A Grin without a Cat

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May 18, 2017 - I Introduction. 04 - 05 ... The 2017 edition titled A Grin without a Cat will be devoted to the concept of .... 4A Between Art and Science: Storytelling in Geomatics. Education. Siddique .... A2 - B2 Transformances 17-18/05/2017 15:30–16:00 ..... focused on making delicious free range chocolate truffles. Abstract.
=) A Grin without a Cat Annual

National Deleuze

Conference 2017

AKI Academy of Ar t and Design

Enschede

17–18 May 2017

=)

Table of Contents

03

I Introduction

04 - 05

II Timetable

06 - 07

III Programme

09 – 13

IV Keynotes (KN1–2)

15 – 23

V Art Encounters (A1–A3, B1–B2)

25 – 65

VI Panels (1A–1D, 2A–2D, 3A–3D, 4A–4D)

66 - 67

VII Colophon

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I Introduction

The Sixth Annual Lowlands Deleuze Scholarship Conference will take place on 17–18 May 2017 at the AKI Academy of Art and Design in Enschede, part of ArtEZ University of the Arts, the Netherlands. The Conference’s scientific committee includes Rosi Braidotti, Rick Dolphijn and Sjoerd van Tuinen. The conveners of the event are Marc Boumeester (AKI) and Andrej Radman (TU Delft). Previous editions revolved around the following central themes: 2012 University of Utrecht; 2013 Delft University of Technology: Affect; 2014 Erasmus University Rotterdam: Passions; 2015 Radboud University Nijmegen: Aesthetics; 2016 University of Amsterdam: Ecologies. The 2017 edition titled A Grin without a Cat will be devoted to the concept of pedagogies. It starts from the premise that what we learn is inextricably linked to how we learn it. Dichotomies such as content and form, figure and ground, or inside and outside, serve no purpose. It is the task of educators to integrate de-stratification and immanent approaches into pedagogical practices that should include the design of education itself. Papers concerning these and related issues will be presented at the conference. Of special interest are papers exploring the intersection of education and semiotics. It is neither the materiality of the sensuous body, nor the incorporeality of signs, which render meaning, but a space of reciprocal determination. Deleuze calls this intensive space, or spatium, the ‘body without organs’. BwO is not the body, but the very process of de-re-territorialisation, i.e. embodiment. Here comes the formula, a prescribed pedagogy if you will: ‘To make the body a power which is not reducible to the organism, to make thought a power which is not reducible to consciousness.’ Keynotes: Edusemiotics: Pedagogy of Concepts / Pedagogy of Values Inna Semetsky, Institite for Edusemiotic Studies (IES), Melbourne Learning as a Repetition Form of Passive Syntheses Marc Rölli, Leipzig Academy of Fine Arts.

Admission: Free. For updates kindly visit deleuze.artez.nl

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II Timetable

DAY ONE

DAY TWO

10:00-10:30

Registration

10:30-10:45

Welcome

Boumeester

10:30-10:45

Coffee

10:45-11:30

Keynote 1

Rölli

10:45-11:30

Keynote 2

11:30-12:00

Q&A

11:30-12:00

Q&A

12:00-12:30

Art Encounter 1

12:00-12:30

Art Encounter 4

12:30-13:30

Lunch

12:30-13:30

Lunch

13:30-15:30

Panel 1

Kleinherenbrink

13:30-15:30

Panel 3

Radman

13:30-14:00

Reinertsen

13:30-14:00

Parsa

14:00-14:30

Bang

14:00-14:30

Žukauskaitė

14:30-15:00

Weiss

14:30-15:00

Wołodźko

15:00-15:30

Wolf

15:00-15:30

Lynch

15:30-16:00

Art Encounter 2

Transformances

15:30-16:00

Art Encounter 5

Transformances

16:00-18:00

Panel 2

Dolphijn

16:00-18:00

Panel 4

Wambacq

16:00-16:30

Ionescu

16:00-16:30

Motala

16:30-17:00

Gorny

16:30-17:00

Lebedev

17:00-17:30

Kousoulas

17:00-17:30

Brouwer

17:30-18:00

van Tuinen

17:30-18:00

Potter

Art Encounter 3

Robaard

Farewell

Boumeester

18:00-18:30

Ertelt

18:00-18:15

18:30-19:30 19:30-22:00

Conference dinner

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Semetsky

van de Ven

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III Programme

DAY ONE

DAY TWO

=)Keynote 1

=) Keynote 2

Learning as a Repetition Form of Passive Syntheses

Edusemiotics: Pedagogy of Concepts / Pedagogy of

Marc Rölli, Leipzig Academy of Fine Arts

Values

(Hochschule für Grafik und Buchkunst)

Inna Semetsky, Institite for Edusemiotic Studies (IES), Melbourne

=) Art Encounters A A1 The Catless Grin

=) Art Encounters B

Marius Ertelt, artist and curator

B1 A Short Study on the Immobility of Movement 

A2 Transformances (Exhibition during the break)

Frank van de Ven, dancer and director

A3 Eva Describes the Image as it Aligns the Symbols

B2 Transformances (Exhibition during the break)

Contained in the Image Joke Robaard, Rietveld Academy, Amsterdam

=) Panel 3: Milieus of Pedagogy (moderator: Andrej Radman, TU Delft)

=) Panel 1: Antifascist Pedagogies

3A Learning as the Resonance between Series of Senses

(moderator: Arjen Kleinherenbrink, Radboud University Nijmegen)

Mehdi Parsa, University of Bonn

1A Polycriticality and Polyfactual Diffractive

[email protected]

Pedagogies: Polyapproaches to Education

3B On Corporeal Hauntology

Anne B. Reinertsen, Queen Maud University College

Audronė Žukauskaitė, Lithuanian Culture Research

[email protected]

Institute, [email protected]

1B The Feminist Subject Revisited – Deleuze and

3C On Pedagogies of Affect and the Microbiopolitics

Guattari’s Becoming-Imperceptible

of S/He/It

Lars Bang, Manchester Metropolitan University

Agnieszka Anna Wołodźko, Leiden University

[email protected]

[email protected]

1C A Deleuzian Perspective on Refugee Integration

3D An Affective Community – or ‘Munus’ as Body

Akiva Weiss, University of Bologna, Department of

without Organs

Economics [email protected]

Heather Lynch, Glasgow Caledonian University heather.

1D The Metamorphs: Facilitating Thinking in a

[email protected]

Deleuzean Community of Philosophical Inquiry with Children

=) Panel 4: Pedagogies of Zigzagging

Arthur Wolf, University of British Columbia

(moderator: Judith Wambacq, School of Arts KASK)

[email protected]

4A Between Art and Science: Storytelling in Geomatics

=) Panel 2: Pedagogies of Making

Education

(moderator: Rick Dolphijn, Utrecht University)

Siddique Motala, Utrecht University siddique.

2A Applications and Implications of artistry: On

[email protected]

craftsmanship, Then and Now

4B ‘Quod Erat Faciendum’: The Theorematic and the

Vlad Ionescu, Hasselt University [email protected]

Problematic in Deleuze

2B Partition, Partimenti and Pedagogies of Con-

Oleg Lebedev, Université Catholique de Louvain

Dividuation

[email protected]

Robert A. Gorny, TU Delft [email protected]

4C An Apprenticeship in Becoming: Deleuzian

2C A Ferryman who Stutters: From the Architectural

Pedagogy as a Social Remedy in the Era of Identity

Subject to an Architecture of Subjectivation

Politics

Stavros Kousoulas, TU Delft [email protected]

Robin Brouwer, independent researcher

2D The Cosmic Artisan: From Mannerism to

[email protected]

Metamodernism

4D The Intervening Pedagogy of Liberal Arts Education

Sjoerd van Tuinen, Erasmus University Rotterdam

Kevin Potter, independent researcher Potter.

