[...]br />
the image of pedagogy ='lgc'>: ="trms">semiotic ="trms">apparatus (& ="trms">technological) (='lgc'>-='lgc'>-> the ritual of Simpson strangling Bart)


(why am i cultivating the) ='strcls'>*non-inventive ="trms">imagination='strcls'>* (and its anti="trms"nttrm="metaph,metamorph,metabol,metal">metabole ='lgc'>[or chiasmus, chiastic patterns of antithesis='lgc'>]='lgc'>: non-="trms">imaginitive invention)
often we find ourselves inventing everything (in political animation) ='lgc'>=/= to figure out what are we attached to

="large lg2" stl="font-size:111%"> (in="trms">heriting something ='lgc'>=/=='qstn'>? being heir to something)

the ="trms">scientist inside me begs me to narrow my temporal scale, choose an epoch, let's say middle ages, choose a century let's say 15th, choose a year, choose a day, a moment, a micro-second slice of the cake of the milieu that you are ="trms">interested in, the instance in the bazar with Halaj in the sun and so on.

(my old school) ="trms">obligatory knowl="trms"nttrm="knowledge,Knowledge">edge ='lgc'><='lgc'>-- salon of ="trms">scietific entertainment
='lgc'>}='lgc'>-> (is about creating) proper witness='strcls'>***

the ="trms">tropes i am building in my current research, do they help build a better ="nms">Iran='qstn'>? and how='qstn'>?
="trms">interms of='lgc'>:
="lsts lst1">•an ="trms">ongoingness
="lsts lst1">•a commitment to a recent future thinking

‘homo-’='lgc'>: stuff of the soil, that figures of b="trms"nttrm="righ,rigo,riga,rigi,trig,rign">right and sunny image of the same

='at'>#="trms"nttrm="righ,rigo,riga,rigi,trig,rign">rigs and ="trms">syms='strcls'>*
="lsts lst1">•games
="lsts lst1">•="trms">technological designs
="lsts lst1">•plots
="lsts lst1">•mechanisms
="lsts lst1">•sfs
="lsts lst1">•="trms">jokes
="lsts lst1">•="trms">jests
="lsts lst1">•

='lgc'>[title='lgc'>]
critical ="trms">bestiaries
critique-="trms">bestiary

belonging='lgc'> = achievement (dastavard دستاورد) ='lgc'>+ violence (khoshunat خشونت)

...the ways we renounce the ="trms">world through the use of the word “real” and “really”

(="ppl">="ppl">Stengers='lgc'>:) weaving='lgc'>: not secular nor ="trms">religious, not traditional nor ="trms">modern, is ="trms">sensuous


='at'>#='lgc'>[nodes and notes='lgc'>]

the emptyland, terrestrial life, ‘per-’ instead of ‘her’ or ‘his’
="prgrph">-the way i started with ="ppl">="ppl">Haraway was through the way i ="trms"nttrm="already,spread">read her notion of ‘critter,’ juju (جوجو) in ="trms">Farsi, jako junevar (جک جونور), little life animators often easy and ok to kill, a term in ="trms">farsi for kids that ="trms">worlds for them in particular ways
bio (“qualified life”) ='lgc'>=/= zoe, juju, “bare life” (="ppl">Agamben)='lgc'>: that which is killable ='lgc'>--='qstn'>?!='lgc'>-='lgc'>-> that which must be transformed
='lgc'>[="trms">stories of o="trms"nttrm="righ,rigo,riga,rigi,trig,rign">riginary ex="trms">="trms"nttrm="cluster,club">clusion and com="trms">position of body='lgc'>]

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the form and function are having too tight fit. no no no!
(cities) being in="trms">="trms"nttrm="cluster,club">clusive but not ="trms">integrative

(setar ="trms">different ="trms">technique of vibrato and ="trms">measure for instance in Saba and Ghavami, which part of the finger or body, one works in certain way for one and not for the other musician ='lgc'>-='lgc'>-> the explicit unpacking of the activity ='lgc'>: what was formerly tacit ='lgc'>[zemni, khamush, ='lgc'>=/= habit='lgc'>] becomes dr="trms"nttrm="knowledge,Knowledge">edged into explicit ='lgc'>[='lgc'>=/= expressive='lgc'>] consciousness, precisely because there is a resistance, that there is something not ="trms"nttrm="righ,rigo,riga,rigi,trig,rign">right for the musician ='lgc'>==> reconsidering, reexploring ='lgc'>-='lgc'>-> the ="trms">technique then again disappears into the tacit realm ='lgc'>-='lgc'>-> ="trms">technique becomes variegated)
='strcls'>**tacit ='lgc'>-='lgc'>-> explicit (='lgc'>~= that which becomes available for reconsideration)='strcls'>**

