Tag philosophy

Agamben on paradigms

“I am not a historian. I work with paradigms. A paradigm is something like an example, an exemplar, a historically singular phenomenon. As it was with the panopticon for Foucault, so is the Homo Sacer or the Muselmann or the state of exception for me. And then I use this paradigm to construct a large group of phenomena and in order to understand an historical structure, again analogous with Foucault, who developed his ‘panopticism’ from the panopticon. But this kind of analysis should not be confused with a sociological investigation.”

Interview with Ulrich Raulff, German Law Journal 5(5): 609-614.

radical pedagogy: toward a minor education exam reading list

Area 1: Articulating Critical Pedagogy

Henry Giroux, Theory and Resistance in Education: A Pedagogy for the Opposition (South Hadley, MA: Bergin and Garvey, 1983).

———, “Literacy and the Pedagogy of Voice and Political Empowerment,” Educational Theory 38(1), 1988: 61-75.

———, “Utopian Thinking Under the Sign of Neoliberalism: Towards a Critical Pedagogy of Educated Hope,” Democracy and Nature 9(1), 2003: 91-105.

———, “Cultural Studies, Public Pedagogy and the Responsibility of Intellectuals,” Communication and Critical/Cultural Studies 1(1), 2004: 59-97.

Henry Giroux and Susan Searles Giroux, “Challenging Neo-liberalism’s New World Order: The Promise of Critical Pedagogy,” Cultural Studies – Critical Methodologies 6(1), 2006: 21-32.

Curry Stephenson Malott and Bradley Porfilio, Critical Pedagogy in the 21st Century: A New Generation of Scholars (Charlotte, NC: Information Age Publishing, 2011).

Peter McLaren, “Revolutionary Pedagogy in Post-Revolutionary Times: Rethinking the Political Economy of Critical Education,” Educational Theory 48(4), 1998: 432-462.

———, “The Future of the Past: Reflections on the Present State of Empire and Pedagogy,” in Peter McLaren and Joe L. Kincheloe, Critical Pedaogy: Where Are We Now? (New York: Peter Lang, 2007): 289-314.

———, Life in Schools: An Introduction to Critical Pedagogy in the Foundations of Education (Boston: Pearson, 2007).

———, “Revolutionary Critical Pedagogy,” InterActions: UCLA Journal of Education and Information Studies 6(2), 2010: 1-11.

Peter McLaren and R. Farahmandpur, “Reconsidering Marx in Post-Marxist Times: A Requiem for Postmodernism?,” Educational Researcher 29(3), 2000: 25-33.

Peter McLaren and Nathalia E. Jaramillo, “Not Neo-Marxist, Not Post-Marxist, Not Marxian, Not Autonomist Marxism: Reflections on a Revolutionary (Marxist) Critical Pedagogy,” Cultural Studies – Critical Methodologies 10(3), 2010: 251-262.

Peter McLaren, Gregory Martin, Ramin Farahmandpur, and Nathalia Jaramillo, “Teaching In and Against the Empire: Critical Pedagogy as Revolutionary Praxis,” Teacher Education Quarterly (Winter 2004): 131-153.

Matthew Smith, Jean Ryoo, and Peter McLaren, “A Revolutionary Critical Pedagogy Manifesto for the Twenty-First Century,” Education and Society 27(3), 2009: 59-76.

 

Area 2: Critiquing Critical Pedagogy

Anne C. Bell and Constance L. Russell, “Beyond Human, Beyond Words: Anthropocentrism, Critical Pedagogy, and the Poststructuralist Turn,” Canadian Journal of Education 25(3), 2000: 188-203.

Gert J.J. Biesta, “Pedagogy Without Humanism: Foucault and the Subject of Education,” Interchange 29(1), 1998: 1-16.

James Campbell, “Education and its Discontents: The Pedagogy of Henry A. Giroux,” Critical Studies in Education 33(1), 1992: 96-109.

Jane Durie, “Emancipatory Education and Classroom Practice: A Feminist Post-Structuralist Perspective,” Studies in Continuing Education 18(2), 1996: 135-146.

C. Alejandra Elenes, “Reclaiming the Borderlands: Chicana/o Identity, Difference, and Critical Pedagogy,” Educational Theory 47(3), 1997: 359-375.

Scott Ellison, “On the Poverty of Philosophy: The Metaphysics of McLaren’s ‘Revolutionary Critical Pedagogy’,” Educational Theory 59(3), 2009: 327-351.

  • [Peter McLaren responds: “Afterwords,” Educational Theory 60(3), 2010: 391-393.]

Nirmala Erevelles, “Educating Unruly Bodies: Critical Pedagogy, Disability Studies, and the Politics of Schooling,” Educational Theory 50(1), 2000: 25-47.

Sandy Grande, “Whitestream Feminism and the Colonialist Project: A Review of Contemporary Feminist Pedagogy and Praxis,” Educational Theory 53(3), 2003: 329-346.

———, “Red Lake Woebegone: Pedagogy, Decolonization, and the Critical Project,” in Critical Pedagogy: Where Are We Now? (New York: Peter Lang, 2007), 315-336.

Ilan Gur-Ze’ev, “Toward a Nonrepressive Critical Pedagogy,” Educational Theory 48(4), 1998: 463-487.

Wendi Kohli, “Critical Education and Embodied Subjects: Making the Poststructural Turn,” Educational Theory 48(4), 1998: 511-520.

Patti Lather, “Critical Pedagogy and its Complicities: A Praxis of Stuck Places,” Educational Theory 48(4), 1998: 487-498.

Zeus Leonardo, “The Souls of White Folk: Critical Pedagogy, Whiteness Studies, and Globalization Discourse,” Race, Ethnicity and Education 5, no. 1 (March 2002): 29-50.

Carmen Luke and Jennifer Gore, Feminisms and Critical Pedagogy (New York: Routledge, 1992).

  • [Includes: Elizabeth Ellsworth, “Why doesn’t this feel empowering? Working through the repressive myths of critical pedagogy,” Harvard Educational Review 59, no. 3 (Fall 1989): 297-325.]

Jan Masschelein, “How to Imagine Something Exterior to the System: Critical Education as Problematization,” Educational Theory 48(4), 1998: 521-530.

Gregory Martin, “The Poverty of Critical Pedagogy: Towards a Politics of Engagement,” in Critical Pedagogy: Where Are We Now? (New York: Peter Lang, 2007), 337-353.

William F. Pinar, “The Unaddressed ‘I’ of Ideology Critique,” Power and Education 1(2), 2009: 189-200.

