do genres operate within multiple communities, but they often coexist with other genres that operate within different communities" (p.10). The genres of proposal writing connect different activities (p.12). And although the PI works through the grant-writing process, he or she interacts with several individuals at local and national levels" (p.23).

Overall, this article was really useful for understanding grant writing, particularly for the NSF.

Carolyn Miller - "Expertise and agency: Transformations of ethos in human-computer interaction."

Miller's article is a very different animal. Miller applies the classic rhetorical term "ethos" to two models of human-computer interaction, and in doing so, teases out differences between two sorts of ethos: Aristotelian and Ciceronian. First a general definition: Ethos is "an accustomed place, haunt, or abode; the sense of variation by location would thus seem more fundamental than any normative virtue" (p.198). Miller wants to use ethos descriptively to explore community and communal character. So, interestingly, she applies it to two modes of human-computer interaction: "the rhetoric of machine control and the rhetoric of computational subjectivity"; her examples are

expert systems and intelligent agents, two technologies in which the role of ethos is foregrounded. Both expert systems and intelligent agents blur the boundaries between human and machine, creating 'hybrids' (in Latour's term) or 'cyborgs' (in Haraway's). Such human-computer hybrids transfer to the computer some aspects of human character and require some adaptation by a human interactant, creating a 'system,' or dwelling place, where both must abide. The question whether ethos belongs to the computational system or to the humans who design, use, and value it becomes a strategic ambiguity. (p.199)

"The two cases," she argues, "illustrate a fundamental instability in the concept of ethos itself, as in the first case it allies itself strongly with logos and in the second with pathos" (p.199).

In Aristotelian rhetoric, ethos stands in for expertise; it is essentially rational. Expert systems appropriate this Aristotelian ethos, incorporating and demonstrating expertise (p.204).

Intelligent agents incorporate a Ciceronian ethos: "Ethos needs its association with pathos, more in some situations than in others, just as it needs its association with logos, in order that goodwill not be dismissed as foolish and trustworthiness as naive." And "Intelligent agents, then, have adopted an ethos of sympathy, an ethos strongly allied for pathos, and it is for this reason that we can understand their rhetoric as a form of 'cyborg discourse'" (p.211).

In sum,

The ethos of rational reliability and the ethos of sympathy are not only rhetorical strategies but also rhetorical modes of being, each with its own limitations. Each in its own way attempts to create a version of the closed world in which we might dwell by modeling a character who belongs there -- a set of judgments, a way of feeling, a mode of interacton. (p.213)

Smart! This seems to be a valuable and interesting way to apply the classical rhetorical tradition to computer-mediated activity. The last article, on the other hand, examines and critiques how more recent developments have been applied to workplace writing.

Robert J. Bracewell and Stephen P. Witte. "Tasks, ensembles, and activity: Linkages between text producton and situation of use in the workplace."

Bracewell and Witte launch a sharp critique of activity theory. They announce that they want to draw on constructs such as activity systems, ensemble activities, literacy events, and work events to elaborate "a more integrated and potentially generative framework to account for workplace literacy and its functions in professional settings" (p.512). They start with Vygotsky's "construct of practical, objective human activity," but they charge that "current elaborations of the activity triangle ... are insufficient to account adequately, from a psychological perspective, for much practical human activity in contemporary workplaces" (p.512).

To explore this problem, they begin by discussing activity theory. The expansion from sign-mediated actions to activity systems, they point out, yields a greater range of applicability. And the addition of contradiction to the activity system yields a dimension of dynamism. But the tradeoff is an "increased gap between the abstract characterization of these components and the appropriate application of these components to the material, situated, and time-bound specifics of activity" (p.516). In particular, they think the application of the activity triangle to all three levels of activity is problematic -- a "quick fix." (p.518). This quick fix ignores that there are two major differences between activity on one hand and action and operation on the other hand. (1) operations and actions entail "physiological and neurophysiological dimensions" that make them objective in one sense. (2) "Goals and conditions are manifested by people in material/symbolic representations which can be identified by others (including researchers) and are thus objective" in another sense. But activity is not objective in either sense; activity is inferred and thus runs the risk of being subjective. "Activity is, we think, perhaps better understood as something like a theoretical construct rather than as a phenomenological and, hence, objective category" (p.521).

In other words, activity is like gravity or intelligence -- theoretical abstractions that have accrued explanatory power and whose "existence is posited or hypothesized not because of their objective natures but because of their objective effects." "Activity might thus be viewed as a theoretical construct that functions to explain or account for in some way a collocation of human behaviors and behavior outcomes centered around some set of performance parameters." They claim that this distinction maps well to Vygotsky's differentiation of parts in a theory: general explanatory principle and objects of study (p.522).

(This seems similar to Latour's critique of Marxist theories in general and AT in particular as having to invent sociocultural structures to explain human activity.)

The authors propose a resolution:

First, the activity/motive construct should be viewed as one that elaborates the general explanatory principle of practical human activity which serves to define the domain of psychological theory. Second, the action/goal and operation/condition constructs should be viewed as objects of study which serve to realize the explanatory principle in the complexity and detail required to account for the range and specificity of practical human activity. (p.522)

So they dicuss two new constructs: the task and the ensemble. "We define the task as the set of goals and actions that implement these goals, which are developed in order to achieve a solution to a complex problem within a specific work context. And "We define the work ensemble as the smallest group of people who collectively use sign systems in conjunction with other tools and technologies to realize an appropriate solution to a complex problem within a specific work context" (p.528).

But then they get to their inspirations, which include Vygotsky and activity theory, but also task analysis (Newell and Simon), distributed cognition (Hutchins), and studies of scientific knowledge (Bijker), among others. What a mishmash. Sure, they all deal with "the interplay of the individual, material, and cultural" (p.529), but they conceive of these in rather different ways that are not easily reconciled. That's fine, I've done similar things -- but the fact that they don't mark or discuss the differences is surprising given the rigorous theoretical critique they executed earlier in the paper.

Back to these constructs:

The work ensemble has at least two advantages for investigating workplace literacy. One is objectivity. Ensembles form, evolve, and disband around activities that their purpose (and subsidiary tasks) mandate, organize, and terminate. Rather than being defined by the researcher, the ensemble is defined by the participants, their coordinate actions, and the mediational means used to represent the content with which the ensemble deals. The actions and representations are particularly identifiable through the discourse of the participants and actions that attend the discourse. Such discourse and actions specify both the tasks of the ensemble and the means of doing these tasks. (p.547).

And "A second and related advantage is the degree of theoretical saturation ... that can be achieved" (p.547).

Overall: the criticism of the activity system/level of activity scores, but I'm not convinced by the alternative constructs, nor by the objectivity test that they use. The interviews, observations, etc. are much easier to nail down at the operation and action levels, yes, but activity-level analysis relies on the same empirical data. Why do these stories give us adequate information about motives and goals but not objects?

>

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Sunday, April 03, 2005

Reading :: Mind and Nature

Originally posted: Sun, 03 Apr 2005 11:52:05

Mind and Nature: A Necessary Unity

by Gregory Bateson

Shortly after I posted my lengthy review of Deleuze and Guattari's A Thousand Plateaus, Kristie Fleckenstein told me she appreciated it because she had had trouble sustaining interest in the book. Whenever she read it, she would think of Gregory Bateson's Mind and Nature, which seemed to go over similar ground with greater clarity.

I had read Bateson's Steps to an Ecology of Mind some time ago (before the blog), so I had some idea what she was talking about. And I had noticed a few Bateson cites here and there in Deleuze and Guattari's book. But I really wasn't prepared for reading Mind and Nature. Because I quickly realized that A Thousand Plateaus is in great part a response to and elaboration of this book.

So much of it is there: a discussion of bilateral vs. radial symmetry, the notion of assemblages ("aggregates"), the comparison of rhythms to music and the linking with stochastic processes, the illustration of the crab, the question of segmenting, the comparison of map and territory, the illustration of the tick, the distinction of number and quantity, and of course the double bind. But where Deleuze and Guattari are deliberately opaque, Bateson is deliberately and surprisingly clear. Every one of these topics takes a paragraph, a page, or (in the case of stochastic processes) a chapter, whereas in Deleuze and Guattari the same topics take at least a chapter to elaborate. And with Bateson, there's no question about how metaphorical the application is supposed to be or what his overall project looks like.

I fervently wish I had read this book before A Thousand Plateaus. And if you haven't read either one, you really should read this one first -- although I still recommend A Thousand Plateaus for some interesting elaborations and articulations that Bateson doesn't get to go into.

Bateson dictated this book while bedridden at the end of his life. (He managed to finish this book and start another one before he passed away.) And I detect here a strong sense of wanting to get it all down before he passed, a desire to communicate his experience and understanding before it was lost forever. Bateson didn't believe in an afterlife and takes a few potshots at organized religion here (which is not uncommon for people on their deathbeds). But mostly he stays focused on articulating this understanding.

