Summer School as School 2022 Conference 1
August 13, 2022, 18:00
Venue: Boxing Club
Radical Pedagogy and Autonomous Research Led by Artists, with lectures and presentations by Bernhard Rüdiger, Esther Leslie, Besa Luzha, Daniel Consentino, moderated by Albert Heta.
The conference aims to provide a critical view and discuss positions, experiences and practices in the higher education and the education systems in France, the UK, the US and Kosovo.
Following, read the abstract of presentations:
Bernhard Rüdiger: Contemporary Art and Historical Temporalities
Contemporary Art and Historical Temporalities Since 2004 the Ensba has been the first French art academy running an autonomous research program led by artist Bernhard Rüdiger along with artists and/or theoreticians called “Contemporary Art and Historical Temporalities.” This research program developed a new approach of artist research with proper methodologies based on the interaction of arts theory and artistic practice with a particular doctoral diploma DSRA (Diplôme supérieur de recherche an art). The research unit has long questioned sometimes problematic references to the real, to “ultra-contemporaneity,” and to a noticeable flattening of time (that historian François Hartog, invited to one of our conferences, called “presentism”).
Esther Leslie: Radical Pedagogy
This contribution moves between the picket lines of Higher Education struggles (with lecturers as workers), student militancy (refusing consuming, occupying, self-managing), Paul Lafargue’s Right to be Lazy, the Black Panthers and Jean Genet and poetry, from recently and from the past, for poetry, says Shelley, is an unacknowledged legislator of the future. For a diagnosis of the problem of the contemporary university, it draws on Lukacs’ idea of reification – in order to outline some contours of a truly international university (inside and outside the current University). What happens to the radical educator, who rejects hierarchy but becomes enmeshed in the hierarchical, fee-demanding system of Higher Education, with its use of measurement and ranking, the production of multiple sites of competition.
Daniel Cosentino: Education Models
What would an innovative new curriculum of an art program be today? Where has the value of previous programs been and who holds that value?
For this presentation, I’d like to present on some practicalities of the Higher Education system that would present significant road blocks to the development of Stacion, as our case example, attaining degree granting status.
August 13, 2022, 18:00
Venue: Boxing Club
Radical Pedagogy and Autonomous Research Led by Artists, with lectures and presentations by Bernhard Rüdiger, Esther Leslie, Besa Luzha, Daniel Consentino, moderated by Albert Heta.
The conference aims to provide a critical view and discuss positions, experiences and practices in the higher education and the education systems in France, the UK, the US and Kosovo.
Following, read the abstract of presentations:
Bernhard Rüdiger: Contemporary Art and Historical Temporalities
Contemporary Art and Historical Temporalities Since 2004 the Ensba has been the first French art academy running an autonomous research program led by artist Bernhard Rüdiger along with artists and/or theoreticians called “Contemporary Art and Historical Temporalities.” This research program developed a new approach of artist research with proper methodologies based on the interaction of arts theory and artistic practice with a particular doctoral diploma DSRA (Diplôme supérieur de recherche an art). The research unit has long questioned sometimes problematic references to the real, to “ultra-contemporaneity,” and to a noticeable flattening of time (that historian François Hartog, invited to one of our conferences, called “presentism”).
Esther Leslie: Radical Pedagogy
This contribution moves between the picket lines of Higher Education struggles (with lecturers as workers), student militancy (refusing consuming, occupying, self-managing), Paul Lafargue’s Right to be Lazy, the Black Panthers and Jean Genet and poetry, from recently and from the past, for poetry, says Shelley, is an unacknowledged legislator of the future. For a diagnosis of the problem of the contemporary university, it draws on Lukacs’ idea of reification – in order to outline some contours of a truly international university (inside and outside the current University). What happens to the radical educator, who rejects hierarchy but becomes enmeshed in the hierarchical, fee-demanding system of Higher Education, with its use of measurement and ranking, the production of multiple sites of competition.
Daniel Cosentino: Education Models
What would an innovative new curriculum of an art program be today? Where has the value of previous programs been and who holds that value?
For this presentation, I’d like to present on some practicalities of the Higher Education system that would present significant road blocks to the development of Stacion, as our case example, attaining degree granting status.