I am sorting through my out of print SF books to downsize them and to share. If you want to look over what I have and see what you might use, or what we might create a department library of, please come by my office.
Thursday, February 23, 2017
sharing as constitutive of SF feminisms
===
I am sorting through my out of print SF books to downsize them and to share. If you want to look over what I have and see what you might use, or what we might create a department library of, please come by my office.
===
I am sorting through my out of print SF books to downsize them and to share. If you want to look over what I have and see what you might use, or what we might create a department library of, please come by my office.
Wednesday, February 22, 2017
TODAY'S CLASS: pattern for paired readings
===
THIS CLASS MARKS THE END OF THE FIRST OF FOUR SECTIONS OF THE CLASS.
It has the same title as the class does:
>>Why didn't you just fix it anyway?<<
What does this mean? How many meanings could it have? Why might it matter? How could it matter to you? How could it matter very differently to other feminists? to other ...what?
WHAT SECTION DO WE BEGIN NEXT WEEK? WHAT IS IT CALLED? WHY?
Next week we will return to Mckittrick and add Shotwell this time.
Presenters will be Walker, Peskin, Aftab, Knowles.
How will teams form? Who is presenting on what? talk with Dir. Presentations Peskin
>>>IT ENDS WITH OUR PAPER SESSIONS 5 APRIL
===
Wednesday 22 February, Schulman or Wekker
• READINGS: Wekker & Schulman
(sections worked out with Dir. Presentations: Peskin but individuals should choose which book to be an expert on, and the class as a whole should have read everything)
• PRESENTERS: Lundy-Harris & Attia
>>ON ARRIVAL: Dir. Posters Hagen will distribute materials for Attendance Portraits and time them for only but all of 2 mins. You can bring materials for these yourselves too.
>>BEFORE BREAK:
• 3:45: PRESENTATION led by Lundy-Harris & Attia ON BOTH WEKKER & SCHULMAN (handouts) will start at 3:45 and go for ONLY TWENTY minutes (timed!)
• at 4:05 Lundy-Harris & Attia facilitate discussion until break at 4:45
IN DISCUSSION: it is the responsibility of the WHOLE class to bring in text details AND CONNECT THEM TO CONTEXT offered by Lundy-Harris & Attia!
>>AFTER BREAK
• 5 pm CONTINUED FACILITATION led by Lundy-Harris & Attia
DISCUSSION on ALL materials from last week and also this week.
it is the responsibility of the WHOLE class to MAKE SYNTHESIZING CONNECTIONS AMONG OUR READINGS and to offer ideas about USING THESE in various contexts and for various purposes. ALSO INCLUDE HANDOUTS, WEBSITES, PODCASTS, VIDEOS and other transmedia! (I know, it's really a lot isn't it! yet the rich entanglements do matter!)
>>RICH TANGLES OF TRANSCONTEXTUAL TRANSMEDIA
KK HANDOUTS SO FAR:
• Lothian. 2016. "Choose not to warn." Feminist Studies 42/3: 1-14.
• King. 2016. "Microaggressions as Boundary Objects." Australian Feminist Studies 31/89: 276-282.
• Davidson. 2017. The Future of Education is Now. Anthropology News. http://www.anthropology-news.org/index.php/2017/01/13/the-future-of-education-is-now/
TRANSMEDIA SO FAR:
• #LETUSBREATHE Collective: http://www.letusbreathecollective.com
• EMERGENCE From the Wikipedia: Emergence > emergent properties and processes: [emphasis mine] https://en.wikipedia.org/wiki/Emergence
• Lurie. 2014. "How to Read a Book in Two Hours or Less." Grad Hacker, Inside Higher Ed. https://www.insidehighered.com//blogs/gradhacker/how-read-book-two-hours-or-less
• Self-care is radical: http://selfcareisradical.tumblr.com
• Jazaieri. How to consume research [on Mindfulness] with a critical eye. http://greatergood.berkeley.edu/article/item/what_we_still_dont_know_about_mindfulness_meditation
• Brené Brown. Courage is Born of Struggle PODCAST. http://www.onbeing.org/blog/courage-is-born-from-struggle-bren-brown/8601
• What Will The Theme Of Your Life Be In 2017? http://www.dailygood.org/story/1475/what-will-the-theme-of-your-life-be-in-2017-kira-m-newman/
• IDEAS ON FIRE website http://ideasonfire.net
AND
• thoughts on KIT MAKINGS and what you have done and changed and need.
>>WITH KATIE as we decide:
WE WILL CONSIDER USING SOME OF THIS TIME after break on paired days FOR PROTOTYPING AND JUST HOW WE WANT TO DO THAT.
===
BRINGING TOGETHER INTERTEXTUALITY, MAKING, NEW MATERIALISMS
search LINK new materialism intertextuality
See slideshow here: https://www.slideshare.net/margokreole/intertextuality-44208541
===
Intertextuality > The Electronic Labyrinth (at iath UVA) © 1993-2000 Christopher Keep, Tim McLaughlin, Robin Parmar: http://www2.iath.virginia.edu/elab/hfl0278.html
"Derived from the Latin intertexto, meaning to intermingle while weaving, intertextuality is a term first introduced by French semiotician Julia Kristeva in the late sixties. In essays such as "Word, Dialogue, and Novel," Kristeva broke with traditional notions of the author's "influences" and the text's "sources," positing that all signifying systems, from table settings to poems, are constituted by the manner in which they transform earlier signifying systems. A literary work, then, is not simply the product of a single author, but of its relationship to other texts and to the strucutures of language itself. "[A]ny text," she argues, "is constructed of a mosaic of quotations; any text is the absorption and transformation of another" (66).
"Intertextuality is, thus, a way of accounting for the role of literary and extra-literary materials without recourse to traditional notions of authorship. It subverts the concept of the text as self-sufficient, hermetic totality, foregrounding, in its stead, the fact that all literary production takes place in the presence of other texts; they are, in effect, palimpsests. For Roland Barthes, who proclaimed the death of the author, it is the fact of intertexuality that allows the text to come into being:
"Any text is a new tissue of past citations. Bits of code, formulae, rhythmic models, fragments of social languages, etc., pass into the text and are redistributed within it, for there is always language before and around the text. Intertextuality, the condition of any text whatsoever, cannot, of course, be reduced to a problem of sources or influences; the intertext is a general field of anonymous formulae whose origin can scarcely ever be located; of unconscious or automatic quotations, given without quotation marks. ("Theory of the Text" 39).
