01.10.2019 | Dr. João da Silva
“10 propositions for a radical pedagogy or how to rethink value”, Erin Manning / study X knowledge consumption / don’t try to find a thread, a line, make learning a weave. http://www.inflexions.org/radicalpedagogy/PDF/Manning.pdf
How do we identify the artistic dimension of things?
Considering that things are not intrinsicly anything, how do we identify the artistic dimension of something?
- quality of presence of the thing
- the capacity to affect and (sometimes) be affected (in fact that’s Spinoza’s definition of ethics…)
- the capacity to promote critical thinking
- the thing’s entanglements to the context in which it is created and presented
- intention
- the connections created by the thing, person, event
- what stays after the encounter with something
- sometimes an impressive craft
- the history the thing carries with it
The artist engages with research when …
- observing the object of research
- asking the object questions
- creating bridges between the object and other things
- finding answers for questions not asked
- updating old questions about the object
- identyfing the changes in relationship between the researcher and object
- attempting to translate information from one medium to another
- documenting all the processes above mentioned
- observing the documents
- sharing all the documentation of the process (anything tangible, besides discourse) to get an idea of how the medium chosen modifies the object itself
