Abstract
“Wild Studios” argues that an enactment of transversal art and philosophy —which re-configures modes of activity that move across questions, disciplines, and sites of learning—will enable the contemporary university to more continuously reinvent itself. This transversality that drives within and beyond institutional boundaries toward more conceptual precision, fliexible materialities, and social power will generate greater capacities for the university to transfigure the most pressing issues of our time.
The sovereign clouds came clustering. The conch
Of loyal conjuration trumped. The wind
Of green blooms turning crisped the motley hue
To clearing opalescence. Then the sea
And heaven rolled as one and from the two
Came fresh transfigurings of freshest blue.
—Wallace Stevens, “Sea Surface Full of Clouds” (Collected Poems, p. 98)
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
There is an immense history of educational experiments and the ones we have mentioned are just a handful of examples. See, for instance: Jane Addams’s Hull House: Jackson (2001), more info at: http://www.hullhousemuseum.org/. John Dewey’s University of Chicago Laboratory School: Rudd and Attwood (2014). Hein (2004). Rabindranath Tagore’s Santiniketan School and the Visva-Bharati University : Mukherjee (2016). Highlander Research and Education Center (formerly the Highlander Folk School); Glen (2015). Black Mountain College: Díaz (2014). Arcosanti: Soleri (1987) Imagining America: http://imaginingamerica.org/. SARAI Programme at the Centre for the Study of Developing Societies (CSDS, Delhi, India) http://sarai.net/. Transdisciplinary Undergraduate Research Exchange between the University of Hong Kong’s Common Core and Utrecht University ’s Humanities Honours programme: https://commoncore.hku.hk/2016/10/transdisciplinary-undergraduate-research-exchange-2017/.
- 2.
For more on Design Trust and Traveling Architectures, for which Kanta Kochhar-Lindgren was the initiator and artistic director, see http://designtrust.hk/grant-recipients/traveling-architectures/; https://www.facebook.com/travelingarchitectures/; and http://www.foldedpaperdanceandtheatre.com/traveling-architectures/.
- 3.
For additional artistic projects on the pai dong, see https://www.facebook.com/events/386499124738004/.
- 4.
The introduction to the Situationists on Ubuweb tells us that: “When the Situationist International was first formed, it had a predominantly artistic focus; emphasis was placed on concepts like unitary urbanism and psychogeography. Gradually, however, that focus shifted more toward revolutionary and political theory. The Situationist International reached the apex of its creative output and influence in 1967 and 1968, with the former marking the publication of the two most significant texts of the Situationist movement, The Society of the Spectacle by Guy Debord and The Revolution of Everyday Life by Raoul Vaneigem. The expressed writing and political theory of the two aforementioned texts, along with other Situationist publications, proved greatly influential in shaping the ideas behind the May 1968 insurrections in France; quotes, phrases, and slogans from Situationist texts and publications were ubiquitous on posters and graffiti throughout France during the uprisings.” (http://www.ubu.com/film/si.html).
- 5.
- 6.
From a larger temporal perspective, Guattari explains that we are all working in the space of the “three zones of historical fracture”: the age of European Christianity, the age of capitalistic deterritorialization of knowledge and techniques, and the age of planetary computerization . We are compressing all of these, for the moment, into the concept of the “university .”
References
Bradley, J. P. N. (2014). Zigzagged: Ripped to bits, torn to shreds. Dialogos, 14(2), 83–106.
Cole, D. R., & Bradley, J. P. N. (2016). A pedagogy of cinema. Rotterdam: Sense Publishers.
Cole, D. R., & Woodrow, C. (Eds.). (2016). Super dimensions in globalisation and education. Singapore: Springer.
Deleuze, G., & Guattari, F. (1994). What is philosophy? (H. Tomlinson & G. Burchell, Trans.). New York: Columbia University Press.
Díaz, E. (2014). The experimenters: Chance and design at black mountain college. Chicago: University of Chicago Press. Also at: http://www.blackmountaincollege.org/.
Dickinson, E. (1924). The complete poems of Emily Dickinson. Boston: Little, Brown; Bartleby.com, 2000. www.bartleby.com/113/. (July 24, 2017).
Glen, J. M. (2015). Highlander: No Ordinary School 1932—1962. Lexington: University Press of Kentucky. Also at: http://highlandercenter.org/.
Grosz, E. (2008). Chaos, territory, art: Deleuze and the framing of the earth. New York: Columbia University Press.
Guattari, F. (2008). The three ecologies (I. Pindar & P. Sutton, Trans.). London: Continuum.
Guattari, F. (2013). Schizoanalytic cartographies (A. Goffey, Trans.). London: Bloomsbury Academic.
Hein, G. (2004). John Dewey and museum education. Curator the Museum Educator, 47(4), 413–427.
Jackson, S. (2001). Lines of activity: Performance, historiography, hull-house domesticity. Ann Arbor: University of Michigan Press.
Kochhar-Lindgren, G. (2017). Hong Kong’s laboratory of liberal learning: Design- thinking, Phronēsis, and the Common Core. In D. Araya & P. Marber (Eds.), The evolution of the liberal arts in a global age (pp. 126–134). New York: Routledge.
Kochhar-Lindgren, K. (2016). Participatory Choreographies, our future cities, and the place of creative learning in international arts exchanges. In P. Blessinger & L. Watts (Eds.), Creative learning in higher education: international perspectives and approaches (pp. 93–104). New York: Routledge.
Kochhar-Lindgren, K. (2014). The turbulence project: Touching cities, visual tactility, and windows. Performance Research International, 19(5), 13–22.
Mukherjee, H. B. (2016). Education for fullness: A study of the educational thought and experiment of Rabindranath Tagore. New York: Routledge.
Rancière, J. (2004). The politics of aesthetics G Rockhill (Ed. & Trans.). London: Bloomsbury.
Robinson, M. (2016). The givenness of things: Essays. London: Virago Press.
Rudd, A. G., & Attwood, A. (2014). Dewey lab school at the university of Chicago (Vol. 2). In D.C. Phillips (Ed.), Encyclopedia of educational theory and philosophy (pp. 455–458). Thousand Oaks, CA: Sage.
Serres, M. (2007). The parasite. Minneapolis, MN: University of Minnesota Press.
Soleri, P. (1987). Arcosanti: An urban laboratory? Santa Monica: VTI Press. Also at: https://arcosanti.org/.
Stevens, W. (1990). The collected poems of Wallace Stevens. New York: Vintage.
Thoreau, H. D. (1862, June) Walking. The Atlantic. https://www.theatlantic.com/magazine/archive/1862/06/walking/304674/.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2018 Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Kochhar-Lindgren, G., Kochhar-Lindgren, K. (2018). Wild Studios: Art, Philosophy, and the Transversal University. In: Cole, D., Bradley, J. (eds) Principles of Transversality in Globalization and Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-0583-2_3
Download citation
DOI: https://doi.org/10.1007/978-981-13-0583-2_3
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-13-0582-5
Online ISBN: 978-981-13-0583-2
eBook Packages: EducationEducation (R0)