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