A place to cache linked articles (think custom and personal wayback machine)
選択できるのは25トピックまでです。 トピックは、先頭が英数字で、英数字とダッシュ('-')を使用した35文字以内のものにしてください。

index.html 40KB

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  437. <h1>
  438. <span><a id="jumper" href="#jumpto" title="Un peu perdu ?">?</a></span>
  439. A commentary of Wiio's laws (archive)
  440. <time>Pour la pérennité des contenus liés. Non-indexé, retrait sur simple email.</time>
  441. </h1>
  442. <section>
  443. <article>
  444. <h3><a href="https://www.cs.tut.fi/~jkorpela/wiio.html">Source originale du contenu</a></h3>
  445. <h1>How all human communication fails, except by accident,
  446. <br/>
  447. <small>or a commentary of <span lang="fi">Wiio</span>'s laws</small></h1>
  448. <p class="summary"><span lang="fi">Wiio</span>'s laws
  449. are humoristically formulated
  450. serious observations about how <em>human communication usually fails except
  451. by accident</em>. This document comments on the applicability and
  452. consequences of the laws, especially as regards to communication on
  453. the Internet.</p>
  454. <p>Finnish original: <i lang="fi">Viestintä yleensä epäonnistuu,
  455. paitsi sattumalta.</i></p>
  456. <p>This is the fundamental one among <span lang="fi">Wiio</span>'s
  457. laws; others are
  458. corollaries from it, examples of it, or vaguely related notes. It
  459. is easy to see the relationship between it and
  460. <a href="http://dmawww.epfl.ch/roso.mosaic/dm/murphy.html" title="Murphy's laws and corollaries">Murphy's law(s)</a> (see also:
  461. <cite><a href="http://www.monitor.hr/matija/murphy/0001567/download/edition.htm">The Complete Edition of Murphy's Laws</a></cite>)
  462. and it
  463. easy to see as just a humorously pessimistic expression of feelings
  464. caused by some specific failures, strengthened by pessimistic
  465. people's tendency to remember failures better than successes.</p>
  466. <p class="important">Despite being entertaining, <span lang="fi">Wiio</span>'s laws are
  467. valid observations about <em>all</em> human communication. For any
  468. constructive approach to communication, we need to <em>admit</em>
  469. their truth and build upon them, instead of comfortably exercizing
  470. illusionary communication.</p>
  471. <p>Perhaps
  472. <a href="#who" title="About professor Osmo A. Wiio">prof. <span lang="fi">Wiio</span></a>
  473. did not mean quite this. That would just prove
  474. <a href="#3" title="There is always someone who knows better than you what you meant with your message">law 3</a>.
  475. And if he did, that would provide an
  476. additional example of the very <a href="#1" title="Communication usually fails, except by accident">law 1</a>,
  477. since people who have read about the laws seem to take them
  478. as sarcastic humour <em>only</em>.
  479. </p>
  480. <p>The law is to be interpreted as relating to <em>human</em>
  481. communication. Communication between computers (and animals) works
  482. often quite well. Human communication uses <em>vaguely defined
  483. <strong>symbols</strong></em>. It has often been said, quite
  484. appropriately, that it is the <dfn>use of
  485. symbols</dfn>, i.e. the ability
  486. to define
  487. <a href="http://webserver.maclab.comp.uvic.ca/writersguide/Pages/RhetSymbol.html" title="What is a symbol (e.g. as opposite to a sign)">symbols</a>
  488. for permanent or casual use, that
  489. separates man from (other) animals. It is also the thing that makes
  490. human communication fail, as a rule.</p>
  491. <p>One reason to that is that by being conventional by their very essence,
  492. <em>symbols are prone to misunderstanding</em>. You use a word thinking it
  493. has a specific meaning by a convention; but the recipient of your message
  494. applies a different convention; what's worse, you usually have no way
  495. of knowing that.
  496. </p>
  497. <p class="deem">A symbol is essentially a sign to which some meaning
  498. is <em>assigned by convention</em> rather than by any external
  499. similarity between the sign and its denotation.
  500. Thus, for example, a word like <i>lion</i> is a symbol: the word
  501. does not resemble a lion. An onomatopoetic word like <i>whizzle</i>
  502. is not a pure symbol in the same sense. And a <em>picture</em>,
  503. even a very stylicized picture, of a lion is not a symbol for a lion
  504. in the sense discussed here.