William F. Pinar and C.A. Bowers, “Politics of Curriculum: Origins, Controversies, and Significance of Critical Perspectives,” Review of Research in Education 18 (1992): 163-190.

Willem L. Wardekker and S. Miedema, “Critical Pedagogy: An Evaluation and a Direction for Reformulation,” Curriculum Inquiry 27, no. 1 (Spring 1997): 45-61.

Eric J. Weiner, “Critical Pedagogy and the Crisis of Imagination,” in Peter McLaren and Joe L. Kincheloe (eds.), Critical Pedagogy: Where Are We Now? (New York: Peter Lang, 2007), 57-77.

 

Area 3: Articulating a Radical Pedagogy

Pole 1: Ranciere and Anarchic Pedagogy

Gert Biesta, “Say You Want a Revolution…Suggestions for the Impossible Future of Critical Pedagogy,” Educational Theory 48(4), 1998: 499-510.

Gert Biesta and Charles Bingham with Jacques Ranciere, Jacques Ranciere: Education, Truth, Emancipation (New York: Continuum, 2010).

Abraham P. DeLeon, “The Time for Action is Now! Anarchist Theory, Critical Pedagogy, and Radical Possibilities,” Journal for Critical Education Policy Studies 4, no. 2 (November 2006). [http://www.jceps.com/print.php?articleID=67]

———, “Oh No, Not the ‘A’ Word! Proposing an Anarchism for Education,” Educational Studies 44, no. 2 (September 2008), 122-141.

Issue 42(5-6) Educational Philosophy and Theory – special issue on Rancière

Daniel Friedrich, Bryn Jaastad, and Thomas S. Popkewitz, “Democratic Education: An (Im)possibility that yet Remains to Come,” Educational Philosophy and Theory 42(5/6), 2010: 571-587.

Ivan Illich, Deschooling Society

Richard Kahn, “Critical Pedagogy Taking the Illich Turn,” The International Journal of Illich Studies 1(1), 2009: 37-49.

Jennifer Logue and Cris Mayo, “Imagining the Future: What Anarchism Brings to Education” [review of Judith Suissa, Anarchism and Education: A Philosophical Perspective], Journal of Philosophy of Education 43, no. 1 (2009), 159-165.

Todd May, Contemporary Political Movements and the Thought of Jacques Ranciere: Equality in Action (Edinburgh, UK: Edinburgh University Press, 2010).

Nina Power, “Axiomatic Equality: Ranciere and the Politics of Contemporary Education,” Eurozine, from http://www.eurozine.com/articles/2010-07-01-power-en.html [accessed July 6, 2010].

Jacques Ranciere, trans. Kristin Ross, The Ignorant Schoolmaster: Five Lessons in Intellectual Emancipation (Stanford, CA: Stanford University Press, 1991).

Stephven Shukaitis and David Graeber with Erika Biddle (eds.), Constituent Imagination: Militant Investigations/Collective Theorization (Oakland, CA: AK Press, 2007).

Judith Suissa, Anarchism and Education: A Philosophical Perspective (New York: Routledge, 2006).

———, “Anarchy in the Classroom,” The New Humanist 120(5), September/October 2005. [www.newhumanist.org.uk/1288/anarchy-in-the-classroom]

———, “Anarchism, Utopias and Philosophy of Education,” Journal of Philosophy of Education 35(4), 2001: 627-646.

 

Pole 2: Benjamin’s Critique of Violence and the Strategy of Refusal

Walter Benjamin, “Critique of Violence” in Reflections: Essays, Aphorisms, Autobiographical Writings (New York: Schocken Books, 1986).

Claire Fontaine, “Ready-Made Artist and Human Strike”

“The State and the Bosses Only Understand One Language: Strike, Blockade, Sabotage,” from http://translationcollective.wordpress.com/2010/10/24/the-state-and-the-bosses-only-understand-one-language/ [accessed November 12, 2010].

“Infinite Strike,” from http://translationcollective.wordpress.com/2010/11/11/infinite-strike/ [accessed November 12, 2010].

Pole 3: Towards a Minor Education

Gilles Deleuze and Felix Guattari, trans. Dana Polan, Kafka: Toward a Minor Literature (Minneapolis: University of Minnesota Press, 1986).

 

human rights as event

I gave this talk to about 60-70 second year students in the OSU Mount Scholars program yesterday, 3/2/11.

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Imagine:

Major world events beyond individual and small group control prompts an exodus of a minority population from one geographical location into continental Europe. This group is met with hostility – they are asked to give up their religion and culture. When they don’t respond by enthusiastically changing the things that make them a distinct people, small bands of organized thugs begin burning their homes and destroying their businesses. When things get really bad, the minority group engages in small-scale rioting, further  fueling the image of them as a criminal, outcast people infecting the social body. Eventually, they are rounded up and put in detention camps, some are deported, and others are imprisoned.

[Show of hands] How many of you might agree that I am describing Nazi Germany in the 1930s and 1940s?

You are all correct. How many of you know that I am also describing France in 2010, or with the change of a few details, the United States or Australia? Clearly, there are differences between the way modern Western countries deal with problems of citizenship, immigration, and deportation and the Nazis. But the formal similarities are hard to ignore, and immediately bring us into the realm of ethics. What is the proper justification for imprisonment and deportation? Is it moral to single out an ethnic or cultural minority for such policies? When do national interests win out over concerns of human dignity, and when do questions of human rights triumph over national (or international) interests?

The fundamental problem that confronts us when discussing human rights is that it has become so ingrained in the way that we think that we often cannot imagine that Western countries are guilty of violating them all the time. It is something we tend to think happens “out there,” in places like Darfur, Burma, China, or Afghanistan. But our tendency to “Other” the violation of human rights is precisely what the very notion of human rights was designed to combat.

But I’m getting ahead of myself, however, so let me back up.

I’ll start with a story. Well, I’ll get to the story, but I should start instead with some history:

Around the year 1000, a group of people left an area of Northwest India and began to move Westward. By the middle of the millenium, this group was firmly established in what we know of today as the European Union – notably, the countries of Germany, France, Spain, and a little later, England. Due to their darker skin and strange cultural customs, they did not fit in well in Europe. Eventually a name developed for these people that we are all familiar with today: Gypsies. This title, a shortened version of an older mis-identification, a catch-all term for the entire Orient, comes from “Egyptian.” Some of this minority group self-identified as Gypsy, others called themselves Travelers, others didn’t have a term to describe themselves at all. Today we call Gypsies by their ethnic identifications – typically Roma or Romani, one distinct ethnic group, or another, the Sinti.