So what is this understanding? Bateson is looking for a monist understanding in which mind and nature could be talked about in the same terms. And he is quite open-minded about what constitutes mind, sounding more philosophical and less restrictive than distributed cognitionists while being clearer and more principled than Deleuze & Guattari or actor-network theorists. "A mind," he says, "is an aggregate of interacting parts or components"; "the interaction between parts of mind is triggered by difference"; "mental processes require collateral energy"; "mental processes require circular (or more complex) chains of determination"; "in mental processes, the effects of difference are to be regarded as transforms (i.e., coded versions) of events which proceeded them"; "the description and classification of these processes of transformation disclose a hierarchy of logical types immanent in the phenomena" (p.102). Bateson goes on to methodically elaborate each criterion, using them to build an argument that places "mind" in the interactions of a material assemblage rather than bracketing it off in someone's head. Bateson did this fairly well in Steps to an Ecology of Mind, but he makes a more methodical case here.

And he combines this argument with one on stochastic processes. In short, he says that evolutionary and somatic change, though of different types, are both stochastic; they can only change by incorporating randomness to inject productive difference. "The task of this chapter," he says in Chapter 6, "is to show how these two stochastic systems, working at different levels of logical typing, fit together into a single ongoing biosphere that could not endure if either somatic or genetic change were fundamentally different from what it is" (p.165). In fact, he strongly criticizes the invoking of mind as an explanatory principle for either change. In the rest of the chapter, he develops a really insightful critique of evolution as it is commonly understood, linked to a critique of mind as it is commonly understood.

What I like so much about Bateson is that he makes his points with incredible parsimony, strongly organized and capable elaboration, and interesting and understandable examples. The examples are drawn from biology, mathematics, literature, human perceptual studies, and a variety of other areas.

On the other hand, I think Bateson really overreaches at a couple of points. His Socratic dialogue with his daughter at the end of the book really brings this out, as when he describes the "world of mental processes" (and remember, this means any assemblage that meets the six criteria above) as a "slowly self-healing tautology" (p.228). Or when he summarizes this book as an attempt by one lemming to tell the others "I told you so" as they rush into the sea (p.231). You see, thinking that one lemming could actually stop this race to the sea would be arrogant.

All in all, though, a great book. >

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Thursday, March 31, 2005

Reading :: Between School and Work

Originally posted: Thu, 31 Mar 2005 21:38:37

Between School and Work : New Perspectives on Transfer and Boundary Crossing

by Terttu Tuomi-Grohn, Yrjo Engestrom

In this collection, participants tackle the question of how learning is transferred from one activity to another -- specifically, from vocational education and training to the job and back again. This is familiar ground for Engestrom, who has long been involved with developmental work and who has consistently deployed activity theory to do so. Like Engestrom, many (but not all) of the authors use an activity theoretical orientation to frame their inquiries.

It's also ground in which I am becoming more interested, since I see this to be an increasingly important topic of study. Increasing work fragmentation and interconnections among different vocations, decreasing job security and stability, and increasing base levels of education mean that we're looking at "lifelong learning" (continual deskilling and reskilling) in the near and medium term, at least. I'm going to be examining my Telecorp data in these terms soon. So we (and, practically speaking, I) need to know how workers move into different vocations, bring in old skills and models, and learn new ones. And we need to figure out how innovations, destabilizations, and solutions are generated as a result of these boundary-crossings.

Here, I'll discuss several of the essays, particularly in terms of what they can tell us about the theory and practice of vocational learning, and more specifically what they tell us about activity networks.

"From Transfer to Boundary-crossing Between School and Work as a Tool for Developing Vocational Education: An Introduction," by Terttu Tuomi-Grohn, Yrjo Engestrom, and Michael Young

In this opening chapter, the authors overview and make the case for the collection. "In a changing world," they say, "there are new demands for expertise." But

dominant approaches to cognition share a narrow and "vertical" view of expertise in which some have more knowledge than others. Characteristically they distinguish between "stages" or "levels" of knowledge and skill. Such a vertical image assumes a uniform, singular model of what counts as an "expert" in any given field. (p.3)

In contrast, the authors argue for a more "multi-dimensional" (really, two-dimensional) understanding of expertise. They add a "horizontal" dimension:

experts are viewed as operating in, and move between, multiple parallel activity contexts. These multiple contexts demand and afford different, complementary but also conflicting cognitive tools, rules, and patterns of social interaction. Criteria of expert knowledge and skill are different in the various contexts. Experts face the challenge of negotiating and combining ingredients from different contexts to achieve hybrid solutions. The vertical master-novice relationship, and with it in some cases the professional monopoly on expertise, is problematized as demands for more dialogical problem solving increase. (p.3)

Those who have been following the development of activity theory will notice (a) the easy move into "parallel activity contexts," i.e., activity systems with their own internal rules and expectations as well as external relations with other activity systems; (b) the similarly easy reference to dialogism, which is perhaps more problematic than the authors let on, since Bakhtinian dialogism has a very different orientation from the dialectical materialism that shaped activity theory.

In any case, the authors then point out that this new understanding of expertise includes polyvocality (an increasing tendency for experts to be involved in multiple communities of practice) and boundary-crossing (moving and negotiating between these communities of practice) (p.3). To understand these, the authors urge us to take as our unit of analysis not the individual, but the collective activity system. The developmental transfer between activity systems thus becomes a focus of the collection (p.4).

"Conceptualizing Transfer: From Standard Notions to Developmental Perspectives" by Terttu Tuomi-Grohn and Yrjo Engestrom

In Chapter 2, Tuomi-Grohn and Engestrom pick up these themes by comparing various theories of transfer. I'll skip the other theories and get to the activity-theoretical view that the authors themselves espouse.

The authors review Davydov's contributions to activity theory in the USSR and report that "Paradoxically, in spite of the theoretical intent, collective activity systems did not become units of empirical analysis and experimentation during the Soviet regime" (p.30). (They don't mention what seems to be the obvious explanation to me, which is that it's not in a totalitarian regime's interest to encourage such explorations.) But they find enough to build on in Davydov's dialectical model of learning (pp.30-31). They contrast it with their own expansive learning model, seeing three main differences:

  • The learning task is not given. In work settings, problem-solving and learning take place when someone questions received wisdom (p.32).
  • The means of modeling has a dual character: (a) "practicioners model the past and present contradictions in their activity system in order to understand where the causes of trouble lie and on which aspects of the activity they shall focus their change efforts"; (b) "practicioners also model a future vision of their activity, in which they depict expansive solutions to the contradictions" (p.32).
  • Ascending to the concrete: "implementation of the new model in practice and consolidation/proliferation of the new practice" (p.32).

The discussion inevitably turns to the question of heterogeneous networks and knotworking that Engestrom and his collaborators have explored elsewhere -- and this process of knotworking, of pulling together, elucidating, and negotiating, is termed "the practical essence of developmental transfer" (p.33).

"Transfer and Transition in Vocational Education: Some Theoretical Considerations" by David Guile and Michael Young

These authors overview some concepts in the literature, such as the difference between craft apprenticeship and technician apprenticeship models (p.67) and distinctions among different types of knowledge (tacit and simulated; situated and codified; corporate, disciplinary, and pedagogic) (p.69). Perhaps more importantly, they elaborate on the difference between vertical and horizontal development, describing vertical development as apprehending concepts at greater degrees of abstraction and horizontal development as apprehending concepts across the borders of various activity systems, and they neatly summarize Engestrom's work in this regard (p.70). Intriguingly, they later criticize "'post-modernist' interpreters of activity theory" for reducing knowledge to communities of knowers (p.75).

Guile and Young also criticize Engestrom's Learning by Expanding model, which they appreciate but criticize for not making clear how learners draw from codified knowledge.

"Exploration of an Industrial Enterprise as a Method of Boundary-Crossing in Vocational Education" by Barbel Furstenau

Let's skip past Furstneau's main argument and look at how this author handles the question of boundary-crossing. According to Furstenau, boundary-crossing involves the interaction of activity systems. Furstenau draws on Wenger (whose book I'll have to reread soon) to categorize forms of boundary-sharing as reifications, participation, and combinations of the two.

Reifications include boundary objects, which can be artifacts (cf. Star) and "internalized cognitive artifacts, like shared mental models" (cf. Engestrom et al 1995). "Boundary objects can be interpreted as mediating artifacts," ones that maintain a common identity across sites (activities) while being plastic enough to adapt to local constraints (p.90).

Participation can take the form of brokering, in which "people use their common membership in various activity systems to coordinate perspectives, to transfer ideas or to introduce elements of one practice into another" (pp.90-91, and here Furstenau cites Wegner again).

Combinations include "boundary encounters, such as meetings, conversations and visits" (p.91).

