Reinventing the call
Et si . . . nous acceptions de changer l’angle du projecteur qui éclaire notre vision du monde, c’est-à-dire voir autrement, écouter autrement, créer un espace, une réserve de “blanc”, comme l’ont fait les peintres de Lascaux pour créer profondeur et mouvement ? —Hélène Trocmé-Fabre, Réinventer le métier d’apprendre
And what if . . . we agreed to change the angle of the projector that illuminates our vision of the world, which is to say, to see differently, listen differently, create a space, a “blank” reserve, as the painters of Lascaux did to create depth and movement? —Hélène Trocmé-Fabre, Reinventing the call of teaching
Trocmé-Fabre begins by asking what if we were to requestion everyday language to reframe certain concepts and create new relations between problematic elements.
Bernard Stiegler does this in his concept of “organology”, which brings together artificial tools, psychic individuals, and social organization.
Speaking of new relations, I am still marvelling at how, by introducing the new category of “The acted document” to this site, I weeded out “Critical pedagogy”, which was giving me a headache regarding material selected for one of the textbooks I am writing. A few years back, I began phasing some of the more critical texts out from one of the undergraduate courses because they led to a depressing tone in class and because other types of texts were more supportive of the co-creative approach I’ve been developing for the non-elective course on culture and communication. I also agree with Trocmé-Fabre and Engelbart that the collective potential of the relation of technology to teaching is underdeveloped. Finally, there are different ways to create engagement with core themes—and this is one illustration of movement in thought.