  505. A symbol like the word <i>lion</i> may sound very simple and unambiguous.
  506. But think about the various <em>connotations</em>. You perhaps meant just the lion,
  507. <i lang="la">Panthera leo</i>, as an animal species; the recipient may have
  508. taken it as a symbol of strength, or bravery, or danger, depending on
  509. his cultural and personal background. Perhaps the recipient has read
  510. the
  511. <a href="http://cslewis.drzeus.net/" title="Into the Wardrobe: The C. S. Lewis Web Site">Narnia</a>
  512. books with great enthusiasm; or perhaps a lion
  513. has killed a friend of his.
  514. </p>
  515. <p>Let us list some <em>examples</em> of why human communication fails:
  516. </p>
  517. <ul>
  518. <li> <strong>Language differences</strong>. On the Internet, for example,
  519. <a href="lingua-franca.html">the <i>lingua franca</i> is badly
  520. written and poorly understood English</a>.
  521. Some people use it as their native language; other learned some of it
  522. from various sources. In any case, whatever you say will be interpreted in
  523. a myriad of ways, whether you use idiomatic English or not.
  524. </li><li> <strong>Cultural differences</strong>. Whatever you assume about the recipients
  525. of your message, the wider the audience, the more of them will fail to
  526. meet your assumptions.
  527. On the Internet, this
  528. virtually guarantees you will be misunderstood.
  529. What you intend to say as a neutral matter of fact
  530. will be interpreted
  531. (by different people)
  532. as a detestable political opinion, a horrendous blasphemy, and
  533. a lovely piece of poetry.
  534. </li><li> <strong>Personal differences</strong>. Any assumption about the prior knowledge on the
  535. subject matter fails for any reasonably large audience.
  536. Whatever you try to explain about the genetics of colors will be
  537. incomprehensible to most people, since they have a very vague idea of
  538. what "genes" are
  539. (in <em>written</em> communication you might just manage to distinguish
  540. them from Jeans),
  541. and "dominance" is just Greek or sex to them.
  542. </li><li> Just having some <strong>data lost</strong>. The listener does not pay attention
  543. at a critical moment, and he misses something indispensable. In the worst,
  544. and usual, case he does not know he missed it.
  545. </li></ul>
  546. <p>
  547. Remember that <strong>the laws of statistics are against you</strong>: even if the
  548. probabilities of failures were small when taken individually (they aren't),
  549. for success you would need a situation where <em>none</em> of them happens.
  550. A single misunderstanding in any essential area destroys the message.
  551. If you know some arithmetics, you can see that the odds are really against you.
  552. Just take a simple example where communication can fail for twenty different
  553. reasons (which is a huge underestimate). Assuming that the probability of failure
  554. is just 0.1 for each of them (unrealistically optimistic), calculations show
  555. that you'll succeed with the probability (1-0.1) to the power 20,
  556. which is about 12%.</p>
  557. <p>Things are actually much worse. The discussion above is based on
  558. a <em>simplistic model of communication</em> which is very popular,
  559. and often taken as self-evident.
  560. That model could be characterized as <dfn>teaching by feeding</dfn>:
  561. there's a teacher (someone who communicates) and a pupil (a recipient
  562. of communication), and communication is a process of <em>transferring</em>
  563. some information from the teacher's mind in the pupil's mind.
  564. At the extreme, this means making the pupil <em>memorize</em> what
  565. the teacher says or a text in a book.
  566. The difficulty of communication would then consist basically just of
  567. the <em>noise</em> in the line of communication.
  568. </p>
  569. <p><a name="chain">In reality,
  570. <strong>communication is much more complicated and diffuse.</strong></a>
  571. Consider a <em>simple</em> case where someone (<var>A</var>)
  572. is explaining to someone else (<var>B</var>)
  573. how to find a particular place; and assume that they speak the same
  574. language and nothing in the environment disturbs the communication;
  575. and assume that <var>A</var> really knows the way.
  576. To communicate, <var>A</var> must <strong>convert</strong> his knowledge,
  577. which is something invisible and intangible in his <em>mind</em>, into
  578. words, drawings, gestures, or whatever means he is about to use.
  579. It is the visible and audible data that gets "transferred"
  580. (<em>if</em> it gets - remember that this is a simplified case).
  581. Then <var>B</var> tries to process that data and construct a mental model
  582. of what he has to do to reach the place.
