1. What human beings are not….
• Human beings are not ciphers, figures, marks or avatars; they have life, they breath, think and move according to highly complex and irreducible patterns of agency, activity, intervention, persuasion, engagement and coercion, that cannot be reduced to capital.
• Human beings are not problems to be solved, or cattle to be herded, or creatures to be instrumentalised; their needs, motivations, decisions, wishes, desires and fantasies require nourishment, nurturing, careful and attentive encouragement to grow, without impediment of means or opportunity.
• Human beings are not reducible to vessels of power or wielders of discourse; they live, move and breath in social and virtual spaces that belong to them and which function only in so far as they actively engage it.
2. What learning is not ….
• Learning is not a process of assimilating to existing norms or disciplinising; it is a process of opening, of disturbing, of unsettling and putting the norm somewhere else.
• Learning is not a process of individuation any more than it is a process of collectivisation; it is about inserting oneself into existing discourses an learning to reactivate them, invigorate them, intervene, disturb, open out.
• Learning is not a process whereby heads are filled with stuff, or blocked with petty minutiae of disciplines; it is a process of learning to sift, to select, to challenge the very terms on which ‘knowledge’ is reduced to discipline.
• Learning is not a means to an end, or a way of stepping into a world that has a place already for you/us; it is the goal itself, the telos, what you/we are aiming for.
3. What teaching is for …
• Teaching is learning and learning is teaching
• Teaching is a commitment to the project of enlightenment
• Teaching is a commitment to he joy of the other
• Teaching is a commitment to showing, opening up and recasting the world
What we must never do…
• Patronise, reduce, laud, ridicule, dismay
• Simplify, bowdlerise, censure, censor
• Wield discourse as spectacle
• Wield discourse as power
• Wield discourse contemptuously
Some thoughts on ‘assessing’
• A radical pedagogy understands assessment for what it is – a spasm of the machine, a symptom
• For radical pedagogues, that symptom can never be simply enjoyed, but must be held at bay, disciplined, made to wok only in so far as it encourages and rewards but does not punish
• Assessment can never be anything other than a raw and indiscriminate operation of power and must be used with extreme caution
• Assessment is always an act of violence and it operates always in the name of the machine
Some thoughts on the learning environment
• The environment must not flow from the machine, but from the social encounter
• The environment must not be reducible to instrument, but must flow from open-ended learning
• The environment is everyone and no one
What we must no forget
• We must never forget that the process of teaching is performative: to know this is to refuse to succumb to the seductive charm of the guru position
Where we must take ourselves
• We must leave this place of comfort and go to places where the air is thinner where pedagogy is life giving and where teaching exhausts, demands everything and give nothing but the reward of seeing the other’s joy