Mark Ingham: New Paradigms in Pedagogical Thinking for the Academy of the very near Future, or how the Wasp Became the Orchid #STU10

This presentation was given on Wednesday, 21st of December 2011, 8 pm GMT, by Dr Mark Ingham, @ScopingPhD2010. Mark is visual artist who has been making work about and researching into ideas of autobiographical memory and its relationships with photographic images. This work is made up of a number of installations that use SLR cameras and LED light sources to create photographic projectors. They use photographic slides as their image source and are attempts to create a sense of memories being fuzzy narratives that can constantly change and be changed. These projected photographic images are an exploration into experiences of remembering and forgetting. They are attempts to evoke a form of ‘paramnesia’, whereby fantasy and reality collapse to create a sense of déjà vu. He is a Principal Lecturer at the University of Greenwich in the School of Architecture, Design and Construction. He is a Masters Programme Leader in the Design Future Despartment.

Links to further reading below.

Tweeter

Mark Ingham

Room

#STU10

This is @ozonist, head and founder of The Swedish Twitter University, tweeting to welcome you all to #STU10!
I will hand over the account to Mark Ingham in just a minute, but first – as every STU night – let me remind you of a few things. #STU10
Please remember to tag your questions and comments with #STU10 so that everyone can see them and engage in the discussion.
Everything will be archived on the http://t.co/CFaoXxMh blog afterwards, so check that out as well. #STU10
Now it’s time for Mark, don’t you think? … Mark, take it away! #STU10
Thank you Marcus and good evening. I am Mark and I am and artist who also likes to teach to learn and learn to teach. #STU10
Please butt in as much as you like and will try to converse with you on any comments you give it goes along. Slightly slow at typing! #STU10
The lecture may Stutter and Stammer a bit and be a bit fragmentary, but hopefully the cells will be contiguous enough to make sense. #STU10
ok lets go..
Gilles Deleuze + Felix Guattari, amongst others, have forced me to think critically about how and why we learn/teach for the future. #STU10 Reference
Learning Change: Nomadic Education – Variations on a Theme by Deleuze and Guattari http://tiny.cc/7m5ek
Pedagogy can be dangerous. A university education can be even more dangerous. It can create new thinking. It can force thought. #STU10
By not using ‘common sense’ but through collaborative experimentations. Not by using presuppositions, but through critical effort. #STU10 Reference
Deleuze: a critical reader By Paul Patton http://tiny.cc/z2mlw
And pedagogy should be dangerous. University should be even more dangerous. It should create new thinking. It should force thought. #STU10
Pedagogy should not create a continuous stream of human capital for the knowledge economy. But by multiple ‘lines of flight’. (D&G) #STU10 Reference
Nomadic Education: Variations on a Theme by Deleuze and Guattari Inna Semetsky. http://tiny.cc/5vlus
Something in the world forces us to think. This something is an object not of recognition but of a fundamental encounter. (D) #STU10 – 4) Reference
Deleuze, G (1968) Difference and Repetition. http://tiny.cc/gscli
Education should not be about the reproduction of what already exists but…be committed to what is to become. (Gert Biesta) #STU10 – 5) Reference
See: http://tiny.cc/yj3sp
In pedagogical writing using Deleuze/Guattari the Rhizomatic/Nomadic keep erupting as critical ways of rethinking learning/teaching. #STU10
D&G say A rhizome has no beginning or end; it is always in the middle, between things, interbeing, intermezzo. #STU10 Reference
A thousand plateaus: capitalism and schizophrenia By Gilles Deleuze, Félix Guattari, Brian Massumi http://tiny.cc/6xsje
D&G’s Rhizomes are always open, multiple, de-centered, here + there + everywhere + all at once. No Logos. Connected Collaboratively? #STU10 Reference
Rhizome Yourself: Experiencing Deleuze/Guattari from Theory to Practice 
Rachel Douglas-Jones and Salla Sariola. http://tiny.cc/nglzl
…(Rhizomes are) a map that is always detachable, connectable, reversible, modifiable, and has multiple entryways and exits… #STU10 Reference
A thousand plateaus: capitalism and schizophrenia By Gilles Deleuze, Félix Guattari, Brian Massumi http://tiny.cc/6xsje
Dave Cormier writes: ‘In the rhizomatic model of learning, curriculum is not driven by predefined inputs from experts;’ #STU10
‘…it is constructed and negotiated in real time by the contributions of those engaged in the learning process.’ #STU10 Reference
Rhizomatic Education: Community as Curriculum by Dave Cormier. http://tiny.cc/q17zp
So are we Becoming or want to become trans-disciplinary and multi-disciplinary and anti-disciplinary and, and, and? #STU10 Reference
Transdisciplinarity http://tiny.cc/ovpx3, The Witch’s Flight http://tiny.cc/yhj96, Virtual globalization http://tiny.cc/u34mz
The metaphor of nomad, used by Deleuze, is potent as indicating a dynamic and evolving character of philosophical concepts…’ #STU10 Reference
Not too serious Wasp/Orchid interlude: http://tiny.cc/134ue
@IsakGerson
@svtwuni If knowledge can’t be acquired as a planned curriculum, can predefined grading systems ever work? #STU10
…verses their having forever-fixed and eternal meanings independent of context, time, place, subject, or culture, (I. Semetsky) #STU10 Reference
Inna Semetsky (2008) Nomadic Education: Variations on a Theme by Deleuze and Guattari http://tiny.cc/4y6yk
@isakGerson I guess wee need assessment for learning rather than of learning? #STU10
