RADICAL EDUCATION
Exhibition, workshops, discussions in Moderna galerija, Ljubljana, beginning of 2008
Concept developed by Bojana Piškur & Marjetica Potrč
Adviser: Marta Gregorčič
The list of invited collectives, groups, individuals to the Radical Education project:
Oliver Ressler, Marjetica Potrč, Emergency Biennale in Chechnya, Marko Peljhan & Igloolik Isuma Productions, Sarai/Cybermohalla, Jarbas Lopes, Raimond Chaves & Gilda Mantilla, John Holloway, Contrafile, Bijari, Urucum de Marapa, Ricardo Basbaum, Collectivo Situaciones, Barefoot College and Bunker Roy, Universidade da Floresta / Manuela Carneiro da Cunha & Mauro Almeida, keine uni, School of missing identity, Chto Delat?, Tobias Putrih, Nebojša Milikić, Biblioteca Inti Wawa, Marta Gregorčič, La Comunitaria TV, Groupo de Arte Callejero, Anton Vidokle, La Lleca, Marcelo Exposito, Jože Barši, muhtelif (Ahmet Öğüt, Pelin Tan, Adnan Yildiz)
(The list is not yet complete.)
.... We are no longer only on the theoretical plane, but on the plane of experimentation, of new forms of interactions, of movement construction that respect the diversity, the sensitivities, the particularities of interventions... (Guattari)
The idea is to create an open platform based on the concept of “education for critical consciousness” as proposed by Paulo Freire. Consciousness in this context is understood to have the power to transform reality. We wish to move beyond institutional critique, and focus on the questions of what kind of institution a museum is, the kind of values it institutionalises, the forms of practice it rewards, and, most importantly, the kind of spaces it is able to create as an institution.
Also to move beyond the current neoliberal economic regimes which marketize social services (as for example education) so they can be priced and sold rather than simply be regarded as a right people can expect as citizens. And the first step towards any change is emancipation. It is a tool for access to participation in a society in a new way, which stimulates different/alternative kinds of thinking and doing. Therefore we want to transform museum space into space that generates learning in a variety of forms but not trying to formalize the education. We do not need new theories of learning as much as new spaces for their application and emergence. “What really matters is that we reject continuing deconstruction in the name of development. The fresh and original alternatives springing up point the way towards a successful post-development society.” (Serge Latouche)It is also important to realize knowledge is not a fixed thing but an aspect of process, which arises out of interaction. So, we have a space that generates learning (lets say we have the right conditions for learning) what we need to do is to establish new social dynamics, new relationship for example; between educator and educate; there are no teachers in a traditional sense anymore. We have to get rid of our prejudices and these also include pre-judgments (with other words – we need to decolonize our minds). As Gadamer says: we have to open ourselves to the full power of what the other is saying…Such an opening does not entail agreement but rather the play of dialogue. We seek to discover other people’s standpoint and horizon. The concern is not to win the argument but to advance understanding and human being as well. Important is that understanding we bring from the past is tested in encounters with the present and forms what we take into the future. We experience a fusion of horizons.We hope new ideas would spring up from these encounters as well as new networks and alternative forms of human social configuration that lie beyond existing social forms. It should be taken into consideration though, that any kind of education reflects a narrative that “includes its ideal vision of educators, learners, teaching and learning process”. The important thing is then that the progressive radical education should be able to de-educate itself to the point where people learn social and political responsibility “only by experiencing that responsibility” (Freire). These moments are a part of a larger process – that of knowing and of cognizing, which also implies recognizing. Knowledge that arises from these processes is not a fixed thing but an aspect of emancipation.We wish to invite different organisations, collectives, schools, and self-educating communities that have successfully developed models/tools/proposals for raising critical awareness and for creating spaces of meaningful behaviour, of encountering and working with other people in concrete situations.
http://radical.temp.si/
Concept developed by Bojana Piškur & Marjetica Potrč
Adviser: Marta Gregorčič
The list of invited collectives, groups, individuals to the Radical Education project:
Oliver Ressler, Marjetica Potrč, Emergency Biennale in Chechnya, Marko Peljhan & Igloolik Isuma Productions, Sarai/Cybermohalla, Jarbas Lopes, Raimond Chaves & Gilda Mantilla, John Holloway, Contrafile, Bijari, Urucum de Marapa, Ricardo Basbaum, Collectivo Situaciones, Barefoot College and Bunker Roy, Universidade da Floresta / Manuela Carneiro da Cunha & Mauro Almeida, keine uni, School of missing identity, Chto Delat?, Tobias Putrih, Nebojša Milikić, Biblioteca Inti Wawa, Marta Gregorčič, La Comunitaria TV, Groupo de Arte Callejero, Anton Vidokle, La Lleca, Marcelo Exposito, Jože Barši, muhtelif (Ahmet Öğüt, Pelin Tan, Adnan Yildiz)
(The list is not yet complete.)
.... We are no longer only on the theoretical plane, but on the plane of experimentation, of new forms of interactions, of movement construction that respect the diversity, the sensitivities, the particularities of interventions... (Guattari)
The idea is to create an open platform based on the concept of “education for critical consciousness” as proposed by Paulo Freire. Consciousness in this context is understood to have the power to transform reality. We wish to move beyond institutional critique, and focus on the questions of what kind of institution a museum is, the kind of values it institutionalises, the forms of practice it rewards, and, most importantly, the kind of spaces it is able to create as an institution.
Also to move beyond the current neoliberal economic regimes which marketize social services (as for example education) so they can be priced and sold rather than simply be regarded as a right people can expect as citizens. And the first step towards any change is emancipation. It is a tool for access to participation in a society in a new way, which stimulates different/alternative kinds of thinking and doing. Therefore we want to transform museum space into space that generates learning in a variety of forms but not trying to formalize the education. We do not need new theories of learning as much as new spaces for their application and emergence. “What really matters is that we reject continuing deconstruction in the name of development. The fresh and original alternatives springing up point the way towards a successful post-development society.” (Serge Latouche)It is also important to realize knowledge is not a fixed thing but an aspect of process, which arises out of interaction. So, we have a space that generates learning (lets say we have the right conditions for learning) what we need to do is to establish new social dynamics, new relationship for example; between educator and educate; there are no teachers in a traditional sense anymore. We have to get rid of our prejudices and these also include pre-judgments (with other words – we need to decolonize our minds). As Gadamer says: we have to open ourselves to the full power of what the other is saying…Such an opening does not entail agreement but rather the play of dialogue. We seek to discover other people’s standpoint and horizon. The concern is not to win the argument but to advance understanding and human being as well. Important is that understanding we bring from the past is tested in encounters with the present and forms what we take into the future. We experience a fusion of horizons.We hope new ideas would spring up from these encounters as well as new networks and alternative forms of human social configuration that lie beyond existing social forms. It should be taken into consideration though, that any kind of education reflects a narrative that “includes its ideal vision of educators, learners, teaching and learning process”. The important thing is then that the progressive radical education should be able to de-educate itself to the point where people learn social and political responsibility “only by experiencing that responsibility” (Freire). These moments are a part of a larger process – that of knowing and of cognizing, which also implies recognizing. Knowledge that arises from these processes is not a fixed thing but an aspect of emancipation.We wish to invite different organisations, collectives, schools, and self-educating communities that have successfully developed models/tools/proposals for raising critical awareness and for creating spaces of meaningful behaviour, of encountering and working with other people in concrete situations.
http://radical.temp.si/
posted by ahmet ögüt at 5:33 AM
<< Home