"Developing Competence During Practice Periods: The Learner's Perspective" by Johan van der Sanden and Christa Teurlings

I'm just going to pull out one gem from this one:

Most of the novice railway guards we interviewed were of the opinion that learning on-the-job (i.e. on the train) was by far more effective than learning off-the-job. This position is illustrated by the following statement of one of the participants: "During the course you are told by the trainer what to do on the train; being on-the-job, however, my coach asked me to quickly forget what was instructed." (p.126)

"Boundary-crossing in the Context of Intercultural Learning" by Susanne Weber

Although I'm not particularly interrested in intercultural learning, what caught my attention here was Weber's portrayal of it as the development of activity systems. On the last page, Weber portrays cultures as activity systems whose objects are boundary objects that are collaboratively negotiated to form an "emerging 'activity system' or new 'INTER-CULTURE'" (p.171). Two activity systems negotiate to form a third. To put it mildly, however, there seem to be considerable difficulties in portraying an entire culture as an activity, and several more in portraying interculture as a third, emergent activity. In fact, what bothers me about activity theory these days is that it lends itself to drawing exactly these sorts of boundaries, and when we draw those triangles we tend to assume internal integrity and unity in the activities. It's not just that things are more complicated than the simple diagram Weber presents -- it's that the diagram and the theory underneath it tend to expect a dialectical unity on which we can rely, rather than a dialogical set of overlapping and interconnecting relationships. That is, there seems to be no place for multiplicity.

"Developmental Transfer as a Goal of Internship in Practical Nursing" by Terttu Tuomi-Grohn

This was one of the most useful chapters to me, although the empirical case was not well presented or organized. Tuomi-Grohn is eager to explore the phenomenon of horizontal learning, claiming that "significant learning processes are achieved by collective activities" and "meaningful transfer takes place between collective activity systems" (p.200). In this view, novel solutions come from the expertise of the overlapping activities, in a multifaceted and multidirectional fashion. Tuomi-Grohn doesn't use the term dialectic here. "In the case of developmental transfer," Tuomi-Grohn adds, "the ZPD" (Zone of Proximal Development) "is expanded to encompass the collaboration of different activity systems" (p.200). Again, activity networks are developmental first and foremost.

Then we get to an exploration and recontextualization of knotworking. "In developmental projects, collaborative teams of students, practitioners and teachers will have to develop knowledge and skills (cognitive tools) that meet the challenges of the projects. This is done by constructing and combining heterogeneous networks and 'knots' of expertise" (p.202, with a cite to Engestrom, Engestrom, and Vahaaho 1999). In such situations, expertise is not primarily manifested in tools; problems are new rather than codifiable and repeatable. This leads to a productive discussion of Star's boundary objects as "a useful tool to analyze the creation of new concepts and practices needed in the creation of horizontal expertise" and of Wegner's boundary practice as cooperation among activity systems (p.203). This leads to a discussion of boundary-crossers as "people who move from one activity system to another and work in two or more activity systems simultaneously, sharing the boundary object and the work based on it with some partners in the other activity system" (p.203).

Unfortunately, in the empirical case, Tuomi-Grohn draws on the notion of network without defining it well or relating it solidly to the work described above. The notion of networks becomes very thin here, though Tuomi-Grohn does point out that "creating networks refers either to seeking knowledge and help, or disseminating knowledge outside the collaborative team" (p.211). Later, Tuomi-Grohn supplies diagrams of networks whose nodes are named after roles but appear to represent activity systems in which those roles are the subjects (p.225). In any case, these network diagrams do not appear to be the sequenced flowcharts that have been used to represent activity networks in others' work.

"Promoting Developmental Transfer in Vocational Teacher Education" by Pirjo Lambert

Lambert, on the other hand, does chain activity systems sequentially and call them a network (p.236). He cites Engestrom, Engestrom, and Karkkainen (whose article I'll have to read) in claiming that "boundry-crossing is linked with the creation of new kinds of task combinations, collaborative connections and dialogical expertise that are breaking down boundaries between professions and disciplines" (p.239). He also cites Engestrom as saying that activity theory is dialectical and developmental (p.240) -- a nice summary and a cite that I'll need to draw on for a related argument I'm trying to make elsewhere. As readers of this blog know, I'm skeptical that dialectics and dialogism can be resolved, but Engestrom has attempted to do just that, without grappling with the theoretical difficulties as far as I can tell; on p.241 Lambert points to a cite in which Engestrom brings dialogism into the fold.

"Workplace Learning across Activity Systems: A Case Study of Sales Engineers" by Sten R. Ludvigsen, Anton Havnes, and Leif Chr. Lahn

This last chapter was in many ways the most valuable for me because it tackles the question of boundary-crossing in ways directly applicable to my own workplace studies. The authors begin by talking about

a process of "customerization" where the added value of products is found in shaping a new context of use. A recent example is the way telecommunication companies promote mobile telephones by combining technical solutions, design, life style, marketing innovations, etc. Thus technical products could be seen as sociotechnical products, and consequently the basic skills of engineers and technicians have been extended to include social competence." (p.291)

In the ensuing case study of sales engineers, the authors argue that salespersons do not simply learn as individuals how to cross contexts and communities of practice. They also mediate their work heavily with cultural tools, particularly boundary objects that "bridge the gap between different areas of practice and support mutual understanding and learning between salespersons and customers" (p.292). This is a challenge because "one characteristic of modern society is that knowledge is highly specialized. In the production of different goods and services, agents often have to adjust to different contexts and communicate across various specialized fields of knowledge. Communicating with people from other domains (with their specialized language) is crucial" (p.292). So "the transfer of knowledge that takes place across contexts and domains is characterized by simultaneousness rather than by temporal development" (p.292) -- that is, horizontally, not just vertically.

The authors draw on concepts discussed elsewhere in this review -- boundary-crossing, boundary objects and polycontextuality -- to examine the case. And in their conclusion, they emphasize that this boundary-crossing work involves negotiating the conflicting goals of different activity systems: "The sales engineers from Norex do not consider themselves as members of the project organization responsible for constructional design, but they try to make alliances with nodes in the network" (p.307). Of course they do. But of these alliances, and the political-rhetorical actions that sustain them, activity theorists tend to say little. What I want to see is a principled discussion of polycontextuality that brings to the forefront the issues of dialogism, multiplicity, and alliances that I've touched on in this review, one that examines the question of whether activity theory's developmental perspective allows us to explore political-rhetorical alliances in a thoroughgoing manner. >

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Tuesday, March 29, 2005

Reading :: Getting Things Done (supplemental notes)

Originally posted: Tue, 29 Mar 2005 20:53:59

Getting Things Done: The Art of Stress-Free Productivity

by David Allen

I've reviewed this book before. But during my flight to CCCC, I was able to reread it in the context of the last year. Really interesting, again. What Allen has done is to set up a system of practices that can be implemented in a variety of ways, as long as the basic principles cohere. Those principles include:

- delegate your remembering to artifacts

- trust your artifacts

- scan your artifacts regularly

Those don't seem to constitute much of a sea change, but in the implementation, they do. Rather than carrying tasks and projects around "in the head," readers are encouraged to have a "mind like water" -- that is, to put their many projects out of mind, trusting that those projects are being handled artifactually, and to concentrate on whatever project is at hand. If the support artifacts are well adapted and the practices are in sync, the person can theoretically pick up any project and easily get to speed on it.

Part of what makes this work is basic task definition -- not surprisingly, something that comes quite easily to someone who is trained in writing instructions. Once you've planned a project in terms of concrete steps, all you have to worry about is the next step. Unfortunately, the book doesn't give enough instruction on what constitutes a concrete step -- and I'm not sure that it or any other book really can. Again, principles are everything; it depends on how much definition you can tolerate.

From a research standpoint, I'm intrigued by the mediational aspect of the methodology (because that's what we're really talking about here). Allen makes a vague reference to distributed cognition here, but it's so vague that I can't tell whether he really understands the concept. I don't think he does; the treatment is quite asymmetrical, more Vygotskian.

In any case, rereading the book has been helpful, and it inspired me to throw away most of my unused files when I got back to Austin (always a good thing). I'm going to have my assistant directors at the CWRL read GTD this summer -- the folks at Penguin were nice enough to send copies -- and we'll discuss how to adapt the methodology for our work.

