deschooling.classroom(o^o)

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collective self-education in the arts and culture…

:: ОТВОРЕН ДЕН :: 1 јуни, Културен центар Точка

ТКХ и Контрапункт

објавуваат

ОТВОРЕН ДЕН

РАСШКОЛУВАНО.ЗНАЕЊЕ (o^o)

[колективно самообразование во уметноста и културата]

1 јуни, cialis 40mg Културен центар Точка

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[програма]

20:00

Вовед  во  проектот Расшколувано знаење

Сузана Милевска и Ана Вујановиќ

Расшколувано знаење е проект за колективно самообразование кој е насочен кон современата независна културна сцена во регионот. Неговата цел е да ги истражува и да ги промовира алтернативите на хиерархискиот образовен модел во уметноста и во културата. Од методолошка гледна точка, проектот ги напушта концептите на индивидуално авторство и на стручност, а се залага за отворени колективни образовни структури во кои самоорганизираните заедници спроведуваат продукција, размена и дистрибуција на знаењето според хоризонталните организациски принципи.

20:20

Презентација на ТкХ (Теорија која хода)

ТкХ е независна платформа за теорија и пракса од Белград, која се занимава со унапредување на современите изведувачки уметности и критичките дискурси во локалниот контекст, како и на нивна афирмација во странство. Активностите на ТкХ вклучуваат: објавување списание за теорија на изведувачките уметности, самообразовни програми, on-line платформа, уметнички и теориски настани, интердисциплинарни перформанси итн.

ТкХ исто така активно е вклучена во расправите поврзани со прашањата на културната политика. Соработува со неколку самоорганизирани иницијативи од Белград (Other Scene), од регионот (Clubture) и пошироко (PAF), во насока на подобрување на инфраструктурните и дискурзивни потенцијали на независната културна сцена.

20:45

Проекција на филmот „Укради го овој филм 2″ (STEAL THIS FILM 2)

„Ова навистина се чудни времиња. Додека толку многу внимание во доминантните медиуми се посветува на ‘борбите’ меѓу старите и новите начини на дистрибуција, меѓу пиратите и институциите задолжени за заштита на авторските права, изгледа дека најголемиот дел од  нас веќе и изгубиле нешто и добиле. Знаеме кои се победниците. Тогаш зошто уште да се зборува?

Ако Укради го овој филм 2 се покаже корисен при регрутацијата на нови луѓе во групата на оние што се подготвени да размислуваат ‘надвор од концептите на интелектуалната сопственост’, креативно да размислуваат за иднината на дистрибуцијата, продукцијата и креативноста, во тој случај сметаме дека навистина сме ја постигнале нашата цел”

21:30

Распуст – Post school party

Добра шанса за неформален разговор со можните учесници и сите оние кои се заинтересирани за проектот и неговиот почеток за време на Отворената недела што ќе се одржи во Белград од 13 до 16 јуни.

Забавата е проследена со атрактивните поттикнувачки закуски во организација на ХНУ.

Расшколувано знаење е партнерски проект на ТкХ (Теорија која хода) платформа за теорија и практика, од Белград (http://tkh-generator.net) и НВО Контрапункт (Културен центар Точка) од Скопје (http://kontrapunkt-mk.org), кој се реализира со финансиска поддршка од Швајцарската програма за култура за Западен Балкан (http://scp-ba.net).

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OPEN CALL FOR PARTICIPATION AT DESCHOOLING CLASSROOM(o^o) project 2009/10

DESCHOOLING CLASSROOM(o^o) project 2009/10
[Collective self-education in the arts and culture]

TkH and Kontrapunkt announce the call for participation at the one-year Deschooling Classroom project for collective self-education. The project is aimed to students, viagra 60mg cultural workers and emerging professionals in the fields of contemporary art and culture from Serbia and Macedonia.

Deschooling Classroom project addresses the contemporary independent cultural scenes in the region and aims to research and promote alternatives to the hierarchical models of education in the art and culture. Methodologically, diet the project moves away from the concepts of individual authorship and expertise and advocates open collective educational structures where self-organised communities facilitate horizontal production, cialis 40mg exchange and distribution of knowledge.

The project is organised by TkH (Walking Theory) platform for performing arts theory and practice from Belgrade (http://tkh-generator.net) in partnership with organization Kontrapunkt, from Skopje (http://kontrapunkt-mk.org), and financially supported by the Swiss Cultural Programme in the Western Balkans.

PROJECT STRUCTURE

The participants will go through the process of collective self-education and simultaneously will develop collaborative cultural initiatives in working groups.