Thus writing is always an iteration which is also a re-iteration, a re-writing which foregrounds the trace of the various texts it both knowingly and unknowingly places and dis-places.
"Intertexts need not be simply "literary"--historical and social determinants are themselves signifying practices which transform and inflect literary practices. (Consider, for example, the influence of the capitalist mode of production upon the rise of the novel.) Moreover, a text is constituted, strictly speaking, only in the moment of its reading. Thus the reader's own previous readings, experiences and position within the cultural formation also form crucial intertexts.
"The concept of intertexuality thus dramatically blurs the outlines of the book, dispersing its image of totality into an unbounded, illimitable tissue of connections and associations, paraphrases and fragments, texts and con-texts. For many hypertext authors and theorists, intertextuality provides an apt description of the kind of textual space which they, like the figures in Remedio Varo's famous "Bordando el Manto Terrestre," find themselves weaving."
search LINK Remedio Varo's famous "Bordando el Manto Terrestre
See also, New Materialism in Contemporary Art: https://newmaterialismincontemporaryart.wordpress.com/2015/0/
===
THIS CLASS MARKS THE END OF THE FIRST OF FOUR SECTIONS OF THE CLASS.
It has the same title as the class does:
>>Why didn't you just fix it anyway?<<
What does this mean? How many meanings could it have? Why might it matter? How could it matter to you? How could it matter very differently to other feminists? to other ...what?
WHAT SECTION DO WE BEGIN NEXT WEEK? WHAT IS IT CALLED? WHY?
Next week we will return to Mckittrick and add Shotwell this time.
Presenters will be Walker, Peskin, Aftab, Knowles.
How will teams form? Who is presenting on what? talk with Dir. Presentations Peskin
>>>IT ENDS WITH OUR PAPER SESSIONS 5 APRIL
===
• READINGS: Wekker & Schulman
(sections worked out with Dir. Presentations: Peskin but individuals should choose which book to be an expert on, and the class as a whole should have read everything)
• PRESENTERS: Lundy-Harris & Attia
>>ON ARRIVAL: Dir. Posters Hagen will distribute materials for Attendance Portraits and time them for only but all of 2 mins. You can bring materials for these yourselves too.
>>BEFORE BREAK:
• 3:45: PRESENTATION led by Lundy-Harris & Attia ON BOTH WEKKER & SCHULMAN (handouts) will start at 3:45 and go for ONLY TWENTY minutes (timed!)
• at 4:05 Lundy-Harris & Attia facilitate discussion until break at 4:45
IN DISCUSSION: it is the responsibility of the WHOLE class to bring in text details AND CONNECT THEM TO CONTEXT offered by Lundy-Harris & Attia!
>>AFTER BREAK
• 5 pm CONTINUED FACILITATION led by Lundy-Harris & Attia
DISCUSSION on ALL materials from last week and also this week.
it is the responsibility of the WHOLE class to MAKE SYNTHESIZING CONNECTIONS AMONG OUR READINGS and to offer ideas about USING THESE in various contexts and for various purposes. ALSO INCLUDE HANDOUTS, WEBSITES, PODCASTS, VIDEOS and other transmedia! (I know, it's really a lot isn't it! yet the rich entanglements do matter!)
>>RICH TANGLES OF TRANSCONTEXTUAL TRANSMEDIA
KK HANDOUTS SO FAR:
• Lothian. 2016. "Choose not to warn." Feminist Studies 42/3: 1-14.
• King. 2016. "Microaggressions as Boundary Objects." Australian Feminist Studies 31/89: 276-282.
• Davidson. 2017. The Future of Education is Now. Anthropology News. http://www.anthropology-news.org/index.php/2017/01/13/the-future-of-education-is-now/
TRANSMEDIA SO FAR:
• #LETUSBREATHE Collective: http://www.letusbreathecollective.com
• EMERGENCE From the Wikipedia: Emergence > emergent properties and processes: [emphasis mine] https://en.wikipedia.org/wiki/Emergence
• Lurie. 2014. "How to Read a Book in Two Hours or Less." Grad Hacker, Inside Higher Ed. https://www.insidehighered.com//blogs/gradhacker/how-read-book-two-hours-or-less
• Self-care is radical: http://selfcareisradical.tumblr.com
• Jazaieri. How to consume research [on Mindfulness] with a critical eye. http://greatergood.berkeley.edu/article/item/what_we_still_dont_know_about_mindfulness_meditation
• Brené Brown. Courage is Born of Struggle PODCAST. http://www.onbeing.org/blog/courage-is-born-from-struggle-bren-brown/8601
• What Will The Theme Of Your Life Be In 2017? http://www.dailygood.org/story/1475/what-will-the-theme-of-your-life-be-in-2017-kira-m-newman/
• IDEAS ON FIRE website http://ideasonfire.net
AND
• thoughts on KIT MAKINGS and what you have done and changed and need.
>>WITH KATIE as we decide:
WE WILL CONSIDER USING SOME OF THIS TIME after break on paired days FOR PROTOTYPING AND JUST HOW WE WANT TO DO THAT.
===
BRINGING TOGETHER INTERTEXTUALITY, MAKING, NEW MATERIALISMS
search LINK new materialism intertextuality
See slideshow here: https://www.slideshare.net/margokreole/intertextuality-44208541
===
Intertextuality > The Electronic Labyrinth (at iath UVA) © 1993-2000 Christopher Keep, Tim McLaughlin, Robin Parmar: http://www2.iath.virginia.edu/elab/hfl0278.html
"Derived from the Latin intertexto, meaning to intermingle while weaving, intertextuality is a term first introduced by French semiotician Julia Kristeva in the late sixties. In essays such as "Word, Dialogue, and Novel," Kristeva broke with traditional notions of the author's "influences" and the text's "sources," positing that all signifying systems, from table settings to poems, are constituted by the manner in which they transform earlier signifying systems. A literary work, then, is not simply the product of a single author, but of its relationship to other texts and to the strucutures of language itself. "[A]ny text," she argues, "is constructed of a mosaic of quotations; any text is the absorption and transformation of another" (66).
"Intertextuality is, thus, a way of accounting for the role of literary and extra-literary materials without recourse to traditional notions of authorship. It subverts the concept of the text as self-sufficient, hermetic totality, foregrounding, in its stead, the fact that all literary production takes place in the presence of other texts; they are, in effect, palimpsests. For Roland Barthes, who proclaimed the death of the author, it is the fact of intertexuality that allows the text to come into being:
"Any text is a new tissue of past citations. Bits of code, formulae, rhythmic models, fragments of social languages, etc., pass into the text and are redistributed within it, for there is always language before and around the text. Intertextuality, the condition of any text whatsoever, cannot, of course, be reduced to a problem of sources or influences; the intertext is a general field of anonymous formulae whose origin can scarcely ever be located; of unconscious or automatic quotations, given without quotation marks. ("Theory of the Text" 39).
