Week 2 Reading, Critical Theory Seminar (3)

Deleuze and Massumi – Recording posted by Maria Belen
Ordonez

sound recording under 17 mins, less than 2 minute clip, share connections of deleuze, massumi, manning.

20/09/20 9:00 PM

Notes

  • percepts – sensations that become autonomous, affects – sensations that overwhelm (becomings)
  • ontology – nature of being human
    • affect / percept etc is a non-human ontology of being.
    • ontogeny – alternative to ontology, always emerging organism
  • minelli clip – awful is the affect, aesthetics is a percept
  • “deleuze conceptualizes body via percept concept affect,” make up ideas
  • Massumi – the body of discursive site as occupied much of critical theory… sensing body has not been granted same theoretical focus
  • movement makes body without form (incorporeal)
  • movements, forming what the body feels, results in change, unpredictability.
  • “movement and sensation as a process before signification.”
    • process=change, not essence but modification, not binarisms but passing into
  • ontology = being, ontogeny = development(movement, becoming)
  • sociality (before individual or collective), Erin Manning, no distinction between cultural and natural, natural cultural continuum.
  • critical method – is not enough to critique- productivist approach, affirmative methods, not outside of own debunking and critiques, affect and sensations come with joy.

discursively philosophy marked by a method of resolving complex expressions into simpler or more basic ones marked by analytical reasoning https://www.merriam-webster.com/dictionary/discursive

body as discursive site: location where discourse takes place … position from where discourse is situated

incorporeal: not corporeal having no material body or form https://www.merriam-webster.com/dictionary/incorporeal

corporeal – having, consisting of, or relating to a physical material body https://www.merriam-webster.com/dictionary/corporeal

20/09/20 10:00 PM

Week 2 Reading, Critical Theory Seminar (2)

The Conditions of the Question: What Is Philosophy? Gilles Deleuze

18/09/20 3:40 PM start time

Deleuze, Gilles The Conditions of the Question: What Is Philosophy? In Critical Inquiry; Spring 1991; 17, 3; pg. 471-478

PRE-READ (SCAN)

When does a person ask about philosophy? Question requires trust, vulnerability, between friends. Like us, concepts need friends, and for evolution of philosophy, their friend must be diverse. A philosopher must be a friend to his creations (concepts). “The question of philosophy is […] the single point where the concept and creation are linked together.” The concept is not a representation, or knowledge, but a reality. It is self-positing. Encyclopedia, pedagogy, commercialization, the third age is a disaster of thought regardless of social benefits. (83 words, paraphase).

QUESTIONS

Aiming for a quick(er) read using reading strategies. Check end notes, first+last para, topic sentences, getting gist of it. On second read I want to take notes on the things I am interested in and have questions about, with only the quotes that grip me, the details that jump for me (paraphase), and jots of my own thoughts/questions. (30 mins).

After scan, I am interested in concepts being described as friends and the relationship of community supports impacts this thinking. I am also interested the way philosophy posits itself in relation to other disciplines, especially as a very old discipline in comparison to very new (and insecure) ones like creative research. The ideas I am reading about today are exciting and tap into things I feel like I understand on an intuitive level, I am interested in how these ideas are made accessible, how they are taken out of academia and used in “low-brow” creations.

READING NOTES

  • (Published 1991) Deleuze – prof of philosophy, University of Paris, Capitalism and Schizophrenia / Anti-Oedipus 1983 + A Thousand Plateaus 1987, Cinema / The Movement-Image 1986 + The Time-Image 1989, The Logic of Sense 1990, Expressionism in Spinoza 1990.
  • transitions from friend to enemy, trust to mistrust
  • friend = intimacy, or = potentiality?
  • “infinite sharing and patience” (Blanchot, L’Amitie 1971)
  • “art brings spiritual entities into existance”
  • “….must begin by fabricating and creating [concepts], positing them and making them convincing to those who have recourse to them.” (nietzche).
  • “[philosophy] is neither contemplation, nor reflection, nor communication,” these are tools that are universal in all disciplines.
  • philosophy has a desire to dominate disciplines
  • Aristotle’s substance, Descartes’ cogito, Leibniz’s monad, Kant’s condition, Schelling’s potency, Bergon’s duree
  • philosophy is enduring—sociology, epistemology, linguistics, psychoanalysis, logical analysis, computer science, advertising, marketing—try to use “concept” but faith and trust philosophy endures in creating concepts
  • hegel – concept – figures of creation, moments of self-positing, not related to general or abstract, stretch philosophy into other disciplines because it took on common tools.
  • post kant- encyclopedia, subjectivity – pedagogy, analyse conditions

INTERESTING CITATIONS AND DEFINITIONS

Maurice Blanchot

POST-READ

Talking about a philosopher’s relationship with concepts as friends (either in intimacy or honouring potentialisty) didn’t really include a kind of jovial friendship type relationship but more of a responsibility. When talking about friends on a greater scale, involving others, I don’t know if I got friends of friends as much as rivals, a combating of ownership rather than appreciation of concept from different angles. I guess that there are concepts that go round the world and interact with everybody and are free to, and the philosopher does not feel jealously in this because the philosopher has trust and faith that the relationship that is had (friend/creator) is unshaken although not untested. I guess it’s such a difficult thing to look deeply at ones self (as a discipline) that it comes off as cagey. Compare this to a younger creative research discipline actively bringing in ideas from other disciplines (musemology in artefacts) to give shape to itself. Although I guess much of this writing about disciplines is a defense.