The working groups will be created according to various themes and fields of interest of the selected applicants, such as: curating in visual and non-visual arts, interdisciplinary dramaturgy, free software and open source technology, words and images, etc. All the working groups have regional character and include 6-8 members from both Belgrade and Skopje.

The participants will create the contents and projects through the following activities:

* Open Week is a five-day event, consisting of workshops, lectures and presentations. The open week will be organised in Belgrade, in June 12-16, 2009, and it is departing points for each group. The Open Day will take place in Skopje on June 1, as a presentation of the project to the local audience and to the potential applicants interested in participating the project and its launch during the Open Week (Belgrade, 13-16 June).

* Summer School is intense one-week educational event. It is created by the participants of all groups, for themselves and also for the others interested in the topics, especially those from the region. The summer school will be organised in Ohrid in August 16-23, 2009.

* Incubator comprises of a six-month collaborative work of the working groups. Their curricula will be designed by the participants, and include a continual self-educational process of the groups in Belgrade and Skopje via video link, and programmes facilitated by invited guest lecturers.

* Timeshare Campus is an accommodation/work structure offered by the project to the groups in the period of March and April 2010 to facilitate collaboration during the time of preparing collective cultural initiatives. The collaborative works can be e.g. video, fanzine, installation, web site, etc. They will be publicly presented in the region after the project’s completion.

HOW TO APPLY

Both individuals and groups can apply.

Any discrimination on ethnic, gender, generational, sexual, religious, etc. basis is not accepted within this project.

Please send your application consisting of:

-          narrative biography (up to 500 words);
-          one example of your work (in any media);
-          one page motivation letter, with indicates field of interest; and
-          your contact (email and cell phone).
-          In case of a group application please indicate potential collaborators.

To:

Deschooling Classroom :: dsc@tkh-generator.net

Deadline: June 17, 2009.

The decisions will be announced by June 19, 2009.

For further information please visit: www.deschoolingclassroom.tkh-generator.net, or contact us at: dsc@tkh-generator.net

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(Srpski) Kritička pedagogija :: Iskra Gešoska

related concepts and terms: research, no rx art practice as research, experiment, de-institutionalization, deschooling, self-organization, methodology, open source

Current cultural-artistic initiatives and conditions of work at the independents scenes today require new formats of education, learning, knowledge production and sharing, that go beyond models established in official educational institutions. As the scenes grow, the formats become more articulated and organized, thus emphasizing the importance of the process of self-organized learning in collective instead of gained amount of knowledge as the result of this process. Besides, the articulation of the formats render their methodologies available for sharing, further applying and/or improving by others. It also prevents us from over-enthusiastic understanding them.

Among characteristic organized formats of work in collective self-education, one can find: workshop, laboratory, working group or workgroup, and reading group.

Workshop and laboratory, as we know them in contemporary art and culture, are similar formats, sometimes considered variants. Moreover their etymology is the same – both are about “work” or “labor”. However, they are not the same nor at practical neither on conceptual level.[1]

Workshop is the most often about skills or similar particular (piece of) knowledge. It is realized as organized passing on of certain technique, specific knowledge, skill, experience, or method. Workshop is led by a workshop leader (up to 3) who already has or knows that technique, skill etc, and includes several participants who are interested in it. In collective self-education, a group gathered around common interest or aim is the one who invites certain workshop leader according to its concrete need. Workshop is framed in time, and it usually lasts from one day to one week. Laboratory is meant as wider and less organized infrastructure for artificial providing optimal conditions for experiments, discussions, and creative processes of a group of collaborators. An educational laboratory shouldn’t be led; it rather gathers horizontally collaborators in a cultural-artistic process in order to put certain subjects in question, to test methods, or to try new solutions and ideas. Therefore, there is usually a moderator or facilitator – instead of leader – of the laboratory. Laboratory can be realized without predetermined duration, as an open process, but because of economic reasons it is actually a rare case and it usually appears as a problem-solving format.