Thus writing is always an iteration which is also a re-iteration, a re-writing which foregrounds the trace of the various texts it both knowingly and unknowingly places and dis-places.
"Intertexts need not be simply "literary"--historical and social determinants are themselves signifying practices which transform and inflect literary practices. (Consider, for example, the influence of the capitalist mode of production upon the rise of the novel.) Moreover, a text is constituted, strictly speaking, only in the moment of its reading. Thus the reader's own previous readings, experiences and position within the cultural formation also form crucial intertexts.
"The concept of intertexuality thus dramatically blurs the outlines of the book, dispersing its image of totality into an unbounded, illimitable tissue of connections and associations, paraphrases and fragments, texts and con-texts. For many hypertext authors and theorists, intertextuality provides an apt description of the kind of textual space which they, like the figures in Remedio Varo's famous "Bordando el Manto Terrestre," find themselves weaving."
search LINK Remedio Varo's famous "Bordando el Manto Terrestre
See also, New Materialism in Contemporary Art: https://newmaterialismincontemporaryart.wordpress.com/2015/0/
===
Wednesday, February 15, 2017
Let us Breathe! Mattering breaths....
===
OUR FIRST PRESENTATIONS!
yes, it's a bit nerve-wracking until we have done it and see how it works.
yes, today we may be getting mixed up, messing up the structure (and maybe changing it), working things out in real time. nothing will be perfect, everything will be human, there will be mistakes, we will play with it caringly, daringly.
TAKE A MOMENT TO BREATHE!
as you come into class today, take some time to center yourself, and to relax a bit in the middle of tension. It's not all or nothing, it's attending and feeling and being here together.
TRY:
4 count tactical breathing:
Breathe in for a count of 4
Hold the breath for a count of 4
Breathe out for a count of 4
Hold for a count of 4
see Górska. 2016. Breathing Matters. Linköping. 192-3.
see also: http://www.breathmastery.com/what-is-tactical-breathing/
===
Today's website to explore, analyze, read, listen to:
• #LETUSBREATHE Collective: http://www.letusbreathecollective.com
===
FROM DIRECTOR OF READINGS & PRESENTATIONS:
this is how we're going to divide up the McKittrick, Shotwell, and Stallings reading throughout the semester:
2/15 - Stallings: Introduction, Parts I.1, I.2, I.3; McKittrick: Chapters 1, 2, 3, 6
3/1 - Shotwell: Introduction, Part II, Part III.6; McKittrick: Chapters 4, 5, 7, 8, 9, 10
4/12 - Stallings: Part I.4, Part II, Conclusion; Shotwell: Part I, Part III.5, Conclusion
4/26 - Stallings: revisit based on what we discover throughout semester
Then we can all read as much of everything as we want/can, but folks are responsible for being extra attentive to different parts of the readings, so someone can speak to every section in detail in our class discussion. We are all set on these fronts for this week.
===
Wednesday 15 February, Let us Breathe: mattering breaths....
• INVESTIGATE WEBSITE: #letusbreathe
• READ: 2/15 - Stallings: Introduction, Parts I.1, I.2, I.3; McKittrick: Chapters 1, 2, 3, 6
• MAKING: 2 min. Attendance Portraits (Barry. 2014) HAND THESE IN AT BREAK TO DIRECTOR OF POSTERS Hagen. Damien will collect these through the semester, to be returned to folks as they work first on website and then on final posters.
>>BEFORE BREAK: pattern for core readings
remember Presentations are research done on CONTEXT with handouts (not text itself)
PRESENTATION ONE led by Peskin & Aftab
will start at 3:45 and go for ONLY TWENTY minutes (timed!)
• at 4:05 Peskin & Aftab facilitate discussion until break at 4:45
DISCUSSION: it is the responsibility of the WHOLE class to bring in text details AND CONNECT THEM TO CONTEXT offered by Peskin & Aftab!
Details to be drawn from: McKittrick: Chapters 1, 2, 3, 6 and #letusbreathe Collective and other as appropriate.
McKittrick, p. 18: "What I have been attempting to put forward on the basis of Césaire's proposed new science will therefore necessarily call for a rewriting of our present now globally institutionalized order of knowledge."
>>AFTER BREAK:
again: Presentations are research done on CONTEXT with handouts
PRESENTATION TWO led by Knowles & Hagen
will start at EXACTLY 5 pm (timed!) and go for ONLY TWENTY minutes (timed!)
• at 5:20 Knowles & Hagen facilitate discussion until class ends at 6 pm.
DISCUSSION: it is the responsibility of the class to bring in text details AND CONNECT THEM TO CONTEXT offered by Knowles & Hagen!
Details from: Stallings: Introduction, Parts I.1, I.2, I.3 and #letusbreathe Collective and other as appropriate.
Stallings, p. 95: "Rather than expel or avoid these practices, black people, Himes tells us, reinvent them."
MAKE SURE HANDOUTS HAVE BOTH NAMES OF PRESENTERS ON THEM ALONG WITH DATE. Make enough copies to hand out to everyone in class (8 copies).
===
NEXT CLASS: pattern for paired readings
• READINGS: Wekker & Schulman (sections TBA)
• PRESENTERS: Lundy-Harris & Attia
BEFORE BREAK: PRESENTATION led by BOTH Lundy-Harris & Attia ON BOTH WEKKER & SCHULMAN (handouts)
will start at 3:45 and go for ONLY TWENTY minutes (timed!)
• at 4:05 Both Lundy-Harris & Attia facilitate discussion until break at 4:45
DISCUSSION: it is the responsibility of the WHOLE class to bring in text details AND CONNECT THEM TO CONTEXT offered by Lundy-Harris & Attia!
AFTER BREAK: CONTINUED FACILITATION led by Lundy-Harris & Attia
DISCUSSION on ALL materials from last week and also this week.
it is the responsibility of the WHOLE class to MAKE SYNTHESIZING CONNECTIONS AMONG OUR READINGS and to offer ideas about USING THESE in various contexts and for various purposes.
