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Frederik Herman, Geert Thyssen & Karin Priem
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This paper unveils mutually constituent material, visual and metaphorical expressions of encounters between the human and the mechanical. It investigates circumstances and ways in which these expressions have come into existence, and... more
This paper unveils mutually constituent material, visual and metaphorical expressions of encounters between the human and the mechanical. It investigates circumstances and ways in which these expressions have come into existence, and captured and mobilised new forms of knowing and acting. The paper explores firstly, how certain ‘orienting frames of reference’ and associated ‘experimental systems’ have managed to materialise around the body-machine and penetrate theory and praxis; and, secondly, what visual and textual sources related to a vocational school reveal about where and how the body-machine has come to operate in education, industry and science. The paper thereby analyses photographs not only as media presenting, representing and interrogating common thought and practice but rather as agents adding further layers to networks of meaning around the body-machine. It shows how the body-machine in metaphorical, material and visual ways became a key element of dynamic mental maps...
Frederik Herman, Karin Priem & Geert Thyssen
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Geert Thyssen & Frederik Herman In line with the theme of the 2014 BNVGOO conference, namely: infectious diseases and the ‘hygienization’ of the child, for this paper we have taken the Institut Emile Metz, founded in 1913... more
Geert Thyssen & Frederik Herman In line with the theme of the 2014 BNVGOO conference, namely: infectious diseases and the ‘hygienization’ of the child, for this paper we have taken the Institut Emile Metz, founded in 1913 in Dommeldange, Luxembourg as a starting point, even though this institute was not explicitly aimed at the prevention of, or fight against, tuberculosis but rather at the creation of a healthy, educated and primarily ‘autochthonous’ workers’ elite. As such it functioned as a crossroad of knowledge circulating within still developing disciplines such as psychotechnics, gymnastics and hygiene, commonly studied separately from each other. In the context of psychotechnics and related fields of research, including labour science, fatigue studies and biometrics, tuberculosis has been found to be curiously absent. Starting from a selection of textual-visual sources of a vocational school priding itself on an annexed ‘psychophysiological laboratory’, in our paper we have therefore explored to what extent in this context tuberculosis nevertheless played a role of significance. Hypotheses adopted in this vein posit (1) that although the Institut Emile Metz seems to have wanted to leave the impression of operating in vitro in a broader laboratory of industrial reform and of managing to keep out tuberculosis, this infectious disease nonetheless affected the institute’s everyday practice; (2) that this is evident, among other things, from similar associations made around tuberculosis in this vocational institute, on the one hand, and dispensaria, preventoria, sanatoria and open-air schools, on the other hand. The paper, then, shows that in a discourse of energy efficiency notions of infection, inspired by a recently emerged bacteriology, converged with theories on work rationalisation, anchored in thermodynamics and related disciplines. Textual-visual sources related to open-air gymnastics, swimming and scouting in the frame of the Institut Emile Metz and institutes like the ‘Maison des Enfants’ in Kreuzberg and the open-air schools of Dudelange and Esch-sur-Alzette confirm the presence of associations made with tuberculosis, however implicitly. Such associations or articulations manifest themselves for instance around a notion like ‘constitution’. This notion was central to the everyday practice of the Institut Emile Metz, which in spite of its attempt to operate in vitro does not seem to have always been spared from tuberculosis.
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Frederik Herman, Karin Priem & Geert Thyssen
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The whole book is available at: https://punctumbooks.com/titles/manifesto-for-a-post-critical-pedagogy/ The Manifesto for a Post-Critical Pedagogy was written in September 2016 and first presented at Liverpool Hope University on 17th... more
The whole book is available at: https://punctumbooks.com/titles/manifesto-for-a-post-critical-pedagogy/
The Manifesto for a Post-Critical Pedagogy was written in September 2016 and first presented at Liverpool Hope University on 17th October 2016. At that launch event, we heard a keynote response from Tyson Lewis and further invited responses from Geert Thyssen and Olga Ververi. From the outset, having made the Manifesto available online in open access, we were encouraged by the enthusiastic response and the genuine interest shown by colleagues internationally. We therefore chose to invite further responses, to broaden the conversation, but did so specifically from early- to mid-career scholars. Hence, we also include here responses from Oren Ergas, Norm Friesen, and Stefan Ramaekers.
We provide no commentary here on the Manifesto itself, or the responses that follow it in this book, other than to say that, as a manifesto it is intended to be short and to contain no references. The responses are more academic in style but still adopt a more conversational tone than a regular text, and they vary in length. The conversation form is taken up more fully in the final chapter in which we seek to address some of the questions they raise in ways that, we hope, provide further provocation and keep the conversation open.
The Manifesto for a Post-Critical Pedagogy was written in September 2016 and first presented at Liverpool Hope University on 17th October 2016. At that launch event, we heard a keynote response from Tyson Lewis and further invited responses from Geert Thyssen and Olga Ververi. From the outset, having made the Manifesto available online in open access, we were encouraged by the enthusiastic response and the genuine interest shown by colleagues internationally. We therefore chose to invite further responses, to broaden the conversation, but did so specifically from early- to mid-career scholars. Hence, we also include here responses from Oren Ergas, Norm Friesen, and Stefan Ramaekers.
We provide no commentary here on the Manifesto itself, or the responses that follow it in this book, other than to say that, as a manifesto it is intended to be short and to contain no references. The responses are more academic in style but still adopt a more conversational tone than a regular text, and they vary in length. The conversation form is taken up more fully in the final chapter in which we seek to address some of the questions they raise in ways that, we hope, provide further provocation and keep the conversation open.