The declining institution of Theory – Kurt Spellmeyer – A future beyond the university
“After Theory: From Textuality to Attunement with the World” – Kurt Spellmeyer
Theory, in other words, has outlived its own “death,” but its survival gives cold comfort to all the former converts who have irretrievably lost their faith. For those of us no longer charmed by the magic, by the myth, of the pursuit of signs-what other path remains if we want to be more than perpetually “post-“? What we need is nothing less than a paradigm shift: turning from the threadbare ideology of “the text,” we might start to explore an alternative so mundane that we have passed it over time after time in our scramble for sophistication and prestige. That alternative is ordinary sensuous life, which is not an “effect” of how we think but the ground of thought itself, or so I want to argue here. At this late hour, when theory’s successors can teach us nothing really new, what prevents us from returning to the idea of “the arts” by a long-forgotten path-the arts imagined as traditions of experience that intensify our sense of living in and with the world? If the humanities have, as I believe, very nearly lost the battle for the hearts and minds of our fellow citizens, then the future of English may well lie with those arts and the worlds they open up.
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Yet there has been, I think, more to theory’s success than the lure of celebrity can explain-and this “more” has to do with the character of theory as a resource for preserving our profession’s prestige. Like every other form of information dignified with the name of “knowledge” today, theory gets produced by specialists. But theory differs from a piece in Harper’s or a report on the CBS Evening News, whose writers are no less specialized than we are, because theory is uniquely the discourse of privileged and declining institutions whose concerns have grown so distant from everyday life that a sense of crisis overtakes the specialists themselves. To justify the privileged status of their work, these specialists must show that their thinking is somehow superior to common sense – more inclusive, more penetrating, more rigorous. But theory wins the battle at the cost of the war, since the discourse that strays too far from the everyday world runs the risk of losing its lay clientele as well as the confidence of neophytes, who no longer see themselves figured in its ghostly narratives.
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But think, if you will give yourself the freedom to, about the different kinds of pleasure people get from their most mundane involvements with the world – watching leaves shake in the hot summer wind, listening to the sound of rain, tracing the smooth, wet curve of a child’s spine with the palm of a soapy hand. And think, if you can stand it, about all the essays written ten or fifteen years ago that began with the claim to be writing “on the margin”; or of all the works today that call themselves “genealogies”; or of all the dissections of cinematic gaze that open with a summary of the mirror stage. The writers of these works are not simply sycophants or opportunists. To write in this way is to become Derrida, to become a second Foucault or a little Lacan. In the same way, Madonna’s fans dress like Madonna, walk and talk like her, and read books about her life.
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For all our celebrations of resistance and revolt, no alternative is more revolutionary than our resistance to disembodiment and the pursuit of wholeness in our immediate experience. But how might such a wholeness lie within our reach, when theory and critique have unmistakably become the preeminent forms of knowledge in our time, as highly valued by Peter Drucker, the Wall Street savant, as they are by Marxists like Etienne Balibar? If theory and critique free us from nothing finally, but contribute to a routinizing of expression unparalleled in our history, then perhaps the way out lies in a domain that the “linguistic turn” has caused us to overlook: I mean the domain of “the arts,” understood not as the cunning lies told by an elite, nor as the property of specialists whose goal is technical virtuosity, but as traditions of attunement with the world, available to everyone everywhere but also now diligently suppressed.”
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What our society needs most urgently is not another theoretical “advance” – toward a new discipline called grammatography, let’s say, or psycho-dialectical materialism – but a better understanding of the practices through which everyone might enter the open space where Cezanne felt himself at home. Yet, in order to discover and protect such practices, English studies needs to undergo a change more profound than many people might like. We will need to become ethnographers of experience: I do not mean armchair readers of the “social text,” but scholar/teachers who find out how people actually feel. And far from bringing English studies to a dismal close, the search for basic grammars of emotional life may give us the future that we have never had, a future beyond the university.