WE WILL CONSIDER USING SOME OF THIS TIME after break on paired days FOR PROTOTYPING AND JUST HOW WE WANT TO DO THAT. We may have various exercises as well.
===
>>>DIRECTORS AT A GLANCE
===
think EMERGENCE and how to participate in it, to prime it, to recognize and pay attention to it, to offer it space to come-into-being -- BEING WITH
===
OUR FIRST PRESENTATIONS!
yes, it's a bit nerve-wracking until we have done it and see how it works.
yes, today we may be getting mixed up, messing up the structure (and maybe changing it), working things out in real time. nothing will be perfect, everything will be human, there will be mistakes, we will play with it caringly, daringly.
TAKE A MOMENT TO BREATHE!
as you come into class today, take some time to center yourself, and to relax a bit in the middle of tension. It's not all or nothing, it's attending and feeling and being here together.
TRY:
4 count tactical breathing:
Breathe in for a count of 4
Hold the breath for a count of 4
Breathe out for a count of 4
Hold for a count of 4
see Górska. 2016. Breathing Matters. Linköping. 192-3.
see also: http://www.breathmastery.com/what-is-tactical-breathing/
===
Today's website to explore, analyze, read, listen to:
• #LETUSBREATHE Collective: http://www.letusbreathecollective.com
===
FROM DIRECTOR OF READINGS & PRESENTATIONS:
this is how we're going to divide up the McKittrick, Shotwell, and Stallings reading throughout the semester:
2/15 - Stallings: Introduction, Parts I.1, I.2, I.3; McKittrick: Chapters 1, 2, 3, 6
3/1 - Shotwell: Introduction, Part II, Part III.6; McKittrick: Chapters 4, 5, 7, 8, 9, 10
4/12 - Stallings: Part I.4, Part II, Conclusion; Shotwell: Part I, Part III.5, Conclusion
4/26 - Stallings: revisit based on what we discover throughout semester
Then we can all read as much of everything as we want/can, but folks are responsible for being extra attentive to different parts of the readings, so someone can speak to every section in detail in our class discussion. We are all set on these fronts for this week.
===
Wednesday 15 February, Let us Breathe: mattering breaths....
• INVESTIGATE WEBSITE: #letusbreathe
• READ: 2/15 - Stallings: Introduction, Parts I.1, I.2, I.3; McKittrick: Chapters 1, 2, 3, 6
• MAKING: 2 min. Attendance Portraits (Barry. 2014) HAND THESE IN AT BREAK TO DIRECTOR OF POSTERS Hagen. Damien will collect these through the semester, to be returned to folks as they work first on website and then on final posters.
remember Presentations are research done on CONTEXT with handouts (not text itself)
PRESENTATION ONE led by Peskin & Aftab
will start at 3:45 and go for ONLY TWENTY minutes (timed!)
• at 4:05 Peskin & Aftab facilitate discussion until break at 4:45
DISCUSSION: it is the responsibility of the WHOLE class to bring in text details AND CONNECT THEM TO CONTEXT offered by Peskin & Aftab!
Details to be drawn from: McKittrick: Chapters 1, 2, 3, 6 and #letusbreathe Collective and other as appropriate.
McKittrick, p. 18: "What I have been attempting to put forward on the basis of Césaire's proposed new science will therefore necessarily call for a rewriting of our present now globally institutionalized order of knowledge."
again: Presentations are research done on CONTEXT with handouts
PRESENTATION TWO led by Knowles & Hagen
will start at EXACTLY 5 pm (timed!) and go for ONLY TWENTY minutes (timed!)
• at 5:20 Knowles & Hagen facilitate discussion until class ends at 6 pm.
DISCUSSION: it is the responsibility of the class to bring in text details AND CONNECT THEM TO CONTEXT offered by Knowles & Hagen!
Details from: Stallings: Introduction, Parts I.1, I.2, I.3 and #letusbreathe Collective and other as appropriate.
Stallings, p. 95: "Rather than expel or avoid these practices, black people, Himes tells us, reinvent them."
MAKE SURE HANDOUTS HAVE BOTH NAMES OF PRESENTERS ON THEM ALONG WITH DATE. Make enough copies to hand out to everyone in class (8 copies).
===
• READINGS: Wekker & Schulman (sections TBA)
• PRESENTERS: Lundy-Harris & Attia
BEFORE BREAK: PRESENTATION led by BOTH Lundy-Harris & Attia ON BOTH WEKKER & SCHULMAN (handouts)
will start at 3:45 and go for ONLY TWENTY minutes (timed!)
• at 4:05 Both Lundy-Harris & Attia facilitate discussion until break at 4:45
DISCUSSION: it is the responsibility of the WHOLE class to bring in text details AND CONNECT THEM TO CONTEXT offered by Lundy-Harris & Attia!
AFTER BREAK: CONTINUED FACILITATION led by Lundy-Harris & Attia
DISCUSSION on ALL materials from last week and also this week.
it is the responsibility of the WHOLE class to MAKE SYNTHESIZING CONNECTIONS AMONG OUR READINGS and to offer ideas about USING THESE in various contexts and for various purposes.
WE WILL CONSIDER USING SOME OF THIS TIME after break on paired days FOR PROTOTYPING AND JUST HOW WE WANT TO DO THAT. We may have various exercises as well.
===
>>>DIRECTORS AT A GLANCE
===
think EMERGENCE and how to participate in it, to prime it, to recognize and pay attention to it, to offer it space to come-into-being -- BEING WITH
===
Thursday, February 9, 2017
Consider Emergence as a property of direct action and activism
===
From the Wikipedia, Emergence > emergent properties and processes: [emphasis mine]
https://en.wikipedia.org/wiki/Emergence
"An emergent behavior or emergent property can appear when a number of simple entities (agents) operate in an environment, forming more complex behaviors as a collective. ...The processes from which emergent properties result may occur in either the observed or observing system, and can commonly be identified by their patterns of accumulating change, most generally called 'growth'. Emergent behaviours can occur because of intricate causal relations across different scales and feedback, known as interconnectivity. The emergent property itself may be either very predictable or unpredictable and unprecedented, and represent a new level of the system's evolution. The complex behaviour or properties are not a property of any single such entity, nor can they easily be predicted or deduced from behaviour in the lower-level entities, and might in fact be irreducible to such behavior. The shape and behaviour of a flock of birds [3] or school of fish are good examples of emergent properties.
