This texteo condenses ideas I first worked through in my blog in 2008, after completing the 2007 LFYT class. I attempted to systematize what had occurred in our class through posing several sets of definitive, unresolved binaries or dialectics that I believed structured our interactions and assignments in ways atypical of the more traditional classroom and standard paper.
"The world in which we live is a unity of contradictions or a unity of opposites: cold-heat, light-darkness, Capital-Labour, birth-death, riches-poverty, positive-negative, boom-slump, thinking-being, finite-infinite, repulsion-attraction, left-right, above-below, evolution-revolution, chance-necessity, sale-purchase, and so on. The fact that two poles of a contradictory antithesis can manage to coexist as a whole is regarded in popular wisdom as a paradox. ... This is a reflection in thought of a unity of opposites in the material world." [cit]
Michel Foucault's work
on discipline suggests: "Manipulative techniques became individualised in the 18th century, and the power over the body was extended to the most minute movements. This time, it was driven by a search for an economy of movement. Manipulation was to be uninterrupted, constant, and detailed, leading to a stress on 'discipline.'"[cit]
"In addition to its focus on personal liberation through the development of critical consciousness, critical pedagogy also has a more collective political component, in that critical consciousness is positioned as the necessary first step of a larger collective political struggle to challenge and transform oppressive social conditions and to create a more egalitarian society."[cit]
One of my ten founding terms
for this project is process
. How we make and receive media is as important as the object itself.