2015 – 4 min clip on curriculum and study w egs (european grad students)
on the hierarchy of ed.. and egs as the pinnacle of the hierarchy
on the other hand.. egs demands an incredible independence of the people that come here.. all are responsible for their own learning
if egs went on longer.. i think it could end up being a collective project.. it ends up being very individual
and the students who come to egs are ones who are already mature intellectually.. maybe just in life.. that allows for this kind of independence..
i view egs as this tension between something higher than the academic star system plus a kind of mature/independent student activity
2 min – i’m attracted by the idea of study.. via Fred Moten and Stefano Harney .. as some self org’d activity
Working from and within the social poesis of life in the undercommons Moten and Harney develop and expand an array of concepts: study, debt, surround, planning, and the shipped. On the fugitive path of an historical and global blackness, the essays in this volume unsettle and invite the reader to the self-organised ensembles of social life that are launched every day and every night amid the general antagonism of the undercommons.
book on hold at library
poesis – In philosophy, poiesis (from Ancient Greek: ποίησις) is “the activity in which a person brings something into being that did not exist before.” Poiesis is etymologically derived from the ancient Greek term ποιεῖν, which means “to make”
there’s a way in which curriculum is already/always hierarchical.. proposed by admin/profs.. and i really think to overcome that is something that the profs/admin can’t do.. i think it has to be.. transformed in a way that’s *org’d by the students ..
*thinking.. org’d re/org’d by people 24/7
so this is what they (Fred Moten and Steve Harney) mean by study.. i mean it’s a strange term.. so banal/normal term.. but what they mean by it is students take control of the learning environ
3 min – so if one were then to try to transform curriculum.. as a plan of study.. that’s self org’d from below.. that’s the way i would be interested in curriculum.. t
cc dave cormier
then this in particular from J (he was reading .. so not sure if it’s a direct quote from him – whatever that means – or not) during the intro of this convo:
oct 2016 – The Black Outdoors: Fred Moten & Saidiya Hartman at Duke University
co convened by J. Kameron Carter (@jkameroncarter -Dark Church: Experiments in Black Assembly) and Sarah Jane Cervenak (@sarahjanecerven – the black outdoors: https://humanitiesfutures.org/papers/the-black-outdoors-humanities-futures-after-property-and-possession/..Outdoors is an open secret of furtive meeting, where scorned flesh and scorned earth commune in scandalous arrangement. Oxygen. Carbon dioxide. Nitrogen. Face, petal, the feel of rain—what can’t be encompassed or dominated.)
3 min -j: a congregation of sorts to experiment in what we call the communion of the wise.. in an alt mode of what shall we say.. chapel ing or life together.. which is nothing less than the practice of ensemble.. which is to say.. a practice of study
j: study.. is a form of politics unhinged from property ..t..
from the proper unhinged from propertied possession.. study as congregate thought is politics w/o a locus.. and unlocussed politics or an unlocussed form of communion is what sarah and i have been calling.. the outdoors
in thinking about student ness.. and about (to me) the compromise of referring to people as students/teachers.. thinking it (my issue w that labeling) is similar to the idea of work.. via rom Esko Kilpi: Work is always solving other people’s problems.. so then too.. toward the uni/society being about reproducing domination.. aka: supposed to’s.. et al
imagining 7 bn of us studying and working on the things that matter to us.. each day.. toward eudaimoniative surplus..
from Stefano and Fred’s the undercommons:
the student is not home, out of time, out of place, w/o credit, in bad debt. the student is a bad debtor threatened w credit. the student runs from credit. credit pursues the student, offering to match credit for debt, until enough debts and enough credits have piled up . . but the student has a habit, a bad habit. she studies. she studies but she does not learn. if she learned they could measure her progress, establish her attributes, giver her credit. but the student keeps studying, keeps planning to study, keeps running to study, keeps studying a plan, keeps elaborating a debt. the student does not intend to pay.
