[...]*emotional experience: with theater actors, who know about creating, discriminating, disclosing, and sharing emotional experiences*

***from whom should we inherit our practices, and how?***

learning from Despret's *anachronism* (her field philosophy)
اشتباه در ترتیب حقیقی وقایع

(heritage of Socrates) form of epistemic and ethical bifurcation ==> search for hidden causes (underlying the conduct of actors)
Socrates's “you think you know, but actually, you don't know and you don't think” ==created==> ***[1]a device that inhabits thinking and produced only mental paralysis***

--✕--> (Despret:) investigators rarely ask the question of how the people they interview might be interested in the questions addressed to them

*relevance = adventure*
there are many examples of how a piece of abstract knowledge that looked like devoid of any imaginable consequences came to matter (acquired an importance nobody would contest)
-relevance may be lost in translation
*ecology of dynamic and fragile patterns of relevance, of modes of mattering for oneself and for others (Savransky)
[*]relevance: a sense that there is value beyond ourselves (something that is not ourselves, matters) --Stengers--> (daring to connect the) speculative + ethical + practical
(risk of) to renounce *knowledge as a right* + embrace *knowledge's achievement as an event*


[title]
(ego engineering)


***[2]device of anonymity (“to protect people”) ==> distributes expertise, and builds induces performs an asymmetry of roles
•the imperative of deontology
•(can be) a regime of insult

“you, the refugees” --> an anonymous mass marked with **an identity that they had not chosen, and from which they cannot invent themselves**

risk of disclosing
risk of separating
risk of isolating
risk of making people talk while silencing
risk of stealing the words
risk of of drawing the words out from the speaker
risk of retying the secret to its etymology [secretus: to separate, to isolate]


(what we like to think about in apass) to reflect on what anonymity can produce in other research situations
[instead of asking “what the body does/produces?” =/= what Sina's body does for the spider in his room? what Ninja Turtles body does for Iron Man? what anonymous refugee body does for Xiri? what Jane Fonda body does for Laura? etc.]

***anonymity ==> identity***
(the position of “subject” in an investigation is created by erasing the name)
•“feel free to say anything you want” or “speak without fear" = your words will have no consequences
•they are always at risk of putting people in situations where they are unlikely to be interesting & unlikely to be interested

Despret's interview where an exchange really meant something =/= Mette's notion of nothing means anymore except the absurd gesture that announces meaninglessness of itself


inquiry = experience & experimentation, *testing & putting into continuity an ensemble of experiences*
Kimiavi in his film The Garden of Stones, his subject by the very fact that they are now part of the conditions of the environment in relation to which investigator develops skills, desires, knowledge or science
|
*inquiry: set of transformations that the very process of inquiry imposes, concrete and existential transformations for the objects studied just as much as the inquiring subject --> (Kimiavi's) logic of creative experimentation =/= logic of logic of discovery
|
*creative dimension (of every fieldwork):
•(it may) take the form of a device that sparks the creation of thoughts
•(it may) transform the relationship between the enquirer and the one she is addressing
•(it may) disclose some dimensions of the situation that were not visible or felt
•(it may) completely redefine what people actually docile
•


positivist sociological approach: to discover a reality already given, already stabilized + procedures asserting this stability + questions wanting to be neutral + a large and distributed sample + a modest investigator: who disappears behind the strength of the data (Haraway)


[*]inquiry: studies what it creates while studying it, and the changes it provokes (<-- we know this in art, @apass)

-can i no longer develop knowledge behind the back of those that i have questioned (my mother...)?

apass, #feedback
it is up to them to make the connection between what they think and what determines their particular way of thinking


summoning =/= mimesis (@Marialena)


@Pierre (from) critical analysis --to--> pragmatism
***we do not think or act “because” of social determination, but rather “with” them*** ~= better Cinderella (learning pragmatism from Cinderella: how to think and act with the evil sisters?)


amateur: the one who develops an expertise, a love, a taste [--Stengers--> dare to taste =/= dare to know]
Leibniz addressed his inquiries to the ones who know, because they have cultivated a particular relationship (of the amateur) with the very issue he wanted to learn about (=/= to address inquiries to the ones who know by virtue of being a mere authority)
•Leibniz proposed that woman should be addressed about the most important problem, that of the love (appropriate to give God) [...] because they are competent in the matter
•Leibniz = the master of abstraction --made--> [*]abstraction = a politeness of thought**♥, [*]politeness = a constraint on creation**
•****(why ask women about love? because) [*]woman: the ones who refuse letting a duty to ‘speak truth’****
--> a real interest in thinking about and with love (=/= “school of love”)

when you do *field philosophy* --Despret--> [*]field: a field-to-be, a milieu, a collective, a situation =/= field as something that preexists our inquiry