"One reason why emergent behaviour is hard to predict is that the number of interactions between components of a system increases exponentially with the number of components, thus potentially allowing for many new and subtle types of behaviour to emerge. Emergence is often a product of particular patterns of interaction. Negative feedback introduces constraints that serve to fix structures or behaviours. In contrast, positive feedback promotes change, allowing local variations to grow into global patterns. Another way in which interactions leads to emergent properties is dual-phase evolution. This occurs where interactions are applied intermittently, leading to two phases: one in which patterns form or grow, the other in which they are refined or removed.
"On the other hand, merely having a large number of interactions is not enough by itself to guarantee emergent behaviour; many of the interactions may be negligible or irrelevant, or may cancel each other out. In some cases, a large number of interactions can in fact work against the emergence of interesting behaviour, by creating a lot of "noise" to drown out any emerging "signal"; the emergent behaviour may need to be temporarily isolated from other interactions before it reaches enough critical mass to be self-supporting. Thus it is not just the sheer number of connections between components which encourages emergence; it is also how these connections are organised. A hierarchical organisation is one example that can generate emergent behaviour (a bureaucracy may behave in a way quite different from that of the individual humans in that bureaucracy); but perhaps more interestingly, emergent behaviour can also arise from more decentralized organisational structures, such as a marketplace. [or social protest] In some cases, the system has to reach a combined threshold of diversity, organisation, and connectivity before emergent behaviour appears.
"Unintended consequences and side effects are closely related to emergent properties. ...In other words, the global or macroscopic functionality of a system with "emergent functionality" is the sum of all "side effects", of all emergent properties and functionalities.
"Systems with emergent properties or emergent structures may appear to defy entropic principles and the second law of thermodynamics, because they form and increase order despite the lack of command and central control. This is possible because open systems can extract information and order out of the environment."
===
Among the feminist reasons we all need to grow boundary objects and to learn the languages and knowledges of complex systems and the properties of emergence today, take a moment to consider Naomi Klein’s article in New Statesman, 29 Oct 2013: http://www.newstatesman.com/2013/10/science-says-revolt
Klein describes: “Brad Werner…the geophysicist from the University of California, San Diego walked the crowd through the advanced computer model he was using to answer that question. He talked about system boundaries, perturbations, dissipation, attractors, bifurcations and a whole bunch of other stuff largely incomprehensible to those of us uninitiated in complex systems theory. But the bottom line was clear enough: global capitalism has made the depletion of resources so rapid, convenient and barrier-free that “earth-human systems” are becoming dangerously unstable in response…. Serious scientific gatherings don’t usually feature calls for mass political resistance, much less direct action and sabotage. But then again, Werner wasn’t exactly calling for those things. He was merely observing that mass uprisings of people – along the lines of the abolition movement, the civil rights movement or Occupy Wall Street – represent the likeliest source of “friction” to slow down an economic machine that is careening out of control. We know that past social movements have “had tremendous influence on . . . how the dominant culture evolved”, he pointed out. So it stands to reason that, “if we’re thinking about the future of the earth, and the future of our coupling to the environment, we have to include resistance as part of that dynamics”. And that, Werner argued, is not a matter of opinion, but “really a geophysics problem."
===
From the Wikipedia, Emergence > emergent properties and processes: [emphasis mine]
https://en.wikipedia.org/wiki/Emergence
"An emergent behavior or emergent property can appear when a number of simple entities (agents) operate in an environment, forming more complex behaviors as a collective. ...The processes from which emergent properties result may occur in either the observed or observing system, and can commonly be identified by their patterns of accumulating change, most generally called 'growth'. Emergent behaviours can occur because of intricate causal relations across different scales and feedback, known as interconnectivity. The emergent property itself may be either very predictable or unpredictable and unprecedented, and represent a new level of the system's evolution. The complex behaviour or properties are not a property of any single such entity, nor can they easily be predicted or deduced from behaviour in the lower-level entities, and might in fact be irreducible to such behavior. The shape and behaviour of a flock of birds [3] or school of fish are good examples of emergent properties.
"One reason why emergent behaviour is hard to predict is that the number of interactions between components of a system increases exponentially with the number of components, thus potentially allowing for many new and subtle types of behaviour to emerge. Emergence is often a product of particular patterns of interaction. Negative feedback introduces constraints that serve to fix structures or behaviours. In contrast, positive feedback promotes change, allowing local variations to grow into global patterns. Another way in which interactions leads to emergent properties is dual-phase evolution. This occurs where interactions are applied intermittently, leading to two phases: one in which patterns form or grow, the other in which they are refined or removed.
"On the other hand, merely having a large number of interactions is not enough by itself to guarantee emergent behaviour; many of the interactions may be negligible or irrelevant, or may cancel each other out. In some cases, a large number of interactions can in fact work against the emergence of interesting behaviour, by creating a lot of "noise" to drown out any emerging "signal"; the emergent behaviour may need to be temporarily isolated from other interactions before it reaches enough critical mass to be self-supporting. Thus it is not just the sheer number of connections between components which encourages emergence; it is also how these connections are organised. A hierarchical organisation is one example that can generate emergent behaviour (a bureaucracy may behave in a way quite different from that of the individual humans in that bureaucracy); but perhaps more interestingly, emergent behaviour can also arise from more decentralized organisational structures, such as a marketplace. [or social protest] In some cases, the system has to reach a combined threshold of diversity, organisation, and connectivity before emergent behaviour appears.
"Unintended consequences and side effects are closely related to emergent properties. ...In other words, the global or macroscopic functionality of a system with "emergent functionality" is the sum of all "side effects", of all emergent properties and functionalities.
"Systems with emergent properties or emergent structures may appear to defy entropic principles and the second law of thermodynamics, because they form and increase order despite the lack of command and central control. This is possible because open systems can extract information and order out of the environment."
===
Among the feminist reasons we all need to grow boundary objects and to learn the languages and knowledges of complex systems and the properties of emergence today, take a moment to consider Naomi Klein’s article in New Statesman, 29 Oct 2013: http://www.newstatesman.com/2013/10/science-says-revolt
Klein describes: “Brad Werner…the geophysicist from the University of California, San Diego walked the crowd through the advanced computer model he was using to answer that question. He talked about system boundaries, perturbations, dissipation, attractors, bifurcations and a whole bunch of other stuff largely incomprehensible to those of us uninitiated in complex systems theory. But the bottom line was clear enough: global capitalism has made the depletion of resources so rapid, convenient and barrier-free that “earth-human systems” are becoming dangerously unstable in response…. Serious scientific gatherings don’t usually feature calls for mass political resistance, much less direct action and sabotage. But then again, Werner wasn’t exactly calling for those things. He was merely observing that mass uprisings of people – along the lines of the abolition movement, the civil rights movement or Occupy Wall Street – represent the likeliest source of “friction” to slow down an economic machine that is careening out of control. We know that past social movements have “had tremendous influence on . . . how the dominant culture evolved”, he pointed out. So it stands to reason that, “if we’re thinking about the future of the earth, and the future of our coupling to the environment, we have to include resistance as part of that dynamics”. And that, Werner argued, is not a matter of opinion, but “really a geophysics problem."