18/09/20 4:46 PM end time

Week 2 Reading, Critical Theory Seminar (1)

Gilles Deleuze’s alphabet book: I for Idea


L’Abécédaire de Gilles Deleuze (“Gilles Deleuze’s alphabet book”) is a French television program produced by Pierre-André Boutang in 1988–1989, consisting of an eight-hour series of interviews between Gilles Deleuze and Claire Parnet.

https://www.youtube.com/watch?v=NCYJea9RaMQ&feature=youtu.be
18/09/20 2:00 PM start time

READING NOTES (H3)

  • Deleuze’s Idea
    • idea over everything – having idea is celebration – different kinds/forms of ideas:
  • concept / percept / affect
    • philosophical concept, pictoral(illustrative) percept, musical affect
    • concept: new way of thought / twists thought
    • percept: web of perceptions+sensations that exist independently of artist / twists nerve
    • affect: becomings that overflow and spill past those that experience them / twists being

INTERESTING CITATIONS AND DEFINITIONS

exegesis (+commentary): critical explanation or interpertation of

POST-READ

Can different areas work with different kinds of ideas? Grasping at affect … I think affect the bit before sensing, like embodied emapthy, there but not known, in motion not in position.
Deleuze is very difficult I am glad to have a cohort to struggle through with, and faculty to lead me around it.

18/09/20 3:12 PM end time

W+L W/ Jessica Wyman

Grad Study Strategies

Reading Strategies

  • read beginning+end = good snapshot of reading
  • looking for content, structure, theoretical framework
    • how are arguments made
    • what are the nuggets of it
    • looking for gist of it
    • create space to ask questions
    • identify what you do not get
    • writing summary at end of text helps w/ info retention
  • handwriting is better for retaining info
  • give yourself a time limit so you do not take 4 hours to read a text (although some texts are just difficult)
    • better to skim than to deeply read small part
    • option: read every other paragraph
    • see if there are “steps” described in text that summaries how the writer will go through points
  • do not write huge amounts of notes while reading, find ways to distinguish (visually) between quotes, paraphrasing, own thoughts
    • ex – quotes with “quotations” or highlighting in text, paraphrase with (parenthesis), own thoughts with star…
    • // look up more strategies for this to make notes easier to search
  • keep in mind your future self and try to make discovery / finding old info easier for thesis

Discussion / Facilitation Strategies

  • strategies for nervousness
    • prepare powerpoint so no one is looking at your face
    • can cover camera with sticky, or cover view or own self (on screen) with sticky so you dont have to look at yourself
    • prepare before discussion
  • 10 minute time describes your presentation, discussion is unlikely to be 10 minutes
  • it is not illegal to look up other sources of information to give context, it is ok to talk about them in your discussion
  • things you might include: bio of author, how text fits into academia/what discipline, how text fits in with other texts
  • ask why is this text the first text of the class, why here and now, will it be easier or harder than other texts, how does this orient us in critical theory
  • ask questions, share what you did not understand and ask the class to discuss/help figure it out
  • use facilitation to find space to talk about the text

Internet search for humanities grad studies strategies

  • sq3r – survey text, form questions (ex from headings), read review recite
  • after reading text – what are main points? is it important to record them? (will you need it later?) Summarize in own words to help retain information.
    • titles of chapters/subsections help
    • think of pre-reading, reading, review
    • scan titles/headings/subheadings/topic sentences/graphics to prioritize info
    • do not skip preface it containts important info about author context, voice, objectives
    • for larger texts keep own table of contents to help with review
    • take note of what author provides at end ex: bibliography, glossary, key terms, index, appendices
    • take note of boldface and italicized word/phrases
    • questions – what will prof ask? what will come up in discussions? make connections to associations + what you have already learned
  • during lecture – take notes using shorthand and keywords.
  • after lecture – read notes and see if they make sense, if they don’t/you have questions, ask colleague or prof while it’s fresh.

