// Week 9 //

Wednesday 10/21

Really struggling with this map assignment. Having a hard time creating something that I think is interesting. Lost a lot of time to trying to figure out stuff for p.5, but was able to figure out code for dragging and scrolling which should prove useful in the future. This stuff pivoted away from looking at “important” design universities and looks instead at other, outside schools. I think I may pivot again and focus specifically on classes and syllabi. 

// Class Note Dump //
Start analog
Imaginary curicculium
Imaginary classes
Subvert university curicculium
Alternate world/universe education
Speculative classes
Alien design workshops
List of activities for alternative education/self learning
No teachers?

From Bansri Thakkar to Everyone: (2:40 PM)
I think the idea of speculative design class is really interesting and still in line with your topic but in a less “attacking” way maybe?

Friday 10/24

// Jack Meeting Notes //
What do I do with this research?
Pirated publication?
Community post wall?

Putting courses/syllabi online and making them accessible to a wiser audience
  • Initially a part of Joe Potts project
Online adds to accessibility
  • MOOCs
  • Corsaria Courses
  • San Jose State / UC System
  • Crashed spectacularity
Make an online university
  • Just adjunct labor/syllabi
  • leftist
  • How does that work?
Hacker scenes/hacking workshops
Communal learning
Teaching without an expert
  • weird/radical
  • people can teach themselves anything
Radical pedagogical experiments have all died/happened in the past
  • Antioc University
  • harder for them to take place in higher education
  • interest in experimental design pedagogy at the moment
UIC — Moholy-nagy left institute of design, J doblin took over and resonated it into something more based around ideating than form. Professors who had been trained by MN came to UIC. (Hans Wingler Bauhaus book / Muriel Cooper). Collect all phases. Last chapter is about UIC.

Jan Van Eyke (before neutering)

Interested in giving form to research/emphasizes the documentary aspect.
Book : Howard Singerman Art Subjects >>> Keep reading

Enzo mari manual
Publishing classes as a self building manual
Choose a class and publish (Cheryl’s class)
  • Document how the class worked.
  • specifications of what the project is
  • making a demand/asking that certain things be externalized/clear/tangible
  • compelling teacher to produce this work

Online vs in person — temporality changes
Who owns that work/pedagogical labor?

In alternative models, what are the labor relationships?
Is it truly cooperative?
Southland Institute wants to be an alternative without thinking through the structure.
Real alternative experiment should think about that
Where does the institutional power lie?
  • who owns the IP


// Pouya Meeting Notes //
How to branch out further with publication.
Draw looser or invisible connections outside of art and design.
Connect to larger sociopolitical things or specific figures.
Start outside field and work in.
Large scope based on a decade and work inward.
As a way of finding things you wouldn’t otherwise find.
How do you make an endless research thread.
That avoids ending somewhere specific.
In order to find shared threads or find unexpected sources.

Balance between fluid parameters and things that are more fixed
Design is not a fixed thing in time (fluid publishing)

Web that can be exported to a printed version
Open source type of thing / but also a place to give some basic components/structure for self learning (toolkit)

Toolkit for self learning (independent study)
Not fixed, must be ongoing and changing (and rejecting itself at the same time)
Place for posting syllabi, text, images?
Expansive with some sort of structure >>> filters, how do you search?
Platform vs webpage?

Communities need shared interest, how does this platform allow for that?
  • building community through self education / knowledge sharing
  • going through process parallel to someone else
  • Look through lens of community building

Push it to the limits and work your way back

When working with the toolkit, don’t work with design/design principles at all
  • less form
  • more content
  • more focused on education?
Lean into arbitrary frameworks or frameworks not destined by design
  • allow that to influence how that develops a toolkit
Think about making models not finished things
  • how does it work as a product
  • platform
  • something else?
  • letting the ideas/model produce themself
  • let go of control