[email protected]

[email protected]

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=) Keynotes

Learning as a Repetition Form of Passive Syntheses



M a r c Rö l l i



Academy of Fine Arts, Leipzig

=) K N1 Rölli 17/05/201710:45 –12:0 0

Bio

Abstract

Marc Rölli is Professor for Philosophy at the Academy of

In the chapter on the ‘Image of Thought’ (Difference and Repetition,

Fine Arts in Leipzig. Marc Rölli has been researcher and

chapter 3), Gilles Deleuze defines the eighth dogmatic postulate

lecturer at universities in Marburg, Berlin, Bochum and

through the status of knowledge. It is connected with a remarkable

Darmstadt, where he completed his doctoral qualifica-

power which manifests itswelf in the epistemological regulations

tion in 2008 . Between 2008 and 2011, Marc Rölli was

and in the special practices of knowledge mediation. Precisely

Professor for Theoretical Philosophy at the University

the modeling of knowledge by the totality of true propositions

of Darmstadt, before being appointed Professor at the

covering the field of possible solutions to given problems degrades

Department of Philosophy at Fatih University, Istanbul.

learning to an inevitable means to an end – but one completely

During the fall term 2011/12, Marc Rölli was Senior Fellow

absorbed in the result of its efforts. Deleuze radically modifies this

at the ‘Internationales Kolleg für Kulturtechnikforschung

asymmetrical relation between knowledge and learning. Against

und Medienphilosophie’ (IKKM) in Weimar. From 2013,

the methodological regulation of learning, which is backed up

he was director of the research cluster ‘Theory and Meth-

by a knowledge, he places the learning processes in the area of

ods’ at Zurich University of the Arts. Recent publications

passive syntheses of repetition. Learning then means exploring

include, among others, Mikropolitik. Eine Einführung

and determining the problems and ideal configurations that give

in die politische Philosophie von Deleuze und Guattari

possible solutions their sense. In this way, time infiltrates thinking –

(2010), with Ralf Krause, Philosophie und Nicht-Philoso-

and does not remain external to thinking as a mere factual condition

phie (2011), co-edited with Friedrich Balke, Kritik der an-

of knowledge acquisition. ‘Education’ (Bildung) is no longer bound

thropologischen Vernunft (2012), Fines Hominis? Beiträge

to disciplinary knowledge spheres – nor to a leftover area of

zur Geschichte der philosophischen Anthropologiekritik

aesthetic play. On the contrary, Deleuze redistributes the empirical

(ed. 2015), Eigenlogik des Designs/ Intrinsic Logic of

and the transcendental, which explains knowledge as a whole

Design (2016), co-edited with Gerhard M. Buurman and

(including the pedagogy of ‘lifelong learning’) into a transitory effect

Gilles Deleuze’s Transcendental Empiricism. From Traditi-

of learning.

on to Difference (2016), translated by Peter Hertz-Ohmes.

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Edusemiotics: Pedagogy of

=) K N2 Semet sk y 18/05/2017 10:45 –12:0 0

Concepts/Pedagogy of Values



Inna Semetsky



Institite for Edusemiotic Studies (IES), Melbourne

Bio

Abstract

Inna Semetsky has a PhD in educational philosophy (Columbia

Edusemiotics is a new direction in educational theory that

University, New York) preceded by an MA in counseling psychology

takes semiotics as its foundational philosophy and explores its

and Grad.Dip.Ed. She published 10 books including Deleuze,

philosophical specifics in educational contexts. The minimal

Education and Becoming (2006), Re-Symbolization of the Self (2011),

descriptive unit in (edu)semiotics is a sign as a tri-relative entity

The Edusemiotics of Images (2013), Deleuze and Education (2013)

engaged in the dynamics of transformations, translations, and

and has a contract with Routledge for a new book, Learning with

growth. Edusemiotics considers relation to be ontologically

the Unconscious. In 2000 she received the Kevelson Award from

basic, while also affirming the feminine emphasis on relations and

the Semiotic Society of America for her paper ‘The Adventures of

relatedness. Sign-process crosses over the human mind, culture, and

a Postmodern Fool’. Her book Edusemiotics (2015, co-authored)

nature alike. Gilles Deleuze’s philosophy is an ongoing inspiration

received the Book Award from the Philosophy of Education Society

for the creation or invention of edusemiotics as a novel concept.

of Australasia. In 2017 she edited Edusemiotics: A Handbook.

Contrary to Saussure’s semiology, which addresses largely linguistic

She has numerous book chapters including in Deleuze and

signs, edusemiotics investigates multiple regimes of signs, verbal

the Schizoanalysis of Religion (2016). Her papers appeared in

and non-verbal, natural and invented, and considers human beings

Educational Philosophy and Theory, Semiotica, SubStance and other

to also be signs situated in the larger, non-human yet semiotic,

journals. She serves as a chief consultant to the recently established

world. The dynamics of signs is a process of becoming, with signs

Institute for Edusemiotic Studies (Melbourne).

always already becoming-other. At the outset the paper will address the logic of signs in terms of what Deleuze called intensive multiplicities that function on the basis of the conjunction ‘and’. The dynamic structure of signs forms a rhizomatic network grounded in Deleuze’s new image of thought. Still, the theory of signs remains meaningless without the corresponding practice as an apprenticeship in signs or continual learning. Learning becomes a creative process oriented not just to factual knowledge but to new modes of existence and involves our becoming aware of unconscious ideas because signs often just portend as subtle sensations and need to be interpreted or evaluated amidst the problematic instances that abound in affective encounters, in life – which thus becomes our informal, experiential and experimental, ‘school’. Secondly the paper presents the pedagogy of concepts, stressing that the current emphasis of formal schooling on ready-made answers rather than on the production of ‘Sens’ is counterproductive to edusemiotics and to students’ growth. Significantly, edusemiotics presupposes teachers’ growth too: subjectivities of both are to be produced! As the transformation of signs involves an ethical aspect, the pedagogy of values becomes imperative – however such pedagogy strongly contradicts the persistent, even if implicit, model of moral education that focuses on the direct inculcation of values. The paper examines some challenges faced by edusemiotics, one of which is the task of the transformation of habits not just as a theoretical slogan but as a real-life necessity, one demanding that Deleuze’s ‘people to come’ actually ‘become’. As a conclusion, the paper discusses some aspects of the new materialism that parallels edusemiotics in many respects, even as these two directions appear to spring to life independently and without any prior awareness of each other. Importantly, both areas of research revisit the latest developments in science and posit the significance of subjectivity as posthuman. Edusemiotics is incomplete without a posthuman intelligence, which in turn is a function of learning and developing semiotic competence as its own integral part. For Deleuze, philosophers, writers and artists are semioticians and symptomatologists who can read and interpret signs that function as the symptoms of life. To this list we should now add educators as edusemioticians.

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=) V Art Encounters

The Catless Grin

=) A1 Er tel t 17/05/2017 12:0 0 –12:30



Marius Ertelt



Artist and curator

Bio Marius Ertelt studied at the University for Fine Arts Hamburg, the École Supérieure des Beaux-Arts, Marseille and at the Academy of Fine Arts, Vienna. He worked in the Depot, Raum für Kunst und Diskussion in Vienna. As an artist and curator he is concerned with the conditions and functions of art and cultural production in various fields of conflict of social transformation.

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Transformances

=) A 2 - B2 Trans formances 17-18/05/2017 15:30 –16:0 0



In addition to the conference’s Art Encounters in the form of presentations, there will also be screenings and exhibitions. For details of these Transformances we refer you to the web site.

