"The student is not home, out of place, without credit, in bad debt. The student is a bad debtor, threatened with credit. The student runs from credit. Credit pursues the student, offering to match credit for debt, until enough debts and credits have piled up. But the student has a habit, a bad habit. She studies. She studies but she does not learn. If she learned they could measure her progress, establish her attributes, give her credit. But the student keeps studying, keeps planning to study, keeps running to study, keeps studying a plan, keeps elaborating a debt. The student does not intend to pay."
Fred Moten and Stefano Harney The Undercommons (62).
What are our habits of study? How do we study otherwise than for the test, for the evaluation, for what is "expected" of us? What conditions are necessary for a learning-all-the-time, a mode of practice that is punctuated, perhaps, by something like an academic schedule, but never irreducible to it? What happens when we move beyond requirement to a mode of engagement which exceeds the academic classroom, exceeds the university and all its contorted modes of "knowing"? How else might we already know? How else might we learn to know?
Fred Moten and Stefano Harney The Undercommons (62).
What are our habits of study? How do we study otherwise than for the test, for the evaluation, for what is "expected" of us? What conditions are necessary for a learning-all-the-time, a mode of practice that is punctuated, perhaps, by something like an academic schedule, but never irreducible to it? What happens when we move beyond requirement to a mode of engagement which exceeds the academic classroom, exceeds the university and all its contorted modes of "knowing"? How else might we already know? How else might we learn to know?
I think that actually engaging in knew knowledge requires facilitators or creativity. Either the individual is able to know on their own or knowledge is shared. I think our ability to keenly observe is an underrated common attribute to humans.
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