Thinking with Prezi: Reformulating the Big Picture

(continuing from the previous post)

Standardized testing, then, establishes a restricted economy of writing, which--in keeping with literate metaphysics--neglects the "accidental" iterability of (arche-)writing and the excess of the signifier. As a utilitarian response the problem/disaster of contemporary American public education, standardized testing adopts the efficiency of machine readers as perceived from the calculating standpoint of instrumental reason. This of course contrasts with genres of electrate writing, which embrace machinic technologies precisely as means to write with the excess of the signifier rather than downplay it.

And so, though I've been saying this whole time that my accident/disaster was the proliferation of standardized testing, I now think it's more accurate and productive to see it as my contrast. That is, standardized testing constitutes the restricted economy's way of dealing with the underlying disaster, which is the somewhat recent failings of the American public education system (as documented in films like Waiting for Superman).

In addition to being utilitarian, standardized testing could also be seen as a profoundly literate response to the emergence of digital/binary technologies, rooted in the same fatal drives evident in the invention of the jacquard loom. As such, and this is perhaps the starting point for a future project, standardized testing as a writing system marks an important point of contrast from electrate writing practices, which in turn speaks to the value of electracy as a theoretical/pedagogical project that is distinguished from the conventional calls for so-called digital literacy, media literacy, information literacy, etc.

Thinking with Prezi: Receiving the Trope

Some thoughts accruing alongside my work/play in the Prezi (but not explicitly referencing what I'm doing in Prezi):

The Jacquard loom initiated machine reading processes into technics at the beginning of the 19th century. The loom was designed to "read" specific patterns programmed into punched cards by textile designs. The loom would produce textile designs based on its interpretation of the presence/absence (binary code) sequence of each punched card.

Humans have a desire to know. Since Plato's academy, schools (along with libraries and museums) have been the institution that societies entrust with the responsibility to generate, disseminate, and archive knowledge. Schools appeal to the desire to know--to learn--via literate metaphysics.

“According to Derrida then, metaphysics involves installing hierarchies and orders of subordination in the various dualisms that it encounters (M 195). Moreover, metaphysical thought prioritises presence and purity at the expense of the contingent and the complicated, which are considered to be merely aberrations that are not important for philosophical analysis. Basically then, metaphysical thought always privileges one side of an opposition, and ignores or marginalises the alternative term of that opposition.” (IEP)

Machines can read/register binary code (presence/absence markers) much faster than human readers. If students write in binary code, then their writing can be read at the most quick and accurate manner possible. When binary writing meets machine reading, learning becomes hyperlearning (the hyperlearning of hyperknowledge?).

When machines read binary writing, the only measure is that of presence/absence. Standardized testing practices map over this measure with their own (i.e., the axis of true-false) and erect a set of referents made to stand in as signifieds for the binary writing. To write in the space of "A" is to mean/signify a pre-established answer, the true-false value of which has already been predetermined by the test-maker-as-foundation/referent. Machine reading processes – at least in the case of standardized testing – reinforce the writing of literate metaphysics.

“Derrida’s more generalised notion of writing, arche-writing, refers to the way in which the written is possible only on account of this ‘originary’ deferral of meaning that ensures that meaning can never be definitively present…He suggests that “writing is not a sign of a sign, except if one says it of all signs, which would be more profoundly true” (OG 43), and this process of infinite referral, of never arriving at meaning itself, is the notion of ‘writing’ that he wants to emphasise…The widespread conviction that the sign literally represents something, which even if not actually present, could be potentially present, is rendered impossible by arche-writing, which insists that signs always refer to yet more signs ad infinitum, and that there is no ultimate referent or foundation.” (IEP)

Visual Quotation and Collage-Montage

On Kovitz's Style: Quotes and Anecdotes

Ultimately, my reading of Pig City Model Farm focused on the style of the book -- looking intently for elements of Kovitz's style that we could learn from and make use of as we begin our Prezi. 

Quotes 

One of the most striking features of the book is of course that it is made up of about 95% quoted material. For me, this was cause for frustration that lasted for about the first 25 pages. Most of us are use to reading for the author's position/stance, and, as Jake pointed out, Kovitz complicates that very notion of positionality. Thus, after getting over my frustration, what helped me "get into" the book was paying close attention to the sudden shifts in one discourse to another (ie, from quotes of farm-handbook discourse to stuff like Donald Barthelme). These shifts, as well as the juxtapositions between images and quotes, seem to be the location of Kovitz's work. When discussing "normal" books, we tend to point the presence of words, sentences, paragraphs, etc. as the location of the author's thought. Whereas, with Kovitz, we may do better to locate thinking in terms of absence -- to prioritize the white space as the mark of his most profound gestures, which is to establish (conductive) relations among disparate discourse. Like Kovitz, our consulting reports will perform a lot of quoting (whether it's verbal or visual), so I think we can learn from ambition (as I see it) to "write with the white space" -- to really stress the generative role of combination (collage/montage) in our composition. In the band presentation, I also plan to discuss a potential difference between Kovitz's book and our Prezi: Kovitz's quoting is primarily verbal and our quoting is likely to rely more on visuals. Through some examples, I'll try to show how we can try to make some of Kovitz's tactics work visually. 

Anecdotes 

Given the dominance of quotation, the anecdotes of Kovitz's summer work in the meat packing plant (spread over two different pages) really stuck out. Though the tone differs from Blanchot, these anecdotes reminded me a lot of Blanchot's inclusion of his primal scene in his book The Writing of the Disaster. In both books, the inclusion of the anecdote adds another layer of relationality, in Kovitz's case: the intersection of architecture and agriculture in Kovitz's early life which become two of the prime discourses in his book. Though I don't think we've put this on the list of instructions yet, the subtle inclusion of a brief anecdote (especially if written in the Hemingway/Chekhov style of Kovitz's, which seems to emphasize the object) in our Prezi may give our consultant's report an added dimension, as it does for Kovitz.