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Eva Describes the Image as it

=) A3 Robaard 17/05/2017 18:0 0 –18:30

Aligns the Symbols

Contained in the Image

Joke Robaard



Gerrit Rietveld Academy, Amsterdam

Bio

Abstract

Joke Robaard (1953) is an artist/researcher and a lecturer at the

It orders the symbols as if they were pebbles, and orders them in

TXT (textile/text) department of the Gerrit Rietveld Academy in

series just like a necklace. (Vilém Flusser, Our Images)

Amsterdam. Her video, Small Things That Can Be Lined Up was

Together with eight students from the Cygnus Gymnasium in

recently presented by If I Can’t Dance, Amsterdam (2016.) Since

Amsterdam, parts of my archive have been performed for the

2014 she collaborates with Camiel van Winkel opening her extensive

camera by means of text recitals and discussions. In the video Small

Archive Intersections collection, an inquiry into the representation

Things That Can Be Lined Up , various assemblages of images

of the clothed body in print media since the 1970s.  Their book

are intersected in new ways, accompanied by the overlay of text

Assemblage: Bodies, Habits, Practices will be released in 2018 by

passages by philosophers Plato and Vilém Flusser that address the

Valiz publishers.

magic of images, text, and textiles.

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A Short Study on the Immobility of

=) B1 van der Ven 18/05/2017 12:0 0 –12:30

Movement



Frank van de Ven



Dancer and director

Bio Frank van de Ven is a dancer and director who spent his formative years in Japan working with Min Tanaka and the Maijuku Performance Company (1983–92). In 1993 he founded, with Katerina Bakatsaki, Body Weather Amsterdam as a platform for training and performance. He has an ongoing commitment to his Body/Landscape series of workshops conducted worldwide and since 1995 he has led the annual, interdisciplinary Bohemiae Rosa Project with Milos Sejn (Academy of Art and Design, Prague, Czech Republic), connecting body and landscape with art, geology and architecture. With Australian theatre artist Peter Snow he presented the Thought/ Action performances in Australia, USA, New Zealand, Asia and Europe. For more info on Body Weather Amsterdam, see  bodyweatheramsterdam.blogspot.com.

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=) VI Panels

=)

Panel 1

Antifascist Pedagogies

Moderator: Arjen Kleinherenbrink Radboud University Nijmegen

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Polycriticality and Polyfactual

=) 1A Reiner t sen 17/05/2017 13:30 –14:0 0

Diffractive Pedagogies:

Polyapproaches to Education



Anne B. Reinertsen

Abstract



Queen Maud University College, Trondheim, Norway

We often say that we live in a postfactual society in which we are critical towards all types of knowledge claiming to be true. Rather

Keywords

than post- I claim that we live in a polyfactual society in which factual



polycriticality, quantum competences, action of signs,

knowledge originates from many and different places, is decentred



emergent diffractive pedagogies and gentle

and deauthorized ultimately turning resistance and critique into key



generalizations, transpersonal methods

elements and subject matter in pedagogy. Critique being neither



of body and insecurity

about legitimate nor justified criticism per se, but as a form of life or a confirmative immanent critique praxis through a state of virtuality in which one asks questions about quality, procedural truthfulness,

Bio

learning and justice; resisting normative ways of thinking and

Anne Reinertsen is Professor in Education preoccupied with

understanding always. Far from being negative or dangerous, this

Speculative Philosophy, Semiotics, Subjective Professionalism and

is a chance of creating invitational edusemiotic and transcurricular

New Material Qualitative Research Methodologies.

pedagogies in different process ontologies and through this with force to form and stimulate exploration and innovation: positive difference exceeding all categories. I speculate with/in the positivity of schizophrenic language and gentle generalizations as a semiotic competence and logics of the included middle: pedagogical and scientific generalization in a responsible and gentle manner. We are in what I call the transpersonal quantum competence and polycritical landscape of Deleuze and Guattari´s philosophy of difference and immanence, Body without Organs and the human as a ‘thinking territory’, normalizing critique, judgement and decisionmaking. Pedagogy and the tasks for the pedagogues in every case being to discover the libidinous or sublime speech of the body and its investments at the social area, possible internal conflicts between, relations with and to pre- or unconscious investments at the same area and then again possible conflicts between these, or rather the whole inter-intra-play between machinic desire and the suppression of desire. Pedagogy seen as an in-phenomenological accelerating and diffractive discursive materiality in an expanding universe: a real non-teleological revolution, body as profession in lifegiving insecurity and resistance. In the field of the speaking subject and the blindspots of autonomy perhaps we can speak of creating a polyconsensus society and critical bildung pedagogies in which we recreate ourselves and our pedagogies, sciences, institutions and systems again and again; not to lose force; to create on the basis of knowledge.

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The Feminist Subject Revisited –

=) 1B Bang 17/05/2017 14:0 0 –14:30

Imperceptible

Abstract

Deleuze and Guattari’s BecomingThe world breaks everyone and afterward many are strong at the broken places. Ernest Hemingway (A Farewell To Arms, 1929) This paper is an affirmative response to the feminist subject, or the nomadic subject, as envisioned and argued by Rosi Braidotti and others. The revisited feminist subject is of potential critical importance in formulating a new horizon for an immanent pedagogy, a pedagogy of anti-fascism. The paper will address how such a pedagogy potentially could be fertilized by such a revision. The

Lars Bang

feminist subject forwarded as being in thread with Deleuze and



Manchester Metropolitan University

Guattari’s concept of becoming is here carefully re-examined. Especially in the way Deleuze and Guattari draw upon the Danish

Keywords

philosopher and theologian Søren Kierkegaard to envision the ‘man



of becoming’ / the Knight of Faith. They write:

Kierkegaard, Spinoza, nomadic subject

To become imperceptible oneself, to have dismantled love in order

Bio

to become capable of loving. To have dismantled one’s self in order

Lars Bang is a Research Fellow in STEM Education. His research

finally to be alone and meet the true double at the other end of the

focuses on sociological and philosophical investigations of science

line. A clandestine passenger on a motionless voyage. To become

education, in order to develop new methodological and theoretical

like everybody else; but this, precisely, is a becoming only for one

insights that can help practitioners and researchers understand

who knows how to be nobody, to no longer be anybody. To paint

and develop their practice. Bang’s doctoral work was a large

oneself gray on gray. As Kierkegaard says, nothing distinguishes the

four-year quantitative and qualitative study of the choice of STEM

knight of the faith from a bourgeois German going home or to the

careers in rural areas in Denmark. His current work is concerned

post office: he sends off no special telegraphic sign; he constantly

with repositioning concepts from science education research to a

produces or reproduces finite segments, yet he is already moving on

framework drawing upon Deleuze and Spinoza.

a line no one even suspects.

Deleuze and Guattari’s strange notion of being-imperceptible is, not as previously put forward by contemporary Deleuze scholars, a part of a trinity of becoming-woman/becoming-animal/becomingimperceptible, but points to something far more radical, namely the veritable utopian resistance on the horizon. Similarly when Rosi Braidotti writes ‘Death, on the contrary, is the death of becomingimperceptible of the nomadic subject and as such it is part of the cycles of becomings, yet another form of interconnected-ness, a vital relationship that links one with other, multiple forces’, it is slightly misconceiving the particularity of becoming-imperceptible, which is definitely not a ‘death’. Becoming-imperceptible is the end of molecular-becomings, where the whole world now is becoming. You become like everybody else, like the lead character Eliot in the contemporary television show Mr. Robot, a grey imperceptible multifaceted ‘thing’, in tune with, and immersed in the immanence of the world. This is not death, but the most vitalist and joyful experience, a veritable becoming where one achieves Spinoza’s third degree of knowledge, reaching and understanding the essence of things and the ‘God-machine of nature’. The importance of becoming-imperceptible is misaligned in contemporary Deleuze studies due to the failure to recognize Kierkegaard’s importance for Deleuze and Guattari. The Knight of Faith, becoming-imperceptible, is the priest of immanence, the supreme pedagogue of immanence, and the ‘end of becomings’. This pedagogy is exactly a teaching of becomings, envisioning a non-fascist mode of living. The final matter addressed here is the continuum between, what could be crudely called ‘the state-subject’ and the nomadic subject. It is crucial to bear in mind Deleuze and Guattari’s highlighting of the constant struggle between major and minor, between striated and smooth, between the electron and the nucleus and so forth. This means here that the nomadic subject must always be seen in a flux between a ‘state-subject’, or for lack of a better word ‘the classically rendered psychological subject’, and the nomadic subject. This is again where becoming-imperceptible becomes crucial, because here the ‘statesubject’ is affirmed, ‘one who knows how to be nobody, to no longer be anybody’. 30 / 70

