[...]) --> a form of digestion***
*praxiography: forms of analysis produced by practice researchers, a type of ethnographic method that converses with multiplicity (--> following a trail, walking a path =/= map out a field ~= philosophy of artistic research), doctors [analyst] and patients [analysand, artist] ascribe meaning in different ways --Annemarie--> yet they perform or enact reality together --> they *do the reality of a disease [problem, artwork]*
++{Annemarie uses the term “enact” to show that objects (such as body and disease) exist as articulations of the practices that produce them (~= Butler's performance), enacting (not explained by what went before, present remains unstable, patterns and routines and surprises) =/= making (‘causes’ lie when ‘making’ happened)}
[*]theory: conversations about the realities our words help to explore (=/= seeking to fix concepts)
in knowledge practice realities are various brought into being (+ limits of that adaptability) --> *ontology:
--anthropology--> people order “reality” seriously differently
--biomedical--> why, when, where is this truth realized? what does it depend on? what are its alternatives? --> *ontology does not precede knowledge practices* (various practices are closely linked ==> ontologies are linked [for example a patient who talks to a doctor in a consulting room may receive a clinical diagnosis, while laboratory measurements ‘do’ her disease in a different way. or in artistic research environments such as apass.])

(Annemarie's) praxiography --> asking what are the techniques that make things (their empirical, epistemological found objects) visible, audible, tangible, knowable (for this artist in front of me #feedback @apass)**


‘empathy’ is a word that is often recruited when bodies are involved --> resonances with troublesome romantic meanings (magic, fold knowledge)
embodied empathy shifts its meaning from one situation to another --> different meanings ==> different outcomes
[*]empathy: the process by which one delegates to one's body a question, or a problem, that matters and that involves other beings’ bodies --> bodies are articulating and become articulated in the asking and in its responses
= making the body available for the response of another being (=/= feeling what the other feels)
==create==> possibility of an embodied communication (=/= experiencing with one's body what the other experiences)
---> go to Cinderella's empathy: make one think with & with the body
--Despret--> *empathy becomes a scientific tool* that need to be shaped, forged, refined, embodied, a tool that attunes bodies

[*]care: it matters for them that it matters for their animals (***what matters for the other person becomes your matters***)

how to act in a polite manner in a baboon's world? (or in an artist's world, when we give feedbacks)
{seeing like a baboon =/= acting like a baboon = corresponding with a baboon}--> *they transform themselves in order to create partial connections* (James’ “acting as if”) =/= performative
•to act with the baboons (learn how a tree gives you dirty looks, how it resists the proposition of your presence)
•Lorenz's “becoming with”
•Despret's “the miracle of the attunement”

embodied communication --> responsible relation --> constructing the possibility of engagement

[*]responsible: the one who constructs him/herself in order to be available to a respond

--Despret--> (to imagine that we can actually) correspond through the choreographic language of our bodies

“traying to get knowledge" = knowing for the sake of knowing }<-- 19th century adventure hunter archeologist imperialism

***(for James) [*]emotion: what makes us feel (=/= what is felt), an experience of making available ==> an occasion for others : ****emotions ==> dispose our bodies**** (+ our bodies dispose our emotions) @Chloe
-if we want to feel an emotion, we can dispose our body to produce it (<-- this was my method in my early performances in 2014)

Lorenz, Strum, Smuts, Despret
learn to become what it becames when it acts ‘as if’ --> *stakes of reliable knowledge : to thing with*

...................................

Baxstrom --> anthropology of the anthropologist
Despret --> ethology of the ethologist

اشعیا Isaiah provides a vivid imaginary of multispecies bonds and flourishing: the wold will live with the lamb, the leopard will lie down with the goat, the calf and the lion and the yearling together; and a little child will lead them

*nonhuman animals are as much subjects of history as humans are*

-why do we listen to prohpets?

quasi-theological and anthropocentric notions such as that of the great chain of being

(the importance of) changing ourselves as humans ==> change animals
•how changing human habits also gives other animals a chance to change theirs?
[*]ethology: a practice of habits involving distance, knowing activity, politeness, milieu, alliance

(i am interested in women) not because of gender [= identity politics, political correctness], but because of *their practice and the question they pursue*

what parrots talk about
talking birds and primates as subjective interlocutors who can become persons in the exchanges allowed by language


*they never posed the question of knowing what a raven could, through this somewhat maniacal behavior, teach them about what interested it*
-(curious) being always teach you what that being is interested in

very bottom of the ladder of choices...