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Friday, March 25, 2005

(Coming features)

Originally posted: Fri, 25 Mar 2005 10:29:37

I've been slammed at work from a variety of directions, so I haven't been able to blog about my readings. But soon I'll blog about Getting Things Done and Between School and Work, which I read on the flight to San Francisco, and Leviathan and the Air-Pump, which I read (mostly) on the way back. My graduate class is racing through Latour's Aramis, so I'll probably post some supplemental notes on it as well. Gregory Bateson's Mind and Nature is in my bag. Huatong Sun's award-winning dissertation is on my desktop. And Cambridge University Press sent me $250 worth of books that I can't wait to get through. Hopefully some of those readings will make it to the blog soon. >

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Sunday, March 13, 2005

Reading :: Ender's Game

Originally posted: Sun, 13 Mar 2005 09:50:04

Ender's Game

by Orson Scott Card

I almost never read fiction anymore. I think the last fiction book I read was in 2001 or 2002. Although I read an improbably large number of pulp science fiction books through grade school, high school, and early college, I eventually lost interest in fiction -- there's too much interesting and engaging nonfiction out there, as you can see by browsing the rest of my reading list blog. Although many people have recommended Ender's Game to me, I just hadn't gotten around to reading it.

But a few days ago, my wife borrowed it from a friend and asked me to read it after she finished. Since I felt too lousy to work anyway (allergies have been bad), I did. It took a few hours.

For me, the most interesting thing was that Card anticipated something similar to blogging. Having seen blogs take down Trent Lott and (let's be honest) Dan Rather in the last couple of years, I couldn't help reading the secondary plot in terms of the blogosphere. On the internet, nobody knows you're a dog -- or a precocious twelve-year-old.

In terms of the main plot, the book reads remarkably like some of Heinlein's books for teens. I'm particularly thinking of Tunnel in the Sky, Between Planets, Rocket Ship Galileo, Red Planet, and especially Starman Jones, all of which (like this one) feature unusually precocious boys who go through rough apprenticeships with exacting father figures. (Look at that list -- you can tell how I spent my own high school years. I could probably add Starship Troopers here, but I never read the book.) But Card's book is darker, more is at stake, and his protagonist is more isolated. Through most of the book, the protagonist is systematically ground down and nearly broken. This messes quite a bit with the pacing: the route to the climax is almost imperceptibly sloped, and after the climax the story immediately drops away; the last chapter or so feel like they're tacked on. Rating: Eight out of ten.

>

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Thursday, March 10, 2005

Reading :: Deliberate Conflict

Originally posted: Thu, 10 Mar 2005 10:10:03

Deliberate Conflict: Argument, Political Theory, and Composition Classes

by Patricia Roberts-Miller

One of the tragedies of working in academics is that your colleagues necessarily don't share your specialty. When you're building a department, the strategy is to hire widely so that you have a larger repertoire of courses to offer and a wider field of inquiry. So I find myself working closely with people sharing my particular specialties across the country -- and wondering exactly what my colleague two doors down is up to.

That colleague, Trish Roberts-Miller, just published her second book. And though it's not in my specialty, it seems both smart and important. Deliberate Conflict is a book about how we teach freshman composition, one that takes seriously the question: when we claim that we are teaching students to be citizens, to argue effectively in public discourse, exactly what model(s) of public discourse are we using and to what end are we using them? What are the assumptions that underpin how we teach? This turns out to be a rather interesting question, and the answers are not tremendously obvious.

To map the territory, Roberts-Miller gives us a matrix (p.12):

- agonistic and expressive

- agonistic and deliberative

- irenic and expressive

- irenic and deliberative

Is ideal speech irenic (oriented toward agreement) or agonistic (oriented toward disagreement)? Is the public sphere ideally expressive (where individuals express their own points of view) or deliberative (where individuals try to "establish mutually binding policy")? (p.12) When we teach public argumentation, what do we hold as the ideal?

Throughout the book, Roberts-Miller methodically demonstrates that these questions matter quite a bit, and that they haven't been well addressed in our scholarship, our textbooks, or our classes. Textbooks in particular are demonstrated as holding internally contradictory views on public argumentation. The scholarship tends to be a bit more consistent, but still tends to mix up ontology and epistemology and still tends not to trace through the implications of various positions. Roberts-Miller is especially hard on social constructivism, whose consequences for the public sphere are quite well dissected. And she cautions us against thinking that arguments are necessarily supposed to be settled. Some authors

assert that resolution is necessarily the goal of argument, and I take issue with that assertion. Certainly, it is for certain kinds of policy deliberations, as there will ultimately be some kind of policy written or not written, but that seems less the case for philosophical, political, aesthetic, and disciplinary arguments. In such cases, simply identifying the disagreements seem a useful beginning as well as even an end. And that is the intention of this book. (p.226)

I'm no political theorist, nor a pedagogical theorist, but I can still see the enormous value in thinking through these issues. Take a look and see if you have the same experience.

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Monday, March 07, 2005

Reading :: Distributed Work

Originally posted: Mon, 07 Mar 2005 21:54:27

Distributed Work

by Pamela J. Hinds (Editor), Sara Kiesler (Editor)

I picked up Distributed Work in hopes that it would address some of the issues of distributed capitalism as discussed in works by Zuboff and Maxmin, Haraway, and Deleuze (see their respective reviews on this blog). It does touch on some of these issues, but obliquely. The book is mainly focused on how work changes as it is distributed geographically, particularly in global organizations and telework. There are some real gems in here, but the collection is somewhat uneven (as collections usually are). Many of the later chapters seem overly rigid in methodology and framing, probably an artifact of the original venue in which they were shared: a workshop. Like Jaakkotul Virkkunentftul, who recently reviewed this book for Computer Supported Cooperative Work, I think that the concept of distributed work was never really nailed down in theoretical terms, and this caused some problems in the later chapters.

I also agree with Virkkunentftul that the most interesting and useful chapters were the two historical studies. In the first one, John Leslie King and Robert L. Frost provide a riveting account of how the Roman Catholic Church and the creation of constitutional government both used "ambiguating technologies" to manage distance work. King and Frost use concepts from actor-network theory, particularly immutable mobiles and boundary objects, to great effect here. And they discuss two types of immutable mobiles -- texts and money -- in ways that brilliantly point out the necessary ambiguities and slippages that make the system work. Although they don't cite Callon, I see a lot of overlap here with his later work.

The second historical study covers 150 years of operation at the Hudson's Bay Company. This study, authored by Michael O'Leary, Wanda Orlikowski, and JoAnne Yates, makes the case that trust and control are intimately intertwined -- something that may sound counterintuitive to those who are used to thinking of control in terms of Foucauldian disciplinary societies, but that fits in perfectly with Deleuzian control societies. "Trust is closely connected to and intertwined with control," the authors conclude, and "both are enacted through ongoing organizing practices. Our investigation of the HBC suggests that at least three practices -- socialization, communication, and participation -- were particularly important sources of trust and control" (p.47).

Other chapters are useful as well, though not to the same degree. For instance, Bonnie Nardi and Steve Whittaker discuss face-to-face communication in distributed work, and in doing so, extend the notion of information ecologies to "media ecologies." And Robert E. Kraut and colleagues discuss how proximity affects collaboration. These and other chapters are useful, but I didn't see major revelations or theoretical or methodological implications arising to the same extent.

The book is worthwhile reading, particularly if you're interested in the challenges of telework. But I'm still waiting for a collection on distributed capitalism!>

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(Reading Roundup: Bodker & Iversen, Davies et al on Participatory Design)

Originally posted: Mon, 07 Mar 2005 21:55:52

Things have been very busy around here, particularly because my qualitative research class is in the middle of student-led discussions. That means five or more readings each class day for three weeks. I have seen a remarkable number of articles on case studies, participatory design, phenomenology, and ethnography. It's been enjoyable, but exhausting.

Of the recent readings, I was most interested in the participatory design readings. Along those lines, I was very glad to see Bodker and Iversen's "Staging a professional participatory design practice: moving PD beyond the initial fascination of user involvement," a paper that recently appeared at NordiCHI. Like Blomberg and Henderson's paper on the Trillium project, this paper tries to bring some methodological coherence to participatory design. Bodker was one of the early PD pioneers, and she has long been interested in injecting some rigor into the process; this paper continues that work by critiquing methodologically suspect PD projects and suggesting how PD can be made more professional and rigorous.

Davies et al.'s " The ethnographically informed participatory design of a PD application to support communication" also turned out to be highly interesting. This project involved developing a PDA application for a man with aphasia, "an acquired language deficit which diminishes the capacity to communicate through language" (p.153). It's a striking case: I typically think of accessibility as an issue that affects readers, but this case involves improving technology for a writer who relies on his PDA for everyday communication. What an interesting application of the "toolbelt" philosophy, and what a wake-up call for those of us who have concentrated almost exclusively on adding titles to IMG tags.

As always, I'm overwhelmed by the sheer amount of scholarship out there, and I'm struck once again by how little of it we can know of it. Back to reading.

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Friday, February 25, 2005

Reading :: The Formal Method of Literary Scholarship (supplemental notes on dialectics)

Originally posted: Fri, 25 Feb 2005 11:59:52

The Formal Method in Literary Scholarship: A Critical Introduction to Sociological Poetics

by M.M. Bakhtin, P.N. Medvedev

I reviewed this book earlier, but I've returned to it to more closely examine how Medvedev understands dialectic. I just did something similar with Voloshinov's 1929 book -- see that review for a little more context. Here, I'll cut to the chase.

