Question DIS/CONTINUITIES: From the history of education and for history in general, how to make it more accessible, non-monolitical collective historical memory and how to avoid to repeat the same mistakes by creating?

Practice communities integrate their past, present and future and are constantly trying to find access to knowledge and broader views. In this process, boundary crossing is essential to not get stuck in previous information. AI-intelligences and openness to others provide opposing views and perspectives to those of the practice communities to challenge beliefs.

Memories are stored in archives in all different forms, modalities and media. We have archives of footprints, traces of practice. We try to store scent, tactile sensations, taste, views, sounds, affect and emotions and sensations. We also managed to store conceptual knowledge, reflexivity and a knowledge that stems from transforming the world.

Question ORGANOLOGY: What approach should art schools have with history to help people understand histories from a discoursive perspective and become aware of whose histories inform current and future arts practices and education more generally?

It is not the art schools who make people aware, but people who make themselves aware of their history and bias and define their own art. The definition of art is contested and not defined.

Nonetheless, practice communities integrate their past, present and future and are constantly trying to find access to knowledge and broader views. In this process, boundary crossing is essential to not get stuck in previous information. AI-intelligences and openness provide opposing views and perspectives to those of the practice communities to challenge beliefs.

Question CHAOS/MOSIS: What was the impact of implementing more hollistic and transdisclipinary concepts like S.T.E.A.M.(Science, Technology, Engineering, Arts and Mathematics)? How did we achieve unbiased access to knowledge and education?

STEAM was a big failure. The way we resolved this is to take a problem and use integrated knowledge. You do not think anymore from one perspective to succeed in solving a problem.

The communities of practice are created as a context where individuals can be open about their bias. Unbiased as a concept is not used anymore. Bias does not have a negative connotation anymore.

We did not achieve unbiased access to knowledge yet, but there are biased working groups working on the conditions for participation (e.g. infrastructure, epistemic conditions,…).

Question COMMONALITIES: What do we value as knowledge and what/how do we teach?

Knowledge is valued in its relevance for a specific context and its reliability in other contexts. Knowledge is never absolute, but always situated in time, place, community, actions and contexts. Everything is valuable in some contexts: theory, practice,… Communities of practice collectively decide what is relevant knowledge for the community and what is reliable in contact with other communities.

This way there is no teacher and student, but sharing knowledge in and over the boundaries of a context. Teacher/learner is not a fixed role, but temporary. These roles can switch very quickly.

Question RE/PROGRAMMING: How can education be a vehicle for experimentation to catalyse the past into the future?

In the shared context we do not only catalyse the shared knowledge of the past but also think about a future (prototyping, exploring,…). We catalyse the desire for a new future out of our multiple past experiences. “Education” becomes a shared process of trial and error, of being able to fail.