This group lived a tenuous existence in Europe for a very long time. England, for example, had laws against consorting with Gypsies and frequently deported anyone suspected of being a Gypsy – in the 1600s. [Mind you, this is a significant fact, since the notion of deportation didn’t really exist as such, because the notion of a stable territorial state was only just beginning to develop.] Gypsies lived on the margins of European life for centuries: they lived in mobile caravans, not necessarily by choice but because they were usually run out of wherever they tried to settle. [Interestingly, several cultural forms we tend to associate today with European cultures had their origins in Gypsy culture - most notably is flamenco, a dance we usually associate with Spain.]

Gypsies were seen as the first immigrants in Europe, and I use the term “immigrant” very consciously. “Immigrants” did not really exist the way we know them today until the beginnings of industrialized society, where mass exodus from one place to another began to be seen as unnatural, or driven by something other than fleeing war or famine (as a rule). With industrialization rose another phenomenon, the solidification of borders and the development of systems of  border control. Only then did we get “immigrants.” Gypsies, however, were always seen as outsiders who had no permission to be, well, just about everywhere.

Gypsies were blamed for all sorts of social ills, and were the sources of many legends. Gypsies were at times associated with the onset of plague or other epidemics. They were associated with criminality; worse, they were deemed incurable criminals, the very worst of the worst. These stereotypes persisted for centuries, culminating in the 1940s.

Everyone knows about the Holocaust, I assume, and the 6 million Jews killed in camps like Auschwitz-Birkenau, Dachau, and many other places. I wonder if you know that Gypsies were also the target of a genocidal campaign as well during the Final Solution. While it has been harder to document the disappearance of Gypsies during the Third Reich, it is estimated that at least 250,000 were killed. As a proportion of the population this was higher than any other targeted social or ethnic group in Europe except the Jews.

The Holocaust came to symbolize all that was wrong with the modern conceptions of rights based on citizenship or membership in a nation-state (which I will discuss a bit later). In the wake of this crisis of fantastic proportions, a series of international or supranational instruments were created to hopefully prevent the wholesale slaughter of ethnic minorities, political undesirables, or other targets of systematic marginalization and dehumanization.

I wanted to spend some time on this history because it should help us recognize the humanitarian and rights crisis that occurred last year in France.

So, finally, I get to my story:

In July of 2010 the French police shot a young Romani man to death. The French authorities claimed that the 22-year-old Luigi Duquenet did not stop his car at a police checkpoint, and in the process of running the barricade knocked over a gendarme. The gendarmes, a division of the French police services, opened fire and killed Duquenet. In response, dozens of Roma rioted in the small city of Saint Aignan, wielding hatchets and iron bars as they confronted authorities at a local police station.

The Roma who rioted in 2010 were not unjustified in their displeasure. Racial profiling by the police, draconian laws against the ability to gain lawful employment, and continued social and cultural alienation has made life hard for the Roma in Europe generally, France specifically. This shooting seemed to be the last straw. Like many Western states currently, however, the situation was not met with introspection or the affirmation of the post-war regime of human rights, economic liberalization, and multiculturalism. Instead, President Sarkozy’s government soon responded with a “crackdown on illegal camps,” claiming that the camps were “sources of illegal trafficking, of profoundly shocking living standards, of exploitation of children for begging, for prostitution and crime.” The crackdown was ostensibly aimed at all illegal encampments in France, but in practice and policy targeted the Roma specifically.

As several scholars have pointed out over a number of years, most Roma in the European Union are citizens of the countries in which they reside, including France, and live in permanent housing, not in camps or caravans; however, a minority of Roma are recent arrivals from Romania and Bulgaria who do not always appear ‘normalized.’ In the twenty years or so following the destruction of the Berlin Wall, there was an influx of Romanian and Bulgarian Roma to France, Germany, and Great Britain; after Romania and Bulgaria’s entry into the European Union in 2007, this number increased even more.

Sarkozy has argued that the expulsions were to be “voluntary repatriations,” but as numerous media and non-governmental organization accounts have shown, many Roma have been ‘agreeing’ to leave France quite literally as their makeshift homes are bulldozed to the ground  or wheeled away by contracted companies . Voluntary expulsion has included a plane ticket to Romania or Bulgaria and 300 euro per adult and 100 euro per child. Part of this process included the identification of ethnic Roma by the state, their arrest, detention in camps, and for many, voluntary and involuntary deportation.

The controversy has raised numerous questions about human rights, citizenship, and immigration. The European Union is, literally, founded upon declarations of the free movement of goods, free movement and settlement of Member State citizens, and the protection of human rights at the expense of absolute sovereignty. The Roma, being citizens of a Member State and a minority ethnic group having experienced years of documented prejudice, expulsion, and genocide, were cast as immigrants in a place which, arguably, they had every right to be.

How do we understand this? What is going on between the levels of state and citizen, of international law and national law?

So, tonight, I would like to accomplish three things.

1) First, I want to briefly explore human rights through their historical development as a concept – plenty of documentation tracing the treaties, declarations, and other major developments exist,⁠2 so it seems better to focus on the idea of human rights.

2) Second, I want to try to separate out the discourse of “rights” from the discourse of “human rights” as they appear to me to be distinct.

3) Third and finally, I want provide a view of human rights that is not based in the establishment of specific forms of government or through international human rights instruments, but instead a view of human rights as affirmed in events.

So, first, to fully understand what is going on in the illustrative story of the Roma expulsions, we need to explore the foundations of what we think of as “rights” and how “human rights” developed within, alongside, and separately from what we in America think of as “individual rights.”

The idea of human rights has roots in a legal tradition that reaches back deep into human history. A number of legal codes have granted “rights” to individuals, at least through the accepted practice of permitting what is not said to be prohibited. Early legal codes, such as the Hammurabi Code and the laws of Judaism, were largely based around the prohibition of specific actions; this kind of prohibition implied a permissiveness that can be interpreted as a positive endowment of rights as personal and collective freedoms. However, this notion of personal and collective freedom is a modern concept that we tend to place onto history, rather than being immanent to the early legal codes themselves. The Babylonians and early Jews had little conception of individual freedom, as the cultural expectations of what was permitted constrained human action through an extra-legal norm. They had even less tolerance for group deviation from such norms.

Early legal codes gave way to Medieval forms of governance where law granted rights upon the sovereign more than upon the individual. Natural law as derived from god served more as a normalization of hierarchy, beginning with the king and ending with some form of exclusion; this basic form did not change much, although the specifics have varied greatly over the course of the millennium. What was “natural” about these legal codes was that the king or sovereign was granted some form of unchallengeable authority; personal freedoms were “granted” largely through the sovereign’s ignorance of and indifference toward the everyday lives of his subjects.