Speaking conceptually, although work is starting point for both workshop and laboratory, it is treated differently. Work-shop (in previous periods connected with crafts) is about “selling and buying” knowledge that can be integrated in future work of the participants. On the other hand, laboratory (from lat. laborare > laboratorium “a place for labor or work”) is about improving the work through extending knowledge about it, inventing it, questioning it, or destabilizing its premises by putting it into an experimental situation.[2]

Working group in the addressed field is a community gathered around common educational aim: particular task, research project, problematics, topics… It is temporary format motivated just by the aim, and after it is completed working group disintegrates. Number of members, their roles, as well as duration and organization of a working group depend on the very members and type of the aim. In the situation of collective self-education this format implies a “post-pedagogical” shifting the roles of those who know and those who are taught, those who ask questions and those who give answers. In that way each member of the group can learn from the others and learn them, orient the work of the group and follow the stream proposed by someone else. Because of the complexity caused by multi-directional “togetherness” of educational process and one predetermined aim on the other hand, working group requires precise organizational structure and decision-making process. Otherwise it can easily transforms in standard hierarchical educational or research situation.[3]

Reading group is also a temporary educational community, but whose work is intellectually orientated and focused on studying certain literature. It is usually not motivated by a particular task or aim, but by common field of interest and will to research on it by reading, discussing and thinking in a collective situation (but without a request for togetherness). Typical form of work within reading group is “seminar”. It is practiced also in official high education, when a group of students self-organize themselves in order to read together certain book or author. This kind of work concentrated around written material implies Rancierean horizontal educational situation, where “the book” is material artifact that engages directly all present intelligences in equally valuable understanding and interpreting it.[4] From the process of work within a reading group who benefits the most are the individual participants, who can work separately from each other and whose collaboration within the group don’t necessarily requires solidarity or common vision of cultural or artistic practice. However, it can be a starting point for certain group work or action in future.


[1] See more about art practice as research, laboratory and experiment in contemporary art in Ana Vujanovic: entries “Reasearch, Laboratory/Experiment”, and “Open Work”, Performance Research: Lexicon, vol. 11/ no. 3, Routledge, London, 2007.

[2] See more about popularity of research and labs in contemporary performing arts in Mårten Spångberg: “Overwhelming, The Doing of Research” (manuscript), 2006.

[3] See more in Oxana Timofeeva, “From the ‘Inoperative Community’ to the ‘Workgroup’”, at http://magazines.documenta.de/frontend/article.php?IdLanguage=1&NrArticle=702, May 17, 2009 / “Od ‘neoperativne zajednice’ do ‘radne grupe’”, TkH, no. 13, Belgrade, 2007.

[4] More precisely it is the situation of professor Jacotot; see: Jacques Ranciere, The Ignorant Schoolmaster: Five Lessons in Intellectual Emancipation, Stanford: Stanford University Press, 1991.

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Community-Based Knowledge :: Vladimir Jankovski

Many of today’s experts in the areas of  education, urologist economy and community development have come to the conclusion that educational institutions alone can not prepare pupils and students for what awaits them after they complete their formal education. The key proponents of the new educational tendencies are advocating the introduction of new approaches that would unite study related activities conducted within the institutions with experiences and knowledge already existing in the community where they live and work.

Students frequently complain that the classes they attend are irrelevant and are not substantially related to what is happening outside the classroom. Because of this situation, shop they are very often not motivated to study, nurse because they perceive the educational process as something imposed, rather than as an exciting opportunity to improve themselves and contribute for the benefit of others. During the last few decades there has been a growing consensus on the need to change the educational systems. However, this reform should not be focused only on what is to be the subject of study, but also on how and where the educational process is to be conducted. Setting aside the idea that the place of the educational process lies solely in educational institutions  creates an opportunity for the process  to be  “opened” to such concepts as self-education, education carried out as part of the work of NGO’s, civic sector activities, activism, etc.

These concepts use the term community-based knowledge as a broad framework for the processes which encompass “service learning” (a method under which students or participants learn and develop through active participation in thoughtfully organised service that is conducted in and meets the needs of the community), experimental learning, school-to-work learning, internships, life-long learning, etc. It is important in this context to point out that the emphasis has been  on the desire of those involved in the educational process to learn or acquire skills related to those community aspects for which they think will be the most beneficial to their professional advancement and development.

In this context, the term “community” refers to schools, as well as all other formal and informal institutions in the place where the person involved in the educational process lives. The concept of community has been extended to include all sources of education that can be found and used on the internet.

The community-base learning principles apply to the changing nature of society, the person learning, the learning process, as well as to the sources of learning. The basic principles can be defined as follows:

-         Education must be seen as a continuous process which starts from pre-school age,  is carried out through various formal educational institutions, for then to continue as a life-long educational process for adults;

-         Learning is something that the individual does for him or herself. That’s why the process requires complete involvement both of the learner and the professor/mentor;

-         The future needs of employers will be focused not only on highly educated individuals, but also on  individuals with a versatile knowledge set including critical thinking, team work, as well as the ability to apply  acquired knowledge;

-         The problems facing educational workers are broader than the opportunities available to schools to solve them. For this reason, the involvement of the general community and all agencies working in the area of knowledge and its application is of key importance.