  583. It would be very naïve to assume that this process is simply the
  584. reversal of the process that took place when <var>A</var> formulated
  585. the message.</p>
  586. <p class="important">This can be presented diagrammatically as follows:<br/>
  587. <strong>idea in <var>A</var>'s mind --&gt; a formulated message (e.g. sentence)
  588. --&gt; transfer mechanism (e.g. speech and hearing)
  589. --&gt; idea in <var>B</var>'s mind</strong><br/>
  590. Each transformation (depicted as "--&gt;") brings its own contribution
  591. to the probability of a failure.
  592. </p>
  593. <p><a name="transl">When communication takes place through
  594. a <strong>translation</strong></a>, serious additional complications
  595. are caused. Quite often translations are made incompetently or
  596. sloppily in a haste. But even the most competent and careful
  597. translator is an additional component of <a href="#chain">the chain</a>
  598. and inevitably distorts the message more or less.
  599. Professional translators often demonstrate
  600. <a href="#3" title="There is always someone who knows better than you what you meant with your message">law 3</a> well. In fact, they might even think they <em>should</em>
  601. "improve" the message instead of doing that by accident or by
  602. necessity (e.g. the necessity of adding interpretation to the message
  603. due to lack of sufficiently indefinite words in the target language).
  604. </p>
  605. <p>So it's not just a matter of <em>components</em> of a message
  606. being in great danger of getting corrupted - words misheard,
  607. gestures misinterpreted, sentence constructs misparsed and so on.
  608. In our simple example, even if <var>B</var> gets all components of
  609. the message correctly, he needs to merge them with the information
  610. he already has. If the instructions begin with "go to the bus station",
  611. he needs to know how to get there first.
  612. In the worst case, he thinks he knows that well but doesn't.
  613. If the message contains an instruction to drive straight ahead,
  614. <var>B</var> will be really puzzled when the road bifurcates
  615. in a Y-like manner. (It was always clear to <var>A</var> what driving
  616. straight ahead means there.)
  617. All messages are
  618. unavoidably <em>incomplete</em>:
  619. in order to be of finite length,
  620. they must presume some prior
  621. knowledge in the recipient's side.
  622. (In fact, even if your message told everything, it wouldn't help;
  623. the recipient forgets what has read as he reads forward.)
  624. Presuming means guessing, more or less.
  625. By accident, you might guess right.
  626. </p>
  627. <p>But it's not just the "teacher" that guesses wrong and omits
  628. indispensable details. Quite often, and very regularly e.g. in
  629. people's cries for help on
  630. <a href="usenet/index.html" title="Material about Usenet (&quot;newsgroups&quot;) by Jukka Korpela">Usenet</a>, the person who needs information formulates his question
  631. so that no meaningful answer is possible. "Please help me, my computer
  632. is broken!"
  633. And the questioner often <em>implies a specific approach</em> to
  634. solving his ultimate problem and asks how to solve a <em>technical</em>
  635. problem; it usually happens that the technical problem is unsolvable
  636. (the approach leads to a dead end), but how can anyone help when
  637. the real question hasn't even been asked?
  638. </p>
  639. <p>Finnish original: <i lang="fi">Jos viestintä voi epäonnistua,
  640. niin se epäonnistuu.</i></p>
  641. <p>The factors that can make human communication fail might not be
  642. very serious, when each of them is taken in isolation. However,
  643. there are so many risks and they can <em>interact</em> in so many
  644. ways that it is statistically almost certain that
  645. communication fails.
  646. </p>
  647. <p>Finnish original: <i lang="fi">Jos viestintä ei voi epäonnistua,
  648. niin se kuitenkin tavallisimmin epäonnistuu.</i></p>
  649. <p>Even if you pay great attention to make your communication
  650. unambiguous, effective, and understandable,
  651. there will still be too many risks you haven't taken care of.