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A Deleuzian Perspective on

=) 1C Weis s 17/05/2017 14:30 –15:0 0



Akiva Weiss

Abstract



University of Bologna, Department of Economics

Successful integration of refugees into the educational system is

Refugee Integration

critical for the long-term economic and social stability of EU member Keywords

states. Yet whose role is it to ensure integration is effective? EU



primary law clearly bestows competency upon individual member

education, migration, Deleuze, spatium, semiology

states. Yet spillovers from ineffective integration may adversely impact neighbouring states and the Union as a whole. Bio

This paper proposes an EU-wide mentoring program to address

Akiva Weiss is a Phd Candidate at the University of Bologna and

determinants shown in the educational literature to have an impact

Erasmus University Rotterdam. He holds a Masters in International

upon the integration of third-party nationals. Departing from a

Human Rights Law from Oxford University and a Masters in Special

Deleuzian perspective, this paper argues that while de-stratifying

Education from Western Governor’s University. Akiva has worked as

institutional inequalities may not be feasible, mentoring may alter

a legal aide for the City Government of the City of New York. He has

the design of the educational system for refugees by transforming

written papers on migration and process philosophy and is currently

the dimensions of learning to a non-reducible reciprocity. This is akin

researching the intersection of semiotics and education.

to the reciprocal determination Deleuze suggests in his discussion of intensive space. Mentoring may mitigate the institutionalization of education and lead to a more successful pathway towards integration. Through case studies and empirical analysis, a well-designed mentoring programme reveals the potential for a positive impact on inequalities shown in the educational literature to stifle effective integration. Increased flow of information, higher levels of social cohesion and generalized trust, as well as facilitating a sense of belonging for refugees may allay the uncertainty for communities absorbing humanitarian migrants. It may also weld a sense of permanence for refugees, thereby increasing incentives to invest in the human capital of their designated host country. Centralized coordination will help ensure consistent funding, measurable outcomes, and independent oversight. Moreover, an integration mechanism governed at the supranational level has the ability to tie integration into more equitable Union-wide burden sharing. Centralization, however, does not preclude local ownership: interactions between State and refugees must be embedded within local institutions and involve community-level stakeholders.

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The Metamorphs: Facilitating

=) 1D Wolf 17/05/2017 15:0 0 –15:30

Thinking in a Deleuzean Community of Philosophical Inquiry with Children



Arthur Wolf

Abstract



University of British Columbia, Vancouver, Canada

‘When knowledge becomes a legislator, the most important thing to be subjected is thought... Thinking would then mean discovering,

Keywords

inventing, new possibilities of life... In other words, life goes beyond



philosophy for children, concepts, pedagogy,

the limits that knowledge fixes for it, but thought goes beyond the



intensity, problem-space

limits that life fixes for it... The thinker thus expresses the noble affinity of thought and life: life making thought active, thought

Bio

making life affirmative.’(Deleuze, Nietzsche and Philosophy).

Arthur Wolf is a PhD candidate at the University of British Columbia.

In the above quote Deleuze highlights the important distinction

The questions ‘When and, consequently, why are we thinking?’ in

between thinking and knowledge. It implies that knowledge as

the work of Deleuze are of central concern to his thesis. In particular

legislator is fixed, rigid or fossilized thought. This unadventurous

the relationship between the concept of intensity and thought,

and unexploratory mode of thought reflects the kind of educational

and its pedagogical implications. Wearing Deleuzean goggles,

practice where students are not allowed to think critically and

which are removable, he enjoys setting up all kinds of pedagogical

creatively but simply absorb and follow the teacher’s instructions.

relationships like, for example, with children at the Think Fun

The quote also offers us a way forward. It suggests that to discover

philosophy summer camps (thinkfuncamps.ca) or museums in the

and invent new possibilities of life we have to stimulate thought to

greater Vancouver area. Previously he has worked for UNESCO on

be inquisitive, to explore and to be adventurous. This is the context

the promotion of philosophy and education in Asia and the Pacific,

within which this presentation takes place: to investigate how a

the philosophy for children institute in South Korea and organized

pedagogical practice can improve thinking. Here I will draw on

philocafés/bistros in Japan. More recently and increasingly

‘Philosophy for Children’ (P4C) and its key concept of the Community

encumbered by the lumbering weight of finishing his thesis he is

of Philosophical Inquiry (CPI), which has become a popular

focused on making delicious free range chocolate truffles.

pedagogical approach. In doing so I will focus on Deleuze’s notion of intensity and suggest how it might strengthen and theoretically reinforce CPI as pedagogy. Finally I will show how this has practical implications and give examples from ‘The Metamorphs’, a curriculum at Think Fun philosophy camps and address the following question: How does this new pedagogical theory, i.e. seeing CPI through an intensive lens, relate to practice?

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Panel 2

Pedagogies of Making

Moderator: Rick Dolphijn, Utrecht University

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Applications and Implications of

=) 2 A Ionescu 17/05/2017 16:0 0 –16:30

Artistry: On Craftsmanship, Then and Now



Vlad Ionescu

Abstract



Faculty of Architecture and Arts, Hasselt University

When the difference between designing and making implements a distinction between what is man-made and what is machine-made,

Keywords

an inevitable question arises: what is the meaning of craftsmanship



in the age of digital production? Traditionally craftsmanship has

craftsmanship, technology, arts

been associated with applied arts, the hand-made production Bio

of objects. However, technologies like 3D printing and digitally

Vlad Ionescu is post-doctoral researcher at the Faculty of

assisted design blur the distinction between what is man-made and

Architecture and Arts (Hasselt University). Besides co-translating

machine-made. Is the complex machine opposed to craftsmanship

the art criticism of Jean-François Lyotard, he has published on the

and does the interaction with machines affect our interaction

art historiography of Aloïs Riegl, Heinrich Wölfflin and Wilhelm

with objects? Confronting the theories of Aloïs Riegl and Frank

Worringer in the Journal of Art Historiography and ARS, the

Lloyd Wright with each other, this intervention debates the role of

aesthetics of Gilles Deleuze in Deleuze Studies and architectural

technology in craftsmanship. Relating the aesthetics of Paul Valéry

theory in Architectural Histories and A+. Currently he works around

to the design theory of Jacques Vienot allows us to propose a new

the artistic and cultural potential of the adaptive re-use of the built

interpretation of applied arts as implied art, a type of making that

environment. He is the author of the essay Applied Arts, Implied

concentrates less on the beauty of machines and more on human

Art. Craftsmanship and Technology in the Age of Art Industry (A&S/

life, its experiences and the occasional poverty thereof.

books, 2016) and of the forthcoming Pneumatology. An Inquiry into the Representation of the Wind, Air and Breath (ASP Editions, 2017).

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Partition, Partimenti and

=) 2B Gorny 17/05/2017 16:30 –17:0 0



Robert Alexander Gorny

Abstract



Chair of Methods and Analysis & Chair of

Sebastiano Serlio, the same professore di architettura who made the



Architecture Theory, TU Delft

classic orders of architecture speciate, introduced in 1540 the notion

Pedagogies of Con-Dividuation

of ‘appartamenti’ into ordering discourse. An anatomy without a Keywords

body, the term debuts not as the cellular units we know today; but



as a diagram for the different/ciation of architectural multiplicities.

