with best regards
On 11 August 2017 at 10:14, bronac ferran <firstname.lastname@example.org> wrote:
> Dear Yasmin friends
> Reading Frieder's heartfelt message made me pause for thought. Is the art
> and science (and humanities or otherwise) debate and dialogue now overly
> preoccupied with remaking and remoulding educational structures and
> policies and how far do any of these discussions connect and relate to what
> is happening in the world, as we live, as the ice is melting and the war
> heads are advancing?
> A journal I have co-edited with Lizzie Fisher has just been published and
> within it we have several texts by pioneering figures in post-war
> interdisciplinary trends and influences (in the UK primarily but with
> international connections) and in the editorial introduction an argument is
> made that this emergence was directly connected to a mood of revolution in
> the air, a desire for social and political change and a sense that it might
> be feasible to help to catalyse this. I am sending link to contents list
> and here's our guest editor introduction:
> I have posted some links to Yasmin Announcements where more of the texts
> can be read in full and if anyone wishes to access any of the articles just
> drop me or a line or email the author directly if you are in touch with
> On 8 August 2017 at 04:42, roger malina <email@example.com> wrote:
>> art/tech pioneer frieder nake sends us this comment on our
>> steam to stem discussion
>> he brings us a salutory reminder that the meta discussion, which
>> i have been party to, may not be very relevant to practioners ! nor
>> in face of the very real problems our world is facing
>> ---------- Forwarded message ----------
>> From: nake <firstname.lastname@example.org>
>> Dear Roger,
>> I occasionally read a statement in this long, heavy, demanding ongoing
>> STEM and STEAM and THEMAS and huevos rancheros discourses, and then I
>> give up again reading (for it justs takes too much of my time), but I
>> have not said anything even though I often felt I wanted to do so.
>> For me, much of these intelligent essays appears as meta-polylog with
>> way too much of meta. Here a three or four scattered notes, really
>> scattered only, not even the attempt at anything substantial, nothing
>> more than a Sunday morning remark by a wounded soul.
>> At any given moment over the last five years or more, I had between 20
>> and 25 students at Bachelor or Master levels (plus five at doctoral
>> level) whose theses I was supervising. Their topics span a wide
>> spectrum between art, media, design, and computer science. They
>> require so much time to advice that the meta discourse gets touched
>> once in a while but is not really interesting. Not more than a nice
>> remark, not touching the substance of what those students are doing.
>> There are about 200 new and unread books sitting around my desk
>> wanting to be studied. They are about political, media, artistic,
>> philosophical, scientific matters. I allow myself for about two hours
>> on Sunday mornings at 5 a.m. to read a few pages. So I will die before
>> I have read 5% of this growing and incredibly interesting mass of
>> intellectual production. These books deal with issues from those
>> disciplines, hardly any of them are meta.
>> There is a big problem in the world: the return of religious wars.
>> There is another huge problem in the world: the climate change. And
>> yet another two: the outrageous attacks of capitalism on everything
>> human, and the growth of right-wing political movements. To call any
>> of these developments a "problem" is, in some sense, belittling. They
>> are not "problems" of the kind you deal with in art or mathematics.
>> They concern democracy and enlightenment and we cannot even understand
>> anyof the basics if we don't approach it on the level of dialectics.
>> The meta issues are far away. Almost like a fund-raising educational
>> Vis-à-vis such scattered remarks, I don't see much space or time (no
>> matter how you count dimensions) for those meta-questions. I am
>> already fully occupied when I try to do a decent teaching job.
>> Frieder Nake
>> On 06/08/17 01:46, roger malina wrote:
>> i had a chance to talk to marcus novak at the leonardo 50th birthday
>> part at sheila pinkel's home
>> in los angeles
>> we discussed his THEMAS concept as an alternative to the stem to steam
>> discussions- as he points put "It builds upon the successes of
>> STEM/STEAM, with greater emphasis on the humanities, creativity, and
>> synthesis." the us national academies study
>> also emphasises that the humanites need to be fully integrated into
>> the stem to steam discussion
>> here is marcus ( hope you will tell us more) web site:
>> Knowledge is often presented to us in fragmented form. We become
>> informed about the parts, but lose the sense of the whole. We gain
>> expertise, but lose balance. This course proposes to treat knowledge
>> as a transdisciplinary, organic, n-dimensional continuum.
>> "Mediated Worlds" examines how technologies and humanities (means and
>> ends), engineering and mathematics (concrete and abstract), and arts
>> and sciences (synthesis and analysis) inform all aspects of how we
>> come to know and make the world.
>> Touching upon themes ranging from media arts and digital humanities to
>> virtual reality and future cinema, from generative systems and the
>> poetics of new technologies to non-Euclidean geometries and
>> n-dimensional spacetime, from liquid architectures and new music to
>> pattern formation and algorithmic aesthetics, from artificial life and
>> machine learning to soft robotics and bioengineering, from world
>> mythologies and ancient philosophies to cognitive psychology and
>> neuroscience, from thermodynamics and symmetry operations to genomics
>> and new materials, from quantum entanglement and live performance to
>> synthetic ecologies and the Anthropocene, this course presents an
>> interconnected model of knowledge, learning, creative discovery, and
>> 21st century citizenship.
>> A THEMAS COURSE:
>> The THEMAS*** model proposes a continuum across disciplines previously
>> separated by narrow specializations. It builds upon the successes of
>> STEM/STEAM, with greater emphasis on the humanities, creativity, and
>> ***Technologies Humanities Engineering Mathematics Arts Sciences
>> roger malina
>> is somewhere in colorado
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