One of the more interesting aspects of this process is the dialogical relation between various different areas. Thus, according to Poulsen, this is a “method of learning/teaching which brings together the experience of community service with academic knowledge, personal advancement and civic responsibility “. (Poulsen, 1994)

Until know, the educational systems have been focused primarily on teaching. However, this has been changing in recent years, with the focus being re-directed from teaching to learning, from externally determined “expert” curricula and methodologies, towards learner-centred knowledge, based on experience and linking of knowledge, skills and attitudes necessary to function in the dramatically changing world in which we live in.

According to Hamilton, the role of mentors in the community-based learning process has been problematic and critically perceived. The mentors provide advice and encouragement to the participants in the process, sharing their knowledge and experiences as part of a personal and long-term relation. (Hamilton 1990, p. 156). This is a reason more to pay special attention to the process itself. Along those lines, Berryman and Bailey point out that “passive, fragmentary and decontextualised trainings organised around the idea of providing true answers adds up to ineffective learning “. (Berryman and Bailey, 1992.)

Erica Sorohan sums up her experiences from this area in the following 5 key aspects:

-         We position learning within our own personal experience, which is why we learn best when we manage the learning process ourselves;

-         We learn most effectively when we learn in some context, which is why learning  should be directly related to work;

-         We learn from those around us, which is why we should be able to communicate and cooperate openly and freely with others;

-         We constantly generate knowledge, which is why we need to know how to encompass what we know and how to share it with others;

-         We learn unconsciously, which is why we need to learn how to recognise and question our implicit assumptions. (Erica Sorohan, 1993)

References:

Berryman, S., and Bailey, T. The Double Helix of Education and the Economy. New York: The Institute on Education and the Economy, Teachers College, Columbia University, 1992.

Hamilton, S. F. Apprenticeship for Adulthood: Preparing Youth for the Future. New York: The Free Press, 1990.

Poulsen, S. Learning is the Thing: Insights Emerging From a National Conference on Service-Learning, School Reform, and Higher Education. Roseville, MN: National Youth Leadership Council, 1994.

Sorohan, E. “We Do; Therefore, We Learn.” Training and Development 47/10 (October, 1993): 47-55.

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Formats of Work in Collective Self-education :: Ana Vujanović

related concepts and terms: research, dermatologist art practice as research, experiment, de-institutionalization, deschooling, self-organization, methodology, open source

Current cultural-artistic initiatives and conditions of work at the independents scenes today require new formats of education, learning, knowledge production and sharing, that go beyond models established in official educational institutions. As the scenes grow, the formats become more articulated and organized, thus emphasizing the importance of the process of self-organized learning in collective instead of gained amount of knowledge as the result of this process. Besides, the articulation of the formats render their methodologies available for sharing, further applying and/or improving by others. It also prevents us from over-enthusiastic understanding them.

Among characteristic organized formats of work in collective self-education, one can find: workshop, laboratory, working group or workgroup, and reading group.

Workshop and laboratory, as we know them in contemporary art and culture, are similar formats, sometimes considered variants. Moreover their etymology is the same – both are about “work” or “labor”. However, they are not the same nor at practical neither on conceptual level.[1]

Workshop is the most often about skills or similar particular (piece of) knowledge. It is realized as organized passing on of certain technique, specific knowledge, skill, experience, or method. Workshop is led by a workshop leader (up to 3) who already has or knows that technique, skill etc, and includes several participants who are interested in it. In collective self-education, a group gathered around common interest or aim is the one who invites certain workshop leader according to its concrete need. Workshop is framed in time, and it usually lasts from one day to one week. Laboratory is meant as wider and less organized infrastructure for artificial providing optimal conditions for experiments, discussions, and creative processes of a group of collaborators. An educational laboratory shouldn’t be led; it rather gathers horizontally collaborators in a cultural-artistic process in order to put certain subjects in question, to test methods, or to try new solutions and ideas. Therefore, there is usually a moderator or facilitator – instead of leader – of the laboratory. Laboratory can be realized without predetermined duration, as an open process, but because of economic reasons it is actually a rare case and it usually appears as a problem-solving format.