for Tehran:
1. memory studies
2. kalagh shenasi (raven studies) کلاغ شناسی

ravens, evidently, do not want to obey any of the rules that make research possible: the incivility that excommunicated them from the laboratoies of the behaviorists having already been stigmatized from the time of the Flood (in Noah's ark)

ravens are by all account unreliable <-- calling into question the intelligence of their researchers, the pertinence of their models, and the solidity of their dispositives
---> go to Kelile Demne

*the ravens literally recruit their researcher*
to [*]recruit: they will reveal to him the resolution of an enigma the difficulty and the interest of which would be in accord with what makes them impossible to study

(from) season --to--> season
(from) enigma --to--> findings
(from) hypothesis --to--> tests
suspense and sudden turns ==> transform all that we know about ravens

the ravens present a behavior that has no sense from the point of view of evolution

the “guilty” of the story are given from the beginning

---> go to [Daston's] historian of science (always knew how the story ended): imagine you are the kind of a person who cheats when reading mystery novels, and you read the last page first to know who did it, and then when you read the rest of mystery story, you know everything is building towards this climax, you read it in a very different way than the person who has to retrace all that have been implanted in your way by the author to throw you off the scent of the real villain {==> you lose the past in the image of the present}
+ scientist (who wish to have a) story about *why we believe what we believe now and why it is right* [knowing that everything we know now will be overturned if not now later]--> pathos and progress of science {==> negates science's enormous creativity and capacity for renovation}
-*Foucault showed how many more objects [sexuality, etc.] have histories (that we thought they don't, that they are constant for all humanity for all time for all cultures)


ravens are capable of being silent when they don't care to be noticed

(the raven inviting the others to share in the party, when food is difficult to find + they are experts in hiding food items) eyes of an ethologist --> why do ravens do that which the logic of evolution should prohibit them from doing? --Despret--> this motive will be not only a matter of discovering but also of inscribing in the regime of proof

hierarchical ladder =/= great economy of conflicts

one-upmanship

(raven's) acts that appear to be useless, pertain at once to both the game and to the affirmation of skill

**reciprocity of exchanges of good conduct**
•you are interested in the differences
•you are interested in unexpected strategies
•you take into account the fact that the animal does not cease to transgress the rules and models + that it is unpredictable in its choices (<-- ravens demand this) ==> you adopt other ***criteria of achievement*** [--> in giving #feedback to artists: understanding their ‘criteria of achievement’ (has nothing of an ambitious program about it, but) leaves their program totally open in regards to its realization]
◦for example (Heinrish explains) raven's criteria of achievement: the raven can ****procure resources from the environment and convert them to a little more of itself**** (<-- @apass this is also what artists do, *converting the environment into a little more of itself*)
=/= theory of sociobiology {raven = an umpteenth example of the “all purpose” model of the theory of the “selfish gene” --> altruistic behaviors ==> transmit the greatest possible number of its genes to the population --> ravens who are altruistic recruiters (sharing rare resources), costly from the individual point of view, can reap benefits in regard to evolution ~= *the animal simply obeys a relatively inflexible rule: help your relatives, ignore others, and you will multiply the copies of yourself* --> *your animal will be similar to others and all the variations be nothing but details of the same motive* [=/= Cinderella]}

how does the motive make the “crime” an achievement for the raven?
how (to accord) this achievement (with that which) translate to (the raven's everyday) survival?

(register of) negotiations of interest and stakes ~/= (politeness of) “getting to know” by posing the question, in terms of achievement, what it is that interests the raven
--> to elucidate (not just what and how, but) why the raven does what it does
•the ravens will not show you straightforwardly what counts for them --> you have to create situations that permit the ravens to help you decide (among all the contesting fictions) the right fiction [#artistic feedback as fictioning]

dance of hesitation


(a cadaver لاشه, once a preditor, waiting for an imprudent raven) to reverse the situation: to convert the bird into a little more of itself
==> salutary egoism: it would be better to be with many others in the case of this type of error

organization
cooperation
i find, you open

*work of the researcher = leading the ravens to take a position in relation to his fictions and hypothesis* (resisting those that don't explain, clarifying those that do) --Despret--> **the researcher must create a dispositive that confers on the ravens “the power not to submit to his interpretations”** <-- politeness of “getting to know” {"getting to know you” does not necessarily turn on an attentive benevolence but on the art of finding the forces, and exchanging them, in an exercise of [*]rivalry: (constituted by) a clever mixture of complicity & opposition}

test of the intelligence and cunning (of each other)