Nomadism as a way of thinking becomes, for D+G, a revolutionary alternative to the State, and therefore to the given canon? #STU10 Reference
See: nomadic / sedentary http://tiny.cc/3nua4
C. Colebrook declares It should not be about sharing rules and coming to consensus, but destroying rules and having ongoing debates. #STU10
this implies collaborative and new modes of thinking. Debates should not have winners/rules just ongoing points of relative stability #STU10 Reference
Claire Colebrook The Joy of Debate – a Conversation http://tiny.cc/7qqwn
Can Social Media, new Online Initiatives and new networks create affective ways of collaborating and new ways of thinking pedagogy? #STU10
Any questions? #STU10
MIT has a new online learning space MITx that offers free learning tools. Can this then mean communities act as the curriculum? #STU10 Reference
MIT > online learning initiative MITx offers courses online and make online learning tools freely available. http://bit.ly/uZs7Rk
@missjuliezoe
@SvTwuni #STU10 But even ongoing debates needs conclusions, and in education your conclusion might not be enough to validate your degree?
MOOCs like Change: Education, Learning, and Technology #change11 Its opening line is, Being connected changes learning. I agree.. #STU10 Reference
The Massive Open Online Course (MOOC) #change11 http://tiny.cc/11o66
@missjuliezoe Is not your degree only the beginning of something else and are we not always in a state of becoming? #STU10
@missjuliezoe
@SvTwuni #STU10 If the communities act as the curriculum than how will we decide on a global basis what is the ideal result?
And fantastic inspiring initiatives like @SvTwuni add to a growing openness and willingness to share and collaborate pedagogically. #STU10 Reference
Time Capsules and Conditions of Now http://tiny.cc/age1d
@missjuliezoe
@SvTwuni #STU10 agreed, very good point indeed.
@BPJoh
@SvTwuni teachers task is always to pass on a question, rather than an answer
@missjuliezoe perhaps id is because we look for the ideal result? perhaps that is the problem? #STU10
[Power]… totalizes and theory is by nature opposed to power. (But) It must be useful. It must function. #STU10 Reference
Intellectuals & Power: A conversation between Michel Foucault and Gilles Deleuze. http://tiny.cc/pjc56
In a new Paradigm for Pedagogy do we not need less of: this is what/how it was/is and more what possibly can this be/might be? #STU10
That was my 25…I will be here there and everywhere if you want to discuss…and thank you for looking…Mark #STU10
@missjuliezoe
@SvTwuni #STU10 Good point, I would love a world where the foundation of a degree was to explore everything rather than a forced curriculum.
@BPJoh yes and our students are the questioners and is it how we all collaborate to learn? #STU10
@missjuliezoe yes yes yes one day…? How will be do with out the structures that seem to guide us but really only bind? #STU10
@missjuliezoe
@SvTwuni #STU10 Thank you Mark! …
@leonardhoux
@svtwuni #stu10 I can’t get my head around how a rhizomatic approach wouldn’t turn what should be a trained expert into an occult wizard
@leonardhoux Ah the Rhizome..it is fun and a good read A thousand plateaus: capitalism and schizophrenia By D&G http://t.co/2T5dZdA3 #STU10
@leonardhoux
@SvTwuni all the regular power structures remain!
@simonrae
@SvTwuni #STU10 – Yes, for some, but for the majority won’t existing models continue? Institutions are slow and wary of change.
@tiffanyshlain @knightfdn #STU10 sounds good to me…How it will be used will be exciting though…
@simonrae #STU10 Yes they are very slow but if they do not change they will be doomed to 19th century ways of education and close!
@leonardhoux Transdisciplinarity http://t.co/ysMD6uzn, The Witch’s Flight http://t.co/u68gUDNj, Virtual global http://t.co/qjOYbmNf #STU10
@missjuliezoe
@SvTwuni #STU10 According to Michio Kaku the internet is the beginning of ‘type 1’ telephone system http://t.co/nxgtqWM9
@missjuliezoe #STU10 What will Type 2 be then…?
@missjuliezoe
@SvTwuni According to Michio Kaku we will be galactic.
@SimonRae
@SvTwuni But some of the oldest (& most successful?) pedagogies have been practiced (unchanged) in some institutions for 100s of years.
@simonrae I guess so but have they really been that successful? with a much more collaborative model we might solve more problems #STU10
A Not too serious Wasp/Orchid interlude: http://t.co/keaWuv66 #STU10
@simonrae Oh yes and perhaps when we grow our own clover theirs will will be less palatable? nomadic / sedentary http://t.co/lzIB3JSZ #STU10
@missjuliezoe MIT > online learning MITx offers courses online and make online learning tools freely available. http://t.co/tAKWwR1j #STU10

Further reading

Dave’s Educational Blog http://davecormier.com/

“Deleuze and Computers” Lecture Video http://www.communicationplusone.org/archives/17

rhizomat portal http://www.bleb.net/rhizomat/

Naxos http://www.inmanencia.com/

Francois Dosse, (2010) Gilles Deleuze and Félix Guattari: Intersecting Lives. Columbia University Press.

Gilles Deleuze Felix Guattari. (1987) A Thousand Plateaus. Minneapolis: University of Minnesota Press.

http://danm.ucsc.edu/~dustin/library/deleuzeguattarirhizome.pdf

Inna Semetsky (Ed.). (2008) Nomadic Education: Variations on a Theme by Deleuze and Guattari. Sense Publishers.
http://www.sensepublishers.com/catalog/files/9789087904135.pdf

Simon O’Sullivan. (2007) Art Encounters. Deleuze and Guattari: Thought Beyond Representation. Palgrave. (Review at: http://www.simonosullivan.net/reviews/art-encounters-heythrop-review.pdf)

Jason J. Wallin. (2010) A Deleuzian Approach to Curriculum: Essays on a Pedagogical Life. Palgrave

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