Medvedev does seem to be looking for a system in which to place dialogue. He frames the book in terms of ideology, just as Voloshinov does, and within that frame he extensively discusses what he terms social evaluation (p.119 on). Social evaluation, in Medvedev's view, is connected to economic class. In terms of social evaluation, different levels of analytical scope are dialectically connected to each other (p.121) (a point that I made in an article a couple of years ago, although I wasn't using dialectic in particular). Medvedev's interest in system leads him to look on familiar Marxist territory: base and superstructure, laws of development, and of course ideology (pp. 3-4). He allows that a "will to system" gives way to a desire to understand organic unity in the world (p.6), but it seems that this organic unity is understood along Marxist lines and contrasts with Bakhtin's buzzing, chattering disunity.

Dialectic pairs seem to abound in this book as they did in Voloshinov's. The levels of scope I've already mentioned (p.121). Others include the dialectic between philosophy and world (p.6), extrinsic and intrinsic (p.67, 158) (a pair that dialectically yields an ideological horizon (pp.153-154)), and the dialectical conception of the individuality and interaction of ideological phenomena (p.30). Interestingly, Medvedev uses the same example of the water molecule that Vygotsky cribbed from Engels, but in reverse -- likening literary criticism to pulling the oxygen out of the molecule (p.22).

Like Voloshinov, Medvedev agrees with Bakhtin on key points about dialogue, but strays on others. Like Bakhtin, Medvedev sees each utterance as a social act (pp. 120-121) and understands expressive intonation as historically unique (p.122). Medvedev also sees genre as having a double orientation not described as dialectic (p.131; cf. p.135, where he discusses the reality of genre vs. the reality accessible to it). He understands genre as a way to conceptualize reality, just as Bakhtin does (p.133), and even thinks that inner speech, in utterances, constitutes inner genres (p.134). Like Bakhtin and Voloshinov, he doesn't understand inner speech as a stream of words (p.133). On the other hand, like Voloshinov but unlike Bakhtin, Medvedev understands utterances as agreeing with or negating (p.91; 165). This is key, I think, because (as I argued in the Voloshinov review linked above) it betrays an ultimate allegiance to dialectic as a philosophical method in which theses and antitheses must meet to develop new syntheses and new truths. Bakhtin is looking for personal truths; Marxists, and I think Medvedev as well, are looking for more broadly based ones. >

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(Catching up)

Originally posted: Fri, 25 Feb 2005 12:02:24

Partially as a result of last week's visit to Iowa State, my reading has outstripped my writing this week. And partially because I have caught the inevitable post-travel illness, I have had trouble catching up. I'll be reviewing Distributed Work soon (I read it on the plane), as well as providing a reading roundup soon on some of the excellent articles David R. Russell gave me to read. In the meantime, why not read my review of Barbara Mirel's book in the latest TCQ?>

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Reading :: Telecommunication Infrastructure

Originally posted: Fri, 25 Feb 2005 10:33:23

Telecommunication Infrastructure: The Benefits of Competition

by Sam Paltridge

This 1995 policy report by the Organisation for Economic Co-operation and Development, like another recent reading, provides us with the international perspective on telecommunications policy. In particular, the report concludes that liberalizing telecommunications infrastructure can result in significant benefits over state-owned and operated monopolies. For the present discussion, it's important that liberalization is justified in terms of universal service: "there is no evidence that universal service has been impaired by market liberalisation" and "facilities competition can be applied to complement and enhance universal service" (p.7). How far this humble notion of universal service has traveled since 1907, when Theodore Vail coined the term to suppress facilities competition and establish a monopoly!

We'll get to what Paltridge means by "universal service" in a minute. First, some history. Paltridge discusses how the "first challenge" to public telecommunications monopolies came when users wanted to connect their own devices to the network (p.11). (This isn't true in the US.) But, says Paltridge, the industry is currently changing from a supply-led to a demand-led industry: Companies "are following their major customers into international markets and seeking greater regulatory freedom to meet user requirements nationally and internationally" (p.12). The US has led in regulatory freedom: It never had a state-owned monopoly, and the regulated monopoly was ended with the Modification of Final Judgment in 1983. Despite industry predictions, the cost of long distance service plummeted after the long distance market was liberalized: "AT&T tariff rates fell by over 70 per cent in real terms between 1983 and 1991" (p.16). After 1984, business 800 services dropped 67.9% and "the cost of direct dialled interstate calls has been reduced by about 40 per cent attributable to competition and regulatory policies" (p.16). At the same time, quality of service measures went up and, at the time of writing, 98% of the rural US had phone service. (Elsewhere the report states that overasll household penetration in 1989-90 was 93.3% (p.29).) And "In 1993 nearly 400 firms purchased the premium access needed to provide direct dial long distance service" (p.16). Two of these three measures -- price and quality of service (including market penetration) -- are associated with the second articulation of universal service. The third was the precipitating factor in the Department of Justice case against Bell: competition.

But internationally, policymakers were dubious. In a 1993 survey, "the most common reason cited for excluding infrastructure competition was the objective of universal service" (p.16). "Seemingly inherent in the argument against liberalisation was the notion that competition was a threat to universal service and the presumed economies of a single network" (p.17). This is curiously similar to AT&T's argument in the 1970s. The report spends most of its time trying to debunk that argument, drawing on market liberalization data from a variety of countries. The key assumption of the argument -- universal service in its second articulation -- is uncontested.

Here's an interesting fact. In 1992, "Sprint's interconnection expense (money paid for access to the networks of other carriers) as a percentage of net operating revenues in 1992 was 46 per cent. On the other hand 17.5 per cent of Sprint's long distance operating revenues was from providing access services to AT&T" (p.46). Amazing how things changed in less than ten years. >

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Reading :: Marxism and the Philosophy of Language (supplemental notes on dialectics)

Originally posted: Fri, 25 Feb 2005 11:25:25

Marxism and the Philosophy of Language

by V.N. Volosinov

In an earlier entry, I discussed this book in its broad outlines. Here, I focus on the question of where Voloshinov differed from Bakhtin in his understanding of dialogue and dialectic. Bakhtin is pretty clearly not enchanted with dialectic in his 1929 book. (Okay, I have the reworked version rather than the original, but I don't think Bakhtin praised dialectic even in the original version.) But in this book, also published in 1929, Voloshinov certainly seems to be interested in discussing dialogue within a dialectical framework. Is he really? Or is this just a way to escape the censors? It's very hard to tell for sure, and more knowledgeable scholars have split on the question.

Here, I'll take Morson and Emerson's reading as a base. They say that "Voloshinov changes Bakhtin?s theories by accepting his specific descriptions of language but then accounting for language so described in historical-materialist terms. Bakhtin describes language as not systematic; Voloshinov agrees, but argues that this asystematicity only leads us to look for an external system to explain it. That system is Marxism as Voloshinov understood it. Indeed, the reformulation of Marxism was central to Voloshinov?s whole enterprise, as it was not for the non-Marxist Bakhtin" (p.125). So they say. And a rereading of Voloshinov seems to support this view.

In terms of system, Voloshinov does seem to look for one. Although he questions system in an enacted sense (p.78), he talks quite a bit about class struggle (p.23) and how it shapes language in systematic ways that certainly sound Marxist. He focuses on structure and process (pp. 96-97), and looks for an ideological system (p.33) with ideological laws that govern language (p.38). And, like Vygotsky, he frames language development as a dialectic generational process in which modern language emerges from primitive ones -- although he manages not to be as teleological as Vygotsky sometimes sounds (p.106).

In terms of dialectic, we see the same kinds of pairings that we saw in Vygotsky's works. Inner-outer, psyche-ideology (pp. 33; 35; 39-40), psyche-existence (p.25), necessity-freedom (p.81), subject-object (p.82), as well as the constant tension among contexts (p.80). These pairings all involve tensions, tensions that are often explicitly labeled as dialectical. Indeed, dialectical contradictions are said to be embedded in the sign (p.23).

In terms of dialogue, Voloshinov uses the same example Vygotsky does in Thought and Language -- Dostoevsky's drunks -- but rereads the dialogue in terms of active reception involving value judgments (p.103). Whereas Vygotsky thinks of dialogue as a chain of reactions, Voloshinov understands it as always occurring, even when the person isn't speaking. That's why they part ways when it comes to written language, which Vygotsky sees as monologic and Voloshinov sees as "vitiated dialogue" (p.111). Monologic utterances, in Voloshinov's understanding, are those that do not allow an active response (p.78; cf. 117).