study and planning
the student has no interests. the student’s interests must be identified, declared, pursued, assessed, counseled, and credited. debt produces interests. the student will be indebted. the student will be interested. interest the students!..t
and then too.. connections made earlier to criminality/governance being that there is no interest
20. governance and *criminality – the condition of being w/o interest – come to make each other possible.. what would it mean to struggle against governance, against that which can produce struggle by germinating interest? when governance is understood as the criminalisation of being w/o interests,..t.. as a regulation brought into being by criminality, where criminality is that excess left from criminalisation, a certain fragility emerges, a certain limit, an uncertain imposition be a greater drive, the mere utterance of whose name has again become too black, too strong altogether
wow .. *criminality: the condition of being w/o interest..
the student can be calculated by her debts, can calculate her debts w her interests.. she is in sight of credit, in sight of graduation, in sight of being a creditor, of being invested in education, a citizen. the student w interests can demand policies, can formulate policy, giver herself credit, pursue bad debtors w good policy, sound policy, evidence based policy. the student w credit can privatize her own uni. the student can start her own ngo, invite others to id their interests, put them on the table, join the global convo, speak for themselves, get credit, manage debt. governance is interest bearing. credit and debt. there is no other defn of good governance, no other interest. the public and private in harmony, in policy, in pursuit of bad debt, on the trail of fugitive publics, chasing evidence of refuge..t.. the student graduates.
but not all of them. some still stay, committed to black study in the uni’s undercommon rooms. they study w/o an end, plan w/o a pause, rebel w/o a policy, conserve w/o a patrimony. they study in the uni and the uni forces them under, relegates them to the state of those w/o interests, w/o credit, w/o debt that bears interest, that earns credits. they never graduate. they just ain’t ready. they’re building something in there, something down there. mutual debt, debt unpayable, debt unbounded, debt unconsolidated, debt to each other in a study group, to others in a nurses’ room, to others in a barber shop, to others in a squat, a dump, a woods, a bed, an embrace.
and in the undercommons of the uni they meet to elaborate their debt w/o credit/count/interest/repayment. here they meet those others who dwell in a diff compulsion, in the same debt, a distance, forgetting, remembered again but only after. these other ones carry bags of newspaper clippings, or sit at the end of the bar, or stand at the stove cooking, or sit on a box at the newsstand, or speak thru bars, or speak in tongues. these other ones have a passion to tell you what they have found, and they are surprised you want to listen, even thought they’ve been expecting you . sometimes the story is not clear, or it starts in a whisper. it goes around again but listen, it is funny again, every time. this knowledge has been degraded, and the research rejected. they can’t get access to books, and no one will publish them. policy has concluded they are conspiratorial, heretical, criminal, amateur. policy says they can’t handle debt and will never get credit. but if you listen to them they will tell you: we will not handle credit, and we cannot handle debt, debt flows thru us, and there’s no time to tell you everything. so much bad debt, so much to forget and remember again. but if we listen to them they will say: come let’s plan something together. and that’s what we’re going to do. we’re telling all of you but we’re not telling anyone else..
stefano: so we enter into the social world of study, which is one in which you start to lose track of your debts and begin to see that the whole point is to lose track of them and just build them in a way that allows for everyone to feel that she/he can contribute or not contribute to being in a space.. t..that seems to me to be not about saying there’s no longer somebody who might have insisted or persisted in getting us into that time-space of study, but rather that the text is one way or that kind of insistence on study to be an open insistence. to be one that doesn’t have to be about authority or ongoing leadership or anything like that, but a kind of invitation for other people to pick stuff up.. i’ve been thinking more and more of study as something not where everybody dissolves into the student, but where people sort to of take turns doing things for each other or for the others, and where you allow yourself to be possessed by others as they do something..
in a space.. ness
fred: i think we are committed to the idea that study is what you do w other people.. it’s talking/walking/working/dancing/suffering.. the notion of a rehearsal – being in a kind of workshop, playing in a band, in a jam session, or old men sitting on a porch.. there are these various modes of activity.. the point of calling it ‘study’ is to mark that the incessant and irreversible intellectually of these activities is already present.. t.. these activities aren’t ennobled by the fact that we now say ‘oh, if you did these things in a certain way, you could be said to be have been studying’ .. a kind of common intellectual practice.. allows you to access a whole, varied, alternative history of thought..
