EmiliaG4

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or, The City as Educator

Part A |
Premises |

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Emilia Editors


Table of Contents

A   1   •   An idea germinates   •   Study
B   •   Engaging the question   •   Study
C   •   OK, but how?   •   Study
D   •   Questions & inquiries   •   Study
E   •   Year 1 — 2010-2011   •   Study
F   •   Year 2 — 2011-2012   •   Study

G   •   Year 3 — 2012-2013   •   Study
  1   •   September 2012   •   Study
  2   •   October 2012   •   Study
  3   •   November 2012   •   Study
  4   •   December 2012   •   Study
  5   •   January 2013   •   Study
  6   •   February 2013   •   Study
  7   •   March 2013   •   Study
  8   •   April 2013   •   Study
  9   •   May 2013   •   Study
10   •   June 2013   •   Study
11   •   Summer 2013   •   Study

H   •   Year 4 — 2013-2014   •   Study

W   •   Premises of the Emilia Project   •   Study
  1   •   Who's who in Emilia's world   •   Study
  2   •   What's what in Emilia's world   •   Study
  3   •   Emilia is a Bildungsroman, a novel of education   •   Study
  4   •   Emilia's socioeconomics   •   Study
  5   •   Emilia and gendered pedagogy   •   Study
  6   •   Emilia, a conceptual construct   •   Study
  7   •   Emilia does not conflate education and schooling   •   Study
  8   •   Emilia stands for the possible, not the typical   •   Study
  9   •   Emilia seeks to extend the intellectual tradition   •   Study
  10   •   Emilia engages the full academic apparatus   •   Study
  11   •   Emilia & virtual real time   •   Study
  12   •   Emilia, an experiment in peer production   •   Study
  H   •   Emilia's help page   •   Study
  R   •   NYC Resources for going to city   •   Study

  •  help  •  premises  •  
  •  who's who  •  the plot  •  


or, The City as Educator

To approach a city . . . as if it were [an] . . . architectural problem . . . is to make the mistake of attempting to substitute art for life. . . . The results . . . are neither life nor art. They are taxidermy.
Jane Jacobs (b. 1916), The Death and Life of Great American Cities, ch. 19 (1961).

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