  652. Moreover, your measures are at best functional most of the time,
  653. which means that the combined probability for your communication
  654. to fail in at least <em>one</em> one of the ways in which it could fail
  655. is higher than you dare to imagine.</p>
  656. <p>Finnish original: <i lang="fi">Jos viestintä näyttää onnistuvan
  657. toivotulla tavalla, niin kyseessä on väärinkäsitys.</i></p>
  658. <p>When communication seems to be simple, easy and successful, it's probably
  659. a total failure. The recipient looks happy and thankful, because
  660. he understood your message <em>his</em> way, which is what he likes, and
  661. very different from what you were actually saying.</p>
  662. <p>An old <a href="usenet/index.html" title="Material about Usenet">Usenet</a> saying tells us that to every complex
  663. question, there is an answer which is simple, understandable, and pleasant,
  664. and plain wrong. People love to accept simple answers; only later do they
  665. realize they were wrong. More harmfully, many wrong answers have the nasty
  666. feature of "working" at first sight. It's much more harmful to get such an
  667. answer than to get an answer which turns out to be bogus the first time
  668. you try it.</p>
  669. <p>Finnish original: <i lang="fi">Jos itse olet sanomaasi
  670. tyytyväinen, niin viestintä varmasti epäonnistuu.</i></p>
  671. <p>Being content with the formulation of your message is a sure
  672. sign of having formulated it for <em>yourself</em>.</p>
  673. <p>Finnish original: <i lang="fi">Jos sanoma voidaan tulkita eri
  674. tavoin, niin se tulkitaan tavalla, josta on eniten
  675. vahinkoa.</i></p>
  676. <p>This Murphyistic remark is a warning about the very real possibility
  677. that ambiguities will be resolved in just the way you did not mean.
  678. Notice that this does not mean the worst misunderstanding you can
  679. imagine; rather, something worse - an interpretation you could
  680. not have imagined when you formulated your message.</p>
  681. <p>Finnish original: <i lang="fi">On olemassa aina joku, joka
  682. tietää sinua itseäsi paremmin, mitä olet sanomallasi
  683. tarkoittanut.</i></p>
  684. <p>People who understand you can be a real nuisance.
  685. It might take some time before you see that they completely failed
  686. to see what you meant, but that does not prevent them for propagating
  687. their ideas as yours.</p>
  688. <p>Finnish original: <i lang="fi">Mitä enemmän viestitään, sitä
  689. huonommin viestintä onnistuu.</i></p>
  690. <p>There's a widespread superstition that the more you communicate the
  691. better. In reality, increasing the amount of communication
  692. most probably just causes more misunderstandings.</p>
  693. <p>There are people who keep repeating that there can't be too much
  694. information. Whether that's literally true is debatable. What what they
  695. <em>mean</em> (cf. to <a href="#3" title="There is always someone who knows better than you what you meant with your message">law 3</a>) is just plain wrong. There can be, and there is, too large
  696. a <em>volume of messaging</em>. Data does not equal information.</p>
  697. <p>Finnish original: <i lang="fi">Mitä enemmän viestitään, sitä
  698. nopeammin väärinkäsitykset lisääntyvät.</i></p>
  699. <p>In addition to reformulating <a href="#4">law 4</a>, this
  700. refers to the fact that
  701. <em>repetition strengthens false ideas</em>. When people see the same
  702. message repeated over and over again, they usually start believing it.
  703. Even if your message happened to be true, they misunderstood it, so
  704. what they actually believe is not what you meant. And since the message
  705. has been presented so strongly, they tell it to their friends,
  706. who propagate it further, etc.
  707. Naturally,
  708. in that process, it gets distorted more and more.</p>
  709. <p>Finnish original: <i lang="fi">Joukkoviestinnässä ei ole
  710. tärkeätä se, miten asiat ovat, vaan miten asiat näyttävät
  711. olevan.</i></p>
  712. <p>This law is just remotely related to
  713. <a href="#1">the basic law</a>. It is however more and more important:
  714. mass communication creates a world of its own, and people orient themselves
  715. in that virtual world rather than the real one. After all, reality is
  716. boring.
  717. </p>
  718. <p>Finnish original: <i lang="fi">Uutisen tärkeys on kääntäen
  719. verrannollinen etäisyyden neliöön.</i></p>
  720. <p>Even more remote to our main topic, this simply states that events
  721. close to us look much more important to us than remote events.
  722. When there is an aircraft accident, its importance in Finnish newspapers
  723. basically depends on whether there were any Finns on board, not on the
  724. number of people that died.</p>
  725. <p>It is however relevant to <a href="#1">law 1</a> in the sense
  726. that it <em>illustrates</em> one of the reasons why communication fails.
  727. No matter what you say, people who receive your message will interpret
  728. and emphasize in their own <em>reference framework</em>.</p>
  729. <p>Finnish original: <i lang="fi">Mitä tärkeämmästä tilanteesta on
  730. kysymys, sitä todennäköisemmin unohdat olennaisen asian, jonka
  731. muistit hetki sitten.</i></p>
  732. <p>Similarly to <a href="#6">law 6</a>, this illustrates one
  733. of the causes of failures in communication.