There is a mountain – Richard Shusterman on Art and Religion
Art and Religion – Richard Shusterman
In advocating a pragmatist aesthetics I have criticized this otherworldly religion of art because of the way it has been shaped by more than two centuries of modern philosophical ideology aimed at disempowering art by consigning it to an unreal, purposeless world of imagination. Such religion, I have argued, is the enemy of pragmatism’s quest to integrate art and life, a quest exemplified both in the classical Western notion of the art of living and some Asian artistic traditions, where art is less importantly the creation of objects than the process of refining the artist who creates and the audience who absorbs that creative expression.
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The conclusion that Dewey wants to draw from this, however, is that poetic imagination, with its “moral function . . . for . . . the ideals and purposes of life” (CF 13), should not be a mere playful, compartmentalized supervenience of art for art’s sake but rather a formative force in making social and public life, as well as private experience, more artistically beautiful and rewarding. In short, Dewey holds the pragmatist ideal that the highest art is the art of living with the goal of salvation in this world rather than the heaven of an afterlife.
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… Zen Buddhist-style notions of art and religious practice offer a religion of immanence with no transcendental, personal God existing outside the world of creation; no eternal, personal, immaterial soul existing apart from its embodied manifestations; and no sacred world (an artworld or heaven) existing beyond the world of experienced flux. The essential distinction between the sacred and the profane (or between art and nonart) no longer marks a rigid ontological divide between radically different worlds of things but rather a difference of how the same world of things is perceived, experienced, and lived – whether artistically, with an inspiring spirit of presence and an absorbing sense of profound significance or sanctity, or instead as merely insignificant, routine banalities. Transfiguration, in such religions of immanence, does not entail a change of ontological status through elevation to a higher metaphysical realm but is rather a transformation of perception, meaning, use, and attitude. Not a matter of vertical transposition to an elevated ethereal realm, it is rather a vividness and immediacy of being in this world, of feeling the full power and life of its presence and rhythms, of seeing its objects with a wondrous clarity and freshness of vision. Consider this description of the path to transfigured insight provided by the Chinese Zen master Ch’ing Yuan of the Tang Dynasty: “Before I had studied Zen for thirty years, I saw mountains as mountains and waters as waters. When I arrived at a more intimate knowledge, I came to the point where I saw that mountains are not mountains, and waters are not waters. But now that I have got the very substance I am at rest. For it is just that I see mountains once again as mountains, and waters once again as waters.”
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However we address these issues, one question must be faced forthwith: Were those transfigured drum cans art? Though clearly not part of the institutional artworld, they were just as obviously part of an installation work of deliberate design aimed at providing experiences that could be described as meaningful, thought-provoking, and aesthetically evocative. And the deliberative design of this installation suggests that it was obviously “about something” (a condition of meaning generally deemed necessary for art). But what, exactly, the drum cans were about is a question that has many possible answers: the powers and possibilities of meditation, the surprising uses of industrial detritus, the contrast yet continuity of nature and artifact, the question of beauty (difficult and hidden versus easy and conventional), even the meaning I eventually found in it – the immanent transfiguration of ordinary objects that could make them art without taking them out of the real world and into a compartmentalized, transcendent artworld whose objects have an entirely different metaphysical status. Such immanent transfiguration, whose meaning of enriched presence is to fuse art and life rather than suggest their essential contrast and discontinuity, is where Zen converges with pragmatist aesthetics.
Nel Noddings – Shelling peas and inquiring about God – Liberal education
Conversation as Moral Education – Nel Noddings
…We do not think that studying the Great Books or any other canon will necessarily make our students better people, and we reject the haughtiness of those who think their knowledge is Knowledge. However, confusion arises because the questions raised in traditional liberal studies still seem central to human life. We feel that education — real education — cannot neglect the questions, Where do I stand in the world? What has my life amounted to? What might I become? … What is the meaning of life? Is there a God? What is my place in the universe?
