What should be the ideal character and purpose of the First Device we give to our young? How would such a tool define humanity's future approach to technology, and to our world? How would it shape and direct the mind? What kind of information should it contain? Would it be primarily audiovisual, or holographic, or… Continue reading the First Device
(1) Notes on the Free/Libre Arts Unconference and TropicalBurn / The difference between me and a free person July 2019, Ixodos at A Casa Lar, Tijuca Forest, Rio de Janeiro Are YOU able to trust in a fully participatory format? / On the academy as capitalist enclosure (edu-factory). / On the (arts) academy as a… Continue reading Forest School writing: What did I think this was going to be, the revolution? On the Free/Libre Arts Unconference and TropicalBurn
29 July, 2019 Tineke called it soulwriting. We were talking about the trouble of caring too much about one's projects cum funding proposals. ________ You either trust in a fully participatory format or you don't. / On the academy as capitalist enclosure (edu-factory). / On the significance of deconstructing patterns of gathering and working that… Continue reading Forest School writing: What did I think this was going to be, the revolution? / A review of the Free/Libre Arts Unconference and TropicalBurn / The difference between me and a free person
https://videopress.com/v/676Zz0pf This video was created for - Coursera’s “What Future for Education,” a reflective and open-ended application of online learning technology, - the “Free/Libre Technologies, Arts, and the Commons Unconference,”by the University of Nicosia and hack66, an event that investigates the political need to think, learn, and collaborate outside of typical academic, creative, and community… Continue reading what future for education: on trust, protection, and community
The following is produced for 'What future for Education' (2018, Institute of Education, University of London on Coursera) week 5: In an ideal world, how do you think education should be organised? What priorities do you think it should reflect? And who should be responsible for ensuring that it is of a good quality? Is… Continue reading A cultural historian’s approach to learning / By way of homework
The following is written in response / review to the State of the Monument (Nov 20, 2018 organised by the Cultural Studies and Contemporary Arts Lab, European University, Cyprus) via Loizidou, C. (2014) Commemoration, Public art and Memorial Politics in Cyprus, 1901-2013 [thesis] If monuments are about asserting or compensating for insecure regimes, then I… Continue reading perhaps it’s the nihilism, OR “If I were to start over, I would have been researching public fountains”
top google keywords for my academic work, no joke.
I really wanted to be a police officer. The dream was dashed when I realised that I couldn't produce passing transcripts during the Police Exams. I didn't have it in me to suspend critical thought in a way that would allow me to go through with it / answer the exam questions. It had become clear that this was the underlying requirement. What was left was to undergo the exercise as a kind of performance.