Thinking/writing in the stream of
[the
last of Phish run of New Year’s Shows last week in Miami; beginning at 17:48
and repeating the “Light” jam; every now and then I go on Phish binge,
especially when something from recent tour finds its way into my Dead Zone inbox! nb: after hearing it on the
radio yesterday in the morning, I was planning to listen to Henry Purcell…but
this Phish is just too right on for a cold early glorious morning in Portland!]
So
the past few commentaries have all been about working through the fundamental
ontological claim, and describing the relationship of Being and learning as the presencing of becoming. Here is the place where my emphasis on the
actualization and realization are grounded*.
The real is made through imitation.
This is the clever aphorism that says most of all I need to say about
the technē of education.
On 1/13/05 the writing
expresses a proto huacaslogical form when it describes the technē
of learning – artwork – as happening “in/with the Open, the space where the
learner crosses over…into the enchanted region where she is un-bound from the
self.” (BL 344)
Recalling here some of
the iterations of huacalogical thinking, which describes the place (‘space’) of
learning as sacred (hence the learner as homo
sacer*)
What distinguishes the dialectic of learning is its third moment, which has to be thought
via what I am calling the huacaslogical
(cartographical phenomenology, originary place
thinking) (12/22/14)
The phenomenological reduction to the originary discloses:
the Nothing, fecund Silence, the
Open; all ‘resting’ in the atemporal//kairological Eternal. In turn, the
phenomenology of the originary is huacaslogical (a thinking in/or sacred
place). (12/26/14)
1. “Spatiality,
like the air, remains the hidden presence of the most essential, but, unlike
the archaic principles of the Milesians, space is not a material first
‘substance’…”(BL 323)
2.
“Space is the immaterial phenomenon of the Open itself that
remains the most hidden and concealed…”(BL
323)
On
12/27/04 the spatiality of the huacaslogical – the phenomenology of
sacred space – gives way to the complementary temporality of the learning
community’s work, described with language that resonates with Badiou (who I was
not reading in 2004). The work is described as “the dialogic event,
where and when the poetics of artistic expression unfolds…”(BL 325)
And,
for me, Parmenides is demonstrating what I am calling the huacaslogical: the
description of the thinking happening in sacred place (holy time and space).(1/6/15)
*We
are made, we become real, we become whole, not to mention holy. That is, we become homo sacer, which, from the perspective of the State denotes
philosophy (learning as thinking, thinking as learning) as ‘accursed,’ but from
within that ‘third space’ (DuBois mapping of education outside the State and
Market) of the learning community we are sacred.
(12/19/14)
Entering
into becoming happens via
self-overcoming, which, I would reiterate, is prepared by apathetic reading (documented here and there in the pages of this
blog, and offered a full articulation in
the paper written about a year ago for PES Albuquerque). To describe the learner as ‘un-bound’ is to
describe her as beyond the self, as having experienced the pedagogy of gelassenheit, as (re)newed into learning
by entering the flow of becoming. “Un-bound, the learner is affirmed as the
newcomer, the bearer of the question…vestige of the originary dispensation.”(BL 343)
Recall: ‘vestige’ is a category I received during my training at Fordham
in medieval philosophy and theology, which came to me from Bonaventure and his
Franciscan ontology of the vestigium. I use this category to rework Arendt’s
‘natality’. In turn, the vestige is the
originary dispensation “bourne upon” the learner. Our natality is the vestigium of ceaseless nativity.
Ontologically this implies the learner “always already in the condition
of freedom because she remains (de)construccion, from/of creation. To be ‘of’ creation is to remain a creative
being, a being capable of making, or initiating…”(BL 345) It’s a subtle move
to insert the Spanish as a displacement of ‘deconstruction’, with the attempt
to underline that condition of the learning as the modality of being made. This is the why I wrote that “we are made,
we become real, we become whole, not to mention holy.
That is, we become homo sacer,
which, from the perspective of the State denotes philosophy (learning as
thinking, thinking as learning) as ‘accursed,’ but from within that ‘third
space’ (DuBois mapping of education outside the State and Market) of the
learning community we are sacred.”(12/19/14) To entering into becoming is to (re)turn to the realization of being holy, and to
move in a sacred place. And on 1/13/15
then learner is described as coming into the realization of “her condition as
free and un-bound, and thus she takes up her position as a learner, as one who
remains in-complete, under construction.
And when taking up this position she becomes ready to perform, to
produce the artwork of be-ing human, to (re)present Being and thereby take up
the question posed by Being…the question that appears in the very condition of
her existence, freedom.”(BL 343)
The
writing on 1/13/05 is as locked in as the jam happening at 41” of the second
set of Phish (1/3/15), so that I am going to let the material speak for itself:
“…to
dwell in/with Being’s dynamic dispersal is to abide (de)construccion of/from
{under} construction in the process of becoming.”(BL 345)
“And
this is the condition of the learner, the one who is seized by and is closely
attuned to Being…to the be-ing of human as (de)construccion, as in the process of
becoming…”(BL 346)
“The
learner, as captivated by learning, is seized by the processural unfolding of
Being, and ‘her’ participation in this dynamic process. To be learner is thus to be attuned to this
participation and in this wide awakeness to cultivate the conditions of the
actuality of learning…”(BL 346)
“Thus,
the learner is seized by Being, by the be-ing of human, by the ‘fact’ of
existence, by the ‘fact’ that she exists at all….learning is only put underway
by this awakening…”(BL 346)
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