Speaking conceptually, although work is starting point for both workshop and laboratory, it is treated differently. Work-shop (in previous periods connected with crafts) is about “selling and buying” knowledge that can be integrated in future work of the participants. On the other hand, laboratory (from lat. laborare > laboratorium “a place for labor or work”) is about improving the work through extending knowledge about it, inventing it, questioning it, or destabilizing its premises by putting it into an experimental situation.[2]

Working group in the addressed field is a community gathered around common educational aim: particular task, research project, problematics, topics… It is temporary format motivated just by the aim, and after it is completed working group disintegrates. Number of members, their roles, as well as duration and organization of a working group depend on the very members and type of the aim. In the situation of collective self-education this format implies a “post-pedagogical” shifting the roles of those who know and those who are taught, those who ask questions and those who give answers. In that way each member of the group can learn from the others and learn them, orient the work of the group and follow the stream proposed by someone else. Because of the complexity caused by multi-directional “togetherness” of educational process and one predetermined aim on the other hand, working group requires precise organizational structure and decision-making process. Otherwise it can easily transforms in standard hierarchical educational or research situation.[3]

Reading group is also a temporary educational community, but whose work is intellectually orientated and focused on studying certain literature. It is usually not motivated by a particular task or aim, but by common field of interest and will to research on it by reading, discussing and thinking in a collective situation (but without a request for togetherness). Typical form of work within reading group is “seminar”. It is practiced also in official high education, when a group of students self-organize themselves in order to read together certain book or author. This kind of work concentrated around written material implies Rancierean horizontal educational situation, where “the book” is material artifact that engages directly all present intelligences in equally valuable understanding and interpreting it.[4] From the process of work within a reading group who benefits the most are the individual participants, who can work separately from each other and whose collaboration within the group don’t necessarily requires solidarity or common vision of cultural or artistic practice. However, it can be a starting point for certain group work or action in future.


[1] See more about art practice as research, laboratory and experiment in contemporary art in Ana Vujanovic: entries “Reasearch, Laboratory/Experiment”, and “Open Work”, Performance Research: Lexicon, vol. 11/ no. 3, Routledge, London, 2007.

[2] See more about popularity of research and labs in contemporary performing arts in Mårten Spångberg: “Overwhelming, The Doing of Research” (manuscript), 2006.

[3] See more in Oxana Timofeeva, “From the ‘Inoperative Community’ to the ‘Workgroup’”, at http://magazines.documenta.de/frontend/article.php?IdLanguage=1&NrArticle=702, May 17, 2009 / “Od ‘neoperativne zajednice’ do ‘radne grupe’”, TkH, no. 13, Belgrade, 2007.

[4] More precisely it is the situation of professor Jacotot; see: Jacques Ranciere, The Ignorant Schoolmaster: Five Lessons in Intellectual Emancipation, Stanford: Stanford University Press, 1991.

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Deschooling :: Suzana Milevska

related terms: deinstitutionalisation, disease self-education, search informal education, here homeschooling, life-long-learning, networked learning / learning webs, self-organisation, vernacular

The critical term deschooling is not at all about a kind of Pink Floydian “we don’t need no education”. It is not about being done with education all together and it does not entail any calling to riots against schooling. Before all it questions what kind of education should replace the institutionalised, monopolised, hierarchicised and commodified education as we know it for centuries. Although deschooling resonates a kind of poststructuralist and deconstructionist model of critical interpretation of the power regimes of knowledge based control society and education system of control (think Jacques Derrida, Michel Foucault, Gilles Deleuze) we actually owe the term “deschooling” to Ivan Illich. He coined the term deschooling in 1971 in his “old-skool” book Deschooling Society. [i]

Ivan Illich was an Austrian philosopher, social critic, polymath and polyglot. As a priest (actually he resigned the Roman Catholic church later in his life) he travelled and lived in various places (Mexico, United States, Germany) where he committed to different human causes. He was a precursor of postcolonial critique of the church interpreting its emissaries and foreign missions as a form of industrial hegemony and, as such, an act of “war on subsistence.” More importantly, he has argued for the creation of convivial, rather than manipulative institutions, for universal and self-directed education and intentional social relations in fluid, informal arrangements. Although sometimes referring to already exhisting ideas of Everett Reimer and Basil Yeaxlee, his work is uniquely bold and reflects his critical stances on the corrupted institutions of contemporary Western culture and their effects based on the provenance and accepted practices of education, medicine, work, traffic, energy use, and economic development. He has clearly pointed out the frequent confusion of teaching with learning, grade pursuing with education, a diploma with competence, and fluency with the ability to say something new.