  734. It applies both to senders and recipients.
  735. The recipient tends to forget relevant things, such as items which
  736. have been emphatically presented in the message as necessary requirements
  737. for understanding the rest of it.
  738. And the sender, upon receiving a request for clarification, such as a question
  739. during a lecture, will certainly be able to formulate an adequate, easy to
  740. understand answer - <em>afterwards</em>, when the situation is over.
  741. </p>
  742. <hr title="Corollaries"/>
  743. <h2><a name="cor1">Korpela's First Corollary:</a>
  744. If nobody barks at you, your message did not get through</h2>
  745. <p>Lack of negative feedback is often presented as indicating that
  746. communication was successful.
  747. <span lang="fr">Au contraire</span>, it really means you failed
  748. miserably.</p>
  749. <p>Since communication always fails, anyone who <em>does</em> understand
  750. part of your message will miss the other parts. If he is motivated enough,
  751. and understood well enough the part he understood,
  752. he'll write back to you. Whether he barks at you or politely asks for
  753. clarification is up to his education and character; for you, there should
  754. be little difference.</p>
  755. <p>Human communication works through dialogues. If something that <em>looks</em>
  756. like one-directional communication, such as a book or a Web page or a newspaper
  757. article, miraculously works, it's because the author participated in
  758. dialogues elsewhere. He had discussed the topic with numerous people before
  759. he wrote the "one-directional" message.</p>
  760. <p>So feedback is not just getting some nice comments "keep up the good
  761. work". Rather, <em>feedback as a genuinely interactive process is a
  762. necessary part of human communication</em>. Feedback has emotional effects, too;
  763. just getting <em>any</em> feedback is usually nice; but the <em>content</em>
  764. matters too.</p>
  765. <p>By statistical certainty, if you get sufficient feedback, there will
  766. be negative feedback too. Even if your message is perfect, some people will
  767. tell you it's crap. In fact, <em>especially if</em> it is perfect,
  768. some people
  769. will say - often with harsh words -
  770. it's no good, because there are clueless people who envy you.</p>
  771. <p>Thus, lack of negative feedback indicates that few if any people really
  772. cared about your message.</p>
  773. <p>The Web used to contain a large amount of unorganized and unclassified data.
  774. Now it contains a <em>huge</em> amount of unorganized and unclassified
  775. data
  776. and a jungle of "search engines", "catalogues" or "virtual libraries", and "portals".
  777. </p>
  778. <p>
  779. The various searching tools have an immense impact. At best, they
  780. are very clever and useful.
  781. <a href="http://www.askjeeves.com">Ask Jeeves</a>, and you might
  782. get an immediate answer to your question which you wrote in plain English.
  783. Occasionally, it might even be a <em>correct</em> and utilizable answer.
  784. </p>
  785. <p>
  786. It still remains a fact that when you are looking for information on the Web,
  787. you'll find either nothing (when your search criteria are tight) or
  788. a useless list of zillions of addresses (when your search criteria are generic).
  789. Except by accident, that is.
  790. </p>
  791. <p>
  792. The practical implication is that when searching for information, you
  793. need to be <em>flexible and flighty</em>.
  794. Learn to use a few searching tools well - that
  795. means knowing well the search language of one or two search engines and using
  796. some well-maintained catalogues - but keep your eyes
  797. open. Sometimes you need to learn to use new tools, and frequently you find
  798. crucial information just by accident.
  799. Searching for information on <var>X</var>,
  800. you stumble across an essential resource on <var>Y</var>, which is among
  801. your central interests too, but not the one you're thinking about now.
  802. It might take some time to study it with some care - perhaps it's just
  803. a resource to be added to your link list, but it might be much more important,
  804. something that needs top priority in your dealing with <var>Y</var>.
  805. <strong>Switch the context!</strong>
  806. At the very minimum, store a pointer to information you've found, even if
  807. that means doing something related to your hobbies during your working hours,
  808. or, gasp, the opposite.