These characteristics seem very Bakhtinian, especially the notion of active reception (which also sounds like Medvedev's notion of social evaluation). But Voloshinov also diverges from Bakhtin's understanding of dialogue in several ways. First, he understands utterances as agreeing with or negating each other (p.80) -- a stance that Bakhtin rejects in Problems of Dostoevsky's Poetics, where he subtly critiques dialectics for conceptualizing utterances as simply agreeing or disagreeing, theses and antitheses. In Bakhtin's understanding, utterances can be identical yet diverge in meaning and import; that divergence is usually partial or in shades, not crudely for or opposite. Second, Voloshinov speaks almost entirely of the sign, something that Bakhtin rarely mentions. Voloshinov sees the word as an inner sign (p.14), and he sees every outer sign as engulfed by inner signs (p.33). Again, I think "sign" is a bit crude for Bakhtin.

Finally, and tellingly, Voloshinov frames the entire book in terms of ideology (p.9) (as did Medvedev in his book, published a year earlier). Ideology becomes a way of fitting dialogue inside a Marxist framework, I think, by providing the ultimate unity of thought (or absolute frame) that Bakhtin tried so hard to avoid. That is, by bringing in ideology, Voloshinov gave himself the option to objectivize or externalize various perspectives and to essentially monologize them, making them identical for various groups. Once one accepts that a group has the same ideology, developed through a cultural struggle, it becomes easier to argue from a Marxist perspective that dialogue is unsystematized, since that systematicity can be recovered on the ideological level. We can see how Voloshinov found it easier than Bakhtin to see dialogue as assertions and negations.

>

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Reading :: Telecommunication Infrastructure

Originally posted: Fri, 25 Feb 2005 10:33:23

Telecommunication Infrastructure: The Benefits of Competition

by Sam Paltridge

This 1995 policy report by the Organisation for Economic Co-operation and Development, like another recent reading, provides us with the international perspective on telecommunications policy. In particular, the report concludes that liberalizing telecommunications infrastructure can result in significant benefits over state-owned and operated monopolies. For the present discussion, it's important that liberalization is justified in terms of universal service: "there is no evidence that universal service has been impaired by market liberalisation" and "facilities competition can be applied to complement and enhance universal service" (p.7). How far this humble notion of universal service has traveled since 1907, when Theodore Vail coined the term to suppress facilities competition and establish a monopoly!

We'll get to what Paltridge means by "universal service" in a minute. First, some history. Paltridge discusses how the "first challenge" to public telecommunications monopolies came when users wanted to connect their own devices to the network (p.11). (This isn't true in the US.) But, says Paltridge, the industry is currently changing from a supply-led to a demand-led industry: Companies "are following their major customers into international markets and seeking greater regulatory freedom to meet user requirements nationally and internationally" (p.12). The US has led in regulatory freedom: It never had a state-owned monopoly, and the regulated monopoly was ended with the Modification of Final Judgment in 1983. Despite industry predictions, the cost of long distance service plummeted after the long distance market was liberalized: "AT&T tariff rates fell by over 70 per cent in real terms between 1983 and 1991" (p.16). After 1984, business 800 services dropped 67.9% and "the cost of direct dialled interstate calls has been reduced by about 40 per cent attributable to competition and regulatory policies" (p.16). At the same time, quality of service measures went up and, at the time of writing, 98% of the rural US had phone service. (Elsewhere the report states that overasll household penetration in 1989-90 was 93.3% (p.29).) And "In 1993 nearly 400 firms purchased the premium access needed to provide direct dial long distance service" (p.16). Two of these three measures -- price and quality of service (including market penetration) -- are associated with the second articulation of universal service. The third was the precipitating factor in the Department of Justice case against Bell: competition.

But internationally, policymakers were dubious. In a 1993 survey, "the most common reason cited for excluding infrastructure competition was the objective of universal service" (p.16). "Seemingly inherent in the argument against liberalisation was the notion that competition was a threat to universal service and the presumed economies of a single network" (p.17). This is curiously similar to AT&T's argument in the 1970s. The report spends most of its time trying to debunk that argument, drawing on market liberalization data from a variety of countries. The key assumption of the argument -- universal service in its second articulation -- is uncontested.

Here's an interesting fact. In 1992, "Sprint's interconnection expense (money paid for access to the networks of other carriers) as a percentage of net operating revenues in 1992 was 46 per cent. On the other hand 17.5 per cent of Sprint's long distance operating revenues was from providing access services to AT&T" (p.46). Amazing how things changed in less than ten years.

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Tuesday, February 22, 2005

Reading :: The impact of regulation and public policy on telecommunications infrastructure and U.S. competitiveness

Originally posted: Tue, 22 Feb 2005 22:02:08

Reading :: The impact of regulation and public policy on telecommunications infrastructure and U.S. competitiveness

by Shooshan & Jackson, Inc.

In 1989, the US was still fairly alarmed about the strength of Japanese and German economies relative to the US. In that context, this report urges the readers to make telecommunications infrastructure a priority. Although the US was well ahead of most countries in its infrastructure development, that development had slowed and deregulation had lessened its coherence. The US had long relied on private companies to develop infrastructure, and the authors acknowledge that this "has resulted in a telecommunications infrastructure that brings universal, affordable basic telephone service to nearly all U.S. citizens" (p.4). (This is the second articulation of universal service, in the terms I've been using as I've explored the concept.) Indeed, the US was "the first and only country to provide universal, affordable telephone service" (p.21). Yet that status was at risk.

The authors define "infrastructure" as "the physical plant (copper wire, switching facilities, optical fiber, coaxial cable and radio transmissions equipment, including satellite systems) which enables voice, data and video to move from one point to another, or among many points, by means of publicly- or privately-owned transmission systems" (p.6). Notice that this leaves behind Plain Old Telephone Service (POTS). The authors also include "piece parts" such as "lasers and semiconductors, as well as emerging technologies such as X-ray lithography and advanced television (ATV)" (p.6).

One impediment to getting these piece parts and infrastructure technologies to work together was the state of US regulation. As a result of the 1983 Modification of Final Judgment, Regional Bell Operating Companies (RBOCs) could not own cable TV systems or provide long distance (p.10). So these technologies were held apart through regulation. (In the wake of the Telecommunications Act of 1996, some of these restrictions have been lifted. Now you can get cable TV, high speed Internet access, and phone service from the same company.)

These regulations were put into place to guard against monopolies while encouraging investment in the infrastructure. But the authors suggest that "the current regulatory environment neither encourages such investments nor provides the best protection for consumers" (p.25). The traditional rate of return no longer provided adequate incentives due to the increased competition (p.25). And the rate-of-return regulation which guarded against fleecing the consumers had resulted in "perverse asymmetries": "shareholders do not reap the benefits of a highly profitable investment, and yet might very well bear the loss associated with an unsuccessful investment" (p.26). The authors conclude that regulatory alternatives should be pursued. >

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Thursday, February 17, 2005

Reading :: The Fall of the Bell System

Originally posted: Thu, 17 Feb 2005 12:05:28

The Fall of the Bell System : A Study in Prices and Politics

by Peter Temin

In the Preface of this book, Peter Temin thanks AT&T for commissioning this historical study and providing complete access. The relationship with AT&T shows -- The Fall of the Bell System is rather sympathetic to AT&T's position throughout -- but nevertheless the book is painstakingly researched and documented, and provides a surprising level of detail into what led to Ma Bell's breakup.

I read the book primarily with an eye toward universal service, and in that respect, the book provided some startling insights. In an earlier review, I discussed Milton Mueller's claim that the term "universal service," though it has been attributed with a unitary, fixed meaning, has changed distinctly over the years. In the course of his argument, Mueller claimed that the second definition of universal service -- 100% market penetration brought about in part by low prices -- was made possible by cross-subsidies. That is, Bell charged far more for long distance than it actually cost, then used the excess revenue to support local service. Okay. But Temin takes a different tack. He assumes that "universal service" has a fixed meaning, then goes about carefully showing that "cross-subsidies" had several different definitions!

In other words, it looks like both authors have nailed down one term in order to show the vagaries of the other.

Let's talk a bit about universal service first. Temin portrays the Bell System as a quasi-public utility run as a regulated monopoly: "Faithful to its role as steward of the nation's telephone network, the Bell System had worked for close to a century to keep ahead of the public's demand for service" (p.3). Part of this stewardship role was universal service, and Temin explains this concept succinctly, compressing two definitions of universal service and attributing the combination to Theodore Vail: "The Bell System had attained the goal stated early in the century by AT&T's legendary president, Theodore Vail: to provide every household with a telephone connected to every other telephone. 'Universal service' having been achieved, it was not at all clear where the System should go" (p.6; see also p.16). Twenty years after Vail's proclamation of universal service as a goal, Walter Gifford proclaimed that AT&T had an "unusual obligation" to provide adequate and dependable service (p.16) -- an indication that even though universal service may have been rearticulated in the 1970s, the rearticulation was not as radical nor as calculated as Mueller suggested. Indeed, Temin provides considerable evidence to suggest that the 1970s rearticulation was consistent with core values that Bell had developed in the intervening years.