One comes to several interconnected ideas within the call for deschooling. One of the most important and most advanced of all alternatives to the institutionalised education is the early concept of networked learning found in Illich’s work. Before even Internet was widely spread he wrote that the most radical alternative to school would be a network or service which gave each man the same opportunity to share his current concern with others motivated by the same concern. [ii]His description of the eventual networked learning system sounds extremely innovative and at moments even prophetic for the period:

The operation of a peer-matching network would be simple. The user would identify himself by name and address and describe the activity for which he sought a peer. A computer would send him back the names and addresses of all those who had inserted the same description. It is amazing that such a simple utility has never been used on a broad scale for publicly valued activity. [iii]

Neetworked learning is an important leap that helps us understand the relevance of Illich’s radical thinking regarding changes needed in education for the launch of more contemporary discussions on self-education. It is a process of developing and maintaining connections with people and information, and communicating in such a way so as to support one another’s learning. If the institutionalisation of education is considered to tend towards the institutionalisation of society, coversevely he held that the ideas for de-institutionalising education are the starting point for a de-institutionalised society.

Network learning (similarly to community based learning) was coined much later and is based on the principles of learning where individuals establish an online identity and formulate relationships with other people and information to communicate and develop knowledge. However, regardless to its technological difference it sounds exactly as Illich’s profecy:

The current search for new educational funnels must be reversed into the search for their institutional inverse: educational webs which heighten the opportunity for each one to transform each moment of his living into one of learning, sharing, and caring. [iv]

The concept of vernacular is related mostly to the way in which thought language neglects mother tongue but obviously for Illich the process of destabilization of the vernacular language was also the starting point for establishing control society through education.

Although very important in the late 60s and 70s, from the 80s Illich’s work has been often neglected for being too radical and controversial. Some of the other attributes applied to his personality read: reactionary, leftist, conservative, Marxist, anarchist, liberation theologist, prophet, guru, convivial guru, teacher, dreamer, thinker, philosopher, non-conformist, critic of institutions, intellectual sniper, even ‘libertarian.’ However his own complex and universal education and his amazing erudition make his texts continously surprising and relevant readings within different contexts, particularly in contemporary projects focusing on self-education such as Deschooling Classroom: http://www.deschoolingclassroom.tkh-generator.net/?cat=4 . [v]


[i] Illich, Ivan, Deschooling Society, Harrow; 1st Harrow Edition, edition 1972, or Marion Boyars Publishers Ltd, 2000

[ii] Illich, Ivan, “Introduction” Deschooling Society, <http://ournature.org/~novembre/illich/1970_deschooling.html>, Accessed on 2009-05-15 .

[iii] Illich, Ivan, Deschooling Society, chapter six <http://ournature.org/~novembre/illich/1970_deschooling.html>, Accessed on 2009-05-15 .

[iv] Ibid., chapter six

[v] See more about Illich’s concept of deschooling and his other works in Smith, M. K. (1997, 2004, 2008), “Ivan Illich: deschooling, conviviality and the possibilities for informal education and lifelong learning”, The encyclopedia of informal education, http://www.infed.org/thinkers/et-illic.htm, Accessed on 2009-05-17

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Open call for participation at DESCHOOLING CLASSROOM(o^o) project 2009/10

29.03.2010. u 20:00h, pharm
Narodni univerzitet “Božidar Adžija”,
Radoslava Grujića 3 (nekadašnja ulica Božidara Adžije)
predavanje: “Metoda jednakosti: politika i poetika”

i

30.03.2010. u 20:30h,
Jugoslovensko dramsko pozorište,
Kralja Milana 50 (nekadašnja ulica Maršala Tita)
razgovor “Emancipovani gledalac/ emancipovani stvaralac”,


IDEJA JEDNAKOSTI, METODA JEDNAKOSTI

Mislilac jednakosti i emancipacije, Žak RANSIJER ostavlja već danas
neizbrisiv trag na terenu primenjene pedagogije, politike, estetike.

29.03.2010. u 20:00h, Narodni univerzitet “Božidar Adžija”,
predavanje: “Metoda jednakosti: politika i poetika”

30.03.2010. u 20:30h, Jugoslovensko dramsko pozorište, razgovor
“Emancipovani gledalac/ emancipovani stvaralac”, prema tezama iz
knjige autora.

(tekst “The Emancipated Spectator” možete pogledati na ovom sajtu

http://www.tkh-generator.net/sr/openedsource/the-emancipated-spectator)

Predavanja su na engleskom, uz konsekutivni prevod

ulaz slobodan.


