# LANGUAGE translation of https://www.gnu.org/philosophy/rms-pavia-doctoral-address.html # Copyright (C) YEAR Free Software Foundation, Inc. # This file is distributed under the same license as the original article. # FIRST AUTHOR <EMAIL@ADDRESS>, YEAR. # #, fuzzy msgid "" msgstr "" "Project-Id-Version: rms-pavia-doctoral-address.html\n" "POT-Creation-Date: 2022-06-13 11:56+0000\n" "PO-Revision-Date: YEAR-MO-DA HO:MI+ZONE\n" "Last-Translator: FULL NAME <EMAIL@ADDRESS>\n" "Language-Team: LANGUAGE <LL@li.org>\n" "Language: \n" "MIME-Version: 1.0\n" "Content-Type: text/plain; charset=CHARSET\n" "Content-Transfer-Encoding: 8bit\n" #. type: Content of: <title> msgid "" "Pavia Doctoral Address: Innovation Is Secondary When Freedom Is at Stake - " "GNU Project - Free Software Foundation" msgstr "" #. type: Content of: <div><h2> msgid "Pavia Doctoral Address: Innovation Is Secondary When Freedom Is at Stake" msgstr "" #. type: Content of: <div><address> msgid "by Richard Stallman" msgstr "" #. type: Content of: <div><div><p> msgid "" "On September 24th, 2007, Richard Stallman received an <i>honoris causa</i> " "doctorate in Computer Engineering from the <a " "href=\"https://web.archive.org/web/20111004234138/http://www.unipv.eu/on-line/Home/Ateneo/Organidigoverno/Rettore/articolo1229.html\">University " "of Pavia</a>, Italy. Stallman began by criticizing the overvaluing of " "innovation as a response to previous speakers at the same event." msgstr "" #. type: Content of: <div><div><p> msgid "" "Here is the speech that he gave at the ceremony, transcribed by Alessandro " "Rubini." msgstr "" #. type: Content of: <div><p> msgid "" "Innovation can create riches, and once in a while those riches can lead to " "general economic prosperity, especially if you don't have neo-liberal " "economics to impede the result." msgstr "" #. type: Content of: <div><p> msgid "" "But innovation affects things much more important than riches or even " "economic prosperity. Democracy was an innovation, fascism was an " "innovation. Today, in Italy, we see the innovation of placing criminal " "charges against fishermen for saving people from drowning in the " "sea <a href=\"#Note1\" id=\"Note1-rev\">[1]</a>. Innovations can " "directly affect our freedom, which is more important than anything else. " "Innovation can affect social solidarity, for good or for ill." msgstr "" #. type: Content of: <div><p> msgid "" "So when we consider technical progress in computers or in software, the most " "important question to ask is: How does this affect our freedom? How does " "this affect our social solidarity? Technically speaking, it's progress, but " "is it really progress in social and ethical terms, or is it the opposite?" msgstr "" #. type: Content of: <div><p> msgid "" "During my career in programming, as computers developed from something used " "by a few specialists and enthusiasts into something that most people use, " "there has been tremendous technical progress and it was accompanied by " "ghastly social and ethical regression. In fact, nearly everyone who uses " "computers began using them under a social system that can only be described " "as dictatorship." msgstr "" #. type: Content of: <div><p> msgid "" "The developer of the program controls what it does. If you use it, the " "developer controls what you can do, and what you can't do. And controls what " "it does to you. So that the software that you think is yours is not there " "to serve you. It is there to control you. Companies such as Microsoft and " "Apple designed their software specifically to restrict you." msgstr "" #. type: Content of: <div><p> msgid "" "Windows Vista is primarily an advance in how to restrict the user, which is " "why we have the badvista.org campaign. And when this is over, outside the " "building I will offer you stickers from that campaign, if you wish to help " "teach people why they shouldn't downgrade to Vista." msgstr "" #. type: Content of: <div><p> msgid "" "Apple designs software specifically to restrict the users. It's known as " "“Digital Restrictions Management,” or DRM. We have helped " "protests against Apple just as we helped protests against Microsoft. See " "the site defectivebydesign.org for more information and for how to " "participate." msgstr "" #. type: Content of: <div><p> msgid "" "Google designs software specifically to restrict the user. That's the " "nature of the Google Earth client: it is made the way it is specifically to " "restrict the people who use it. Obviously, it's not free software, because " "free software develops under the democratic control of its users. With the " "four freedoms—the freedom to run the program as you wish, to study the " "source code and change it so the program does what you wish, the freedom to " "distribute exact copies to others (which is the freedom to help your " "neighbor), and the freedom to distribute copies of your modified version " "(which is the freedom to contribute to your community)—with these four " "freedoms the users, individually and collectively, are in charge." msgstr "" #. type: Content of: <div><p> msgid "" "And therefore free software cannot be designed to restrict the users. To " "design to restrict the user is only possible when there is a dictator, when " "someone has power to control what the program will do and what it won't do. " "When the users have the control, when they can control their own computing, " "then nobody has the kind of power that would enable him to impose malicious " "features to restrict users or spy on users or attack users. If you use " "MacOS or Windows Vista, you are completely at the mercy of that system's " "developer. Those developers have the power to forcibly change your software " "in any way they like, whenever the machine is connected to the network. The " "user no longer