Further Research

  • common strategies for distinguishing paraphrase, quotes, own thoughts
  • how to make powerpoints and share screen for Teams

Affect Theory Conference: Worldings, Tensions, Futures // Massumi

Interview with Massumi

  • writing process starts when research becomes overwhelming
  • writing is used to hold onto complexity without expressing it, writing from another perspective (ie another person writing in response) teases out some of the complexity
  • writing in long periods, remember to eat and walk
  • essay works with “conceptual impossibility,” to bring positivity to difficult texts. outline based on subsection titles, use outline to imagie connections. outlines become unreadable, “invocation of ideas.” writing often does not feel like his own, it is unrecognizable. this is a positive surprise.
  • best writers use rhythm of words + meaning, allow idiosyncrasies w/ economy of expression and not quirks, academics that see themselves as essayists.
  • desire to make reading enjoyable, recall rhythm of speech by variation of length of sentences/use of words with different roots/use of technical and every day words, variation of tone from serious to silly. not composed for speech.
  • writing is successful when it enables reader to see things in the world that would otherwise be unremarkable. new thoughts as gifts and invitations, not obligations.
  • cultural studies “sets out to encounter differences,”… “has to grapple with vacillation between the shareable and unsharable, the understandable and unimaginable”
  • advice: instead of writing personally, it is most interesting when something compelling in the world can express itself through you.
  • thinks of original writing as a kind of translation process. (background as translator).
  • affect is before emotion, feeling, perception. participation is before affect.
  • his writing does not clarify but it accumulates and complexifies. is the synaesthesia-effect(sentences have shape, motion, linkage/leakage, directonality) of reading his writing intentional? …thinks/feeling of writing as kinesthetic, conceptual directions that when brought together and taken apart will carry memory / change of having come together. enjoys point in essays when ideas fall into each other in dense mass of renewing even when feeling exhausted. pushing past this difficult point is energizing, though may not be for reader (though hopefully for some).

Massumi, Brian. Writing Space: Interviews. Affect Theory: Worldings/Tensions/Futures Conference Website. 2002/2015 http://wtfaffect.com/brian-massumi/

Further Reading/Watching (From the Conference):

Lisa Blackman and Heather Love, “Queer Science and the Ethics of Description,” Affect Theory Conference: Worldings, Tensions, Futures (plenary session 1), on Thursday, October 15, 2015 from 10:30 to 12:00pm at the Ware Center, Lancaster, Pennsylvania.

Lauren Berlant and Kathleen Stewart, “The Hundreds,” Affect Theory Conference: Worldings, Tensions, Futures (plenary session 3), on Friday, October 16, 2015 from 3:20 to 4:50pm at the Ware Center, Lancaster, Pennsylvania.

Steven Shaviro, Brian Massumi, Erin Manning, “Affecting Others Otherwise,” Affect Theory Conference: Worldings, Tensions, Futures (plenary session 7), on Saturday, October 17, 2015 from 8:45 to 11:00pm at the Ware Center, Lancaster, Pennsylvania.

Never have plasmodial slime molds been so entertaining or so controversial. Steven Shaviro offered a humorous and provocative venture into speculative realism. He challenged the dogmas of analytical philosophy by extending the question of mind and mentality, proposing a shift from consciousness to sentience. Responsive to their environment, able to make choices, appearing to have emotional tones observable by the rhythmic pulsing of their cytoplasm plasmodial slime molds, Shaviro claims, offer evidence of cognition without brains. Shaviro suggests therefore that sentience rather than human consciousness should be the guiding principle of posthuman analysis.

https://www.youtube.com/watch?v=3x0lNP9TKuM (40:15 mins)

Erin Manning focused on her work with emerging authors, thinkers, and scholars who are also autistic, for example Lucy Blackman In her work Blackman describes a sense of “carrying the feeling,” in which the felt experience has an emergent relation which incorporates the environment. Manning suggests, that this non-normative experience of relationality might offer insights into how the lines and limits of subjectivity are defined. The boundaries of experience, what the human is, and can be, is often constructed by neurotypically inflected limits, creating a “neurotypical myth.” Thus a politics of neurotypicality emerges. Autistic scholars and artists suggest a feeling of multiplicity that is not so fixed, a “hyper-relationality,” claims Manning, which offers a widening of the field of experience and therefore of the scope of the human.

https://www.youtube.com/watch?time_continue=1&v=l2iElXKgeF8&feature=emb_logo (39:13 mins) // Erin Manning Interview: http://wtfaffect.com/erin-manning-interview/

The “datafication of the 21st century” makes us porous and multiple, and therefore what, asks Patricia Cloughhas become of the human subject and psychoanalysis? Datafication leads to “a displacement of consciousness as a hub of experiencing meaning,” reconfiguring sensory fields to create a “society of microsensibilities.” Clough claims, since our modern psyche comes into being in a nonhuman environment it creates a “thingself,” meaning we must consider a “nonhuman unconscious of dissociated selves.” Indeed, Clough claims, the sociopolitical trauma of this time creates a new type of wound which requires us to rethink the death drive in the light of this quintessential 21st century relational form. For Clough this is no longer the human or the conscious self, but rather relations of media – the “it:it” relationship.