Individual rights as we know them today have their roots in a series of events and documents developed between the signing of the Magna Carta in 1215 and the liberal revolutions in America and France in the late 1700s. Over this time period, coinciding shifts in art, philosophy, and what we would call today political science decentered the divinely inspired natural rights of the sovereign to include the rights of individuals, grounded in humanism.

Especially by the 16th Century, the Enlightenment began to change our notions of the origins of law. Law was no longer a direct line from the will of god to the actions of people, but instead an aspect of the natural order, divine only inasmuch as god created the world and man, and set a natural progression in motion culminating in Rationalism. This is not a popular history, right now in the United States; but the history of Enlightenment Rationalism that birthed the Constitution was one in which the human was elevated and projected as the highest instance of the good. So we moved from a divine natural law to a rational natural law.

Enlightenment philosophers, such as Rousseau and Locke, developed the idea of the social contract, which established a necessary relation between government and individual. The social contract of the Magna Carta was implicit, largely by simply limiting the power of the king. The social contract of the US Constitution and the French Declaration of the Rights of Man and Citizen drew a direct relation between the will of the people, or consent, and the right to govern. Consent implied dissent, and the first move to constitutionalize an enumerated set of rights natural to a people was established.

The US Constitution sets forth rights, but embeds them within the context of the new government created within the document. Indeed, the Declaration of Independence, an influential document but one largely considered to be unenforceable, went further to establish the rights of man as man. However, it is the French Declaration that serves, to this day, as the inspirational document of human rights philosophy, agreements, and enforcement. Note the differences in the preambles:

Constitution: “We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic tranquility, provide for the common defense, promote the general welfare, and secure the Blessings of Liberty to ourselves and our posterity, do ordain and establish this Constitution for the United States of America.” Notice, there is no mention of rights; rights are instead enumerated within and after the document, situating those rights as secondary to the form which guarantees them (i.e. the separation of powers, representation, then freedom of press, and so on).

French Declaration: “The representatives of the French people, organized as a National Assembly, believing that the ignorance, neglect, or contempt of the rights of man are the sole cause of public calamities and of the corruption of governments, have determined to set forth in a solemn declaration the natural, unalienable, and sacred rights of man, in order that this declaration, being constantly before all the members of the Social body, shall remind them continually of their rights and duties; in order that the acts of the legislative power, as well as those of the executive power, may be compared at any moment with the objects and purposes of all political institutions and may thus be more respected, and, lastly, in order that the grievances of the citizens, based hereafter upon simple and incontestable principles, shall tend to the maintenance of the constitution and redound to the happiness of all. Therefore the National Assembly recognizes and proclaims, in the presence and under the auspices of the Supreme Being, the following rights of man and of the citizen:” Note here, the form is secondary to the notion of rights which gives rise to government. It works in the opposite direction than the US Constitution.

In practice, neither the US Constitution nor the French Declaration were immediately realized. Slavery, inequality, and war continue to afflict both countries, although the historical specificities of these may have changed.

The primary catalyst for the modern institution of what we know today as human rights was the experience of World War II. As I’ve already mentioned, Nazi Germany targeted millions of people the regime deemed undesirable. The Holocaust exposed the limits of our traditional notion of sovereignty, which limits outside interference into a country’s internal affairs. Other than a pre-emptive declaration of war, there were no institutions or mechanisms through which to intervene in Germany before 1939 when it invaded Poland. In the wake of WWII, the creation of the United Nations was meant to establish the institutions and mechanisms to balance national sovereignty with supranational norms.

The ascendant regime of human rights throws our discussion of rights so far into question. Rights, as they developed from the Magna Carta through World War II were guaranteed not by our humanity, but by our inclusion in a particular political community. Our membership in a specific nation-state guaranteed our access to rights, which is why “stateless people,” such as the pre-war Jews, the Roma and Sinti, and refugees today, so often have their human rights violated. Indeed, the perpetrators of human rights violations tend often to be nation-states themselves. Simply stated, the tradition of rights based on the social contract assumes an inside and an outside: those with access to rights, and those not protected by the rights of a specific polity.

Human rights, though, are grounded in the very fact of our being human, and as such are a universal demand. We can think about the difference between “rights” and “human rights” this way:

1) Rights discourses are circular. Circles are bordered, with a closed line forming an exterior and an interior. The constitution of the circle is not arbitrary, to be sure, and is only additive by increasing in diameter. Common sense would tell us, then, that if we just make the circle big enough then eventually it will be “big tent” enough to encompass all of humanity. But, for reasons I will return to in a moment, as the circle of rights gets ever larger, the circle gets weaker and weaker and eventually implodes upon itself. A global cosmopolitan regime of “rights” is impossible.

2) Human rights discourses are not circular, because the demand of “the human” in human rights prevents us from closing the circle. “Rights,” as a circular phenomenon, is an enclosure, a foreclosing of possibility because it sets off an outside, a “that which cannot be.” Human rights, though, will always confront us with the problem of the spectacular other who must be. The notion of grounding rights in our humanity means we must adapt human rights to difference, rather than adapting difference to fit our conception of rights. This is the great difference in the traditions inaugurated by the Constitution rather than the French Declaration. The United States has increased the global reach of “rights” – there is no doubt about that – but by molding the world in its image, which has generated many more human rights crises than it has solved, I think. The tradition more directly influenced by the French Declaration has been more open – and certainly more problematic in some ways. [The United Nations’ perceived weakness on some issues, such as during the lead up to the Iraq War, stems in part from its hesitancy in taking hard moral stances when different forms of life are put up against one another.]

Now, these are somewhat crude distinctions, and I do not intend to construct a hierarchy here where the US, UN, or France, or whatever ends up on top. I am trying to lay out a distinction between “rights” and “human rights.” A discourse of rights can solve disputes by ultimately coming to a concrete solution based on the norms, laws, and cultures within a closed community. A discourse of human rights, however, cannot solve problems, because any time a norm is settled upon, we will be confronted with a new person or group that challenges our notion of what humanity IS, and the grounding of rights in the human body means we MUST respond with openness.