  809. Remember that in searching for information, which is a peculiar form of
  810. human communication, <em>accidents are your friends</em>, and perhaps the
  811. only friends you've got.</p>
  812. <p>Teaching is far more difficult than people think. At worst,
  813. teaching is regarded as an one-directional transfer of information
  814. to a recipient, much like feeding an animal or sending data to
  815. a computer for storing. By the Laws, it will fail. Even if
  816. the recipient receives something, it will be misunderstood.</p>
  817. <p>At best, there's a continuous feedback cycle between the teacher and
  818. the student. The latter sends back information that shows how he actually
  819. understood the content. Although this communication generally fails, too, it
  820. has sufficiently many odds of accidentally working. Moreover, it can be
  821. a self-repairing process. When the student shows the teacher what he
  822. has done, this will often indicate some fundamental misunderstandings.
  823. Ideally, the teacher should try and help the user see what went wrong.</p>
  824. <p>In non-interactive teaching, the situation is far more difficult.
  825. The best the instructor can do is to provide guidance to
  826. <em>self-testing</em>, via exercises and quizzes, or via material
  827. that indirectly induces self-testing. In some cases, the student will
  828. immediately see whether his exercise succeeds. Sometimes answers to
  829. test questions need to be provided. And sometimes it is sufficient to
  830. give the student just some ideas on how to try what he thinks he
  831. has learned.</p>
  832. <p>What should happen, then, is that when the student notices that
  833. he does not pass a self-test, he gets back to the instructional
  834. material, and tries to see what went wrong. At this phase,
  835. additional material might prove out to be useful. Mostly any
  836. "extra reading" is just ignored. But when the student realizes
  837. that he fundamentally misunderstood something, he might be willing
  838. to take extra trouble to read "secondary" material, which has now
  839. become potentially primary to him. After all, if the main material
  840. was not successful, it's probably time to study a presentation of
  841. the same topic in some other format and style.</p>
  842. <p>The important thing is to realize that even the best explanations
  843. and illustrations will be misunderstood. The student needs a way
  844. of testing his understanding against some criteria. At best,
  845. this means <em>doing</em> something and seeing whether it works.</p>
  846. <p><hr title="The constructive summary"/>
  847. <p class="summary">As a constructive summary, we can just
  848. state that you cannot communicate successfully. You can only
  849. <strong>increase
  850. the odds of accidental success</strong> by paying serious attention to
  851. the problems discussed here.</p></p>
  852. <p><hr title="About Osmo A. Wiio"/>
  853. <p><a name="who">Professor <dfn lang="fi">Osmo
  854. <abbr title="Antero"><span title="Antero">
  855. A.</span></abbr> Wiio</dfn> (born 1928) is a famous Finnish
  856. researcher of human communication.</a>
  857. He has studied, among other
  858. things, readability of texts, organizations and communication
  859. within them, and the general theory of communication. In addition
  860. to his academic career, he has authored books, articles, and radio
  861. and TV programs on technology, the future, society, and politics.
  862. He formulated "<span lang="fi">Wiio</span>'s laws"
  863. when he was a member of parliament
  864. (1975--79)
  865. and published them in
  866. <cite lang="fi">Wiion lait - ja vähän muidenkin</cite>
  867. (<span lang="fi">Wiio's</span> laws - and some others'; in Finnish).
  868. (<span lang="sv">Weilin</span>+<span lang="fi">Göös</span>,
  869. 1978, <span lang="fi">Espoo</span>; ISBN 951-35-1657-1).
  870. </p></p>
  871. <hr title="Links"/>
  872. <p>Related documents by other people:
  873. </p>
  874. <p>
  875. See also
  876. <a title="The Dilbert site, with a daily strip and a lot more" href="http://www.dilbert.com">the <cite>Dilbert</cite>
  877. comics</a>, which often illustrate strikingly the ways in which
  878. human communication fails, especially when related to hi tech.
  879. In particular, communication between Dilbert and his boss
  880. is guaranteed to fail, since the boss has no idea of the content
  881. of the activities he "manages".
