In politics and philosophy, the question of horizons, the vanishing point that is always out of reach, but provides direction and guidance, underpins utopic thinking. This is a strange phenomenon since, as Jodi Dean suggests, horizons are ‘real’ insofar as they exist both spatially and temporally. Dean invokes the Lacanian concept of the real to demonstrate how horizons are omnipresent, even when we are unable to see them. Here, we disagree with Dean. Rather than view them as a fixed and constant entity, with Deleuze & Guattari we agree that horizons, understood as spaces of possibility, must be constructed through communal enunciations of desire. Following Dean's (re)formulation of horizons alongside of Deleuze & Guattari's concept of desire, we propose that Foucault's idea of ‘heterotopia’, a real, but inverted and potentially uncomfortable counter‐site, is a better schema for thinking the possibilities of arts education's horizon. This article thinks through the construction of other, emancipated, spaces of learning in arts education through the methodological approach of institutional analysis and the work done by the Institutional Pedagogy movement in post‐war France. Drawing from this movement, the work of Fernand Oury and Aïda Vasquez and Félix Guattari, ‘institution’ here is understood loosely as anything that institutes forms of sociability. As such, institutional analysis seeks to radically transform institutions from within and without by creating spaces to facilitate the reconfiguration of desire. Our analysis will be grounded in our own pedagogical practices in universities where we have made use of the techniques of Institutional Pedagogy.

中文翻译：

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从遥远的视野到“欲望的非强制性重新安排”：在艺术和策展教育方面的制度教育与合作学习

在政治和哲学中，视野问题是永远无法企及的，但提供指导和指导的消失点，却是乌托邦思想的基础。这是一个奇怪的现象，因为正如乔迪·迪恩（Jodi Dean）所建议的那样，视域在空间和时间上都存在，因此它们是“真实的”。迪恩（Dean）引用拉康主义的真实概念来证明地平线是无所不在的，即使我们看不见地平线也是如此。在这里，我们不同意Dean。与Deleuze＆Guattari相比，我们不是将它们视为固定不变的实体，而是我们同意必须通过共同的欲望表达来构建被理解为可能性空间的视域。遵循Dean对地平线的重新定义以及Deleuze＆Guattari的欲望概念之后，我们提出了Foucault的“异性视力”概念，但倒置且可能令您感到不适的相对位置，是思考艺术教育视野可能性的更好方案。本文通过制度分析的方法论方法以及战后法国制度教育学运动所做的工作来思考艺术教育中其他解放的学习空间的构建。费南德·欧里（Fernand Oury），艾达·巴斯克斯（AïdaVasquez）和费利克斯·瓜塔里（FélixGuattari）的这项运动汲取了这一运动，这里的“制度”被宽泛地理解为建立社交形式的任何事物。这样，制度分析试图通过创造空间来促进欲望的重新配置，从内部和外部从根本上改变制度。