So to review for a moment: Rights discourses are easily historicized, and we do this all the time when we teach American history versus world history, or have a public debate about gay marriage, and so on. Human rights also have a history, but they appear timeless, since the human body appears timeless. Grounding a notion of rights in the very idea of humanity, in the very bodily existence of the person, human rights, then, puts its own history under erasure. The immediate “cause” of human rights in international law was the experience of the Holocaust in World War II. Coming out of the first fully modern war, where not only Nazi archives opened up the possibility of imagining the Holocaust but the presence of the image of Auschwitz and Bergen-Belsen, Sobibor and Ravensbruek burned it into our memories, it was a natural (if not uncontested) development to try to move the sanctity of human life into the center of a new international politics.

So, in 1948, the new United Nations declared:

Whereas recognition of the inherent dignity and of the equal and inalienable rights of all members of the human family is the foundation of freedom, justice and peace in the world,

Whereas disregard and contempt for human rights have resulted in barbarous acts which have outraged the conscience of mankind, and the advent of a world in which human beings shall enjoy freedom of speech and belief and freedom from fear and want has been proclaimed as the highest aspiration of the common people,

Whereas it is essential, if a man is not to be compelled to have recourse, as a last resort, to rebellion against tyranny and oppression, that human rights should be protected by the rule of law,

Whereas it is essential to promote the development of friendly relations between nations,

Whereas the peoples of the United Nations have in the Charter reaffirmed their faith in fundamental human rights, in the dignity and worth of the human person and in the equal rights of men and women and have determined to promote social progress and better standards of life in larger freedom,

Whereas member states have pledged themselves to achieve, in co-operation with the United Nations, the promotion of universal respect for and observance of human rights and fundamental freedoms,

Whereas a common understanding of these rights and freedoms is of the greatest importance for the full realization of this pledge,

Now therefore, the General Assembly proclaims This Universal Declaration of Human Rights as a common standard of achievement for all peoples and nations, to the end that every individual and every organ of society, keeping this Declaration constantly in mind, shall strive by teaching and education to promote respect for these rights and freedoms and by progressive measures, national and international, to secure their universal and effective recognition and observance, both among the peoples of Member States themselves and among peoples of territories under their jurisdiction.”

If we return to the opening story, of the Roma in France, we can now see some distinct questions opened up by our tracing of the history of human rights. First, who guarantees basic human rights when a group is largely considered stateless? France didn’t want the Roma, nor did Romania or Bulgaria. Second, even if we accept the (largely undocumented) charges that Roma in France were engaged in criminal enterprises, how do we distinguish when their human rights might conflict with their citizenship rights, and which discourse of rights gets precedence?

Trying to negotiate between citizenship rights and human rights has been notoriously difficult. States have been slow to open up to supra-national agreements on human rights because they fear they will give up too much sovereignty. This has been the case for the United States’ refusal to join with the International Criminal Court, among other notable problems. It has also opened up the space for a paradox, the notion of humanitarian intervention. The United States’ intervention in Somalia in the early 1990s demonstrates the problems here: the US goes in with the goal of stopping a genocide; in the process, a battle ensues where 19 Americans lose their lives and hundreds of Somalis are killed. The act of going to war in order to prevent killing is paradoxical, and this cannot be overcome by reasoning our way out of it (even if there were times we could get clear mandates from the international community).

The paradox of humanitarian intervention highlights the problem of using human rights as a normative ethic around which we could construct some sort of international order grounded in human dignity. It is certainly a wonderful goal; but it can only ever be a goal, and no notion of progress will ever get us there.

Instead of this normative order of human rights, I propose that human rights cannot be a system through which we govern. It must be a performative order, wherein human rights are demonstrated and affirmed in EVENTS.

A final example will suffice, and then I will close:

The current revolutions sweeping across North Africa and the Middle East have largely not been articulated through the discourses of rights or human rights. In Libya, Tunisia, Algeria, Bahrain, Jordan, Palestine, and elsewhere since December, people have been rejecting dictatorial/monarchical rule. It is clear that they are rebelling over the lack of jobs, the rise in food costs, and the historical theft of common wealth by rulers. The debates in the US about whether we can credit President Bush’s “freedom agenda” or President Obama’s speech or Wikileaks for the uprisings misses the point entirely. It was not the promotion of human rights discourses or the pressure felt from new media – although these things no doubt amplified the situations – it is the everyday demonstration of the affirmation of human dignity through revolt that is significant here. Articulating human rights as an a priori formula for years produced a discourse of Arab apathy and lack; therefore, when the Arab world rises up in revolt we need a causal explanation: “it was Bush, no it was Obama, no it was wikileaks/twitter/facebook!”

Changing the way we think about human rights is necessary. They are not universal in the sense of being innate to some thing called humanity, because closing that circle will always produce an outside, thereby replicating the very logic upon which genocides are built. Human rights cannot be a normative stance for politics, because then we play into the paradox of humanitarian intervention of killing in order to save lives. Nor can human rights be an ethical standard, because then we assume a solution exists for competing claims as to what human rights actually are. Instead, human rights are universal in the event, when the community of beings we call humanity can look and say “yes, human rights are being violated here.”

Reframing human rights through the event allows us to name human rights crises and justify a response immanent to the conflict at hand. For example, in Libya, it seems that an armed struggle against Gaddafi is justified for the moment; whereas the humanitarian crises in France in 2010 or the ongoing crisis in the United States – where we jail a greater proportion of our population than China – do not seem to warrant armed intervention. Inverting human rights from ethical and political norm to the affirmation of an event removes the paradox of humanitarian intervention, because we are no longer in the realm of moral absolutes, which are so easily nullified.

To conclude this evening, I would like to pose a few questions.

1) When we imagine the world as we want it, what is it that we see?

2) What does justice look like?

3) What order of law rules?

4) How do individuals live together in community, and how do communities co-exist?

These are not questions that can be answered by appeals to universal human rights. These are questions that can only be answered in the demonstration of universality that the struggle over defining human rights opens up.

 

human rights around the world – Mount Scholars lecture

I came across an opportunity to address the OSU Mount Scholars on the topic of “human rights around the world.” It seems that they had another speaker lined up who for some reason can’t do it, so they contacted my department. So, I’m working on my talk; I’ll post it here when it’s finished.

It’s the first 30+ minute talk I’ll give, so it seems a bit much right now. But, like all things, it’ll probably be easier to get it together than I imagine. It’s just really last minute – the talk is this Wednesday, March 2 at 6:30pm.

CFP: SPEP 2011

Call for Papers for the 50th Annual SPEP Conference

50th Anniversary Meeting of SPEP

Wednesday, October 19 – Saturday, October 22, 2011

Sheraton Society Hill, Philadelphia, PA

Host Institutions: Villanova University and Penn State University

The Executive Committee of SPEP invites:

COMPLETE PAPERS (no more than 3,000 words) with abstracts (75-100 words)

PANEL PROPOSALS consisting of one panel abstract (no more than 500 words) and complete papers (no more than 3,000 words per paper).

