Re: [-empyre-] what needs to be done (Skills For Participatory Culture)

[Aliette <aliette@criticalsecret.org>]

On 17/01/07 16:24, "The Art Gallery of Knoxville"
<art.gallery.knoxville@gmail.com> probably wrote:

> Dear Aliette,
> 
> It is hard to understand your post - as my google translation does not
> do justice.
> 
> To clarify - the text was not proposed by Trébor -

Oh! I prefer;-) Sorry for my misunderstanding

> it was taken from
> the end of a link towards <http://www.projectnml.org/node/308> : New
> Media Literacies a project at MIT.  It may be interesting to view the
> entire text - it begins:
> 
> HISTORICAL EVOLUTION
> 
> Ancestor: Oral Culture
> Residual: Print Culture
> Dominant: Mass Media
> Emergent: Participatory Culture

I am afraid that it is no more relevant.
Participate, you know, "no the wine matters if we have the drunkenness" a
French proverb says. Which emergence does participating show? Emergence of
which idea? Emergence is post-materialism not as form but as content.

Ancestor: Oral Culture ?!!! From which cultural view?

Another perspective could allow to write the radical contrary for example:


ancestor: mass media
residual: participatory culture
dominant: blog culture
emergent: digitoral culture

May be a anagrammatic syllogism where "interchangeable" propositions make it
best

And so on
 
> 
> I had thought that the conclusion of "what needs to be done" by this
> group could be a helpful aside to our conversation.  Yes - it is a
> point taken out of context, but towards a "curiosity for a myriad of
> cultural and critical practices" as Christiane Robbins suggested:
> 
> On 1/9/07, Christiane Robbins <cpr@mindspring.com> wrote:
>> To my mind, the salient point rests upon our recognition of the
>> complex need to have a core belief instilled - a knowledge, respect
>> and curiosity for a myriad of cultural and critical practices
>> embedded into our value systems on all levels.

> Beyond this -  I believe that we can adjust our practice of "Art and
> Education" by examining the different ways educational contexts have
> developed - we can listen to many points of view about the subject of
> learning.

 
> I think it is sometimes helpful to display information like this with
> an undefined context - or slightly dislocated origin.  In my view, the
> disconnect allows for open situations where parallel ideas can be
> merged.  It can be useful to confuse information.

The idea of the rupture for renew the entry is seducing but the suggestion
of a schematic tree of education is installing the wide envelopes which
cannot receive another content than the one they call for (by coming from);
it is a formal world of correct significations as a paradise given by God, a
readymade paradise where all is pre-pared waiting for the correlative
correct comportment (not eating the apple and so on). What cannot be a
relevant research, but a predetermined research; I'm afraid that I do not
talk of your argumentation, but of the proposition that you defend, which
was all another suggestion. By the schematic cognitive map you determine the
territory of the practice; we can think that we are conceptualizing the new
but reproducing the former world by exceeding to repeat the misunderstanding
of the conditional limited territory. At the arrival it is a game of role
ready made for ready use by simulating the new step of the anthropologic
situation as prime act, in fact being a sort of collective therapy to cure
the evil of the past (but structurally re-actualizing it). In fact the
schema is exactly the structural traumatism of the missing model.

Exactly the repeating process in the conception of History from tradition to
modernity at the view of Habermas (obviously can being a thinking master or
a fellow of Roger Buergel)

> Is this the education of the parents?  Yes.  Must we not always
> encourage the education of the "parents" along with the "students" ?
> 
> Sorry again for not being able to understand your post - if you are
> able to highlight some questions in english, I will be happy to
> respond.
> 
> --
> Chris
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