Jacques Ranciere

Jacques Rancière je ona vrsta intelektualca kojoj je zaista teško dodjeliti neko mjesto na intelektualnoj karti sveta. Kojom god temom da se bavi, pedagogijom, filmom, književnošću, političkom teorijom ili estetikom, njegova će metoda biti pronalaženje raskoraka značenja u svakome od tih tematskih krajolika i održavanje trajne napetosti među tim značenjima. Samo je tako moguće oduprijeti se reduktivističkoj kušnji odnosno kušnji amputacije jednog dijela stvarnosti kako bismo lakše potvrdili svoju tezu. Rancière tako po definiciji ne pripada nijednoj filozofskoj školi ili struji, ali zato dijeli jedno suštinsko iskustvo svoje generacije kojemu će uvijek biti vjeran: događaj pariškog Svibnja ‘68. Polazeći od iskustva i refleksije tog događaja, Ransijer će izgraditi vlastitu ideju politike koja se temelji na jednakosti, kao i svojevrsnu teoriju emancipacije. Upravo će se pomoću te teorije intelektualne emancipacije odreći svih onih draži u kojima filozofi, ali i naučnici obično najviše uživaju: a to je pozicija onoga koji zna, pozicija više inteligencije.


U organizaciji:
Beograd: Edicija Jugoslavija, Studentski kulturni centar Novi Sad
Zagreb: Mulitmedijalni institut
Rijeka: Mulitmedijalni institut u suradnji s Drugim morem
Ljubljana: Delavsko-punkerska univerza


Besplatan prevoz za sve zainteresovane iz Novog Sada organizovan je
29. marta 2010., sa parkinga ispred gimnazije Isidora Sekulic, sa
polaskom u 17:30h. Povratak je nakon završetka predavanja. Prijave
slati na skcns@sezampro.rs, pod šifrom: autobus-Ransijer. Broj mesta
je ograničen.


Pogledati online:

http://ranciere.mi2.hr/

DESCHOOLING CLASSROOM(o^o) project 2009/10

[Collective self-education in the arts and culture]

TkH and Kontrapunkt announce the call for participation at the one-year Deschooling Classroom project for collective self-education. The project is aimed to students, hair
cultural workers and emerging professionals in the fields of contemporary art and culture from Serbia and Macedonia.

Deschooling Classroom project addresses the contemporary independent cultural scenes in the region and aims to research and promote alternatives to the hierarchical models of education in the art and culture. Methodologically, the project moves away from the concepts of individual authorship and expertise and advocates open collective educational structures where self-organised communities facilitate horizontal production, exchange and distribution of knowledge.

The project is organised by TkH (Walking Theory) platform for performing arts theory and practice from Belgrade (http://tkh-generator.net) in partnership with organization Kontrapunkt, from Skopje (http://kontrapunkt-mk.org), and financially supported by the Swiss Cultural Programme in the Western Balkans.

PROJECT STRUCTURE

The participants will go through the process of collective self-education and simultaneously will develop collaborative cultural initiatives in working groups.

The working groups will be created according to various themes and fields of interest of the selected applicants, such as: curating in visual and non-visual arts, interdisciplinary dramaturgy, free software and open source technology, words and images, etc. All the working groups have regional character and include 6-8 members from both Belgrade and Skopje.

The participants will create the contents and projects through the following activities:

* Open Week is a five-day event, consisting of workshops, lectures and presentations. The open week will be organised in Belgrade, in June 12-16, 2009, and it is departing points for each group. The Open Day will take place in Skopje on June 1, as a presentation of the project to the local audience and to the potential applicants interested in participating the project and its launch during the Open Week (Belgrade, 13-16 June).

* Summer School is intense one-week educational event. It is created by the participants of all groups, for themselves and also for the others interested in the topics, especially those from the region. The summer school will be organised in Ohrid in August 16-23, 2009.

* Incubator comprises of a six-month collaborative work of the working groups. Their curricula will be designed by the participants, and include a continual self-educational process of the groups in Belgrade and Skopje via video link, and programmes facilitated by invited guest lecturers.

* Timeshare Campus is an accommodation/work structure offered by the project to the groups in the period of March and April 2010 to facilitate collaboration during the time of preparing collective cultural initiatives. The collaborative works can be e.g. video, fanzine, installation, web site, etc. They will be publicly presented in the region after the project’s completion.

HOW TO APPLY

Both individuals and groups can apply.

Any discrimination on ethnic, gender, generational, sexual, religious, etc. basis is not accepted within this project.

Please send your application consisting of:

-          narrative biography (up to 500 words);

-          one example of your work (in any media);

-          one page motivation letter, with indicates field of interest; and

-          your contact (email and cell phone).

-          In case of a group application please indicate potential collaborators.

To:

Deschooling Classroom

dsc@tkh-generator.net

Deadline: June 17, 2009.

The decisions will be announced by June 19, 2009.