It is true that these questions arise and are explored in impressive ways in the great works associated with liberal education, but they may also be asked and explored in other settings. Zane Grey’s cowboys ask them while riding the range under starry skies. Old ladies in their rocking chairs, shelling peas or knitting, ask them as the evening cuts off the light of a summer day. Lone fishermen standing on rocky jetties in the Atlantic twilight ask them. Moreover, studying what great thinkers have said about immortal questions is no guarantee that one will be more honest, decent, loving or even open-minded. Without mentioning names, I can easily think of four or five superbly educated persons (all of whom deplore the condition of the American mind) who are themselves incapable of hearing or responding generously to views that differ from their own. Again we have a performance gap.
Thus I believe a grave mistake is made when we argue for the traditional liberal studies as the arena in which immortal conversations must take place. Specialization has killed much of what was liberal in liberal studies…. But the questions remain, and teachers today should muster the courage to discuss them.
The Henry Flynt Special [Part III ART or BREND?]
ART or BREND? – Henry A. Flynt, Jr.
[Flynt sketches out his concept of “brend.”]
4. There are experiences for each person which accomplish what art and entertainment fail to. The purpose of this essay is to make you aware of these experiences, by comparing and contrasting them with art. I have coined the term `brend’ for these experiences.
Consider all of your doings, what you already do. Exclude the gratifying of physiological needs, physically harmful activities, and competitive activities. Concentrate on spontaneous self-amusement or play. That, is concentrate on everything you do because you like it, because you just like it as you do it.
Actually, these doings should be referred to as your just-likings. In saying that somebody likes an art exhibit, it is appropriate to distinguish the art exhibit from his or her liking of it. But in the case of your just-likings, it is not appropriate to distinguish the objects valued from your valuings, and the single term that covers both should be used.
When you write with a pencil, you are rarely attentive to the fact that the pencil was produced by somebody other than yourself. You can use something produced by somebody else without thinking about it. In your just-likings, you never notice that things are not produced by you. The essence of a just-liking is that in it, you are not aware that the object you value is less personal to you than your very valuing.
These just-likings are your “brend.” Some of your dreams are brend; and some children’s play is brend (but formal children’s games aren’t). In a sense, though, the attempt to give interpersonal examples of brend is futile, because the end result is neutral things or actions, cut off from the valuing which gives them their only significance; and because the end result suggests that brend is a deliberate activity like carrying out orders. The only examples for you are your just-likings, and you have to guess them by directly applying the abstract definition.
Even though brend is defined exclusively in terms of what you like, it is not necessarily solitary. The definition simply recognizes that valuing is an act of individuals; that to counterpose the likes of the community to the likes of the individuals who make it up is an ideological deception.
5. It is now possible to say that much art and entertainment are pseudo-brend; that your brend is the total originality beyond art; that your brend is the absolute self-expression and the absolute enjoyment beyond art. Can brend, then, replace art, can it expand to fill the space now occupied by art and entertainment? To ask this question is to ask when utopia will arrive, when the barrier between work and leisure will be broken down, when work will be abolished. Rather than holding out utopian promises, it is better to give whoever can grasp it the realization that the experience beyond art already occurs in his or her life–but is totally suppressed by the general repressiveness of society.
The Henry Flynt Special [Part II THE ART CONNECTION]
THE ART CONNECTION: My endeavor’s intersections with art – Henry A. Flynt, Jr.
I can legitimately say that taking art as a the thematic axis for a chronicle of my work is not fair to the work. In the first place, from the beginning I was interested in the correlation of arts. I quickly graduated to “interdisciplinary projects” such as concept art, which had art as a precedent, but stemmed from my iconoclastic philosophy of 1960, and had outgrown art. To force my projects back into the art mold made it impossible to understand them.
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From the outset, say 1958, the division of art, culture, into categories which became separate professions meant nothing to me. I simply disregarded the compartmentalization of culture, and assumed that I should pass freely among philosophy, exact science, linguistics, poetry, painting, music, whatever. Using each to illuminate the others and transferring methods from one to the other. My first “flat visual works” were precisely translations from serial music and so-called chance music. My poems also.
