Knowledge Should Be Priceless
知識無價


ART.ZIP: What kind of feedback did you get till now?

PS: When we started, we had a lot of interest from local and national press, such as news articles we have with the BBC and the local ITV news in response from that way. And then as we developed a more mature approach within our art practice,we moved on to collectively communicating experience of the events and how we can develop them collectively. This allowed us to have a core openness, and we are able to have conversations that people could both take from and give to. So that’s nice and what we received back.

ND7_7843I get some interesting emails from individuals. It depends on the content of the event. And I think we keep everything as open as possible. I set a reading group recently that was open to all, and it brings in different ages, different backgrounds and different context. I think what the key thing could be taken from it is that process of doing, so not taking a piece of knowledge and disseminating it from a point of authority but brining different perspectives to the table to learn collectively. This allows space to have an open discussion about how to engage socially, how to create critical events, and how to develop those that kind of situations. When people emailed me asking to be students of the AAC, I find it really flattering. A lovely lovely question. Then I quickly say to them, I don’t have an accommodation, and it is a house. It’s normal spaces where we accommodate, it’s a process of happening and then I would tell them a list of how to start their own AAC. Most recent case is a Lithuanian student, who has decided to go to Holland for studying an art degree, and then she gave up because of the financial situation, and then she turned to our AAC. I thought it was lovely, I hope what I have given her, a series of things that could help her start her own form of practice there. And I think that is a real creative sharing.

ART.ZIP: 目前為止,AAC項目獲得了哪些反饋?

PS: 在開始的時候,有很多地方和國家級媒體都對我們的項目非常感興趣,BBC和ITV的新聞都報導了這個項目。隨後,我們的想法更為成熟,逐漸將實踐重點轉移到將整個事件過程中的溝通和交流的經驗進行整合,并探討如何更深入的發展和挖掘這些材料。這讓我們能夠保持一個開放的核心態度,我們可以提供一個有意義的討論,讓人們可以各自貢獻,同時也可以各取所需,我覺得這就是我們收到的回饋,我覺得這挺不錯的。

我也收到很多來自四面八方的有意思的郵件。我想我們一直都堅持最開放的態度,最近我成立了一個讀書興趣小組,對所有人開放,將不同年齡、不同背景和不同語境之中的人都彙聚一堂。我覺得這件事最重要的一個收穫就是在“做”的過程中,教育并不是學習一小塊知識或者從當權者的角度去做某種宣傳,它應該是縱橫捭闔地馳騁和以一種開放態度去汲取和吸收養分。這樣,我們可以以一個開放的態度來探討我們如何來和這個社會相契合,如何舉辦批評活動,如何將現有的情況進行拓展。當人們給我發信,說希望成為AAC的學生的時候,我真的覺得受寵若驚。真的是很可愛的來信,後來我會給他們回復,說我們並沒有真正的住宿條件,這裡只是普通的民宅而已。雖然如此,但這是一個開端,我會告訴他們如何開始他們自己的“可替代性”學習。就在前不久,一位立陶宛的學生打算去荷蘭學習藝術課程,後來因為經濟原因未能實現,她便來聯繫我們的AAC。我覺得這件事很有愛,我希望我給她的建議可以幫助她開始建立自己的學習實踐,我覺得這樣的互動是非常有創作力的分享體驗。

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ART.ZIP: Many of your co-workers are working for the universities, what do they think about this different way of doing education?

PS: What you find is that, if I was to generalise, many academics have critiqued their institution they’ve worked in for years. Normally they dislike the structure, which is controlled by the QAA, Quality Assurance Agency, dictates how learning outcome should be formed, which is one of the bodies to find and decide how learning is justified. And those kinds of situation question are to find out how you teach. For instance, a lecturer might want to teach how socratically as an approach through learning, and you can’t justify because you can’t quantify an outcome through that for the Quality Assurance Agency, ‘where are your learning outcomes?’ There are no learning outcomes. You know that kind of process. And a lot them have already started up their own projects, such as Mike Neary at the university of lincoln. There are a lot of shifts and also you have to be aware that with high education in general, to generalise it as well, it is part of a commodity, it’s a value system of Capitalism.

To paraphrase Walter Benjamin, a man makes shoes for another’s needs rather than needs of his own. It’s about finding a point where we can be part of a system but get equal participation in response.

ART.ZIP: AAC的很多同仁都是在大學裡面供職的,他們是如何看待這種不容方式的教育行為的呢?

PS: 總體說來,多年來他們都對自己供職的教育機構有很大的意見。一般來說,他們不喜歡現有的系統結構,整個教育系統被教育質量評估機構(Quality Assurance Agency)所控制,它規定了教育的成果是應該如何評定的,他們擁有評估教育機構成敗的權利。這類機構的問題就是,他們會影響教育機構的教學實踐。比如,一位老師想要教給大家如何通過蘇格拉底式的思維來學習,但是教育評估機構會覺得你的教學沒有實際的結果,也沒有方法可以評估,所以你的教學是失敗的,我想你能想像這樣的過程。很多在學術領域的老師都已經開始建立他們自己的項目,比如林肯大學的邁克·內亞里(Mike Neary)。現在在教育界有很多的轉變,而且你要認識到,在資本主義的價值系統之中,教育是商品社會的一個組成部份。

套用本雅明(Walter Benjamin)的一句話,鞋匠做鞋是為了顧客量身定做,而不是為了給自己穿。我們是處在整個系統中的一員,但我們同樣處在一個可以同等參與其中并給出反應的位置。


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