  882. </p>
  883. </article>
  884. </section>
  885. <nav id="jumpto">
  886. <p>
  887. <a href="/david/blog/">Accueil du blog</a> |
  888. <a href="https://www.cs.tut.fi/~jkorpela/wiio.html">Source originale</a> |
  889. <a href="/david/stream/2019/">Accueil du flux</a>
  890. </p>
  891. </nav>
  892. <footer>
  893. <div>
  894. <img src="/static/david/david-larlet-avatar.jpg" loading="lazy" class="avatar" width="200" height="200">
  895. <p>
  896. Bonjour/Hi!
  897. Je suis <a href="/david/" title="Profil public">David&nbsp;Larlet</a>, je vis actuellement à Montréal et j’alimente cet espace depuis 15 ans. <br>
  898. Si tu as apprécié cette lecture, n’hésite pas à poursuivre ton exploration. Par exemple via les <a href="/david/blog/" title="Expériences bienveillantes">réflexions bimestrielles</a>, la <a href="/david/stream/2019/" title="Pensées (dés)articulées">veille hebdomadaire</a> ou en t’abonnant au <a href="/david/log/" title="S’abonner aux publications via RSS">flux RSS</a> (<a href="/david/blog/2019/flux-rss/" title="Tiens c’est quoi un flux RSS ?">so 2005</a>).
  899. </p>
  900. <p>
  901. Je m’intéresse à la place que je peux avoir dans ce monde. En tant qu’humain, en tant que membre d’une famille et en tant qu’associé d’une coopérative. De temps en temps, je fais aussi des <a href="https://github.com/davidbgk" title="Principalement sur Github mais aussi ailleurs">trucs techniques</a>. Et encore plus rarement, <a href="/david/talks/" title="En ce moment je laisse plutôt la place aux autres">j’en parle</a>.
  902. </p>
  903. <p>
  904. Voici quelques articles choisis :
  905. <a href="/david/blog/2019/faire-equipe/" title="Accéder à l’article complet">Faire équipe</a>,
  906. <a href="/david/blog/2018/bivouac-automnal/" title="Accéder à l’article complet">Bivouac automnal</a>,
  907. <a href="/david/blog/2018/commodite-effondrement/" title="Accéder à l’article complet">Commodité et effondrement</a>,
  908. <a href="/david/blog/2017/donnees-communs/" title="Accéder à l’article complet">Des données aux communs</a>,
  909. <a href="/david/blog/2016/accompagner-enfant/" title="Accéder à l’article complet">Accompagner un enfant</a>,
  910. <a href="/david/blog/2016/senior-developer/" title="Accéder à l’article complet">Senior developer</a>,
  911. <a href="/david/blog/2016/illusion-sociale/" title="Accéder à l’article complet">L’illusion sociale</a>,
  912. <a href="/david/blog/2016/instantane-scopyleft/" title="Accéder à l’article complet">Instantané Scopyleft</a>,
  913. <a href="/david/blog/2016/enseigner-web/" title="Accéder à l’article complet">Enseigner le Web</a>,
  914. <a href="/david/blog/2016/simplicite-defaut/" title="Accéder à l’article complet">Simplicité par défaut</a>,
  915. <a href="/david/blog/2016/minimalisme-esthetique/" title="Accéder à l’article complet">Minimalisme et esthétique</a>,
  916. <a href="/david/blog/2014/un-web-omni-present/" title="Accéder à l’article complet">Un web omni-présent</a>,
  917. <a href="/david/blog/2014/manifeste-developpeur/" title="Accéder à l’article complet">Manifeste de développeur</a>,
  918. <a href="/david/blog/2013/confort-convivialite/" title="Accéder à l’article complet">Confort et convivialité</a>,
  919. <a href="/david/blog/2013/testament-numerique/" title="Accéder à l’article complet">Testament numérique</a>,
  920. et <a href="/david/blog/" title="Accéder aux archives">bien d’autres…</a>
  921. </p>
  922. <p>
  923. On peut <a href="mailto:david%40larlet.fr" title="Envoyer un courriel">échanger par courriel</a>. Si éventuellement tu souhaites que l’on travaille ensemble, tu devrais commencer par consulter le <a href="http://larlet.com">profil dédié à mon activité professionnelle</a> et/ou contacter directement <a href="http://scopyleft.fr/">scopyleft</a>, la <abbr title="Société coopérative et participative">SCOP</abbr> dont je fais partie depuis six ans. Je recommande au préalable de lire <a href="/david/blog/2018/cout-site/" title="Attention ce qui va suivre peut vous choquer">combien coûte un site</a> et pourquoi je suis plutôt favorable à une <a href="/david/pro/devis/" title="Discutons-en !">non-demande de devis</a>.
  924. </p>
  925. <p>
  926. Je ne traque pas ta navigation mais mon
  927. <abbr title="Alwaysdata, 62 rue Tiquetonne 75002 Paris, +33.184162340">hébergeur</abbr>
  928. conserve des logs d’accès.
  929. </p>
  930. </div>
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