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Unthinking Reason

Our discussion towards the end of class fed into some interesting aspects of the piece we read by da Silva. 

As Erin pointed out, the mandate of our universities is probably best described as systematic transmission—an approach that is clearly more systemic than particular. In class, this got me thinking about what this transmission would mean if it wasn't coupled with such a ubiquitous and pervasive reliance on an underlying universal reason and morality. Although profs often encourage ‘critique’ of this ideology, the critiques never seem to stray far from the confines of their subjects. If we stepped outside of this reason and morality, and transmission occurred without reliance on our rational, individual selves to interpret and reconstitute, maybe we could compose new and unique constellations of thought based on what is transmitted, rather than simply regurgitating the cartographies of others’ modes of reasoning. Then maybe transmission wouldn't be so bad. 

It felt very important to be introduced to the alignment of Whiteness and Neurotypicality to these forms of normative thinking.

It was nice to see this half-formed thought I was mulling over taken up throughout the da Silva piece. Her critique of Hegel and his concept of self-actualization as the simple playing-out of universal reason was interesting, particularly because I found it hard to differentiate at times between her problematizing of this logic and her own seemingly Hegelian dialectic-like structuring. I felt a strong interaction between Marx and Hegel on the one hand—notably what she identifies as the exclusion of Blackness from self-actualization in their respective ethos’— and da Silva’s own call for the emancipation of Blackness from Thought and Truth. But she seemed, in doing so, to accept an almost Hegelian notion of Thought and Truth.


As she progressed into a discussion of the ‘Plenum’ and what she refers to as ‘refraction’ and the ‘play of expressions,’ I was surprised to see the piece converge towards a more familiar plane that I am used to interacting with through thinkers like Deleuze, rather than Hegel (my connection was made through Tarde, by way of Leibniz). Although the way she gets there couldn't be more different, the destination seems somewhat similar. Especially when reading the phrase ‘as what exists becomes always and only a rendering of possibilities, which remain exposed in the horizon of becoming,’ which sounds like it could be written on the wall somewhere in the SenseLab. I didn't expect to end up there when I started reading, and i’m interested to hear more about how Hegel and Marx brought us to Process.

Comments

  1. An incisive comment, Jesse! When I spoke with Denise tonight I mentioned the challenge for me of moving through Hegel, despite the fact that I understood well that to challenge Western canons includes the necessary work of challenging Hegel! That got me thinking about the privilege some of us have *not* to challenge the canons. Those of us who do not need to destroy the world before beginning to build it. That led me to wondering what the stakes were in my case, and I realized that long before I knew the vocabulary for neurodiversity I was finding it in the rhythms and words of the philosophers who continue to help me to think (Nietzsche, Whitehead, Deleuze, Guattari, Spinoza, Leibniz etc). This thought then led me to the idea of the "general curriculum" that we all live under in the university (the idea that one mode of thought precedes another, leading to the idea of prerequisites). While this may make sense in cumulative disciplines (like medicine, say) it makes absolutely no sense to me in the arts, social sciences and humanities. Imagine a class where we might have the time together to encounter the force of thought itself, where we read not because the learning had to happen "just this way" but because study itself was moving our thinking.

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  2. I really enjoyed reading this (post and comment)!!!
    especially the part: "the privilege to not challenge the canons"
    well put!

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