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At some point in the first half of 1961, I completely lost interest in the “art professions,” music, painting, sculpture, poetry. My works at this time were “interdisciplinary projects” or out-of-category projects—which were shaped by my philosophical perspective, which I continued to refine throughout the spring. When I mailed Philosophy Proper, Version 3 to Carnap in 1961, he didn’t reply…
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The artists whom I met through Young did not seem to be full-time artists. Only De Maria was already a “power artist”; I didn’t register it because in person he was affable and generous and because I had signed off on the art machine almost before I knew what it was. Morris, a student of Lippold at Hunter, explicitly condemned wanting to get rich and famous in a letter to Young. In other words, Morris nominally rejected the actual purpose of major public art, which is professional success. (The golden paintbrush.)
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I become more and more uncomfortable that artists were offering things that intrinsically weren’t worth doing, whose only payoff was to leave the audience feeling baffled and frustrated. They were competing for social approval on that basis. They were making careers out of bluff, posture, hoodwinking the experts into giving approval for what nobody would do without the social context.
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[Despite all the talk about new new new, the artistic fraternity could only deal with painting this, sculpture that. their inovation consisted in brandishing postures at each other for social effect. by definition they were intellectually vacant.
[it’s all posture, a game being played inside an elite institution, the self-important overpriviledged cognosenti, posture game or intimadation game. this cognoscenti does not have anything to say about philosophy, science, economics, government that I respect in the least.]
they were not seeking interdisciplinary or out-of-category innovation. Thus, the works which I poured myself into developing went utterly over their heads. drew a blank.
Substantial innovation, e.g. concept art, went over their heads.]
I passed from the mystique of the avant-garde to the conviction that art had a flawed premise. Cage had already said it, with a different rationale. But he didn’t mean it. [Later, Ben Vautier would deliberately use anti-art as a ploy, the collectors paid him to scam them.]
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I became willing to forgo “participation.” I revived the utopianism of my cultural position. What ought to be was so far from what was socially feasible that there was no bridge between them. I chose to again emphasize what ought to be. It was a drop-out stance which combined utopian social speculation with solitary self-realization.
Promote Non Art Reality – George Maciunas
Purge the world of bourgeois sickness, ‘intellectual’, professional & commercialized culture, PURGE the world of dead art, imitation, artificial art, abstract art, illusionistic art, mathematical art, – PURGE the world of Europanism [sic]! PROMOTE a revolutionary flood and tide in art. Promote living art, anti-art, promote Non Art Reality to be grasped by all peoples, not only critics, dilettantes and professionals. FUSE the cadres of cultural, social & political revolutionaries into united front & action.
– George Maciunas 1963
The Henry Flynt Special [Part I – AGAINST “PARTICIPATION” A Total Critique of Culture]
1998 thoughts for the next draft – Henry A. Flynt, Jr
[Thus begins a series of Henry Flynt postings – He is an outlier’s outlier. His concept of “brend” is woefully unknown/unappreciated (highlights of that later).]
Modern art is monumentally cognitively pretentious, as has been evident ever since Cubism. The preposterous mysticism of Malevich. Preposterous claims that evoking the idea of two-dimensional forms moving into three dimensions on the canvas alluded to our own movement in fourth-dimensional hyperspace. These metaphysical pretensions just get worse as we come up to the present.
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Classical aesthetics was massively cognitively pretentious. I could only react to these pretensions with total contempt.
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As a random example of avant-garde pretensions, one may consult George Brecht, “Something About Fluxus,” May 1964, unabridged version. He claims that the Fluxus school is defined by art or “activity” which is strange and new. But if we examine it with detachment, we see that there is nothing that intrinsically warrants being called strange or new. What Brecht means, described from a non-involved vantage-point, is that the works of his friends violate conventions of the context from which they spring–the gallery, the concert hall–by being diminutive and pointless. Whoop-de-doo!