has even the chance to say yes or no. The system is one big " "backdoor." msgstr "" #. type: Content of: <div><p> msgid "" "But with free software, <em>you</em> are in charge of what the computer will " "do. So it will serve you, instead of subjugating you. The question of free " "software is therefore <em>not</em> a technical question, it's an ethical, " "social and political question. It's a question of the human rights that the " "users of software ought to have." msgstr "" #. type: Content of: <div><p> msgid "" "Proprietary software developers say, “No rights, we are in control, we " "should be in control, we demand total power over what your computer does; we " "will implement certain features and let you use them, but meanwhile we may " "spy on you as you use them and we can take them away at any time.” But " "free software developers respect your freedom, and this is the ethical " "obligation of every software developer: to respect the freedom of the users " "of that software. Making proprietary user-subjugating software sometimes is " "profitable, but it is never ethical, and it should never happen." msgstr "" #. type: Content of: <div><p> msgid "" "But it will be up to you to make that be true. I, alone, can say these " "things, but I, alone, cannot make them reality. We must all work together " "to establish freedom and democracy for the users of software. And this " "freedom and democracy is now essential to enjoy freedom and democracy in " "other aspects of life. Right now, some of the biggest Internet service " "providers in the United States are carrying out political censorship of " "email. A major organization called <cite>truthout</cite>, whose website you " "may have seen, truthout.org, is being blocked from sending mail to their " "subscribers by Yahoo and Hotmail and WebTV. And they have done this for " "more than a week, despite the complaints from many of the users of those " "companies. Apparently they think they have gone beyond the point where they " "have to care what anyone says about them." msgstr "" #. type: Content of: <div><p> msgid "" "All the forms of freedom that we hold dear are transformed when we carry out " "the relevant activities through computers. We must <em>re</em>-found these " "freedoms in such a way that we can depend on them while we use digital " "technology. An essential part of this re-foundation is insisting that the " "software we use be under our control." msgstr "" #. type: Content of: <div><p> msgid "" "Not everyone wants to be a programmer, not everyone will learn personally " "how to study the source code and change it. But in a world where your " "software is free, you can, if you feel it necessary, hire someone else to " "change it for you. You can persuade your cousin programmer to change it for " "you if you say it's really important. You can join together with other " "users and pool your funds to hire a programmer. And the simple fact that " "there are millions of programmers who can study and change the software will " "mean that if the software is malicious, almost certainly somebody else, who " "has the requisite skills, will find that and correct it, and you will get " "the corrected version without any special effort of your own. So we all " "benefit, programmers and non-programmers alike, from the freedoms that free " "software grants to us. The freedom to cooperate and the freedom to control " "our own lives personally. They go together because both of them are the " "opposite of being under the power of the dictatorial software developer that " "unilaterally make decisions that nobody else can change." msgstr "" #. type: Content of: <div><p> msgid "" "Free software has a special connection with universities—and indeed " "all schools of all levels—because free software supports education, " "proprietary software forbids education. There is no compatibility between " "education and proprietary software, not at the ethical level." msgstr "" #. type: Content of: <div><p> msgid "" "The source code and the methods of free software are part of human " "knowledge. The mission of every school is to disseminate human knowledge. " "Proprietary software is not part of human knowledge. It's secret, restricted " "knowledge which schools are not allowed to disseminate. Schools that " "recognize this exclude proprietary software from their grounds. And this is " "what every school should do. Not only to save money, which is an obvious " "advantage that will appeal immediately to many school administrators, but " "for ethical reasons as well. For instance, why do many proprietary software " "developers offer discounts, or even gratis copies of their nonfree software " "to schools and students?" msgstr "" #. type: Content of: <div><p> msgid "" "I'm told that Microsoft offered a discount to those who wish to accept the " "shiny new chains of Windows Vista to the employees of this university. Why " "would they do such a thing? Is it because they wish to contribute to " "education? Obviously not. Rather, Microsoft and other similar companies " "wish to convert the university into an instrument for imposing the " "dependency on the user-subjugating software on society as a whole. They " "figured that if they get their software into schools, then students will " "learn to use it, and become dependent on it. They will develop a " "dependency. And thus after they graduate you can be sure that Microsoft and " "these other companies would no longer offer them discounted copies. And " "especially, the companies that these former students go to work for will not " "be offered discounted copies. So, the software developers push on the " "schools, then push on arresting society and push it deep into a pit. This " "is not something schools should do. This is the opposite of the mission of " "the school, which