fred: strikes me as being overly concerned w the rightness and legitimacy of the term.. it’s not so much that i want to say ‘oh, he/she didn’t understand what we meant by study’ it’s more like ‘ok, well, if that terms bothers you, you can use another term..’.. the thing that i think you want from what we’re saying is precisely what it is that we mean by study.. what i’m saying is that it’s precisely his misunderstaning of, his active refusal to understand, the term that is an extension of study.. i will always think of his/her tendency to want to avoid or to disavow study as an act of study.. but if he/she doesn’t think about it that way.. that’s ok..
stefano: study is already going on.. equally the case with planning.. think of the way we use ‘policy’ as something like thinking for others.. both because you think others can’t think and also because you somehow think that you can think. which is the other part of thinking that there’s something wrong w someone else..t.. thinking that you’ve fixed yourself somehow and therefore that gives you the right to say someone else needs fixing.. the very deployment of policy is the biggest symptom that there’s something you’re not getting in thinking that you need to do that – and it seems to me, really, the same w study.. the point about study is that intellectual life is already at work around it. when i think of study, i’m as likely to think about nurses in the smoking room as i am about the uni… i mean it really doesn’t have anything to do w the uni to me,..t.. other than that.. as laura harris says.. the uni is the incredible gathering of resources.. so when you’re thinking it’s nice to have books
an/or internet.. an/or your tribe..
stefano: i don’t see the undercommons as having any necessary relationship to the uni.. and, given the fact that, to me, the undercommons is a kind of comportment (behavior; bearing) or ongoing experiment w and as the general antagonism, a kind of way w being w others, it’s almost impossible that it could be matched up w particular forms of institutional life..
fred: studying is not limited to the uni. it’s not held or contained w/in the uni..
fred: (on problem of academic labor) the part of what i’m interested in is how the conditions of academic labor have become unconducive to study.. how the conditions under which academic laborers labor actually preclude or prevent study, make study difficult if not impossible.. t.. on the notion that workers don’t study.. this was more than just a romanticisation of authentic work and a disavowal of our own ‘inauthenticity’ as workers.. it was that our image of ourselves as academic laborers actually acceded (agree to a demand) to the ways in which the conditions of academic labor prevented study.. we actually signed on to the prevention of study as a social activity even while we were engaging in and enjoying, organiszing a social activity.. i think we never recognized that the most insidious, vicious, brutal aspect of the conditions of our labor was that it regulated and suppressed study..t
stefano: so you want to figure out some way that that wealth can be enjoyed. and that’s not by managing it, because managin it is the first step to accounting for it, attributing it or distributing it.. it’s about developing some way of being w each other and of not thinking that that requires the mediation of politics.. but it requires elaboration/improvisation.. a kind of rehearsal.. it requries things.. it’s just that it doesn’t require accounting or management. it requires study..
stefano: where you find the abolition of credit you find study..
brian cox: ‘being an expert doesn not mean that you are someone w a vested interest in something; it means you spend your life studying something. you’re not necessarily right – but you’re more likely to be right than someone who’s not spent their life studying it’
W. K. Winecoff (@whinecough) tweeted at 9:01 PM – 30 Aug 2018 :
Something that has become more important to me over time: the conviction that “study” does not automatically trump “no study”. We have lots of studies. Many of them are bad, or at least questionable. Many of them contradict each other. (http://twitter.com/whinecough/status/1035361820960280583?s=17)
In this sense education is at its most basic always self-education. No one can study for you, and the power to think is always already within you.
nor can they tell you what to study.. which i don’t see anywhere.. people letting go of that to some degree.. any form of m\a\p
self ed, of course, doesn’t mean getting rid of teachers or tearing down the schools..
or maybe it does.. in the vision we have today of it.. but it’s not a tearing down.. rather a setting free (let’s do this first: free art-ists).. of the teachers (do whatever they want.. modeling curiosity as the day) of the buildings (repurpose.. ie: city as floorplan ness or whatever).. imagine if we
this statement is such a great ie of sinclair perpetuation law
it means instead that these relationships and institutions have to be oriented toward creating environments conducive to study
greatest gift teacher can give is recognition that each student has power to think and the desire to use that intelligence to study
rousseau’s emile gains a poetic and sentimental ed thru a training of the senses and interaction w first the physical world and later the realm of ideas/books
sounds too eerily like.. the scrambling process..