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From the Futurists to the Situationists, these artists were pictured contemporaneously and in hindsight as heroes, as “our leaders.” They indicted the old, they erected the new. They were slick enough to sell paintings that looked like puddles of vomit for a great deal of money, having proved that in the new time, there was no longer a distinction between the beautiful and the ugly. Thus, these shock troops of the new deserved our unconditional endorsement for their valiant stands. The words of their manifestos were like lightening bolts of truth in a murky age.
This phase of twentieth-century cultural history exposes the public as frightfully superficial and gullible. Somehow, the arbiters of taste were never bothered by the fact that the bottom line of the infinite revolution was a commerce in paintings – which were traditional product in every respect except that they were blatantly incompetent. (The artists who said “we had to do it to show how bad the world was” at least knew how bad their art was.)
Clearly, they never meant a word of it, about the infinite revolution. But it never bothered the pundits that artists were trifling with revolutionary claims and slogans. There was never a suggestion of holding the artists to account. It is shocking to realize how important posturing is in campaigning for social rewards. Somehow, it is implicitly understood that the “revolution” talk is fantasy; and it is palatable precisely because it changes nothing, precisely because it only gilds collectible objects. It was lying that brought the vanguard artists respect as heroes. The civilization has been carried up the mountain on the back of a lie. Are we to conclude that a white person is somebody who believes that saying ‘infinite revolution’ is an infinite revolution? [Liam Gillick anyone? – RS]
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… Are people so stupid that they really believe that the Ramones will lead us to a perfect world, or even a universal revolution? Or does the audience know itself to be a privileged class which has long since agreed that all its joys will be lies?
Draining the Swamp of Art – John Zerzan – The Case Against Art
The Case Against Art – John Zerzan
Frequently compared to play, art and culture – like religion – have more often worked as generators of guilt and oppression. Perhaps the ludic function of art, as well as its common claim to transcendence, should be estimated as one might reassess the meaning of Versailles: by contemplating the misery of the workers who perished draining its marshes.
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Today culture is commodity and art perhaps the star commodity. The situation is understood inadequately as the product of a centralized culture industry, a la Horkheimer and Adorno. We witness, rather, a mass diffusion of culture dependent on participation for its strength, not forgetting that the critique must be of culture itself, not of its alleged control.
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The avant-garde has generally staked out wider claims, projecting a leading role denied it by modern capitalism. It is best understood as a social institution peculiar to technological society that so strongly prizes novelty; it is predicated on the progressivist notion that reality must be constantly updated.
But avant-garde culture cannot compete with the modern world’s capacity to shock and transgress (and not just symbolically). Its demise is another datum that the myth of progress is itself bankrupt.
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Occasionally critics, like Thomas Lawson, bemoan art’s current inability “to stimulate the growth of a really troubling doubt,” little noticing that a quite noticeable movement of doubt threatens to throw over art itself. Such “critics” cannot grasp that art must remain alienation and as such must be superseded, that art is disappearing because the immemorial separation between nature and art is a death sentence for the world that must be voided.
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Adorno began his book thusly: “Today it goes without saying that nothing concerning art goes without saying, much less without thinking. Everything about art has become problematic; its inner life, its relation to society, even its right to exist.” But _Aesthetic Theory_ affirms art, just as Marcuse’s last work did, testifying to despair and to the difficulty of assailing the hermetically sealed ideology of culture. And although other “radicals,” such as Habermas, counsel that the desire to abolish symbolic mediation is irrational, it is becoming clearer that when we really experiment with our hearts and hands the sphere of art is shown to be pitiable. In the transfiguration we must enact, the symbolic will be left behind and art refused in favor of the real. Play, creativity, self-expression and authentic experience will recommence at that moment.
Manifesto on Art – Fluxus Art Amusement – George Maciunas, 1965.
ART
To justify artist’s professional, parasitic and elite status in society,
he must demonstrate artist’s indispensability and exclusiveness,
he must demonstrate the dependability of audience upon him,
he must demonstrate that no one but the artist can do art.