Serlio, partimenti, diagrams, different/citation, rhetoric

Pedagogies of partitioning have long maintained the image of Bio

thought to instruct architectural composition at the intersection of

Robert A. Gorny is founder of relationalthought, a nomadic

compositional practices, rhetorical mnemotechniques, and modern

architectural practice. After receiving his Master’s degree from the

ordering conceptions. This paper will expose the singularly non-

Berlage Center for Advanced Studies, he is currently guest teaching

unitary and anti-representational agenda of Serlio’s conception

at TU Delft, where he conducts his doctoral studies. He is moreover

by means of a genealogy of this crystallizing conception through a

a member of the editorial board of the architecture theory journal

series of conceptual personæ and their treatises.

Footprint.



Starting by rethinking partitioning processes through

a dividual lens, the paper will first critically discuss a rhetorical conception of ‘partitio’ as a metaphysical operator of hierarchical segmentation in Alberti, and the process in which subsequently ‘compartition’ becomes a design process through Filarete, and ‘partimenti’ a measuring unit through Francesco Di Giorgio. In differentiating how these aesthetic regimes operated only on a plane of organization, the paper will foreground how Serlio, as the supposedly first theorist to show an actual interest in the workings of composition, brought graphic modes of thinking onto the pure plane of consistency. A schizoanalytic perspective on emergent phenomena can greatly illustrate how this mode of thinking allows him to restrategize the diagrammatic agency of graphic arrangement, through which architecture is literally drawn into reality, through a recursive practice of progressive differentiation. In discussing the catalytic role to visual models, the presentation centrally discusses the musical genre of ‘partimenti’. Its training through difference and repetition engages with a creative pedagogy to learn to differentiate compositions on the go. In a similarly differential didactic, Serlio’s thinking rests on an ethico-aesthetic agenda that persistently proceeds from multiple configurations and part-to-part-relations. As I want to show, this allows him to resingularize the immanent multiplicity of appartamenti so as to measure architecture against itself, not an external referent! Thus replacing the old system of comparison of measurement with a measurement of order, Serlio not only forcefully liberated architectural composition from its representational predicament. In his attempt to structure an entire discourse, Serlio’s topological conception also contributed tremendously to the serial pedagogies in the discourse on the art of distribution and thus modern ordering practices. Only later on would all of this take on concrete meaning =)

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A Ferryman who Stutters: From

=) 2C Kousoulas 17/05/2017 17:0 0 –17:30

the Architectural Subject to an Architecture of Subjectivation



Stavros Kousoulas

Abstract



Theory Section, Architecture Department,

What would architecture be if it did not constantly confront the



Faculty of Architecture, TU Delft

open and the intransitive, chaos itself? This confrontation, the friction between architectural reason and imagination, leads to

Keywords

architecture’s special mode of enunciation: the atypical expression



architecture, perception, stuttering,

of spatial stuttering as the precursor of disrupting metastability.



subjectivation, metastability

To reunite concepts and intuition, reason and imagination, the Sublime and the Beautiful, or, in other words, the transitive with

Bio

the intransitive, cannot be accomplished in principle but solely in

Stavros Kousoulas studied Architecture at the National Technical

fact: through constant singular processes of individuation. It is for

University of Athens and at TU Delft. Since 2012, as a researcher

this reason, that spatial stuttering may be seen as the precursor of

and lecturer, he has been involved in several academic activities

any attempt to disrupt metastability. The focus should not be on

at the Theory Section of the Faculty of Architecture of TU Delft.

the misspelled sounds of one who stutters, but, conversely, on the

Currently, he is a PhD candidate at IUAV Venice participating in

event itself: to stop and start again, to begin anew, a repetition full of

the Villard d’ Honnecourt International Research Doctorate. He

minimal differences, tensions and cracks.

has published and lectured in Europe and abroad. He has been a

Stuttering operates as a singular moment of indeterminacy, able

member of the editorial board of Footprint since 2014.

to open a multiplicity of bifurcations, a multiplicity of worlds yet to come. Such moments of spatial stutter, genuine events, involve a dual process: at once a negation and an affirmation, a rupture and a creation. In addition, an architectural subject who stutters – a subject composed of extended minds yet open to the decomposing effects of a violent encounter – brings forward a theory of perception that destabilizes representational logics. It is a theory of perception that Meillasoux has qualified as a subtractive one: there is less in perception than in matter, less in representation than in presentation. The atypical expressionism of spatial stuttering has an infinite duration, with every specific stutter, every disruption being the actualization of its absolute power to re-singularize both matter and the subject that emerges out of its perceptual subtractions. When an architect stutters, she moves through a flow of breaks, alongside the flows that make these breaks possible; she moves through the transitive disruptions of spatial metastability while also moving through the intransitive flows that make them possible. I will claim that the architectural subject already presupposes its own decomposition. What is necessary is to practice this dissolution by means of expressing the interceptions that constitute it, not only in order to resist entropy, but also to intervene with the environment that the architectural subject creates. By practising the ways that architecture could plunge to the infinity of experience, the same infinity that it wishes to manipulate when attempting to intervene, its minor and major minds could reunite, even temporarily, even to perform a survey of the field in an instance. If opening oneself to chaos means opening to the infinity of a world’s flows, to the intransitive powers that mobilize not just representation but all that can be represented, then what is important is to learn how to die without dying: to confront chaos and come back ready for another round. This is where the ferryman awaits. One has to negotiate with him, if one wants to negotiate how to confront chaos. Not only how fast his rowing should be, but more importantly, to ask him a return trip. In the roar of Acheron, one should know how to stutter.

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The Cosmic Artisan: from

=) 2D van Tuinen 17/05/2017 17:30 –18:0 0



Sjoerd van Tuinen

Abstract



Erasmus University, Rotterdam

In metamodern culture, handicraft is everywhere. As I argue, the

Mannerism to Metamodernism

‘artisanal turn’ is not just a symptom of postmodern nostalgia, i.e. Keywords

past ‘options’ or ‘instances’ allowed to make a second appearance.



Rather, it is our very experience of time that has changed. What

mannerist genealogy, metamodern crafts, craftsmanship

seemed old can appear authentically new again. Today’s interest Bio

in crafts and craftsmanship thus has less to do with the idolisation

Sjoerd van Tuinen is Assistant Professor in Philosophy at

of pre-industrial handicrafts by John Ruskin or the anti-industrial

Erasmus University, Rotterdam and holds a PhD (on Deleuze and

Arts and Crafts movement founded by William Morris than with

Leibniz) from Ghent University. He is editor of several books,

Bauhaus. Ever since, craft has been emancipating itself from

including Deleuze Compendium (Boom, 2009), Deleuze and

the intimacy of the studio and the corresponding closed guild

The Fold. A Critical Reader (Palgrave Macmillan, 2010), De

mind that values only the specifics of its metier and its skills. This

nieuwe Franse filosofie (Boom, 2011), Speculative Art

transformation marks less the disappearance of craftsmanship after

Histories (Edinburgh University Press, forthcoming 2017), The

the end of art than its development into a general media-literacy.

Polemics of Ressentiment (Bloomsbury, forthcoming 2017), and has

Given a certain material, what is it capable of? It was perhaps in

authored Sloterdijk. Binnenstebuiten denken (Kampen: Klement,

this metamodern sense that Deleuze and Guattari, in A Thousand

2004). He also coordinates the Centre for Art and Philosophy (CAP)

Plateaus, proposed the concept of the modern artist as ‘cosmic

and is a co-founder of the Erasmus Institute for Public Knowledge

artisan’. In my paper, I offer a mannerist genealogy for metamodern

(EIPK), where he is responsible for a project on European politics of

crafts and craftsmanship. Starting from tensions brought about in

debt and austerity.

matter-form relationships by contemporary digital design practices, I retrospectively problematize the division of labour between design and craft at the very moment it first appeared. In this way, I expose an informal or cosmic dimension in both mannerist and metamodern craftsmanship, characterized by an infinite and continuous variation of manners rather than forms. I will then develop some of the ontological, epistemological and political implications of this dimension in the light of recent developments in Theory such as New Materialism, Object-Oriented Ontology (OOO), and the care for the plastic relationality of the Self, which themselves are interpreted as expressions of a metamodern sensibility.