Papers and panels from diverse philosophical perspectives in all areas of Continental Philosophy are welcome. As this meeting is the occasion of SPEP’s 50thAnniversary, the Executive Committee invites papers and panels that reflect on the rich history of SPEP as well as SPEP’s future.

All submissions will be considered under a blind review process. Please DO NOT SEND any submissions TO THE ANNIVERSARY COMMITTEE. SEND ALL PAPER AND PANEL SUBMISSIONS DIRECTLY TO THE SECRETARY/TREASURER.

Instructions for Submissions

Submitting Paper and Panel Proposals: Please note the specific requests in the instructions for submission as some specifics have changed since last year:

1. New for 2011: A person may submit only one paper for consideration each year. If you have a book under consideration for a special session, you may still submit a paper for consideration.

2. All submissions must be submitted electronically.  Please send your submissiondirectly to the Secretary/Treasurer, Shannon Lundeen at shannonspep@gmail.com.

3. Electronic Receipt Deadline: 11:59 p.m. EASTERN STANDARD TIME, Tuesday, February 1, 2011

4. The subject line of the email should read: 2011 SPEP Submission.

5. Your submission should contain TWO ATTACHMENTS: 1) Abstract AND Submission in one document prepared for blind review. Even if you are submitting a panel proposal, the panel abstract and all of the papers should be in one document. See “Format of Submissions” for more information.2) A Cover letter that provides detailed contact information (including physical and electronic addresses) of the author(s), lists the word count of the paper(s),and indicates whether the author wishes to have the paper considered for “Best Submission by a Graduate Student” or “Best Submission by a Junior Scholar”(please be sure to indicate how you meet the eligibility requirements; for a full description and eligibility conditions of each prize, please see below under “Prizes”). In addition, if you anticipate the need for audio/visual equipment should your submission be accepted in the 2011 SPEP Conference program please indicate exactly what you will need in your cover letter.

Format of Submissions:

New for 2011: All abstracts for single papers must include five key words. This will help the Executive Committee group single papers into panels when the conference program is being organized.

Single-paper submissions must include complete papers (of no more than 3,000 wordsexclusive of notes and references) and abstracts (of no more than 100 words).

Panel proposals must include a title, an abstract of no more than 500 words for the panel as a whole, and complete papers (no more than 3,000 words exclusive of notes and references) for each paper in the panel.

Since papers and panel proposals are chosen through an anonymous review process, names and addresses of authors must be stated only on one separate cover sheet and omitted from the abstracts, papers, and footnotes. The word count for papers should appear on the cover sheet; papers that exceed the 3,000 word limit will not be considered. The word limit is exclusive of notes and references; the limit of 3,000 words is strictly enforced. Please use gender-inclusive language in accordance with the “Guidelines for Non-Sexist Use of Language” published by the APA and available at: http://www.apaonline.org/publications/texts/nonsexist.aspx.

Notification:

A. Notification of receipt of your submission: Upon receipt of your submission, you will receive an automated electronic acknowledgement from the SecretaryTreasurer indicating she has received your email and its attachments. If you send your submission in within five days of the deadline (February 1, 2011) you can expect to receive an automated response from the Secretary/Treasurer within fifteen minutes of receipt. If you do not receive a response in this timeframe, please send a follow up e-mail immediately to ensure that your submission is received.

B. Notification of Inclusion in the 2011 SPEP Conference Program: Authors of single-paper submissions and the panel organizers of panel-submissions will hear from the Executive Committee by May 15, 2011 whether their submission has been accepted/rejected for inclusion in the 2011 SPEP Conference Program.

Prizes:

There are two prizes available: the best submission by a junior scholar and the best submission by a graduate student. To be eligible for the SPEP Junior Scholar Award you must have earned a Ph.D. in the last five years (no earlier than January of 2006). All currently enrolled graduate students are eligible for the SPEP Graduate Student Scholar Award. Each prize is $500.00 plus a travel and hotel allowance. Each of the award-winning submissions will be selected through an anonymous review process. You must declare your desire to be considered for an award and your status as a graduate student or as a junior scholar on the cover sheet that accompanies your submission, which has been prepared for blind review. Winners will be notified by June 1, 2011.

For further information, please contact either one of the Executive Co-Directors:

Cynthia Willett

Department of Philosophy

Emory University

214 Bowden Hall

Atlanta, GA 30307

cwillet@emory.edu

Anthony Steinbock

Department of Philosophy

Southern Illinois University

Carbondale, IL 62901

steinboc@siu.edu

SPEP Website: http://www.spep.org

Empire: A Retrospective

Conference, November 18-19, 2010 @ University of Pittsburgh

The Second Biannual Faculty and Graduate Students Colloquium

Organized by The Graduate Program for Cultural Studies at the University of Pittsburgh

Nov. 18-19 2010

Thursday, November 18, 2010

Babcock Room, 40th floor, Cathedral of Learning

1:00-1:20 pm.  Giuseppina Mecchia, Graduate Program for Cultural Studies at the University of Pittsburgh:  Welcome and Introductory Remarks.

1:30-4:00 pm  Empire and Historicity

Ken Surin, Duke University:  “Empire:  Ten Years After”.

Richard Jermain,  University of Tampa :  “The Dialectical Basis of Revolution”

Matt Gayetsky, University of Pittsburgh:  “Partisans in Empire, or, Carl Schmitt as Revolutionary”

Chair and Respondent:  Hermann Herlinghaus, University of Pittsburgh

4:00-4:30 pm:  Coffee Break

4:30-7:00 pm  Empire and Capital

Christian Marazzi, Università Italiana della Svizzera: “ Financial Entropy:  The Struggle Within and Against Empire”

Stevphen Shukaitis, University of Essex/Autonomedia:  “Beneath the Empire:  History, Composition and Organization”

David Haeselin, Carnegie Mellon University:  “The Emperors of Networks:  Reclaiming Optimism for the Digital

Chair and Respondent:  Terry Smith, University of Pittsburgh

Friday, November 19, 2010

5130 Posvar Hall

8:30-9:00 am:  Continental Breakfast

9:00-11:30 am: Empire and Coloniality

Nick Nesbitt, Princeton University: “Beyond Empire’s Dialectics of (Colonial) Sovereignty:  Speculative Anarchism and the Critique of Critique”

Juan Carlos Valencia, Macquarie University:  “The Persistence of Coloniality in ‘Empire’”

Joshua Lund, University of Pittsburgh:  “Misplaced Revolution: Internal colonialism and anti-primitivism in modern Mexico”.