Therefore, art must appear to be complex, pretentious, profound,
serious, intellectual, inspired, skillful, significant, theatrical,
It must appear to be caluable as commodity so as to provide the
artist with an income.
To raise its value (artist’s income and patrons profit), art is made
to appear rare, limited in quantity and therefore obtainable and
accessible only to the social elite and institutions.
FLUXUS ART-AMUSEMENT
To establish artist’s nonprofessional status in society,
he must demonstrate artist’s dispensability and inclusiveness,
he must demonstrate the selfsufficiency of the audience,
he must demonstrate that anything can be art and anyone can do it.
Therefore, art-amusement must be simple, amusing, upretentious,
concerned with insignificances, require no skill or countless
rehersals, have no commodity or institutional value.
The value of art-amusement must be lowered by making it unlimited,
massproduced, obtainable by all and eventually produced by all.
Fluxus art-amusement is the rear-guard without any pretention
or urge to participate in the competition of “one-upmanship” with
the avant-garde. It strives for the monostructural and nontheatrical
qualities of simple natural event, a game or a gag. It is the fusion
of Spikes Jones Vaudeville, gag, children’s games and Duchamp.
Mark T. Mitchell – The Art of Attention – Stewardship and Cosmopolitan Neglect
Liberal Education, Stewardship, and the Cosmopolitan Temptation – Mark T. Mitchell
When speaking of the proper care for the natural world, the word that best describes our efforts is stewardship. Stewards are care-takers. They lovingly guide, protect, and cultivate that which is under their care. In the language of stewardship the concepts of indebtedness, gratitude, love, and responsibility all find their proper places. But it is not only in the context of the natural world that the concept of stewardship has meaning. When we examine the topic of liberal education the idea of stewardship is indispensable. For as inheritors of a civilization, we are its stewards. And because the gifts of civilization are tender plants requiring constant nourishment, our task as stewards requires perseverance, courage, and, ultimately, faith that succeeding generations will take up the mantle when we are no longer able to bear it.
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It is, in the end, impossible seriously to engage the great tradition without cultivating the habit (or is it the art?) of attention. Tocqueville notes that the habit of inattention is the greatest vice of democracy. This vice is exponentially more pervasive in an age where email, text messaging, Tweets, and YouTube are only a click away. Learning to attend carefully is, perhaps, one of our culture’s greatest needs. Paying attention requires self-control. We must learn to listen before we speak and think before we act. These habits are essential for self-government.
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But with all this, there is at the heart of much writing about liberal education a sort of cosmopolitan temptation that, ultimately, does a disservice to the concept of stewardship. When proponents of liberal education describe it as the attempt to grasp the whole, they are partially right, but if we do not continue with the acknowledgment that the whole is grasped via particulars and that, as human creatures, we necessarily inhabit only a small and particular part of the whole, we are missing something crucial.
If a liberal education teaches a person to love abstraction, to relish the exchange of universal ideas of justice, charity, and beauty, yet to be inattentive to the neighbor down the street or the beauty of a well-tended garden, then something has gone wrong. Such an education is suited to abstract beings who naturally belong in no particular place and have none of the senses by which particular beauty or empathy can be experienced. Such an education is, in other words, not fit for human beings.
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In other words, a liberal education should teach students how to be human beings and how to live in some particular place. If a course of education cultivates a hatred for home, it has failed. If it cultivates a dissatisfaction with the local, particular, and the provincial in favor of distant, abstract places where cosmopolitanism drowns out the loveliness and uniqueness of local customs, practices, stories, and songs, then the education has failed. To be well-educated is to be educated to live well in a particular place. It is to acknowledge the creatureliness of one’s existence and thereby to recognize our many debts of gratitude and the scale proper to a human life. A successful liberal education cultivates stewards who are disposed to love their places and who are equipped to tend them well.
Lebenskünstler 
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