ABSTRACT

This article considers relations between inheritance, disobedience and speculation in art practice and art education in schools and other sites of teaching and learning. In recent decades educational practices such locations have been subject to doctrinal cultures of audit, standardisation and competences, invoking what Michael Hampe terms the homogenization of the interpretation of experience. In contrast the article advocates the idea of speculative pedagogies that remain open to the unknown potentialities of students’ and teachers’ learning encounters and invent a future when such a future, demands thought. Speculative practice and the idea of disobedience are elaborated through contemporary art practices, then applied to pedagogical contexts and processes of learning. Focusing upon the relevance of how a learning encounter matters for a student and the obligations required of a teacher, the article then considers an ethics and politics of pedagogical work through the idea of idiotic events and Isabelle Stengers’ notion of the cosmopolitical proposal.

摘要

本文探讨了艺术实践中的继承、不服从和投机之间的关系，以及学校和其他教学场所的艺术教育。近几十年来，这些地方的教育实践一直受制于审计、标准化和能力等教义文化，援引迈克尔·汉普（Michael Hampe）所说的经验解释的同质化. 相比之下，本文提倡投机教学法的理念，这种教学法对学生和教师学习遭遇的未知潜力保持开放，并在这样的未来需要思考时创造未来。投机实践和不服从的想法通过当代艺术实践得到阐述，然后应用于教学环境和学习过程。本文着重于学习遭遇对学生的重要性以及教师所要求的义务的相关性，然后通过愚蠢事件的想法和伊莎贝尔·斯滕格斯的世界政治提案概念来考虑教学工作的伦理和政治。