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Panel 3

Milieus of Pedagogy

Moderator: Andrej Radman, Delft University of Technology

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Learning as the Resonance between

=) 3A Par sa 18/05/2017 13:30 -14:0 0

Series of Senses



Mehdi Parsa



University of Bonn

Keywords

resonance, sense, communication, series, learning

Bio

Abstract

Mehdi Parsa holds a PhD in Philosophy from the Allameh Tabatabaei

In The Logic of Sense, Gilles Deleuze introduces an ontology based

University in Tehran inquiring into Derrida’s reading of Plato and

on the concept of sense as the effect of corporeal causality. The

Hegel. Currently he is again a PhD Candidate of Philosophy at the

connection between incorporeal senses is not causality, but is

University of Bonn with a thesis entitled ‘The Problem of Ontology

expressed by the anomalous concept of quasi-causality which

and Epistemology in Contemporary European Philosophy’. He has

is borrowed by Deleuze from ancient Stoics and is similar to the

translated philosophical works from English and French into Persian.

relation between windowless singular monads in a specific reading

Among his publications are the volumes Derrida and Philosophy

of Leibniz. Quasi-causality is the logical relation between Stoic Lekta

(2014) and Derrida and Media (2012), both in Persian.

(sayables) which are incorporeal senses, or between rational singular monads. Deleuze explains the communication between these singular entities as the communication between series around them. These series are always heterogeneous or divergent, and the communication between divergent series is called resonance. The univocity of being necessitates an internal resonance which induces a forced movement, and goes beyond the series themselves. A singularity is a potential difference which produces naturally the differences via pulsation. This is the source of the essential diversity of being. Being is not monotone, but univocal, and this is why it is intelligible or it needs to make sense. It makes sense by the pulsation in its singular points which form its essences, and the outcome of this pulsation is a series. Now, for example, when I read a text, I’m not an empty container to be filled with the content of the text. The reading comes out when my series resonate with the series of the text. Or as Deleuze explains in Difference and Repetition what we call learning, ‘we learn nothing from those who say: “do as I do”. Our only teachers are those who tell us to “do with me”, and are able to emit signs to be developed in heterogeneity rather than propose gestures for us to reproduce’. A relationship is understood usually based on identity and similarity. When two people communicate there should be something common which makes them similar. But what is the similarity between the movement of my body and the movements of the wave, when I swim? This communication is based on the differences of forces, what we call resonance. This is how things make sense and we make sense of them and of ourselves, and how we learn or teach ‘something’. The teacher is one who makes the student vibrate with him, to make a resonance and to produce a new series. Learning in its nature is not human, but an expression of the univocity of Being.

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On Corporeal Hauntology



Audronė Žukauskaitė



Lithuanian Culture Research Institute

=) 3B Žukauskai tė 18/05/2017 14:0 0 –14:30

Keywords

the body without organs, immunity, contagion,



microchimerism, corporeal hauntology.

Bio

Abstract

Audronė Žukauskaitė is Chief Researcher at the Lithuanian Culture

The paper will discuss Deleuze and Guattari’s notion of the body

Research Institute and the President of Lithuanian Philosophical

without organs and Esposito’s notion of immunity as a project of

Association. Her recent publications include the monographs From

affirmative biopolitics. Following Deleuze and Guattari’s ideas,

Biopolitics to Biophilosophy (2016, in Lithuanian) and Gilles Deleuze

Esposito (2011) comes to the conclusion that the immune system is

and Felix Guattari’s Philosophy: The Logic of Multiplicity (2011,

not something definitive and identical to itself but is permanently

in Lithuanian), and an edited volume titled Intensities and Flows:

changing and adapting itself to the environment. In this sense the

Gilles Deleuze’s Philosophy in the Context of Contemporary Art and

immune system can be thought of not as a defensive mechanism

Politics (2011, in Lithuanian). She also co-edited (with S. E. Wilmer)

but as a network of relationships, or, as Deleuze and Guattari would

Interrogating Antigone in Postmodern Philosophy and Criticism,

say, as an assemblage, that creates temporal and non-hierarchical

Oxford: Oxford University Press, 2010; Deleuze and Beckett,

connections between heterogeneous elements. The discovery

Basingstoke: Palgrave Macmillan, 2015; and Resisting Biopolitics:

that immunity is not something always already given but can be

Philosophical, Political and Performative Strategies, New York,

artificially induced helps to imagine the relationship between the

London: Routledge, 2016.

self and the other as an assemblage where every part is connected to the other by relationships of exteriority. From this point of view immunity is not an always pre-given and self-identical system but a fusional multiplicity composed of heterogeneous and non-necessary elements. The paper will discuss two specific examples of such fusional multiplicity. First, it will examine the biomedical case of microchimerism: in biomedicine, the theory of microchimerism is associated with cases of organ transplantation and pregnancy, and refers to a small but significant presence of so-called non-self cells coexisting with a dominant population of cells in the same body (Shildrick 2016). Second, it will examine the experimental performance “May the Horse Live in Me”, which took place in Ljubljana in 2010. The performance was conducted by a French artistic duo Art Orienté Objet (Marion Laval-Jeantet and Benoît Mangin) and involved the transfusion of horse blood into Marion’s body. In other words, the performance can be seen as an example of chimeric multiplicity in which different molecular populations interact and interfere. Both examples are interpreted in term of corporeal hauntology, which indicates that our bodies, far from being unique and self-identical, are always haunted by the spectre of foreign molecular multiplicities. These examples can provide a strong stimulus for challenging our political imagination and to think about the “corporeal pedagogy” of dealing with the other. The immunitary paradigm is still retaining its arguments and strengths in today’s Europe, where almost every country is erecting barricades and walls. The political attempts to resolve the migration crisis resemble the logic of vaccination: the foreign “pathological” element is induced into the body (or nation as body) but only on the condition that this element will be homogenized and its natural development will be blocked. Contrary to this logic of vaccination, Deleuze and Guattari’s proposed “logic of contagion” can be seen as a pedagogical tool to embrace the other, to experience the body’s capacity to affect and to be affected.

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On Pedagogies of Affect and the

=) 3C Wo łodźko 18/05/2017 14:30 –15:0 0

Microbiopolitics of S/He/It



Agnieszka Anna Wołodźko



Leiden University; AKI, Artez

Keywords

multiplicity, microbiome, bioart, affect, speculation

Bio

Abstract

Agnieszka Anna Wołodźko holds an MA in Philosophy from the

In the following paper, by asking about the methods of practicing

University of Warmia and Mazury in Olsztyn (Poland) and an

affect, I am focusing on what can be called the pedagogies of

MA in the Philosophy of Art History from Leiden University (the

affect. I am transversally following Gilles Deleuze’s notion of

Netherlands). She is a PhD candidate in cultural disciplines at Leiden

pedagogy of concept that he defined with Félix Guattari as ‘the

University investigating ways in which art, by using living bodies as

conditions of creation as factors of always singular moments’ (What

its medium, reveals overall cultural, social and political significance

Is Philosophy?). To learn about the pedagogy of affect would be thus

of affect in the contemporary understanding of biotechnologically

to learn the condition of how affect is produced, how it functions and

manipulated bodies.

what its implications are. Importantly, as that which is considered as singular moment, beyond categorization, it demands a different logic of thinking. To learn how to learn is a question of creation, of production of the new in a way that would capture the intensity of the moment. It is a paradoxical process indeed: how to capture that what cannot be captured? How to learn what cannot be learned but only experienced in a moment? Using the example of bioart I will discuss how it forces the new material microbiopolitics of our multibodies that practice moments of transformative encounters. The paper draws arguments from the recent launching of the first Dutch Fecal Bank that is to allow for a more persistent treatment of fecal microbiome transplantation. However, rather than calling for a more symbiotic and nonanthropocentric thinking, our relationship with microbiome is usually described in terms of ‘super-organization’ that perpetuates the power of fixed categories and hierarchies between bodies. Using the example of the bioart work Microbiome Security Agency (2015), I will discuss how bioartists practice the relational understanding of microbiome that focuses on transversal conditions to create and generate the new. The question of conditions focuses on how to resist the logic of signification by creating new concepts rather than perpetuating old hierarchies. Art working with living materialities and agencies gives a new understanding that what matters is continuous experimentation with the body but not in order to achieve more control, but rather to allow for speculation and attentiveness to bodies’ difference. In the following paper, I will discuss how within their speculative approach bioartists exercise such questions as: how can we know what the body is when the material reconfigurations change; and how do our practices transform our presuppositions and knowledge?

