Getting involved and developing courses

There are many ways of participating by way of what might usually be understood as either enrolment, employment, administration, or governance. The school seeks independent student types of any sort inclined to enjoy collective processes.

The School aims to create a materialised affective infrastructure for thinking things through. Prospective participants would tend to a community of exchange and engage in theoretical enquiry and experimentation in practice, helping each other develop interest and understanding in each others’ ideas, recognising and encouraging each other through discussion and collective projects. Its purpose is to foster mutual self-determination. Its operating mechanism is the rapport de force between expression and constraint of context. This project aims to summon, among its participants and others, the rare feeling of weightlessness particular to learning, by provoking consequential realisations and movement long ignored and suppressed.

Involvements vary, but in order to initiate the process of participation, the School requires a statement of interest. This should include the applicant’s perspective on some aspect of truth that they have developed over some time about a topic of interest to them, as well as their perspective on themselves at the moment that they are formulating their statement. Regarding the former, the intention is to have a starting point for developing a course. At the School, a course is a structure whereby others engage with artifacts (readings, media, experiences) that make up the source of your ideas about something of concern to you which you aim to understand. Others take your course, and you take theirs.

Course typology

The School does not have a set pedagogy although it aims to establish a pleasant routine conducive to constructive contemplation and creative practice. Students themselves are encouraged to experiment with means of communicating their ideas to each other given the make-up of their groups, and together in relation to a public.

To begin, the routine may include weekly “proxit” conversations akin to conferences, though they would centre on a given topic or question. Suggested “readings” or sources derive from the work of all participants, rather than just one teacher, such that all participants need not read the same thing. Each takes turn in soliciting sources of various kinds, brings it all together in an order that they deem relevant, and justifies this in an introduction to the discussion. Meanwhile, all participants write and share commentaries on a forum that serves to concretise the following week’s meeting. In addition to the discussion, a performance lab in the tradition of acting studios would facilitate expression of ideas by way of games and “psycho-physical” technique. The idea behind this second weekly class is to contextualize the questions underlying conversations in order to re-conscientize ourselves. When an actor takes themselves too seriously, they are falling in the opposite realm of taking themselves seriously, rather than merely exaggerating truth. They let the character take over. Thus they must peel themselves off. But it is also insufficient to be self-conscious. The learner must, once struck, return to the role, live again, and leap out when crisis hits. The turn-around, from being the character so that one is unseen to showing the character as blatantly as possible must continue and come full-circle at another location. This continuous though variable rotation is what the second class is meant to allow the student to master.

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