(how in apass i did field philosophy and field inquiry --> i made many times) situation-becoming-a-field (where you can learn something) needed:
•imagination
•tact
•daring
•opportunism
•humour
•

Despret > Claverie on pilgrimage with the Virgin of Medjugorje
she offered to those whom she addressed the most unexpected mode of response
she became interested in the very sophisticated way they think
(=/= social scientist's need to determinate the causes of something [designates it as an anomaly ==> impoverishing the object of study] --> asking “why people believe?” or “how can we explain such an odd thing as people believing in a supernatural being?”)
(she explored and learned with people how they think -->) ****how they take care of what matters for them with thoughts**** --> takes the form (in the pilgrims experience) of [*]hesitation: a sign that identifies that thought is occuring & this thought is taking care of something that matters [---> go to Attar Tazkirat al-Awliya]
forms of hesitation:
•openly contradictory alteration of positions
•a critical position (the apparition is not there)
•a position of belief
•using semantics or syntactic devices that introduce ambivalence
--> Claverie learns to hesitate with them
--Stengers--> ecological practice: a practice that takes into account the fact that the inquiry participates in the ‘milieu’ of those it addresses --> *the practicioner is herself taking care of what matters with thoughts and learns to create (what Despret would call) the relevant *milieu of thought*



Matrix world: “consumer victim =/= resistant hacker fighter” and nothing else

if you are a student of ghosts --> you are competent in sensing the taste of ghosts

{ancestors ate too much salt ==> descendants desire water}--> *intersubjective nature of remembering*
-[Despret > Kwon] true human desires are not those of an isolated individual. it is the individual who feels the desire, whereas the origin of the desirem, like the spirit's phantom salt, may be with someone else, for it is in the presence of this other that the water becomes salty --> ***the desire to remember can be a desire that rises somewhere between the past and the present***
-agencement: the act of commemoration responds to a desire, so one cannot choose whether it emanates from the one who is remembered or the one who takes charge of remembering --> the desire to be remembered & the desire to remember hold together [=/= giving ontological priority to the imagination of the living]


what can i learn from Tehran's bestiary, from my mother, from unusual old iranian fables, from telegram animals?
•let myself be instructed by the events that my inquiry creates
•let myself be called by the enigma that will guide me inmy understanding of events
*to be instructed ~= honouring the problem ~= following it up & letting oneself be led by it --> Alice Wonderland chasing rabbits


****questions do not call for explanation or elucidation, questions call for creation**** ~= [*]riddles: the beginnings of stories ==> set those who are summoned by the enigma to work in a particular way: “what manner of living will make it possible to understand these riddless?”

riddle: key + guide

(speaking trope saying senses -->) tropisms =/= meanings

trope = affects that magnetize you
forces that pass through you and steer you

what should i do with ajayeb? = what kind of meaning is requested of me? ****what is my obligation to the meaning i am seeking?**** [=/= Mette's work]

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

to bring to BOZAR project with Goda into my interest in geo-feminism
the question of naming, of taxonomy --> a way of being into connectedness

[*]ajayeb studies = **how to inherit natural history otherwise**, how to think about natural history, embracing other (than western) heritages of natural history that enlarges the world for us and the ones we are living with


plantation system:
1. radical simplification, elimination of whole categories of players (in systemic encounters)
2. radical substitution, whole domains (plant life, animal life, human labor system in interaction with animals and plants and microbs) are substituted
==> radical break of connection to place
==> release of numbers : value added processes based on the management of numbers

to look at the planetary shape of some of our problems

-scene = condition of...
scenography --> ‘scene’ is a visual spatial way of thinking about what makes the ‘condition’ of something

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

(Calvert on The Nature of Difference book @Quinsy)

rise of population genomics
•efforts like Human Genome project --> refusing to afford a genetic basis for race categories
•tools to identify “deep ancestry” (indicating a geographic origin in prehistory)

postracial politics

recreational genomics --mutating--> “race” out of 19th century concept of “blood quantum” that imperfectly signals complex tribal relatedness and membership