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An Affective Community – or

=) 3D Lynch 18/05/2017 15:0 0 –15:30

‘Munus’ as Body without Organs



Heather Lynch



Glasgow Caledonian University

Keywords

‘munus’, Body without Organs, biopolitics

Bio

Abstract

Heather Lynch’s research interests focus on the ecology of

A growing incidence of human conflict indicates that, in some

social order as this relates to the contemporary challenges and

contexts, the ability to learn to live together is not keeping pace

opportunities of emergent more than human worlds. Her research

with the movement of people and places. The pedagogical project

is informed by the Spinozism of Deleuze and Guattari, Simondon,

found in public policy to foster cohesive social relations through

Haraway and Esposito where she is concerned with modes of sense

local, social and environmental interventions can be understood

making which eschew dominant anthropocentricism. Her practical

in Foucauldian terms as a move to govern life. Notable education

experience as artist, producer and social worker has informed her

scholars indicate that to live is to learn, where the most profound

interdisciplinary approaches to research which involve practices

learning is an enfolding. Learning as the production of forms of

of field philosophy that intersect with anthropology, cultural

subjectivity is instantiated in everyday practices of governance

geography, fine art and social work. Her public communication

which seek to generate behaviours and motivations. Such

includes articles, books and art works.

biopolitical work has, over the past decade, operated explicitly within the register of community. Agamben and Esposito have explored the problems of the immunitary logic of the prevalent understanding of community based in national identity and race. In response Esposito proposes a non-propriety understanding of community which is not derived from sameness. This is a community of affect constituted through and of difference, or what might be described as the Body without Organs (BwO). Esposito describes this as a ‘common non-belonging’, a ‘limit that cannot be interiorized because it constitutes precisely their outside’. Esposito offers a means of making sense of Deleuze’s BwO which offers political and operational purchase. This paper situates this thinking through anthropological study of Allison Street, in Govanhill, Glasgow, an area mooted to be Scotland’s most ethnically diverse. Constituted through its migrant history and social deprivation, Allison Street has been subject to many interventions which seek to produce cohesive subjects. Drawing on this theorization of Esposito’s ‘munus’ as a Body without Organs, I will outline the problems with local interventions or policy pedagogy which seeks to produce cohesion. I will argue that these attempts to generate a community of sameness act back on themselves. They sidestep the complex knots of virtual and actual, signs and corporate bodies which collude in the production of the street. As such they re-inscribe the issues they seek to address, while the forms of life that thrive are constituted through difference. My speculation with abstract theory in a dynamic material, more than human situation does not provide solutions but an alternative approach to formulating problems. Such understanding has the potential to promote radically different forms of policy pedagogy.

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Panel 4

Pedagogies of Zigzagging

Moderator: Judith Wambacq, School of Arts KASK

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Between art and science:

=) 4A Motala 18/05/2017 16:0 0 –16:30

storytelling in geomatics education



Siddique Motala



Cape Peninsula University of Technology

Keywords

geographic information systems (GIS), geomatics,



storytelling, critical posthumanism,



diffraction, cartography

Abstract This paper reports on ruminations on geomatics education in South

Bio

Africa. Situated in engineering education in the global South, a

Siddique Motala (BSc Land Surveying, MSc Engineering, HDipl

storytelling intervention was introduced, to investigate how points

Higher Education & Training) is a lecturer in the Department of

of compatibility between the ‘hard’ and ‘soft’ sciences can be

Civil Engineering & Surveying at the Cape Peninsula University

identified and demonstrated, as called for by numerous theorists.

of Technology in Cape Town, South Africa. He has worked as a

The pedagogical intervention was theorized and navigated with

land surveyor and GIS practitioner before joining academia. He

critical posthumanism and new materialism, mainly drawing on

lectures surveying and Geographic Information Systems (GIS),

the works of Braidotti and Barad. In South Africa, geomatics

and is currently studying towards a PhD in education through the

qualifications at universities, like other engineering qualifications,

University of the Western Cape. His research interest include

are focused on maintaining minimum standards and covering

historical mapping, participatory GIS, digital storytelling, socially

specific technical knowledge areas. It is not just technicist, but also

just pedagogies, and posthumanism. He is a Fellow of the Centre for

politically loaded in a way that entrenches certain discourses. The

the Humanities at Utrecht University.

recent upheavals in higher education in South Africa have brought the issue of decolonization to the fore. This research contributes to the development of transformative pedagogical techniques that are aimed at decolonization and conscientization in South African engineering education. In a diffractive move, it puts new materialism in conversation with geomatics theory, teaching and learning theory, non-representational theory, post-colonial theory, and storytelling. Through posthumanism, inspiration is drawn from Deleuze’s take on rhizomes, mapping, intensities and other concepts. The problems that arise with the choice of cartography as a figuration within the philosophy of posthumanism are examined. This meta-discursive analysis of geomatics (of which cartography is a part) is thus a posthuman cartography of cartography, contextualized in the Global South. It will show how geomatics education in South Africa is intensely humanist, even though there have been attempts to reform the curriculum. In a micro-political instance of activism, storytelling was introduced into the geomatics curriculum to enhance the Spinozist joyful passions in students, and to open up spaces in which students could experiment with cartography. The paper will report on a storytelling intervention in a course entitled ‘Spatial Analysis’, which is a course that focuses on spatial analytical techniques using geographic information systems (GIS). Lessons have been learnt from running this pedagogical intervention over the last few years, and a diffractive analysis will illuminate learnings for both geomatics and posthumanism.

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‘Quod Erat Faciendum’: The Theorematic and the Problematic in Deleuze



Oleg Lebedev



Université catholique de Louvain

=) 4B Lebedev 18/05/2017 16:30 –17:0 0

Keywords

Proclus, Deleuze, geometry, schematism, problem

Bio

Abstract

Oleg Lebedev is a teaching assistant in philosophy at the Université

In his First book of Euclid’s Elements the neo-platonic thinker

Catholique de Louvain (Belgium). His research interests focused

Proclus acknowledges that geometry proceeds in a theoretical

so far on cinematic realism (especially among French theoreticians

and immaterial manner, but also pays a particular attention to its

and film critics influenced by Bazin, such as Daney or Comolli), and

relation to matter, so that sciences like geodesy, optics, catoptrics,

on the conceptualization of the link between politics and aesthetics

mechanics, and even what he calls ‘scenography’ emanate out of

proposed by Jacques Rancière. His current research pertains to the

it, doing some good to ‘mortal humanity’. While maintaining the

theory of subjectivity and individuation in philosophy.