when one masters a ="trms">skill it is about being ="trms">="trms">equipped to address a whole new set of problems
='lgc'>{expertise/mastery='lgc'>: problem solving='lgc'>}='lgc'>=/=='lgc'>{="trms">craft='lgc'>: problem finding='lgc'>}='lgc'>-='lgc'>-> when other things become problematic='lgc'>='lgc'>---the condition (in the ="trms">craft work) that when you learn how to do one thing you see other things that need to be explored ='lgc'>[='lgc'>-> ="trms">question for ="frds scrmbld">Eunkyung's drawing ="trms">skills and practice='lgc'>]

='strcls'>*="trms">craft is more important than art(='qstn'>?) (="ppl">Sennett)
...='thdf'>the notion that the work art breaks the conventions of practice, that it is something that makes an ="trms">epistemic break. ='lgc'>-='lgc'>-> emphasis on innovation (something new)='lgc'>--that is a reflection of ="trms">sort of 19th century bourgeois ideas of about making art.
="lsts lst1">•privileging the creative act over the ="trms">craftsman act
="lsts lst1">•in innovation the “innovator” is separated from the “mass” ='lgc'>=/= ="trms">craftsmanship is collective and additive ='lgc'>-='lgc'>-> (in ="trms">craftsmanship) the performance is myself
="lsts lst1">•creativity being a form of individuation or separation (='at'>@the exploratory shift in ="frds scrmbld">Eunkyung's work that ="frds scrmbld">Pierre highlighted)

="large lg1" stl="font-size:141%"> ='strcls'>*** ="trms">craft-work is about additive ="trms">skill; it is about building on what you know rather than throwing it out ='strcls'>*** (='lgc'>=/= capita="trms"nttrm="listen,alist,ilist,llist,olist,ylist,ulist">list logic of progress, creativity in the sense that ‘something’ where before was ‘nothing’) ='lgc'>-='lgc'>-='lgc'>-> a ="trms">different way of building quality (into practices and objects)

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="ppl">Bakhtin's dialogic, to become a ="trms">skilled ="trms"nttrm="listen,alist,ilist,llist,olist,ylist,ulist">listener ='lgc'>: ="trms"nttrm="listen,alist,ilist,llist,olist,ylist,ulist">listening='lgc'> = ="trms">response (='lgc'>=/= simply answering) ='lgc'>-='lgc'>-> (when we speak) we give other people talismans that are not (perfectly) clear to us='lgc'>='lgc'>='lgc'>----we penetrate and unpack what someone doesn't have the words clearly and ="trms">response to what they intend ='lgc'>--='not'>✕='lgc'>-='lgc'>-> “common understanding,” “make something work,”

cooperation is about getting deeper into something

conditions that more ="trms">skills are required (and not the op="trms">posite)

in ="trms">modernity everything seams to need to be ="trms">verbalized. what happens to the un="trms">verbalized, the unprogrammatic='qstn'>? ='lgc'>-='lgc'>-> can you have an implicit ="trms"nttrm="righ,rigo,riga,rigi,trig,rign">right which can't be ="trms">verbalized='qstn'>? maybe no, maybe this is the limit of the ="trms">social...

purposiveness='lgc'>: when you hear somebody go “i am going to put clearly what we all want...” you have submitted to that person (almost ="trms">erotic) ='lgc'>-='lgc'>-> “they really know who they are” ='lgc'>==> you become a ="trms">spectator to their de="trms">finiteness

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="large lg3" stl="font-size:111%"> who the fuck='lgc'> = theology
how the fuck='lgc'> = ="trms">="trms">empiricism
what the fuck='lgc'> = ="trms">ontology
how the what the fuck='lgc'> = ="trms">epistemology
why what the fuck='lgc'> = ="trms">="trms"nttrm="metaph,metamorph,metabol,metal">metaphysics
why the fuck='lgc'> = ethics
why give a fuck='lgc'> = teleology
the fuck itself='lgc'> = ="trms">phenomenology
fucked up='lgc'> = pathology
fuck all='lgc'> = nihilism

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="frds scrmbld">Aela to ="frds scrmbld">Sven='lgc'>: “everytime you disappoint me you gain in depth” (5 April 2017)

="large lg4" stl="font-size:111%"> ="display:block;white-space:nowrap;margin-bottom:-1em;overflow:hidden;">...................................