===
Wednesday, February 8, 2017
as you come in pick up an attendance portrait card
===
As you come in today, look for KK's class KIT near the door, find the attendance portraits cards and pick some colors as you get ready to seat yourself.
KK's classroom KIT
===
As you come in today, look for KK's class KIT near the door, find the attendance portraits cards and pick some colors as you get ready to seat yourself.
KK's classroom KIT
===
Monday, February 6, 2017
Second class in Section I
===
As you prepare for class this week, remember we want to know enough about all the materials that you can confidently commit to doing some research on context so that you can present your findings to the class ---
such presentations will be weekly ones. About 20 mins. Presenters then facilitate, first, questions about context and BIG PICTURE, then, after break, we will delve into details, context, maybe close readings in light of contexts and you will facilitate that too. Check out the Assignments TAB for information.
So for this week, you want to learn as much about ALL the materials, transmedia, and books as you reasonably can before class! TALL ORDER! learn enough to give a 5 mins overview of every item to the class! (all responsible to do, and we will take volunteers and also do things going around the group.)
THIS MAY HELP! Lurie. 2014. "How to Read a Book in Two Hours or Less." Grad Hacker, Inside Higher Ed. https://www.insidehighered.com//blogs/gradhacker/how-read-book-two-hours-or-less
ALSO: after seeing and hearing about everyone's kit last week, bring in the next ITERATION of your kit. What do you want it for? Well, to think with for sure, to create prototypes of posters, to support yourself and your learning and to share that in fun ways with others.
[Image from: http://make-it-your-own.com/wp-content/uploads/2015/06/AnimalsSupplies.jpg ]
===
WHERE ARE WE TODAY?
>>>Section I: Why didn't you just fix it anyway?<<<
*#LETUSBREATHE Collective: http://www.letusbreathecollective.com
*Lothian. 2016. "Choose not to warn." Feminist Studies 42/3: 1-14.
*King. 2016. "Microaggressions as Boundary Objects." Australian Feminist Studies 31/89: 276-282.
*McKittrick, ed. 2015. Sylvia Wynter: On being human as praxis. Duke.
*Stallings. 2015. Funk the Erotic: Transaesthetics and Black sexual cultures. Illinois.
=Neff. 2015. Self-Compassion. William Morrow. & Neff ; Companion website: http://self-compassion.org
=Marcus. 2015. Self-Care for Activists. Mocana. Free online at Amazon.
=Schulman. 2016. Conflict is not Abuse. Arsenal Pulp.
=Wekker. 2006. The Politics of Passion. Columbia.
==Bowker 2015. Boundary Objects and Beyond: Working with Leigh Star. MIT.
Wednesday 1 February, KITS, Lothian, King, handout Davidson; inspect Neff, Marcus [completed]
>>>>Wednesday 8 February, Bowker, inspect all materials and websites [TODAY!]
Wednesday 15 February, McKittrick & Stallings & #LETUSBREATHE Collective
Wednesday 22 February, Schulman or Wekker
As we complete Section 1, we will have set up Directorships, Presentation Dates, and reviewed all assignments to come!
===
NOTE: you will be reading sections of books, inspecting entire websites, reading entire articles
*entire class reads at least half self-chosen
=choices of which and sections made with Director of Readings
==recommended
===
===
Wednesday 8 February, Adding new body parts via public feelings
• INVESTIGATE & READ: Bowker, inspect all materials and websites; kits again
• MAKING: 2 min. Attendance Portraits (Barry. 2014. Syllabus. Drawn & Quarterly. p. 56.) https://www.drawnandquarterly.com/syllabus
Today we will ORGANIZE the course, who will present, how readings and assignments will work and so on. Eva has already put together a spread sheet for signups.
How did you APPROACH the instruction: "to learn as much about ALL the materials, transmedia, and books as you reasonably can before class! TALL ORDER! learn enough to give a 5 mins overview of every item to the class! (all responsible to do, and we will take volunteers and also do things going around the group.)"
Let's DISCUSS just what this takes and your own experiences and ideas about it. How will you use these to enliven your preparation for presentations?
Next, let's also do an INVENTORY of GUT REACTIONS: our triggers, reactivities, care-abouts, antipathies, corrections, withdrawings. Should this be with drawings?
BEFORE BREAK:
1) Attendance Portraits
2) How did you approach our instructions?
3) discussion of • our gut reactions, second reactions, reactivities, triggers, care-abouts.
5) break up into groups to present on items.
AFTER BREAK:
1) continue any presentings still on-going
2) thoughts on reading practices and needs
3) sign ups for presentations
4) sign ups for directors
Let's return to our gut reactions on the term self-care and CONTINUE OUR INSPECTIONS OF Marcus and Neff with your care-abouts and concerns in mind. More drawings? Freewrites? Mind maps?
IS self-care radical? what could we mean by that? how many meanings are bundled and for whom? See http://selfcareisradical.tumblr.com
[Image from: Self Care is Radical: http://68.media.tumblr.com/5585ec6dbeb3b50ed9cb1c2f3fb20f41/tumblr_n3gjecQho91s7famvo1_500.jpg ]
===
How to consume research [on Mindfulness] with a critical eye
In the journal-to-journalism cycle, there is often a disconnect between what scientific research actually finds and what the media ends up reporting. We will no doubt continue to be inundated with glossy magazine covers, catchy headlines, and social media posts on the latest and greatest findings on mindfulness and meditation more generally. Aside from reading news from reputable outlets, as a savvy consumer of mindfulness meditation research, you may consider doing the following.
1. Read the original research paper. Track down the original research paper that is being cited and read it in its entirety. Pay particular attention to the Methods section: Who are the participants? How many were there? How was mindfulness measured or manipulated? If there were differences found, how large are these differences?
2. Ask how this fits in with the larger literature. The latest mindfulness meditation research will surely make splashy headlines, but it’s important to consider how findings fit in with the larger literature: Does this study support or contradict other studies? Have these findings been replicated? Opt to read meta-analyses when possible.