For further information please visit: www.deschoolingclassroom.tkh-generator.net, or contact us at:

dsc@tkh-generator.net

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DESCHOOLING CLASSROOM :: basic info

Deschooling Classroom [Self-education in the arts and culture] is a project that addresses the contemporary independent cultural scenes in the region, melanoma researching and offering an alternative to the hierarchical models of education in the art and culture. Methodologically, the project moves away from the concepts of individual authorship and expertise, and advocates open collective educational structures where self-organised communities facilitate horizontal production, exchange and distribution of knowledge.

The project is organised by TkH (Walking Theory) platform for performing arts theory and practice from Belgrade (http://tkh-generator.net) in partnership with Kontrapunkt, from Skopje (http://kontrapunkt-mk.org).

Its specific objectives are:

  • to raise the awareness of potentialities of self-education, and to develop methodologies for alternative education in contemporary art and culture;
  • to offer studying new and hybrid fields of contemporary culture and art and to help sharing the critical knowledge among art and cultural practitioners;
  • to stimulate collaboration among those who aim to intervene in the existing cultural system;
  • to challenge the conceptual and infra-structural set-up of cultural institutions; and
  • to create new supporting infrastructures for the independent cultural scenes.

The project builds upon international trends of alternative educational culture that appeared in late 20th century in the context of post-Fordist capitalist societies. The wide ranging initiatives try to critically reflect the mainstream education and to find various alternatives, more appropriate to the new social conditions and increased importance of the service industry. Our project is concentrated on independent cultural scenes in the age of transition in the Balkans, where self-organisation and self-education are necessary for the actors to act critically and to be socially relevant and engaged. Its theoretical background is contemporary critical theory, and some of the main references are: Jacques Rancier’s reflections from Ignorant Schoolmaster, Jean-Luc Nancy’s theses on collaboration and belonging, and Ivan Illich’s radical thoughts from Deschooling Society.

Programme of the project runs through two “vectors”:

  1. Content – the programme is orientated toward critical, inter-disciplinary, hybrid knowledge in the field of contemporary art and culture; wherein possible topics include: Curatorial practices in visual and non-visual arts, Interdisciplinary dramaturgy; Free software and digital technology; Inter-medial artistic production, etc;
  2. Methodology – various forms of research and learning about skills and principles of self-organisation and self-education will be organised, e.g. workshops about facilitation, practical advices for running an NGO, discussions about models of decision making processes and about non-hierarchical group work, etc.

In terms of activities, the project is organised in two cycles through which each “generation” will go through the process of collective self-education. Each generation consists of 3-4 working groups gathered around common themes in the above mentioned fields. All the groups have regional character and include 6-8 members from both Belgrade and Skopje. They will participate in following programmes:

  • Open Week is 3-day event, consisting of workshops, lectures and presentations, whose aim is to attract attention and raise awareness about self-education – therefore these will be open to the general public. The open weeks will be organised in Belgrade in 2009 and in Skopje in 2010, and they are departing points for each generation.
  • Incubator comprises a long-term (6 months) collaborative work of the working groups. Their curricula will be designed by the participants, and include a continual self-educational process of the groups in Belgrade and Skopje via video link, and programmes facilitated by invited guest lecturers every month.
  • Summer School is intense one-week educational event, held once per cycle/year. It is created by the participants of all groups from one generation, for themselves and also for the others interested in the topics, especially those from the region. The summer schools will be organised in Ohrid in 2009 and in 2010 probably in Montenegro (will be decided afterwards).
  • Timeshare Campus is accommodation/work structure that facilitates the collaboration between the participants during the time of preparing collective cultural productions with which each cycle is finalised. Two apartments in Skopje and Belgrade will be rented and made available to the groups in the period of two months. The collaborative products can be e.g. video, fanzine, installation, web site, etc. They will be publicly presented in the region afterwards.
  • The project will end with the production of a Toolbox. It includes a Handbook on self-education, written by the participants, organisers, and guests/lecturers. Also, we will make a documentary film, which presents the project and its potential for application in other contexts. The Toolbox will be publicly presented locally and regionally, aiming to obtain visibility and to impact other regional scenes.

I.e. the context of dominancy of immaterial labour, so called “cognitive capitalism”. See more in: Paolo Virno, Grammar of the Multitude; For an Analysis of Contemporary Forms of Life (2004), New York: Semiotext(e).

Jacques Ranciere: The Ignorant Schoolmaster: Five Lessons in Intellectual Emancipation (1991), Stanford: Stanford University Press.

Illich, Deschooling Society (1971), London: Marion Boyars, available at http://www.preservenet.com/theory/Illich/Deschooling/intro.html.

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