primacy of theorems over problems, Proclus defines the conditions of the problem in terms of an order of events and affections, so that the main working method of a geometrician is differentiated into procedures of organizing movement (removal, addition, substitution, expansion and delimitation). This distinction between (1) a theorematic demonstration developing what was already inscribed in an axiom and (2) the construction/drawing of figures implied by the very nature of a geometrical problem is summed up in Difference and Repetition, but runs throughout Deleuze’s thought (for instance in his reevaluation of kantian schematism or in the distinction found in A Thousand Plateaus between royal science and minor science). Instead of analytic geometry going back to the initial, simpler figure at rest, Deleuze always promoted the real movement of non-metric multiplicities, where the synthesis is forced to compose consecutive principles. The aim of this paper is to demonstrate how this defense of descriptive and projective geometry, which science would like to turn into a mere practical dependency of analytic geometry, unveils an important issue in pedagogy and learning. Ultimately, it is argued that the axiomatic element should always be made dependent upon a problematic, ‘intuitionist’, or ‘constructivist’ current emphasizing a calculus of problems very different from axiomatics. Only on this condition will thought cease presupposing the answer as the simplicity of an essence, and will it reconnect the abstract movement of representative understanding with the real movement which traverses the conditions of the problem. Be it in science or philosophy, it is working on the limits that allows us to distinguish the singular from the ordinary, making us happy in our search for something new. These considerations on the role of experimentation in a science as abstract as geometry thus serve as the basis for unveiling the sensible, rhythmic origin of any learning. In that regard affects, concepts, and percepts are indeed the three inseparable forces in every scholarship.

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An Apprenticeship in Becoming:

=) 4C Brouwer 18/05/2017 17:0 0 –17:30

Deleuzian Pedagogy as a Social Remedy in the Era of Identity Politics

Robin Brouwer



Independent researcher

Abstract The introduction of neoliberalism marks a new era in western history.

Keywords

In What money can’t buy. The moral limits of markets, Michael Sandel



gives a detailed account of the transition from state-ruled capitalism

assemblage, multiplicity, rhizome, schizoanalysis

to a market-driven society. He recognizes social disintegration, Bio

de-emancipation and (economic) segregation as the main

Robin Brouwer lives in Amsterdam and studied and teaches

consequences of this change.

Philosophy and Semiotics at the University of Amsterdam (until

The Belgian psychologist Paul Verhaeghe goes into the social and

2001). He has taught at various academic institutions and from 2004

psychological consequences of the market society. He describes that

to 2008 was editor in chief of the arts magazine HTV De IJsberg.

due to the so called ‘educational meritocracy’ youngsters are being

In 2005 he founded, with colleague Tiers Bakker, the Liberticide

classified based on quantifiable criteria such as profiles and detailed

Working Group for Social Analysis and Ideology Critique. This critical

assessments. In a social reality that is merely driven by competition,

enquiry into the foundations of neoliberal society lead to a volume of

the young generation is taught to understand themselves and each

research: Liberticide. Kritische reflecties op het neoliberalisme (2008,

other accordingly. As Verhaeghe points out, education is not only

with Tiers Bakker). In 2012 he published a second volume

about the acquirement of professional skills. The school system is

entitled: Vrijheid. Maar voor wie? with a contribution by Slavoj Žižek.

an ideological factory; its main goal is the production of obedient subjects within a political doctrine. Slavoj Žižek analyses the ideological framework of contemporary image culture. Being a model citizen means being successful, well educated, sexy, young and driving a Porsche. The propagation of these cultural ideals through the media corresponds with the ideology that dominates the world of education and employment. The popular rhetoric of the free individual – the ideal consumer – leads to subjectivation, social inertia and nihilism. The recent upcoming of the ‘new politics’ in Europe and the US indicate a further segregation and political polarization. Binary differences in race, gender, culture and religion lead to xenophobia and racism. When we look at our education system today it is striking to see that it is still conservative – serving the existing bourgeois ideology. One of the reasons for this is the dominance of Platonic logic. This logic of identification not only constructed an epistemological grid to classify the objective world; it also constructs our social reality. Common understanding of identity (citizenship, professionalism, lifestyle) is the result of the application of resemblances and binary differences (x = x = not y). In Capitalism and Schizophrenia Deleuze and Guattari unfold a different ‘ontology’, a different logic. With concepts like the ‘assemblage’, ‘multiplicity’, ‘rhizome’ and ‘schizoanalysis’ they construct a strategy or engagement of becomings. A practice not motivated by analogy, not founded by a binary understanding of social interaction, but a creative activity directed at symbiosis. In a (micro) political sense becoming can be seen as a transgression of the sphere of identity. At the Willem de Kooning Academy I have organized two courses based on a Deleuzian (micro) political approach. The first consisted of an ‘institutional critique’ that investigated the academic (educational) structure and culture and resulted in many projects by the students. The second consisted of an ‘ideology critique’ of social identities. By making use of schizoanalysis we tried to investigate our personal dependence on identity formats produced by (social) media. Both courses lead to creative engagements and becomings. With my presentation I want to elaborate on the relevance of Deleuzian pedagogy, in particular in the field of identity and becoming. My recent experiences with art education will serve as an illustration.

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The Intervening Pedagogy

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of Liberal Arts Education



Kevin Potter



Independent researcher

Keywords

liberal arts, education

Bio



Kevin Potter graduated in 2015 from the Research Master’s program

This project explores the recent attention given to liberal arts

Abstract

in Comparative Literary Studies at Utrecht University. For his thesis,

education, bringing to bear Gilles Deleuze’s reflections on concept-

he was primarily focused on migrant literature and ethics, working

creation, and the creative ethics integral to his philosophy. For

within the theoretical parameters of linguistic post-structuralism. He

Deleuze, the role of the philosopher is to create concepts; and as

is now working as a full-time editor and copywriter for StudyPortals.

Inna Semetsky notes, ‘the concept is always full of political and

com in Eindhoven.

critical power that brings forth values and meanings’. Furthermore, concepts have their own pedagogical quality, according to Deleuze, whereby they are ‘created as a function of problems which are thought to be badly understood or badly posed’. The ‘pedagogy of the concept’ unseats the Universal, and actualizes the immanent potential of the subject. As a practice, philosophy is, then, a creative process of becoming; and the pedagogical component similarly enables the subject to leave the realm of the familiar, the territorial, and navigate its own line of flight. In the university setting, the liberal arts is a broad category that includes subjects in the humanities, social sciences, mathematics, physical sciences, and economics; as social critic William Deresiewicz calls them, they are ‘those fields in which knowledge is pursued as an end in itself, the sciences and social sciences included’. The important thing to emphasize here is that these fields are pursued without adherence to transcendent principles or for the benefit of any organ of power; and the pedagogical method for teaching in the liberal arts will be a major focus of this discussion. For, the typical instruction methods in a liberal arts classroom include discussion, writing, and presentation – distinct from rote learning and teach-to-the-test strategies. What should be stressed, indeed, is that these courses demand students to enact the affirmative ethics and creative potential that Deleuze champions in his philosophy. They empower the student to deterritorialize the boundaries of disciplinary confinement and institutional control. Students can liberate themselves from the ‘umbrella’ of Urdoxa and ‘plunge into chaos’. As I shall conclude, I argue that the liberal arts and its uncertain status in the neoliberal university is precisely the affirmative tool of resistance that Deleuze celebrates.

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VII Colophon

AKI Academy of Ar t and Design Enschede 17–18 May 2017

A Grin without a Cat Annual National Deleuze Conference 2017

Editors

Marc Boumeester



Andrej Radman

Copy-editor

Heleen Schröder

Design

Mirjam Leppers

Scientific committee

Rosi Braidotti



Rick Dolphijn



Sjoerd van Tuinen

Organization committee

Sjoerd van Oevelen



Agnieszka Anna Wołodźko

Stavros Kousoulas

This conference (booklet) is made possible by the innovation fund of the University of the Arts ArtEZ. © AKI Academy of Art and Design, University of the Arts ArtEZ, Enschede 2017