3. Remember that publications are biased. Academic journals are historically biased towards publishing new and novel research that finds some link or effect, rather than none. Therefore, most of the news articles and research papers you read will say that there are indeed some changes or improvements. While this is slowly changing, studies where there were no differences or improvements are still unlikely to be published. It’s important to remember that what is being published is a fraction of all the research that actually gets conducted.
4. Revisit Stats 101. Remember that research is probabilistic; averages are getting reported in studies and there are always people who fall above and below the average (sometimes so much so that they’re referred to as outliers). Remember that you may be an outlier—just because the literature says something “works” for most people doesn’t mean it will “work” for you. We have to be willing to be our own laboratory and try things out on ourselves, collect data, and determine whether they “work” for us.
5. Proceed with caution. Remember to interpret everything you read with caution—researchers and journalists have biases, too! Researchers are incentivized to publish findings that tell a neat and coherent story and fit in with mainstream research. Journalists are incentivized to come up with catchy headlines to get you to click on their articles, and are often constrained by word count limits and tight deadlines—all of which may influence the end product that you read. As sophisticated consumers of mindfulness research, we must be willing to do our own homework and carefully consider what, if any, implications the latest research findings have for us in our lives.
http://greatergood.berkeley.edu/article/item/what_we_still_dont_know_about_mindfulness_meditation
About The Author: Hooria Jazaieri, LMFT, is a researcher, teacher, and psychotherapist. Her research at UC Berkeley centers on personal reputation and team chemistry. She is the recipient of graduate research fellowships from the the National Science Foundation and the Greater Good Science Science Center.
===
===
As you prepare for class this week, remember we want to know enough about all the materials that you can confidently commit to doing some research on context so that you can present your findings to the class ---
such presentations will be weekly ones. About 20 mins. Presenters then facilitate, first, questions about context and BIG PICTURE, then, after break, we will delve into details, context, maybe close readings in light of contexts and you will facilitate that too. Check out the Assignments TAB for information.
So for this week, you want to learn as much about ALL the materials, transmedia, and books as you reasonably can before class! TALL ORDER! learn enough to give a 5 mins overview of every item to the class! (all responsible to do, and we will take volunteers and also do things going around the group.)
THIS MAY HELP! Lurie. 2014. "How to Read a Book in Two Hours or Less." Grad Hacker, Inside Higher Ed. https://www.insidehighered.com//blogs/gradhacker/how-read-book-two-hours-or-less
ALSO: after seeing and hearing about everyone's kit last week, bring in the next ITERATION of your kit. What do you want it for? Well, to think with for sure, to create prototypes of posters, to support yourself and your learning and to share that in fun ways with others.
[Image from: http://make-it-your-own.com/wp-content/uploads/2015/06/AnimalsSupplies.jpg ]
===
WHERE ARE WE TODAY?
>>>Section I: Why didn't you just fix it anyway?<<<
*#LETUSBREATHE Collective: http://www.letusbreathecollective.com
*Lothian. 2016. "Choose not to warn." Feminist Studies 42/3: 1-14.
*King. 2016. "Microaggressions as Boundary Objects." Australian Feminist Studies 31/89: 276-282.
*McKittrick, ed. 2015. Sylvia Wynter: On being human as praxis. Duke.
*Stallings. 2015. Funk the Erotic: Transaesthetics and Black sexual cultures. Illinois.
=Neff. 2015. Self-Compassion. William Morrow. & Neff ; Companion website: http://self-compassion.org
=Marcus. 2015. Self-Care for Activists. Mocana. Free online at Amazon.
=Schulman. 2016. Conflict is not Abuse. Arsenal Pulp.
=Wekker. 2006. The Politics of Passion. Columbia.
==Bowker 2015. Boundary Objects and Beyond: Working with Leigh Star. MIT.
Wednesday 1 February, KITS, Lothian, King, handout Davidson; inspect Neff, Marcus [completed]
>>>>Wednesday 8 February, Bowker, inspect all materials and websites [TODAY!]
Wednesday 15 February, McKittrick & Stallings & #LETUSBREATHE Collective
Wednesday 22 February, Schulman or Wekker
As we complete Section 1, we will have set up Directorships, Presentation Dates, and reviewed all assignments to come!
===
NOTE: you will be reading sections of books, inspecting entire websites, reading entire articles
*entire class reads at least half self-chosen
=choices of which and sections made with Director of Readings
==recommended
===
===
Wednesday 8 February, Adding new body parts via public feelings
• INVESTIGATE & READ: Bowker, inspect all materials and websites; kits again
• MAKING: 2 min. Attendance Portraits (Barry. 2014. Syllabus. Drawn & Quarterly. p. 56.) https://www.drawnandquarterly.com/syllabus
Today we will ORGANIZE the course, who will present, how readings and assignments will work and so on. Eva has already put together a spread sheet for signups.
How did you APPROACH the instruction: "to learn as much about ALL the materials, transmedia, and books as you reasonably can before class! TALL ORDER! learn enough to give a 5 mins overview of every item to the class! (all responsible to do, and we will take volunteers and also do things going around the group.)"
Let's DISCUSS just what this takes and your own experiences and ideas about it. How will you use these to enliven your preparation for presentations?
Next, let's also do an INVENTORY of GUT REACTIONS: our triggers, reactivities, care-abouts, antipathies, corrections, withdrawings. Should this be with drawings?
BEFORE BREAK:
1) Attendance Portraits
2) How did you approach our instructions?
3) discussion of • our gut reactions, second reactions, reactivities, triggers, care-abouts.
5) break up into groups to present on items.
AFTER BREAK:
1) continue any presentings still on-going
2) thoughts on reading practices and needs
3) sign ups for presentations
4) sign ups for directors
Let's return to our gut reactions on the term self-care and CONTINUE OUR INSPECTIONS OF Marcus and Neff with your care-abouts and concerns in mind. More drawings? Freewrites? Mind maps?
IS self-care radical? what could we mean by that? how many meanings are bundled and for whom? See http://selfcareisradical.tumblr.com
[Image from: Self Care is Radical: http://68.media.tumblr.com/5585ec6dbeb3b50ed9cb1c2f3fb20f41/tumblr_n3gjecQho91s7famvo1_500.jpg ]
===
How to consume research [on Mindfulness] with a critical eye
In the journal-to-journalism cycle, there is often a disconnect between what scientific research actually finds and what the media ends up reporting. We will no doubt continue to be inundated with glossy magazine covers, catchy headlines, and social media posts on the latest and greatest findings on mindfulness and meditation more generally. Aside from reading news from reputable outlets, as a savvy consumer of mindfulness meditation research, you may consider doing the following.