is to build a strong, capable, independent and free " "society. Schools should teach their students to be citizens of a strong, " "capable, independent and free society. And this means teaching them to use " "free software, not proprietary software. So none of the classes in this " "university should teach proprietary software." msgstr "" #. type: Content of: <div><p> msgid "" "For those who will be great programmers, there is another reason why their " "schools must teach and use free software. Because when they get to the age " "of 13 or so, they are fascinated with software and they want to learn " "everything about how their computer and their system are functioning. So " "they will ask the teacher, “How does this work?,” and if this is " "proprietary software, the teacher has to say, “I'm sorry, it's a " "secret, you can't find out.” So there is no room for education. But " "if it's free software, the teacher can explain the basic subject and then " "say, “Here is the source code, read this and you'll understand " "everything.” And those programmers will read the whole source code " "because they are fascinated, and this way they will learn something very " "important: how to write software well. They don't need to be taught how to " "program, because for them programming is obvious, but writing good code is a " "different story. You have to learn that by reading lots of code and writing " "lots of code. Only free software provides that opportunity." msgstr "" #. type: Content of: <div><p> msgid "" "But there is a particular reason, for the sake of education in good " "citizenship. You see, schools must teach not just facts, not just skills, " "but above all the spirit of good will, the habit of helping your neighbor. " "So every class, at every level, should have this rule: “Students, if " "you bring software to class, you may not keep it for yourself, you must " "share copies with the rest of the class.”" msgstr "" #. type: Content of: <div><p> msgid "" "However, the school has to practice its own rule; it has to set a good " "example. So every school should bring only free software to class, and set " "an example with its software of the practice of disseminating human " "knowledge while building a strong, capable, independent and free society. " "And encouraging the spirit of good will, of helping other people. Every " "school must migrate to free software, and I call on you, those of you who " "are faculty, or staff, or students of this university, to work together to " "bring about the migration of this university to free software, completely to " "free software, within a few years. It <em>can</em> be done in a few years; " "it requires taking a substantial step each year. Other universities are " "doing this or have done it, you can do it too. You only have to reject " "social inertia as a valid reason for going deeper and deeper into the pit." msgstr "" #. type: Content of: <div><p> msgid "" "For those of you who are interested, after we leave this hall and this " "ceremony, outside I will have various things from the Free Software " "Foundation that you might be interested in. And you can support the Free " "Software Foundation by going to fsf.org and become an associate member. For " "more information about the free software movement and the GNU operating " "system, and for where to find the entirely free distributions of the " "GNU/Linux operating system please look at gnu.org." msgstr "" #. type: Content of: <div><p> msgid "Thank you." msgstr "" #. type: Content of: <div><h3> msgid "Footnote" msgstr "" #. type: Content of: <div><p> msgid "" "<a href=\"#Note1-rev\" id=\"Note1\">[1]</a> Shortly before Stallman's award " "ceremony, some Tunisian fishermen who had rescued shipwrecked migrants at " "sea were <a " "href=\"https://web.archive.org/web/20210115214946/https://www.bbc.com/news/world-africa-45439513\"> " "arrested in Italy</a> on charges of facilitating illegal immigration." msgstr "" #. TRANSLATORS: Use space (SPC) as msgstr if you don't have notes. #. type: Content of: <div> msgid "*GNUN-SLOT: TRANSLATOR'S NOTES*" msgstr "" #. type: Content of: <div><div><p> msgid "" "Please send general FSF & GNU inquiries to <a " "href=\"mailto:gnu@gnu.org\"><gnu@gnu.org></a>. There are also <a " "href=\"/contact/\">other ways to contact</a> the FSF. Broken links and " "other corrections or suggestions can be sent to <a " "href=\"mailto:webmasters@gnu.org\"><webmasters@gnu.org></a>." msgstr "" #. TRANSLATORS: Ignore the original text in this paragraph, #. replace it with the translation of these two: # #. We work hard and do our best to provide accurate, good quality #. translations. However, we are not exempt from imperfection. #. Please send your comments and general suggestions in this #. regard to <a href="mailto:web-translators@gnu.org"> # #. <web-translators@gnu.org></a>.</p> # #. <p>For information on coordinating and contributing translations of #. our web pages, see <a #. href="/server/standards/README.translations.html">Translations #. README</a>. #. type: Content of: <div><div><p> msgid "" "Please see the <a " "href=\"/server/standards/README.translations.html\">Translations README</a> " "for information on coordinating and contributing translations of this " "article." msgstr "" #. type: Content of: <div><p> msgid "Copyright © 2007, 2022 Richard Stallman" msgstr "" #. type: Content of: <div><p> msgid "" "This page is licensed under a <a rel=\"license\" " "href=\"http://creativecommons.org/licenses/by-nd/4.0/\">Creative Commons " "Attribution-NoDerivatives 4.0 International License</a>." msgstr "" #. TRANSLATORS: Use space (SPC) as msgstr if you don't want credits. #. type: Content of: <div><div> msgid "*GNUN-SLOT: TRANSLATOR'S CREDITS*" msgstr "" #. timestamp start #. type: Content of: <div><p> msgid "Updated:" msgstr ""