(in the case of ravens [and #feedback in art])
theoretically --> we understand nothing
practically --> we have to learn their tricks to be able to approach them

**a matter of finding the procedures that attest to the pertinence of explanations** (=/= a matter of explaining/understanding them)


enigma --{(like good detective stories) inscribes the protagonists in a relation of}--> rivalry هم اورى : if you want to understand them you must try to be as smart and cunning than they are (not letting oneself be duped by appearances)

politeness --> suspicion ~= respect (‘re-spectare’ to look twice)
•confidence without verification offers little guarantee as to its robustness

we want to witness in a reliable manner = we want that which we learn from the ravens is to be treated with confidence = we want to define ourselves as authorized by them to speak in their names = we want to (required to) offer them the opportunity to show what they can do (with the *great flexibility of our interpretation*)


[*]trap
(enigma of the apparently inexplicable behavior) --> *how to ask the ravens, with the same politeness, to take a position in relations to all the possible conjectures of the investigation?* how to ask them to teach us the good explanation, the right motive? ==> the researcher will have to learn the ***art of the trap and the net*** = the art of the lure and the trick = ***the art of learning from those whose enigma you are trying to solve*** (and have no intention of helping you) --> ‘how that which counts can count for them’
•*the art of metis / cunning intelligence* : the particular form of intelligence that the greeks (learning from hunters and fishermen) cultivated = intuition شهود + cunning مکر + perspicacity فراست + dissimulation فریب + improvisation بدیهه + vigilant attention هوشيار + sense of timeliness بجا (<-- this type of “getting to know” was constituted exaclty to be found in a domain where human intelligence is constantly at grips with the land or sea animals in an are where humans saw their intelligence and techniques transform in learning from animals**** [-how to prolong the possibility of this transformation?]) <-- *it is the only way of getting to know that can hope to address intelligent highly flexible* (Despret > Heinrish) = ravens who require of those who want to know them the same flexibility and the same intelligence
}-->[reading ajayeb bestiary as enigma; Bambi's mother studies; little mermaid; (using Despret's ethological research to think about) art of feedback ~= getting to know you =/= audience engagement]


strange politeness
art of cunning (lures + manipulation) --> enticing ravens
*seeing without being seen*
obliging them : luring them to actualize the choices : ***creating situations as if they were natural*** (so as to let the birds do the talking)
(it is a matter of) rendering them more robust [giving them the occasion to resists, of giving them *the power to send the researcher/storyteller to work* =/= to disarticulate (what Ferdosi does in Shahnameh to the Div)]


to find an enticement that interests them ~= to let himself be recruited by them
[from Latin “cresc-” grow, rise ==> crescent, crew, decrease, crescendo, recruit]

to trust them = to act like them
@apass feedback (differential knowledge that is created because of not trusting)


the lure could be used to respond to this question: the ravens fall for the trick
...not only do the ravens not respond to questions but they pose new ones

-how could we ask them (the ravens, trees, etc.) to verify our hypothesis (about them)?

*he has no answers =/= he has nine hypothesis*


biological detective stories

curiosity (for the things you discover that you don't know) <== the more you know

more cunning
more imagination
more activities
--to--> obligate ravens to choose between hypothesis

{ Heinrish: “It is still dark, and I'm already being awakened by raven calls! Several birds are flying over Kaflunk making short, high-pitched calls that are unlike the usual quorks. These calls convey excitement. The birds are flying to a kill! I feel it. Even I can understand, and I too am recruited” }--Despret--> ***if this recruitment by nonhumans was able to acquire such an efficacy, it is because the human was transformed by those whose enigma he was trying to understand*** [=/= animal rights activist ==> evidence arrive in the form of a weakened raven that has to be saved]

***letting himself be drawn into their enigma = converting the environment into a little more of himself ==> he learned to become sensitive to what makes the ravens sensitive*** (Cinderella's mice learned that about her)

Heinrish --> I, as a mammal for whom they are not intended, can feel [...] I also feel I can detect a raven's surprise, happiness, bravado, and self-aggrandizement


(recognizing one another ==>) to go by way of what the ravens demand --Cinderella--> *progress often depends more on how well one follows the situation than on how well one controls* (especially when control is difficult)
•one must learn to ask them to give evidence differently and to try to understand *how a raven ponders a question*


and now, when everything is suddenly new, this bird acts as if nothing is out of the ordinary! [...] I can only guess that they see it not as an absolute but as departures from the accepted. when everything is different, then comparisons cease, and almost anything can be accepted -Heinrish
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