The stage for the rearticulation of universal service was set by Vail's reorganization of the Bell Operating Companies, a reorganization that lasted from 1909 until (depending on how you count it) 1972 or 1979.

The companies were organized along functional lines, with three main departments: Plant, Traffic, and Commercial. Since each department contained people with similar skills and training, this style of organization facilitated internal communication and promoted operational efficiency. The similarity of format allowed communication between the General Departments at AT&T and the operating companies and between the companies themselves. (p.18)

Notice the focus on internal communication and operational efficiency, which are appropriate for Vail's strategy of becoming a regulated monopoly. This was consistent with the logic of the age, in which the rationalization of industry was seen as promoting efficiency, and efficiency was seen as an unmitigated good (pp.343-344). (Part of Temin's problem, I think, is that he accepts the logic of efficiency so fully that he evaluates deregulation in terms of how it irrationally fails to meet the goal of efficiency.) Vail's reorganization arguably outlasted its usefulness: it positioned AT&T well for the task of taking over phone service, but it did not serve well when long distance competition surfaced in the late 1950s and especially during the bad years of the 1970s. After deregulation, this structure had to give way to one of deep interpenetration -- in which workers had to be in close contact and collaboration with their counterparts at competing companies.

At any rate, the organization Vail put into place lasted until 1972, when AT&T was reorganized by markets (p.79). But that reorganization left AT&T's core values and traditions intact (p. 150, 162), so AT&T was re-reorganized in 1979 (p.164), reorienting to the business market.

Between these reorganizations, of course, a lot of other things were happening. For instance, during World War II, the use of long distance skyrocketed:

Between 1939 and 1942, the number of telephone messages carried by Long Lones had shot up from 60 to 114 million. Long Lines' profits naturally had risen too, and the FCC had asked AT&T to show cause why its interstate rates should not be reduced. Walter Gifford promptly and indignantly responded that the Bell System was engaged with the government in fighting the war. AT&T was struggling to handle the increased volume of war-related traffic; it was advertising to convince the public to call less often. Lower rates would encourage people to call more frequently. "I fail to see," Gifford concluded, "how by any stretch of the imagination a reduction in long distance rates will help win the war." (p.20)

So how could the FCC reduce long distance profits without reducing the rates? The result of this short-term decision reverberated across the following decades. For the FCC decided it was worthwhile to separate calls between interstate and intrastate jurisdictions so the rates of return could be separated. The question of how to do this was not obvious. One could conceptualize the network in two ways. In the "station to station" conceptualization, the toll call goes from one phone all the way to the other; everything in the middle, every switch and every line, collectively constitutes the toll call. In the "board to board" conceptualization, the toll call is only the portion of the call that goes from one switch to another; from the switch to the phone is considered to be local service on either end (p.20).

Since the Bell System was organized as a single long distance carrier (Long Lines) that connected local operating companies -- which were distinct in legal and regulatory status -- it was easier to implement, calculate, and conceptualize board-to-board charges. Station-to-station charges would be far harder to calculate, since "some way has to be found to separate the portion of the costs of the local exchange that can be related to toll calls from the costs resulting from local exchange service" -- that is, if you use the station-to-station method, you have to figure out how to distinguish true local service from phone-to-local-switch long distance-related service (p.21). The problem came to a head in the 1930 Supreme Court decision Smith v. Illinois Bell, in which the Court declared that the station-to-station conceptualization was the standard for determining if rates had been set too low (p.22). This decision became the basis for the FCC's solution to their wartime problem: In 1942, the FCC required AT&T to use station-to-station accounting. Doing so would add access charges from the local company to the long distance service, raising long distance rates (and constraining wartime demand) while denying AT&T increased profits (p.22). At the same time, "local rates would fall, encouraging universal service" (p.23). AT&T acceeded, although it still used board-to-board accounting internally (p.23). Separations -- and cross-subsidies -- were born out of this wartime solution.

But cross-subsidies were hard to define. Under AT&T's internal board-to-board accounting, "any division of revenue is a cross-subsidy flowing from the interstate (toll) jurisdiction to the intrastate (local) jurisdiction" (pp.24-25). But the FCC tried to define the term "cross-subsidization" in 1950 as deviations from subscriber line usage (SLU) -- a simple-sounding definition that in practice was arbitrary, varying with changes in usage (pp.24-25).

At the same time, political pressure to keep local rates low led the FCC to further increase the cross-subsidy from long distance to local service -- as technological innovations simultaneously lowered the operating costs of long distance. A large imbalance -- which is to say, a large cross-subsidy -- began to form (p.25). Costs and prices diverged enormously, but the divergence was held together because all services were under the same regulated monopoly (p.27).

This situation began to change as early as the mid 1950s. Competition started in one of the smallest telecommunications niches: private lines. Essentially, private lines are off the network -- they don't conform to the first meaning of universal service. Imagine a private line between offices of the same business, or a line between a bank and its ATM, or the line between the Batcave and Commissioner Gordon's office; one phone is "hardwired" to the other. Plenty of communications-oriented businesses, like the TV networks, had the skill, equipment, and motivation to set up their own private communications using microwave systems (p.28). Motorola became the primary advotate for this arrangement, and in 1959 the FCC allowed them and others to compete in this small market niche. The Above 890 decision, as small as it seemed at the time, was the beginning of the end of the monopoly (p.29).

AT&T's argument against the decision was that it "would encourage 'cream skimming,' that is, the intrusion of independent operations in the most profitable parts of the telephone network" (p.30). AT&T's price averaging had made the price of interstate calls uniform across the country -- averaging, that is, provided another cross-subsidy -- and this monopoly logic was threatened when the most profitable routes could be taken over by competitors, since AT&T would have to raise its rates across the board to compensate for the loss of a profitable route (p.30). Furthermore, unlike AT&T's uniform level of service across the network, competitors could offer lower-quality services -- again meaning that the low-cost, high-profit customers wouldn't be around to subsidize the other customers, resulting in price increases across the board (p.30). These prices were the result of historical as well as geographical averaging, which is to say that price averaging served to pay for aggregated costs in installing infrastructure as well as geographical disparities in providing current service (p.34). The FCC found this argument convincing enough to ban the sharing of microwave systems, but it proceeded with the Above 890 decision, reasoning that it would affect only a tiny fraction of the market. That may have been true at the time, but it fundamentally changed the industry's logic and lay the ground for later competition.

At about the same time, other things were happening that would have a similarly large impact. Hush-a-Phone Corp. v. U.S. (1956) and the FCC's Carterfone decision (1968) together demolished AT&T's longstanding argument that anything connected to its network could be harmful and should be subject to tariff. The hush-a-phone was a small plastic cup that attached to the phone's mouthpiece; the Carterfone was a device that allowed you to relay a phone call from a handset over a radiophone. Neither presented a physical threat to the network, but both presented legal threats; when these two cases were decided in favor of AT&T's competitors, an important wall to competition was eroded (p.43). AT&T tried to salvage the network's integrity by allowing connections through a protective coupling arrangement (PCA), a small device that would fit between the network and the foreign device, providing a clear delineation of where AT&T's network (and responsibility) ended (p.46); but the PCA was later seen as an unreasonable attempt to preserve the monopoly.

When you put together the Above 890 decision, the Hush-a-Phone decision, and the Carterfone decision, you get ... MCI. In 1963, Microwave Communications, Inc. applied for permission to build a private line between St. Louis and Chicago, with the intent to sell capacity to others. This skirted the Above 890 decision, which barred the sharing of facilities, because MCI wasn't sharing facilities -- it was just selling capacity (p.47). MCI framed its service as new, not competitive (p.49); it escaped the nationwide averaging because of this, and it managed to keep costs low by using lower-quality construction, offering lower-quality products, and hiring nonunion laborers (p.50). The FCC accepted MCI's arguments on a 4 to 3 vote (p.50). The consequences would be grave. MCI continued over the years to encroach, until it was in direct competition for conventional long distance -- as we'll see in a moment.

In the meantime, AT&T still saw itself as having a "holy mission of service," according to Temin's sympathetic reading (p.59). Temin argues passionately here that AT&T kept prices low and falling during its monopoly, assuming that those rates would rise with the loss of efficiency that comes with competition (p.59). (In fact, prices have continued to drop rapidly in the post-monopoly era). Temin's implicit argument here and throughout is similar to Mussolini's argument that he made the trains run on time: efficiency is more prized than decentralized competition.

At any rate, by 1970 "universal service had been achieved" (p.62), at least in terms of the first and second iterations of the term. The US had reached over 90% market penetration. So the goal turned from universal service to continuous enhancement of the switched network (p.62). Also at about this time, the network began to take on an abstract identity separate from the Bell System (p.64). By 1972, the FCC gave "permission for people to connect terminal equipment to the telephone network at will" as long as they registered their equipment with the FCC (p.64). (This opened the door for innovations from answering machines to cordless phones.)