(06.04.2017) ='prcnt'>%notes after my ="nms">apass endweek ="trms">presentation='lgc'>:
="lsts lst1">•my implicit focus and energy on the body and its organs of ="trms">gesture that animates us
="lsts lst1">•="trms">loving telling you what i ="trms"nttrm="already,spread">read
="lsts lst1">•giving you what i don't fully understand ='lgc'>=/= gift from above
="lsts lst1">•(in ="trms">lecture) to allow ="trms">language ="trms">greet the un="trms">verbalized

(it is about) organizing my ="trms">memory
(it is about) that which comes to (my) mind, and “things” coming to minds
(it is about) the things I am told
__='lgc'>[these are perhaps other names of cognition, ="trms">affect, ="trms">memory, ="trms">semiotics, ="trms">history, in="trms">heritance, ="trms">figuration, ="trms">interface, thing-="trms">relations, huntology,='lgc'>]
__in our shared space where we let eachother in the effect of our ="trms">languages, I want to practice what comes to mind when I stand in front of you and your work, ask myself ‘what else’ comes to mind='qstn'>? in a sense, my project on ="nms">ajayeb is that kind of training

also in ="nms">apass i want “to catch you in your acts”
it is my privilege to recognize you (as...)

="large lg5" stl="font-size:126%"> asking='lgc'>:
="lstsrd">1- what do I know='qstn'>?
="lstsrd">2- what am I told='qstn'>?
="lstsrd">3- (how getting good at to) explain what somebody else said

="lstsrd">1- the first ="trms">question has no clear answer, what i know is not placed somewhere in me, it is always an ="trms">articulated ="trms">matter of ‘with’ or in ="trms">interaction with, it is a ="trms">sym, changes before i can grasp, knowing is done always with a figure or a thing, it in="trms"nttrm="cluster,club">cludes all ="trms">sorts of optics and ="trms">technologies, (="trms">affect theory, media theory, ="trms">epistemology,)
="lstsrd">2- the ="trms">response to the second ="trms">question is also not clear, i am not sure what i am told, i don't re="trms">member or hear, what i am told is in="trms">folded in what i know, (when i started with my islam ="trms">lecture series i was testing the waters of these two ="trms">questions and the possibility of staying with them without freaking out of ambiguity or ploting an answer)
3='lgc'>-='lgc'>-> ='at'>#cat's cradle


='at'>#on hypertext note='lgc'>:
i am becoming ="trms">skilled at looking at my notes='lgc'>:
='lgc'>{(1) what are the ='strcls'>*="trms">skills necessary='strcls'>* ='lgc'>[='lgc'>=/= tabula rasa (of the ="trms"nttrm="already,spread">reader, of the audience) of the ="trms">communo-capitalism's standard of “user-="trms">interface"='lgc'>--the strange idea that the ="trms">interaction and ="trms"nttrm="already,spread">reading doesn't need or must not need learned-efforts or ="trms">skills, that it should be “easy” and “effortless” ='lgc'>-='lgc'>-> fallacy of the un="trms">skilled ="trms"nttrm="listen,alist,ilist,llist,olist,ylist,ulist">listener.='lgc'>] to engage, ="trms">interact, and get involved with the ="trms">interface, ="trms">data-set, grammar, and ="trms">literacy of (my) reservoir='qstn'>? ='lgc'>}='lgc'>-='lgc'>-> ='strcls'>** let's ask that ="trms">question with every ="trms">apparatus that engages us into desire, movement, ="trms">articulation, ...
="trms">skills ='lgc'>-='lgc'>-> to become ‘="trms">literate’ in this particular way ='lgc'>-='lgc'>-> ="trms">situated knowl="trms"nttrm="knowledge,Knowledge">edge in="trms"nttrm="cluster,club">cludes this ="trms">situated ="trms">literacy and ="trms">skills of ="trms"nttrm="already,spread">reading particular to the object of “text” (in that case how do i address my ="trms">interest in the ="trms">pervert ="trms"nttrm="already,spread">reader='qstn'>? the ="trms">skills of the unlearning='strcls'>*)
the ="trms">skills necessary for ='mywrk'>my work to work comes w[...]