https://www.youtube.com/watch?v=ZH9S2Cw59OM&feature=emb_logo (40:15 mins) // Steven Shivario Interview: http://wtfaffect.com/steven-shaviro/
Artists and Affect Theorists working together:

Kay Gordon “Neurons / Deterritorializing” + Tony Sampson “The Assemblage Brain: Sense Making in Neuroculture” https://www.youtube.com/watch?time_continue=19&v=u7lOQ-AFXvA&feature=emb_logo (4:30 mins)

Visual essay, interesting art + experience w/ blurring.
Further Reading:

Capacious: The Journal for Emerging Affect Inquiry

Body & SocietyCultural StudiesCritical InquirySubjectivities

Massumi, the Bleed

Reading for Week 2, Critical Theory Seminar

Title

L’Abécédaire de Gilles Deleuze (“Gilles Deleuze’s alphabet book”) is a French television program produced by Pierre-André Boutang in 1988–1989, consisting of an eight-hour series of interviews between Gilles Deleuze and Claire Parnet.

L’Abécédaire de Gilles Deleuze: I for Idea (Duration 15:50)

Massumi, Brian. “Introduction: Concrete Is as Concrete Doesn’t” pp. 1-21 In Parables for the Virtual: Movement, Affect, Sensation. Durham and London: Duke University Press, 2002.

10/09/20 11:15 AM

Massumi, Brian. “Introduction: Concrete Is as Concrete Doesn’t” pp. 1-21 In Parables for the Virtual: Movement, Affect, Sensation. Durham and London: Duke University Press, 2002.

PRE-READ SUMMARY:

This essay explores the relationship between sciences and the humanities. Makes arguments for how a concept’s context as a “scientific concept,” rather than semantic content, creates creative tension, continual motion and enables rearticulation of affects when used in the humanities. It also makes an argument for the title of the book (In Parables for the Virtual: Movement, affect, sensation), outlining scientific concepts and applying them to humanities.

QUESTIONS:

What is meant by movement, affect, sensation? What is the “why” of doing things in a discipline called, do sciences have to do it? What does “affect” mean in this context? Why is this (and similar) readings the first readings for these courses?

READING NOTES:

  • Cultural theory, introduction to exploring implications of body(movement/sensation)-change. Previously cultural theory looked at movement/sensation, this makes argument that body/change is what is central. Literality of movement, “naive realism/naive subjectivism,” culture was in gap between matter and systematic change, mediation. Everyday not a place of revolt but resistance/subversion, “reading,” “decoding,” counter to power. “Discursive” body makes sense, but doesn’t “sense.” Sensation is redudant or destructive because it is unmediated.
  • Science and humanities. A concept can be seperated from system of connections and put into new/open environment. Concepts are connectible to other concepts, concept is defined not by content but by connections between it and other concepts, how it flows into other concepts. When a concept is removed from context it retains its connectibility to other concepts. It maintains relations of motion and rest, affect. Scientific concepts carry scientific affects. This carrying of affect produces conceptual struggle and creative tension.
  • Positionality model. The body, extrinsic: positionality, systematic structurings, used to ground practices of resistance, signifying subject formation, coding, positioning on grid, spectrum ex male vs female, body corresponds to “site” on grid and overlapping terms from pairs. Link body-sites to “geography” of culture. “Is the body as linked to particular subject position anything more than a local emobodiment of ideology? What about potential for change?” Positionality subtracts movement. Postioning a determinig first, movement a problematic second. Normative progressions (adult to child) coded in, body definition. Movement is subordinate to positions it connects. displacement not transformation. Matter (body) is only present indirectly, mediated. No presence of matter, movement, body, sensation.
    • This project is a response to these issues, attempt to make qualities of material experience (sensing) culturally-theoreticlly thinkable w/o naive realism, subjectivism, or contradicting postructural theories of experience and power. Challenge of finding semiotics to build on accomplisments of theory and cultural studies, attempt to discover vocabulary from existing sources.
    • “In motion, a body is an immediate, unfolding relation to its own nonpresent potential to vary.” Deleuze, relation is real but abstract. Alterntive to positionality grid, does not prexist and not related to mediation. Ideology is mediating, real-abstract not ideological. Abstract means, never present in position, only ever in passing. Transitional immediacy of a real relation of a body to its own indeterminancy / openness to an else-where other than where it is, in any here and now). Charge of indeterminancy is always carried by body.
    • Project is not about concreteness, but accepting paradox of incorpreal dimension of the body. Of it, but not it (concrete is as concrete doesn’t).
    • Real-material-but-incorpreal is to body (positioned thing) as energy is to matter. Energy and matter mutually converted modes of same reality. Incorpreal phase-shift of body, but always accompanying.
  • Deleuze – problem w/ dominant models in cultural theory is not too abstract to grasp concreteness of real, but not abstract to grasp the real incorpreality of the concrete.
  • Henri Bergson – zeno’s paradox – continuity of movement is of an order of reality other than the measurable space object crossed. Points of position appear retrospectively. Space itself is a restrospective construct, when think of space as measurable, as possible positions that objects may occupy, we are stopping in thought at those positions, thinking away continuity of movements, looking at only one dimension of reality. A thing is when it isn’t doing.
  • Bergson (Bergansonian revolution) – fluidity – issues 1) if interested in change, distinction between extensive and intensive over literal and figural. Extensive is the retrospective from endpoint, intensive is the movement that enables the retrospective. (???) Leibniz – all the predicates that can be of a stated thing are of its nature. If so nature changes at slightest move, concept of nature concerns modifcation not essence. 2) emphasis on process before signification or coding, true and real but stop-operations. Sphere of applicability of models is limited, issue is to demarcate sphere of applicaility, limitations revives wonder. 3) Position is secondary to movement and dervied from it. The problem is to explain the wonder that there can be stasis given primacy of process. 4) positionality is an emergent quality of movement. Statis and motion is not binary, modes by which realities pass into one another (passing into, emerging). Requires logi that is abstract enough to grasp coincidence of thing’s immediacy to its own variation. 5) process concepts must be ontogenic, equal to emergence. 6) If movement is primary in relation to position, then process of indeterminancy is primary in relation to social determinism (change and freeze-framing go together, inseperable). This is a statement of ontological priority rather than time sequence. The constitute the field of emergence while positionings are what emerge. In field of emergence indeterminacy (change) has ontological priority over determinism (freeze frame), therefore comes “before” but not necessarily “first” in time sequence. 7) Gilbert Simondon, difference between social determination and sociality. No seperation between social and presocial, between culture and “raw” nature or experience. There is a becoming of culture and social of which determinate forms of culture and socialability is the result. The challenge is to think of this process as formation, for which you need a notion of taking-form, the field of emergence. Not presocial, but open-endedly social, social prior-to positioning individuals on a grid. Dimension of emergence is prior to distinction between individual and collective and any model of their interaction. Not assuming interaction entails finding concept for interaction-in-the-making, ie relation. 8) Possible vs potential, possibility is retrospective from potential’s unfolding. Possibility feeds back, but potential only feeds forward. Possibility is a variation implicit in (coding) what a thing can be, potential is the immanence(process) of a thing to its still indeterminant variation. Implication is a code word, immanence is process. 9) The distinction between potential and possibility is a; distinction between conditions of emergence and re-conditionings of the emerged is a; distinction between becoming and the normative operations that set the parameters of history (the possible interactions of determinate individuals and groups). History is ontogenetically different from becoming. Conditions of emergence change, emergence emerges, changing changes. If history has a becoming from which it is ontogenetically different then becoming has a history. (feedback). 10) Backformation of a path is not only a restrospection but a “retroduction,” a production, by feedback, of new movements. Space is a retroduction by means of standardization of measurement, before measurement there was air and ground but not space as we know it. Air is not empty and ground is not stable, measurement stops the movement in thought, making space understood as a grid of determinate positions. It emptys air of weather and makes ground foundation for technological change. Not simply cultural construction but a becoming-cultural of nature. Natural and cultural feed forward and back into one another, requiring nature-culture continuum. Nature and culture are in mutual movement into and through each other. Difficult to sustain distinction between artifact and thing, body and object, thought and matter. These relay in reciprocal becomings, ally in process, are tinged in event. 