These changes roiled the Bell System. When John deButts took over as CEO of AT&T in 1972, he decided to change the focus from technology and network design to the relationship between AT&T and the regional Bell operating companies (RBOCs) (p.71). Along these lines, he began to articulate universal service as high market penetration coupled with low prices (p.72), a tack that allowed him to argue for a regulated monopoly and against cream-skimming by AT&T's competitors. deButts' new focus did not go down well with the FCC.

As a series of proposed tariffs were shot down by the FCC, and competition with MCI began to heat up, AT&T underwent restructuring. The company would now be organized by markets, not operations (p.80). And in congruence with this new orientation, "No longer was the enterprise's central mandate to supply plain old telephone service, and to pursue the goal of universal service. The need was to supply more varied demands than before, to differentiate products for particular customers" (pp.81-82). The problem with this new orientation was that AT&T was not willing to give an inch: it tried to erect its own Maginot Line, competing vigorously in all existing and emerging telecommunications markets, and refusing to let go of the integrated structure that had worked so well in the early days of the monopoly (p.83).

deButts' 1973 talk to the National Association of Regulatory Utility Commissioners (NARUC), entitled "An Unusual Obligation" (a reference to Walter Gifford's 1927 NARUC address), was meant "to defend the public switched network against competition" (p.96). The speech's aggressive positioning was well received within the Bell System, affirming as it did the traditional value of universal service (in its second articulation; see also p.144, where Temin clearly argues that this articulation reflected AT&T's core values in the 1970s). But outside the company it was another story. The speech attracted the attention of those who worried about the company's antitrust status, including "the FCC, the Defense Department, the Senate Judiciary Committee, and the Justice Department" (p.100). At the same time, MCI continued to test the limits of competition, moving to interconnect with Bell's network and positioning in legal, regulatory, and technological terms to expand into long distance service (p.103). But the real trouble began when President Nixon resigned in 1973 (p.108): the weakened executive branch could no longer restrain the Department of Justice, which had long been unhappy with the compromises made on AT&T's behalf. In particular, DoJ wanted to vacate the Consent Decree of 1956, reopening a monopoly suit.

Furthermore, tensions among AT&T's roles were becoming unbearable:

The FCC regarded MCI as a customer of AT&T and was applying regulatory doctrines of nondiscrimination to the Bell System's responses. The Justice Department regarded MCI as a competitor and was applying antitrust standards to these same actions. Both of them, furthermore, regarded AT&T's reactions to the new demands of the network as too aggressive and ungenerous. What appeared to the Bell System to be protective of the network appeared to the Justice Department to be protective instead of AT&T's monopoly. (p.109)

The result: The Department of Justice filed suit against AT&T in 1974 (p.110).

All sorts of maneuvering ensued. AT&T supported the Consumer Communications Reform Act (CCRA), which instantly became known as the "Bell Bill" (pp.118-119). CCRA "reaffirmed the nation's commitment to universal service" (p.119 -- the second articulation), and "bluntly asserted that the existing rate structure, by which it meant primarily separations, had promoted universal service" (p.119). What's more, we start to see hints of the third articulation of universal service, the continual moving of the goalposts: in deButts' testimony to a Congressional subcommittee, he described AT&T's future role as continually developing new communication technologies to add new and better services at lower and lower prices (pp.122-123). The impetus for the current articulation of universal service had begun.

Now we get back to cross-subsidies. Temin complains that the term never really gets nailed down in a satisfactory way. The FCC defined them in one way in 1950, then revised its definition in 1976, meaning that interstate tariffs that showed no cross-subsidy in 1975 would show one in 1976 (p.126)! These were in addition to AT&T's board-to-board definition used before World War II (p.127). To deal with some of this mess, AT&T began to call board-to-board cross-subsidies "contributions" (p.127).

At about the same time, MCI began to offer its Execunet service in 1975. Billed as a private line service, Execunet was gradually revealed as message toll service -- that is, it was connected on either end to the switched network. MCI was offering long distance! And the services were revealed so gradually that the FCC didn't realize it until an AT&T VP went to the Commission's offices and used Execunet to place a long distance call to a recorded weather service in Chicago (pp.132-133)! Now the competition was truly joined. The FCC ruled against MCI, but was overruled in court (p.134). By 1979, AT&T had negotiated a deal with MCI, AT&T, Sprint, and others to use AT&T's Long Lines at a discount (p.140). This deal kept the wolves at bay for a while, allowing AT&T to focus on the other problem: The DoJ lawsuit.

That problem was more intractable. AT&T's lawyers argued in 1978 "that AT&T's traditional corporate goals -- universal service and network optimization -- could not be pursued in a fragmented, competitive market" (p.166). Charles Brown, AT&T's president, re-restructured to complete AT&T's orientation to the market, focusing more on business rather than residential customers. To put it another way, cream skimming was not just acceptable but necessary in a competitive environment; the universal service orientation of a public utility had to give way to the business orientation of a competitive market (p.168). Although deButts was still committed to service as a primary goal and still thought of AT&T as a public utility, he recognized the necessity of the new orientation (p.172). And when Brown took over as CEO in 1979, he completed the turn. He identified three problems:

- First, the cross-subsidies problem: AT&T had to find a way "to balance the need for competition and the need for universal service."

- Second, the tension between competition and an efficient national network.

- Third, the basic character of the industry: was it a public utility or open competition? (p.175)

The first problem became thornier as the 96th Congress (1979) introduced a bill to, among other things, prevent cross-subsidies -- but which destabilized the meaning of the term "cross-subsidies" even more (pp. 179-180). (Temin later notes that "cross-subsidies" eventually stood for all of the industry's problems with competition (p.244).) At about the same time, the FCC shifted its rationale from the goal of lower costs to the goal of competition for its own sake (p.195) -- a rationale under which AT&T's traditionally strong case for monopoly could not gain any more traction.

Finally, AT&T saw the writing on the wall. The case was not going well, the rationale of competition did not provide criteria under which it could win, and the best Brown could hope for was a divestiture that preserved AT&T's vertical structure. In December 1981, he asked the DoJ to write a modification of final judgment for the 1956 Final Judgment (Consent Decree) (p.269). Language from a Senate bill was spliced in, and the principals (ironically) negotiated extensively over the phone before coming up with an acceptable outline for divestiture (pp.271-272). Despite resistance from the judge trying the DoJ case, resulting in several compromises, the basic agreement held. AT&T divested seven RBOCs and repositioned them to function as competitors. Ironically, the divestiture broke the Bell System along board-to-board lines; despite the rejection of board-to-board theory in Smith v. Illinois Bell, it had prevailed in a rather material way (p.308).

Let me close by pointing out a few things that are really interesting to me.

First, abstract terms such as "universal service" and "cross-subsidies" are rearticulated multiple times. Tenin tries to hold "universal service" relatively steady and Mueller tried to hold "cross-subsidies" steady so that they could interrogate the other term. But both were in flux, and often it was unclear who if anyone had the authority to fix them. Even legislators and regulators had (or exercised) relatively little power over them.

Second, the fall of the Bell System seemed to be related to a sort of tipping point being reached in the legislative and regulative culture. The Bell System's monopoly status was saved first by World War II, then by the Cold War, because the infrastructure was seen as a public utility and the logic of public utilities is rationalization leading to broad services at low prices. In this sense I think Mueller is probably wrong to argue that the second articulation of universal service was made of whole cloth in the early 1970s. Temin makes a good case that this second articulation was an expression of AT&T's core values and reflects the logic of a public utility. But it was expressed in the 1970s to counteract the new logic of competition -- not for lower prices or better service or higher penetration rates, although all three were presumed to be natural results, but for its own sake. Once the warrant of efficiency through rationalization had been traded in for the warrant of competition, the organization could not prevail. AT&T's network, which was a material instantiation of the former argument, could not support the latter argument. I think Temin understands this to some extent, but he doesn't "get" it and he consequently clings to the notion that AT&T has been wronged.

Third, there's a tremendous amount of splicing going on in the legislative battles. Some of it is quite direct: the MFJ incorporated language directly from Senate bills, for instance. Some of it is material and underhanded, such as MCI's Execunet service. Some of it is more subtle, such as AT&T restructuring its sales organization along IBM's lines. Some of it is ridiculous, like the little plastic Hush-a-Phone cups that infected the network (in a regulative sense) and made interconnections possible. But in all of these cases, junctures (and often disjunctures) created the connections that would later develop in different ways, bringing in even more actors. When the definitions of "universal service" and "cross-subsidies" slipped, when they were reinterpreted by different actors in different activities, those changes became part of the regulative, legislative, and material and practical structure of the industry.

What a long review. Time to take a break from telecommunications and read an unrelated book!

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