(purchasers of) **genome = book of life** ==> racialized and medicalized subjects

*mutated racial discourses*

renaissance of race categories

science has the authority to establish truth claims that scholars in the humanities must reckon with
humanities scholars may avoid a scientific debate because:
1- they feel out of their depths interpreting scientific data
2- they resist scientific authority in response to well-documented instances of scientific exploration of people of color
3- they may have surrendered to science the work of settling matters of fact, keeping hermeneutics and textual matters for themselves


science and technology studies --> *tracing objects through the practices and discourses that produce them as settled matters of fact, made, but not made up*

(tracking) social and legal arrangements ==producing==> race


***science is coded as the interpreter of nature in western discourse*** --> that is why i have to study science in my research on bestiaries


Hammond + Herzig on how scientific practices across disciplines describe and create what thereby becomes *naturalized difference* (=/= describing the nature of difference itself)

(learn from Hammond + Herzig -->)
source material --> organize & comment --sustain--> argument
+ questions that point the reader to discoursive moves and modes of attention of the author (=/= Quinsy's ملانقطى pedantic exploration of racism)

(politically correcting the popular understanding of race =/=) to show the unsettled and ongoing nature of the debate. [asking readers] to track the rise and permutation of various features of the argument
[asking Captain America --anatomical-->] “in what larger political, economic, and social contexts might ears, noses, index fingers, or brains hemispheres attract attention as reliable signs of racial difference?”


some wrong ideas:
•adaptation to new environments signals evolution (~= degenerating groups would eventually cease to exist)
•high mortality rates could signal problems in work and living condition
•sexual dimorphism thought to be a component of degeneration
•“more often than not, the views of society have shaped science rather than the other way around. in this instance, it may be time for science to reshape the views of society.” [<-- scary!]
•


to start with political agenda (good or bad) and fit evidence to that
political correctness (~ a social interest)
dogged persue of truth

*science's power to beguile اغفال imagination* (for example genomics testing to discover and reveal “truths” about unknown ancestry)
}--> (a post World War II and post-holocaust aspiratoin:) *the allure here is to finally prove we are all the same under the skin, or at least that we have more in common than we had liked to admit* <-- another project for making race matter, but differently

(Quinsy urgently need to learn) how not to be conversation stopper


Bland + Doan's Sexology Uncensored

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

scope of information science --> [*]document: organized physical evidence

new digital technologies renews old questions and also old confusions between medium, message, and meaning

document
ordniary information storage and retrieval system?

bibliography:
•collecting
•preserving
•organizing (arranging)
•representing (describing)
•selecting (retrieving)
•reproducing (copying)
•disseminating
•
(of documents)

early 20th century --> documentation adopted (in europe) instead of bibliography

[*]documentation: a set of techniques developed to mange significant (or potentially significant) [*]document: any expression of human thought (beyond written texts)
~-> *novel form of signifying objects*

objects bearing traces of...
*if you are informed by observation of it, you are looking at a document*

document: any material basis for extending our knowledge which is available for study or comparison
*capable of being used for:
•*reference*
•*study*
•*authority*

1951
document: evidence in support of a fact
any physical or symbiotic sign, preserved or recorded, intended to represent, to reconstruct, or to demonstrate a physical or conceptual phenomenon
--> viewed with access to evidence
=/= (concerned with) text

document =/= ajayeb's text object [--> pop-up book]

(object)    (document?)
star in the sky    no
photo of star    yes
stone in river    no
stone in museum    yes
animal in wild    no
animal in zoo    yes


Briet's rules for determining when an object has become a document:
1. there is materiality
2. there is intentionality
3. the objects have to be processed (they have to be made into documents)
4. there is a phenomenological position (the object is perceived to be a document)

indexicality: *the quality of having been placed in an organized, meaningful relationship with other evidence --> gives an object its documentary status* [<-- for who and why is this useful?]


modernist mentality:
•scientific management
•standardization
•bibliographic control
--as--> complementary and mutually reinforcing bases for achieving progress

spiritual movement of anthroposophy --> cognitive aspects of the medium of the message
==> document: repository of an expressed thought + spiritual character

1963
document: micro-thought on a flat surface (fit for physical [...]