11) natural law, the normative self-regulation of nature, and naturalization of cultural laws makes a problem of being onesided, concept of habit helps. Habit is an acquired automatic self-regulation. Resides in flesh/matter, is acquired therefore cultural, is automatic therefore natural. Difference between law and habit and distributing in nature-culture continuum is promising direction of inquiry. (related to empiricism). 12) Ian Hacking – codings, gender, race, orientation are “interactive kinds,” logical categories that feed back to transform the reality they describe. Bracketing of nature of process misses becoming of culture, misses continuum of feedback/feedforward by which movements capture and convert each other. The world is a condition of constant qualitative growth. William James, reality snowballs… Productivism vs constritionism vs inventionism vs evolution… constructiveist evolutionism? evolutionary constructivism? 13) Thinking of producitivism requires allowance for own logical efforts feeding back and adding to reality even in small way, accept activities dedicated to thought and writing are inventive. Critiques of critical thinking for considering itself as being descriptive and justifying, not complicit, without unmediated processual involvement, justifably oppositional. Emergence field requires less negative critique and more affirmative methods, techiniques that embrace own inventiveness and acceptance of making additions to reality. Feels haughty, as an academic writer, to suggest academic writing is inventing but the impact of the additions to reality are so minor it would be silly to make a big deal about it. Even enjoying writing is adding positive experience to the world. Consider how much you want to critique and debunk versus how much you want to affirm, augment, and foster. Consider timing and proportion. 14) Vague concepts, and concepts of vagueness, are a good time. 15) Using paradox as if it were a well-formed logical operator is a good way to put vagueness in play (ex incorpreality of body), if done right the paradox becomes a well-formed logical operator.
    • Above 15 points are some of the directions that intergrating movement gets going.
  • Sensation presents a direclty disjunctive self-coinciding. Sensation is always doubled by the feeling of having a feeling, self referential not self reflexive. Resonation, interference pattern, like an echo. Best word for a complicating immediacy of self relation is intensity.
    • In body, “walls” for an echo are the sensory surfaces, the intensity is experience. The in-betweeness filled by experience (intensity) is the incorporeal dimension of the body. Conversion of the materiality of the body into an event, a relay between corporeal and incorporeal dimensions, not yet a subject but the conditions for the emergence of a subject, a “self-“. Consiture distributing self-reflexivity, self-referential, self-relation along nature-culture continuum.
    • Leibniz, feeling of having a feeling, “perception of perception,” consider memory, sensation, and perception occuring w/o characters (properties), w/o determinate form or content. Memory without content as pure pastness, as in, the condition of emergence for determinate memory. Pure tendency, futureness, pure futurity.
    • Feedback and feedforward, or recursivity, in addition to converting distance into intensity, folds the dimensions of time into each other. The field of emergence of expereince thought of as space-time continuum, as an ontogenetic dimension prior to the separating-out of space and time (same approach as with nature-culture). Linear time, like position-gridded space, would be emergent qualities of the event of the world’s self relating.
    • Leibniz allusion to tendency, Spinoza link between movement and sensation. Spinoza defines body in terms of relations of movement and rest, referring to body’s capacity to enter relations of movement and rest. Power (potential) to affect or be affective. Issue after sensation, perception, memory, is affect. Spinozist problematic of affect, weave together conepts of movement, tendency, intensity, in what sense the body coincides with its own transitions(relation between movement and rest) and transitioning with its potential. Variation in intensity is felt, the feeling of transition by nature stretches between phases of a continuing movement.
    • William James… if incorpreal materialism is an empiricism it is summed up by formula: the felt reality of relation. Feeling of relation may not be large enough to register consiously, may be “small perception” or microperception… nonconcious. Whereas feeling of the relation may be to small to enter perception (infraempirical) the relation it registers is too large to fit into a perception since it envelops a multiplicity of potential variations (superempircal). Actualization affectively joins the infraempircal to the superempirical.
    • Affect, sensation, perception, movement, intensity, tendency, habit, law, chaos, recursion, relation, immanence, the “feedback of higher forms.” Emergence, becoming, history, space, time, space-time, space and time as emergences. Nature-culture, matter, feeling, matter feeling. Even, capture, possible, potential, power.
    • Ch. 1, The Autonomy of Affect, follows engagement with work of Deleuze, Guattari, and Deleuze/Guattari, back to their inspirations, Bergson, Spinoza, Simodon. In essay “Too-Blue: Color-Patch for and Expanded Empiricism,” incorpreal materialism meets up with radical empiricism. Then William James, A.N. Whitehead and Isabelle Stengers.
  • Constant reconstellation of concepts differences in their casting when they make repeat apperances is that Massumi is trying to seriously demonstrate that writing in the humanities can be affirmative or inventive, which requires experimentation. If there are methods of writing in institional humanities considered experimental then they would be inventing/reinventing concepts and connections between concepts. In experimenting 1) dont apply concepts or systems of connection, this changes the material it is being applied to not the concept 2) aim is to add “more to the world” not “more of the same,” maintain focus on invention not mastery and control. 3) avoid application with exemplary method: Giorgio Agamben ” it holds for all cases of the same type, and, at the same time, is included in tese. It is one singularity among others, which, however, stands for each of them and serves for all.” Example is not general (system of concepts) nor particular (material that the system is applied). Exemplification activates detail, every detail is essential, each detail is like another example embedded in it, a microexample. 4) accept risk of deviancy, invite it, take joy in digressions. If you know where you will end up when you begin, nothing has happened in the meantime. Allow yourself to surprise yourself. Examples requires using inattention as a tool, get lost in flow. Be willing to affirm your own stupidity. 5) goal is not negating systems but to set systems in motion. Find concepts in other disciplines, apply them to examples in a different system of concepts, allow the concept to deviate even if violently, and reconncet it to other concepts from other system until a new system starts to form. repeat. follow the growth. let them be buds. they are problems for your readers to explore, this is a gift for research and experimentation. if it is compelling, it is a creative contagion.
    • Massumi uses scientific and mathematical models / systems of concepts, science as a discipline thinks this is wrong. Good. Advocate for taking from science but maintaining scientific affect to create conceptual struggle and creative tension. Advocate for making the humanities continually renegotiate relations with sciences and rearticulate what affects they (humanities) can transmit and answer what is unique about humanities.
    • In Parables for the Virutal: Movement, affect, sensation. Logical form of the example: parable, real but abstract: virtual, an insensibile body is a truly continuous body: paradox of dynamic unity and sensation. Virtual recede from becoming creates a void.