Chair and Respondent, Roberto Ponce-Cordero , University of Pittsburgh

11:30-1:00 pm:  Lunch break

1:00-3:30pm  Empire and Opposition

Tim Murphy, University of Oklahoma:  “Co-research, Collaboration, Commonwealth”

Carolina Gainza, University of Pittsburgh:  “Processes of Appropriation of Technology

and Collective Practices in Literary Creation:  Electronic Literature in Latin America”

Miriam Tola, Rutgers University : “Embodied Multitudes.  Notes on Empire and Corporeal Feminism”.

Chair and Respondent, Lisa Brush, University of Pittsburgh

3:30-4:30 pm.  Coffee  break

121 David Lawrence Hall

4:30-6:30 pm, Keynote Address

Michael Hardt, Duke University

6:30-7:30 pm.  Reception

 

agamben’s stanzas

Giorgio Agamben, trans. Ronald L. Martinez, Stanzas: Word and Phantasm in Western Culture (Minneapolis: University of Minnesota Press, 1993).

Agamben’s second book, Stanzas, continues some of the themes raised in his first, The Man Without Content, but extends into new territory. If my observations about MWC included that there is much demanded of a reader by the author, Stanzas (S) continues that line of thinking. The relative specificity of S raises a number of initial questions for me: To whom or what is Agamben responding to or conversing with in these early books? If the forms of Marxism in Italy in the 1970s is Operaismo or autonomism, and in France is Althusserian, how does Agamben fit within these currents? He is not a Marxist – as far as I can tell – in the same way that Althusser or Negri are considered so, but, he is entering into discussions of the commodity, fetishism, work, and labor, among others. The primary question raised, then, is how should Agamben be read along with or against his contemporaries?

The book begins with an introduction that lays out several points and paths the remainder of the book will follow. First, it poses that a work of criticism should, like the work of art, include its own negation and therefore close the scission between poetry and philosophy. This leads to a second point, that of a human science without an object. Finally, Agamben tells us that the project of the book is to

“pursue a model of knowledge in operations such as the desperation of the melancholic or the Verleugnung (disavowal) of the fetishist: operations in which desire simultaneously denies and affirms its object, and thus succeeds in entering into relation with something that otherwise it would have been unable either to appropriate or enjoy. This is the model that has provided the frame both for an examination of human objects transfigured by the commodity, and for the attempt to discover, through analysis of emblematic form and the tale (ainos) of the Sphinx, a model of signifying that might escape the primordial situation of signifier and signified that dominates Western reflection on the sign.”[1]

I will begin with the last point.

In some ways, S is an enormous undertaking. Agamben does nothing less than try to redefine the human sciences, much like Foucault attempted to do in The Order of Things. But he has not been nearly as successful as his predecessors. It is interesting to note that de la Durantaye tells us in his commentaries on Agamben’s works that this major undertaking was “soon judged unrealizable” and all but abandoned in later work. I am not entirely certain that I agree with de la Durantaye, or even with Agamben himself (as he discusses in The Signature of All Things his abandonment of this project). It seems to me that at least the Homo Sacer books follow this provocation precisely as work within the human sciences in such a way as to go right at the third space opened between signifier and signified that is the space of thought itself. Indeed, the “zone of indistinction” and the “state of exception” and “the camp” all seem to me to be concepts that are worked in this domain, taken to their very limits as philosophy, poetry, philology, and so on. These are concepts that require us to apprehend them without grasping them as objects. The camp is at once local (apprehendable) and illocalizable, the very nomos of contemporary being (unattainable).

Substantially, Stanzas is a book about melancholy, the fetish, the image, and semiotics or semiology. Addressing a broad array of thinkers – among them, Marx, Freud, Baudelaire – Agamben succeeds in creating a work that is greater as a whole than its individual parts, which is perhaps the point. He defines commodity fetishism as the inability to enjoy a commodity as both useful object and value which therefore makes the object essentially unobtainable.[2] Stanzas itself seems to be this vanishing horizon, whose object is constantly reaffirming its unattainability as object even as it continually reasserts its presence. The inability of Agamben to set off a movement – unlike Foucault, or Saussure – in the wake of his desire to reestablish a human sciences not founded on the split between poetry and philosophy, between art and criticism, is a demonstrative case of fetishism.

What the book itself opens, or seems to open, is the very space, stanza, that Agamben hoped it would. As de la Durantaye noted:

“As its title indicates, Stanzas is about a space – and a space like no other. This is not a localizable “real” space but, as Agamben calls it, a “phantasmic space,” a “potential space” – which is, in fact, the space of thought. It is thus located neither in the subject nor in the object, and as a result can never be fully grasped by a subject in the form of an object.”[3]

What Agamben has created is a “potential space” of poetic criticism, a space which has a greater potential than it would initially seem as it appears to be like the novel that “never actually recount[s] the story it has promised to tell.”[4]

The major lesson I draw from this book, then, is a methodological one. While it holds some substantive assertions, or problematics, that I will continue to reflect upon, its primary use seems to be a lesson in how one can write interdisciplinarily in a disciplined fashion, even if (or especially when) it seems that the work will not or cannot live up to its promise. As a work of philosophy, it points to a constitutive incompleteness that is disconcerting. (I would imagine that an analytic philosopher would dislike Stanzas as a whole, even if s/he found value in its parts, for precisely this reason.) Representing potentiality is an impossible task, but one which Agamben takes on time and again, and perhaps no better than in Stanzas.


[1] Stanzas, xvii-xviii.

[2] His full description is as follows: “Just as the fetishist never succeeds in possessing the fetish wholly, because it is the sign of two contradictory realities, so the owner of a commodity will never be able to enjoy it simultaneously as both useful object and as value: the material body in which the commodity is manifest may be manipulated in all manner of ways, and it may be materially altered so far as to destroy it, but in this disappearance the commodity will once again reaffirm its unattainability.” (37)

[3] de la Durantaye, 74.

[4] Stanzas, xv.

Agamben’s The Man Without Content

With this post I begin posting a series of short commentaries on each of Giorgio Agamben‘s books. I am doing an independent study with my professor at OSU, and my reading list is basically, moving chronologically, everything by Agamben that has been translated into English.

**************************************

Giorgio Agamben, trans. Georgia Albert, The Man Without Content (Stanford, CA: Stanford University Press, 1994).