1. Read the original research paper. Track down the original research paper that is being cited and read it in its entirety. Pay particular attention to the Methods section: Who are the participants? How many were there? How was mindfulness measured or manipulated? If there were differences found, how large are these differences?
2. Ask how this fits in with the larger literature. The latest mindfulness meditation research will surely make splashy headlines, but it’s important to consider how findings fit in with the larger literature: Does this study support or contradict other studies? Have these findings been replicated? Opt to read meta-analyses when possible.
3. Remember that publications are biased. Academic journals are historically biased towards publishing new and novel research that finds some link or effect, rather than none. Therefore, most of the news articles and research papers you read will say that there are indeed some changes or improvements. While this is slowly changing, studies where there were no differences or improvements are still unlikely to be published. It’s important to remember that what is being published is a fraction of all the research that actually gets conducted.
4. Revisit Stats 101. Remember that research is probabilistic; averages are getting reported in studies and there are always people who fall above and below the average (sometimes so much so that they’re referred to as outliers). Remember that you may be an outlier—just because the literature says something “works” for most people doesn’t mean it will “work” for you. We have to be willing to be our own laboratory and try things out on ourselves, collect data, and determine whether they “work” for us.
5. Proceed with caution. Remember to interpret everything you read with caution—researchers and journalists have biases, too! Researchers are incentivized to publish findings that tell a neat and coherent story and fit in with mainstream research. Journalists are incentivized to come up with catchy headlines to get you to click on their articles, and are often constrained by word count limits and tight deadlines—all of which may influence the end product that you read. As sophisticated consumers of mindfulness research, we must be willing to do our own homework and carefully consider what, if any, implications the latest research findings have for us in our lives.
http://greatergood.berkeley.edu/article/item/what_we_still_dont_know_about_mindfulness_meditation
About The Author: Hooria Jazaieri, LMFT, is a researcher, teacher, and psychotherapist. Her research at UC Berkeley centers on personal reputation and team chemistry. She is the recipient of graduate research fellowships from the the National Science Foundation and the Greater Good Science Science Center.
===
===
Wednesday, February 1, 2017
>>>>Why didn't you just fix it anyway?
===
Wednesday 1 February, KITS, Lothian, King, handout Davidson & Lurie; inspect Neff, Marcus
OUTLINE OF TODAY'S CLASS:
>BEFORE CLASS:
• EXPLORE CLASS WEBSITE CAREFULLY!
• MAKE AND BRING IN YOUR ART/DESIGN/MAKING KIT TO TALK ABOUT AND DISPLAY
• WEB ASSIGNMENTS: Brené Brown podcast, What Will The Theme Of Your Life Be In 2017?; What is your Activist Superpower? From Everyday Feminism; IDEAS ON FIRE.
• READ: Lothian 2016 & King 2016.
>IN CLASS:
• HANDED OUT: Davidson. 2017. The Future of Education is Now. Anthropology News. http://www.anthropology-news.org/index.php/2017/01/13/the-future-of-education-is-now/
Lurie. 2014. How to Read a Book in Two Hours or Less. Grad Hacker, Inside Higher Ed. https://www.insidehighered.com//blogs/gradhacker/how-read-book-two-hours-or-less
• MAKING: 5 min. Attendance Portraits (Barry. 2014. Syllabus. Drawn & Quarterly. p. 56.) https://www.drawnandquarterly.com/syllabus
We will start off with our first MAKING & PROTOTYPING practice: Taking Attendance with Index Portraits, a exercise drawn and played with by cartoonist Lynda Barry.
Then we will introduce ourselves and our activist Superpower; interview each other with Themes of our Lives; and using our cards we will the take up making class buddies, and otherwise beginning to create ourselves as a community of intellectual friends.
We will also read, interconnect, and discuss reactions, reactivities, triggers, care-abouts and other points of political meaning, emotion, and action using Lothian and King as points, directions, objects, shimmering nests of words.
After break we will organize the course, who will present, how readings and assignments will work and so on.
We will think about all the very many meanings and reactions the term self-care has right now and inspect Marcus and Neff.
===
(Barry. 2014. Syllabus. Drawn & Quarterly. p. 56.) https://www.drawnandquarterly.com/syllabus
===
Wednesday 1 February, KITS, Lothian, King, handout Davidson & Lurie; inspect Neff, Marcus
OUTLINE OF TODAY'S CLASS:
>BEFORE CLASS:
• EXPLORE CLASS WEBSITE CAREFULLY!
• MAKE AND BRING IN YOUR ART/DESIGN/MAKING KIT TO TALK ABOUT AND DISPLAY
• WEB ASSIGNMENTS: Brené Brown podcast, What Will The Theme Of Your Life Be In 2017?; What is your Activist Superpower? From Everyday Feminism; IDEAS ON FIRE.
• READ: Lothian 2016 & King 2016.
>IN CLASS:
• HANDED OUT: Davidson. 2017. The Future of Education is Now. Anthropology News. http://www.anthropology-news.org/index.php/2017/01/13/the-future-of-education-is-now/
Lurie. 2014. How to Read a Book in Two Hours or Less. Grad Hacker, Inside Higher Ed. https://www.insidehighered.com//blogs/gradhacker/how-read-book-two-hours-or-less
• MAKING: 5 min. Attendance Portraits (Barry. 2014. Syllabus. Drawn & Quarterly. p. 56.) https://www.drawnandquarterly.com/syllabus
We will start off with our first MAKING & PROTOTYPING practice: Taking Attendance with Index Portraits, a exercise drawn and played with by cartoonist Lynda Barry.
Then we will introduce ourselves and our activist Superpower; interview each other with Themes of our Lives; and using our cards we will the take up making class buddies, and otherwise beginning to create ourselves as a community of intellectual friends.
We will also read, interconnect, and discuss reactions, reactivities, triggers, care-abouts and other points of political meaning, emotion, and action using Lothian and King as points, directions, objects, shimmering nests of words.
After break we will organize the course, who will present, how readings and assignments will work and so on.
We will think about all the very many meanings and reactions the term self-care has right now and inspect Marcus and Neff.
===
(Barry. 2014. Syllabus. Drawn & Quarterly. p. 56.) https://www.drawnandquarterly.com/syllabus
===
Subscribe to:
Posts (Atom)