INTERESTING CITATIONS AND DEFINITIONS

Suggested reading:  Deleuze, Gilles. The Conditions of the Question: What Is Philosophy? In Critical Inquiry; Spring 1991; 17, 3; pg. 471-478

People: Scylla, Charybdis, Saussarian, CS Peirce, Foucault (incopreal materialism), Henri Bergson (Zeno’s paradox), solidify (3), Leibniz, Gilbert Simondon, Spinoza, William James, A.N. Whitehead, Isabelle Stengers.

Definitions: coextensiveness, incorpreal, ontological, Bergansonian revolution, ontogenic, field of emergence, immance,nature-culture continuum, elide, empiricism,

POST-READ

This took me a long time I am tired and my butt is tired. It feels like eating spaghetti you can only eat with your hands but you’re polite so you start with a fork and spoon (even though you never eat spaghetti with a spoon you see people doing it in a restaurant sometime) and then you’re in the midst of the Bergsonian Revolution and you look up and realize its all over your face and the noodles are all between your fingers and not only is it more fun, not only does it taste better, but you feel like you’ve joined a secret club, no napkins necessary. Like, okay cool you passed the test, here’s whats really going on. You thought you’d sneak through by looking at the back entrance? Nah that’s just a trap for the scientists, to make them think we think they’re snooty, you’re cool though I’ll tell you how to get real fucked up.

10/08/20 3:31 PM

Reading Template

Title


abstract / prelude

Lastname, Firstname, and Firstname Lastname. “Article title.” Book Title. vol. #, no. #, Date, pp.(page) #. Access details.

QUESTIONS

???

READING NOTES

  • Notes
    • probably paraphrasing
    • “direct quote”
    • own thoughts

INTERESTING CITATIONS AND DEFINITIONS

citations

(MLA Owl Purdue Style Guide)

def: Generally regarded as such; supposed.
def: Phenomenology is the study of …

POST-READ


Lorem ipsum dolor sit amet, consectetur adipiscing elit. Suspendisse in ante eget dolor tristique fermentum. Quisque quis nulla non ante blandit feugiat. Pellentesque sagittis nisl non facilisis luctus. Nulla scelerisque mi sagittis nisi dictum tincidunt. Cras quis vulputate mauris, nec aliquam tortor. Morbi sed libero eu libero convallis viverra sit amet ac libero. Etiam turpis leo, interdum vel sagittis et, mattis eu risus.

Week 1, Contemporary Research Methods

September 14: Introduction to Contemporary Research Methods


Personal intros followed by an introduction to the course structure as well as a brief discussion of contemporary research methods across Art, Design, Media, Curatorial Practice and the Social Sciences.

We will review and elaborate on the course readings and assignment evaluation.

Suggested readings for week 1: pick a reading from below

Biggs, M. A. R. (2002). The Role of the Artefact in Art and Design Research. International Journal of Design Sciences and Technology, 10 (2), 19-24.

Stone-Sunstein, Bonnie and Elizabeth Chiseri-Strater. 2007. ‘The Interview: Learning How to Ask. In Fieldworking: Reading and Writing Research.

Butt, Danny. 2017. Artistic Research in the Future Academy. Intellect. UK. (chapter 5 and conclusion)

07/09/20 9:00 PM

Biggs, M. A. R. (2002). The Role of the Artefact in Art and Design Research. International Journal of Design Sciences and Technology, 10 (2), 19-24.

PRE-READ SUMMARY:

By definition research (Arts and Humanities Research Board of the UK) must advance knowledge, understanding, insight. What is the role of the artefact, do artefacts have capability to embody knowledge? Comparisons w/ archaeological and museum exhibits. Comparisons of criticisms of embodiment from museological studies, w/ claims for embodiment made by artists. Conclusion: interpretation is combo of intrisic and extrinsic factors, control must be exercised over extrinsic factors by providing context. Utility of words for explicatory purposes rather than because words have primacy over objects. Content rather than the form that is important.

QUESTIONS:

why do artefacts have capability to embody knowledge? what are their limitations? what do archaeologists say vs artists? How is context provided? What does “utility of words” apply to?

