Fwd: Invitation | International Women's Day Gathering – GTA Women's Assembly (March 8)
Ashish Kothari
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Jinan K B
Smart Homes; Lost Children: The Architecture of Ease and the Death of Human Becoming
The journey to the smart home did not begin with the microchip. It began with the printing press.
When we moved knowledge from the living intelligence of the human body onto the static surface of the page, we began a five-hundred-year project of outsourcing ourselves. We traded the knowing in our hands for the information on the shelf. And in doing so, we began to build a world that no longer required us to be present in it.
The smart home is the endpoint of that trajectory. It is not a technological convenience. It is a cognitive event.
When we automate every gesture and solve every problem before it is felt, we are not saving time. We are rewiring the human brain — quietly, systematically, in the years when it is most unfinished and most open to being shaped.
We took the world away from children. Stage by stage.
The book moved knowledge from the living landscape to the page — and made experience irrelevant. The school moved children from their living context into the vacuum of the institution. The factory took labor out of our hands. The smart home now takes agency out of our very presence.
Each time a human competence was taken, it was sold back as a product. A need was created for food. Then for warmth. Then for entertainment. Then for information. Now, finally, for the management of the home itself — the last space that was ever truly theirs.
Every generation was told that the knowledge being taken was primitive. That the dependency being created was liberation. That the competence being lost was unnecessary — in fact, a superstition. That this — all of this — was science and progress.
The child born into a smart home today has never been required to figure anything out. Never contributed to anything that truly mattered. Never belonged to anything larger than their own comfort. Never encountered a world that asked anything of them — and discovered, in the answering, who they were.
This is not a failure of love. It is a failure of understanding — a civilization that gave its children everything except the conditions for becoming.
And before anyone asks who is to blame, there is no villain in this story. What happened was the product of innocence. Of good intentions accumulating, over five centuries, into a structure no one designed and no one could have predicted. The printing press was liberation. The school was generosity. The appliance was kindness. Each gift, offered sincerely, set in motion the next.
The logic is what caused the harm. And logic has no face to accuse.
But a civilization intelligent enough to build all of this must now ask whether it is wise enough to understand what it has done.
Because of what the environment asks of the child, the child becomes.
And a world that asks nothing — produces no one.
https://donothingparenting.substack.com/p/smart-homes-lost-children
Jinan K B
Cognition may have more in common with digestion than with computation.
I have written a short article comparing the cognitive system with the digestive system in order to question a common modern assumption: that cognition is mainly a mental process associated with thinking, reasoning, memory, information processing, or brain activity.
Digestion gives us another way to see cognition. Like cognition, digestion begins with an engagement with the outer world through the senses. Sight, smell, taste, and even touch help the organism recognise what is appropriate to take in. The digestive system then receives food, transforms what it receives, assimilates what sustains life, and rejects what does not belong.
Cognition follows a similar pattern. Through the senses, the organism engages with the world and receives experience. It then self-organises sensory inputs into meaningful patterns, transforms experience into understanding, assimilates what is relevant, and enables intelligent participation in reality.
Once cognition is understood as a biological process, modern education begins to appear differently. The question is no longer merely what children are taught, but what capacities are displaced when education separates the child from direct engagement with the world and increasingly replaces lived experience with words, symbols, and second-hand information.
You can read the article here:
https://lnkd.in/gYG_eqSG