Giorgio Agamben’s first book, The Man Without Content (MWC), was published in Italian in 1970 (L’uomo Senza Contenuto). It is a difficult work, combining analyses of Nietzsche, Hegel, and obscure tracts on “cabinets of wonder.” On the surface, it is about art and the tensions left by the development of aesthetics between Plato and Hegel. However, it is not simply just about art. A great deal can be said of Agamben’s distinctions between poiesis and praxis. Most importantly, he hints at a number of themes that will reappear in a number of his books and essays later in his career: the man without content as, perhaps, a precursor to a whatever singularity; a propensity to pose a dialectical split that almost always collapses into some zone of indistinction; biopolitics (even before Foucault claimed the term); a desire to work a concept to its limits; and others.

One particularly difficult aspect of the book is the great deal of untranslated Greek words/phrases that much of Agamben’s analysis hinges upon. This seems like a trite problem or objection, but it is a problem with much of Agamben’s work that I have encountered thus far. The sheer range of references, assumed knowledge, and difficult language are common (so far) in Agamben’s work, and much of it is quite central to understanding precisely the nuanced philosophical and political distinctions he is making. This reiterates that Agamben is not a philosopher who can be easily summarized or simply mobilized as a minor character in a larger point. What I mean by this is that, for example, when Slavoj Zizek or Judith Butler make a passing reference to Agamben (especially Homo Sacer) and then move on to continue making their point, they are dancing in dangerous territory; because to homogenize his work and dismiss it (in the sense of moving on, not necessarily of degrading his work) in a few sentences risks effacing entirely his meticulous, context-specific, sometimes subtle writing. I am not sure yet if it is possible or desirable to be able to summarize Agamben neatly and succinctly, especially since reading him so frequently leaves me feeling like I have been punched in the stomach then slapped in the face after I have just completed a marathon (and I mean this in the best way possible).

Returning to commentary on the content of the text, I did not really connect with Agamben’s case for making art retain its former power. The specific artistic arguments he made in MWC just did not resonate with me. I have a minor stake in discussions of aesthetics and representation. However, his entire book is an opening to a complete reevaluation of the work of man (a theme he returns to in an essay under that title).  Especially important is his discussion of praxis and poiesis, a discussion that should articulate with much Marxian theory on praxis even while it breaks significantly with it.

I find it significant that de la Durantaye focuses almost exclusively on the artistic implications of MWC but barely mentions the radical redefinition of praxis. (Neither poiesis nor praxis appear in his index.) This seems to me to miss one of the fundamental points of the book, which is that art is a way of working and working is a way of art. Agamben notes “a clear distinction between poiesis (poiein, ‘to pro-duce’ in the sense of bringing into being) and praxis (prattein, ‘to do’ in the sense of acting)” (68). The work of man can then be basically split between creative pro-duction and active production, with what we generally refer to as labor in a kind of center. The work of reproduction (or mere subsistence) is praxis, and Marx was mistaken to put such a great deal of stock in a category of being that was simply about maintaining a bare existence. [Already we see the emergence of themes that will become incredibly significant in Agamben’s contemporary work.] It is clear in MWC that Agamben would privilege existence as pro-duction in a way that, to me, would resemble a life organized around the premise that the purpose of life is to bring things into creation, to create new concepts (as Deleuze and Guattari), and to work as a creator rather than a laborer.

If Agamben begins his career with a book that asserts that the primary figure is the pro-ductive artist, takes us into The Coming Community and the whatever singularity, and ends up (for now) with homo sacer and the state of exception, a great deal needs to be paid to the status of man not as artist for art’s sake, but of man as the man of work. Tracing his thought through these figures will prove to be the challenge of reading his works.

Politics and Ontology CFP

For the Society for Social and Political Philosopy’s meetings to be held in conjunction with:

SPEP (Society for Phenomenology and Existential Philosophy) in 2010.

The SSPP invites papers for two conference panels. We are seeking papers that address issues pertaining to:

Politics and Ontology

We seek to explore and challenge the hypothesis that all political theory presupposes an ontology. From the presumption of universal rationality, to the potency of class consciousness, to the privileges shaped by the social existence of race, gender and sexuality, political order always is or implies an ontological order. In many respects, the ontological question is the political question. Struggles for political change are as much about the expansion (or contraction) of shared ontological categories as they are about the rewriting of legislation or the redistribution of power and resources . The traditional allocation of rights, for instance, has been determined almost entirely on the basis of who, or what, one is presumed to be. While ontology and politics share a long, interconnected history, for much of modern history the connection between them has been downplayed or denied, since liberalism is premised on bracketing such supposedly insoluble and inherently conflictual metaphysical questions. In recent decades, however, this has changed. The explicit investigation of political ontology has taken center stage and, as a consequence, what we understand to be political or ontological has changed as well. Politics is no longer limited to the state, but permeates all of social existence to include the terrain of imagination, emotions, and representation. Ontology is no longer an ultimate foundation, but is constituted through relations of power and affects. In the works of such authors as Gilles Deleuze, Elizabeth Grosz, Giorgio Agamben, William Connolly, Alain Badiou, Jacques Rancière, Jean-Luc Nancy, Antonio Negri, and many others, the subject of political ontology has surfaced in an array of new formulations. For this panel, we invite papers that extend this investigation or that challenge this resurgence, both within the context of work that has already been done and in anticipation of work yet to be conceived.

Complete papers of 3000-5000 words (that can be summarized and presented in 20-30 minutes) should be submitted for consideration for the 2010 meeting (deadline: March 1, 2010). The SPEP Conference is scheduled for October 2010, in Montreal, Canada.

Authors should include their name(s) and contact information on the cover page ONLY.

Papers should be emailed as attachments in Word or RTF format to: papers@sspp.us

Crowdsourcing War

Today has just been chock full of interesting stuff to post on.

In the New York Times business section (of all places!), a headline reads: “Care to write army doctrine? With ID, log on“. Noam Cohen writes:

“In July, in a sharp break from tradition, the Army began encouraging its personnel — from the privates to the generals — to go online and collaboratively rewrite seven of the field manuals that give instructions on all aspects of Army life…The goal, say the officers behind the effort, is to tap more experience and advice from battle-tested soldiers rather than relying on the specialists within the Army’s array of colleges and research centers who have traditionally written the manuals.”

In some ways, this article reminds me of this, from Frieze Magazine, which explores how the writings of popular philosophers, from Deleuze to Debord, are influencing the tactics of the Israeli army (and I assume others as well).

What are the implications of crowdsourcing war?

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