READING NOTES:

  • Practice as research must…
    • define a series of research questions that will be addressed, or problems that will be explored during course of research; define objective in terms of answering those questions or reporting results of research project.
    • Specifiy a research context for questions/problems. Why is it important that these questions/problems are answered/explored? What other research is being / has been conducted in this area? What contribution will this project make to the advancement of knowledge, understanding and insights in this area?
    • Specifiy research methods. State how you are going to set about answering/exploring the questions/problems. Explain rationale for chosen research methods and why they are most appropriate.
  • principal feature of practice as research is use of objects as argument for interpretation by the viewer instead of objects as evidence to be later reported on. implies that artefact can embody answer to research question.
    • “question and answer” difficult for art bc creativity seeks to problematise the familiar. resolved by rephrasing questions as “how can X be problematised” and “how can Y be raised as an issue”
    • contextualising issue of why it is important that particular questions/problems be answered/explored, dificult for art bc practitioners whose aim is “expression of the self”. Differentiate between activities for personal development vs activities significant for oters in the field. Personal development does not contribute to “advancement of knowledge, understanding and insight”. Personal development as precursor to research.
    • part of identifying context is finding out “what other research is/has been conducted in this area,” making further contribution should be significant to at least this group of co-researchers. additionally, may be educational, theoretical, critical, practical context for audience that should find outcomes significant. “why it is important” is not answered by saying research “will be” significant to identified audience but “should be” significant.
    • idealised notion that to be worthy research must have large impact. moma exhibit vs library exhibit, one has more value because of rigor of selection + audience size.
  • museum studies embodiment of knowledge – all knowledge of pre-literate socities comes from interpertation of archaeological artefacts, key aspects of speculative.
    • intrinsic vs extrinisic: part of panathanaic frieze taken by Lord Elgin (Elgin Marbles) as part of grand tour for aesthetic benefit, in 20th century becomes subject of post-colonial arguments. Issues of colonialism now embodied in Elgin Marbles. Different interpertations come w passage of time, though there are intrinsic qualities in the frieze some meanings are extrinsic, projected though culture or means of exhibition.
    • Foucault in The Order of Things and The Archaeology of Knowledge critiques assumption that there are natural or obvious categories of objects. Arugments and assumptions raised as consequence of analysis of objects must also include account of classificatory approach towards objects that allows argument to be sustained.
  • Cannot have research outcome that consists solely of artefacts (paintings) because the relationships between the paintings themselves and between the paintings and other artefacts or actitivities in the world are not intrinsic to the objects.
    • Wollheim, “physical object” hypothesis, “seeing-in”. Physical object hypthothesis implicit in exhibitions where objects are left to speak for themselves. Wittgenstein “seeing-as”
    • Vergo differentiates between “aesthetic” exhibitions and “contextual” exhibitions. Former-little additional information, process of understanding is experiential. Latter-complementary to “informative, comparative and explicatory” material. Vergo critical of aesthetic view, viewers may not share same social/cultural knowledge, context of object affects interpertation of object (valuable, poisonous, fake), being told nothing is not neutral but allows viewer to project prejudices. Aesthetic exhibitions give autor no control over object’s reception. If aim of research is to communicate knowledge or understanding then reception cannot be uncontrolled.
    • interpertation is intentional, actively creating a perception. Novel interpertations often draw attention to aspects embodied or projected about which we were not previously aware. Ex. colonial attitudes we now see as implicit in 1816 exhibit of Elgin Marbles were not apparent to audience celebrating their rescue from the destruction by the Ottomans.
    • interpertation can be manipulated by way which objects are displayed, juxtaposition and presentation in relation to others, non-display can be seen as intervention.
    • context affects our reading of objects, therefore objects alone cannot embody knowledge, this is comparable to meaning of individual words. Words have meanings in context of sentances, alongside oter words, and in social context in wich utterances are accompanied by actions. Interpertation of words and of works of literature changes over time owing to changes in intertextual context.
  • counter-argument to objections re outcomes of art research being accompanied by combination of artefacts and words/text on the grounds that it gives words/text primacy over artefacts (“heresay of paraphrase”). Combination gives efficacy to communication.
  • For contextualisation, particular content is essential, not medium. Must explain the way the research embodies contribution to advancement of knowledge understanding and insight.

INTERESTING CITATIONS AND DEFINITIONS

Durling, D. & Friedman, K. eds. (2000). Doctoral Education in Design: foundations for the future, Staffordshire University Press , Stoke-on-Trent.
Vergo, P. ed. ( 1989). The New Museologv, Reaktion Books, London.
Wittgenstein, L. (1953). Philosophical Investigations, Basil Blackwell, Oxford.
W’ollhcini, R. (1980 [1968]). Art and its Objects, 2nd Edition, Cambridge University Press, London.

Putatively: Generally regarded as such; supposed.
Phenomenology: Phenomenology is the study of structures of consciousness as experienced from the first-person point of view. The central structure of an experience is its intentionality, its being directed toward something, as it is an experience of or about some object. An experience is directed toward an object by virtue of its content or meaning (which represents the object) together with appropriate enabling conditions.

POST-READ


This reading is an arugment for additional material that provides context to research outcomes. This is easiest to provide with written material that outlines certain aspects ie: outlining question/problem, describing other similar research and who the research will be useful to, explaining rational for methodology. This allows researcher/artist to take control over interpertation and makes communication of outcomes more effective.

07/09/20 10:16 PM