THE FOUR TENETS\\ 
OF POST-FORMAL\\ 
AUTOMATED PEDAGOGY\\
\\
Authored July 2017 by\\
Denise Gonzalez Crisp\\
Nicole Killian\\
Selwa Sweidan\\
Davey Whitcraft

**To swap and give,\\ always as a guest by invitation,\\ always already borrowing.\\ Each moment is new.\\ We others are always now. **\\ DÉOTHER.

**The state of doorlessness\\ and perpetual (touch) points.\\ De-analytic acceptance\\ of how and with whom\\ we make, we converse, we think.\\ No peak.**\\ NONENDGOAL 

**Enfolding cycles of meaning,\\ inclusive of archives, libraries,\\ and personal histories.\\ Present minds in constant\\ reassembly of the ritual.\\ ** CONTEXTAMATION 

**The prevailing threat\\ to creative production;\\ a ticking bomb.\\ Deliberate awareness of,\\ with intent to resist.\\ ** EGOMOTOR



_______

We propose as a pedagogical method, a form of automation that exploits rules/algorithms that generate ephemeral yet consequential artifacts to support developing designers in **deothering**, mutual critical observation, and experience in the moment. Getting rid of all permanent artifacts, we value only literacy in systems and rule sets.

Using improvisational, now-based, score-based, systems based, rule-based parameters that counter the technocratic, human machine anxiety. **Nonendgoal** creation. Teach designers to design their position in relation to their tools and their communities. **Contextamation**.

A) How do we free the self from the **egomotor** that propels self-critical thinking, and instead encourage students embrace the moment of question and creation?

B) How do we empower students to rethink relationships to basic tools?Challenge power structures that are implicit in tools?

[[http://php.net|{{http://idyrself.com/img/bewersdorf_diagram.gif}}]]
Net Art Diagram by Kevin Bewersdorf from Krystal South's [[Identify Yourself]][[http://idyrself.com/]]

[[https://www.youtube.com/watch?v=ibi-J74NyTw]]






 ===== Process Notes & References:  =====

 

[[https://drive.google.com/file/d/0Bzz7d0u608hDQnMxemNwcUVTU1U/view?usp=sharing|Animated Process Notes Here!]]

**Examples of automation:**

   * Brockmann (automating composition)
  *  (last chapter / open ended room for research
  *  Studio Moniker (conditional design)
  *  Letterror Twins (beowulf /twin cities)
  *  Piotr Szyhalski performances
  *  Automated drawing (Nicole soph example)
  *  Open Source Publishing OSP

**Automate Failure / Rules of Play**

  * Automation frees up time or WHAT does it free us up to do? If design is actually something humans need to be doing? to Make art rather than design?
  * Performances that feature repetition, labor etc
  * Working on the same platform (industry standard)... pre-existing formats: software is an automator. How does that determine how we design

**WHO OWNS THE AUTOMATION TOOLS**

  * i.e. Processing as a way of breaking that?
  * Open source, power of tools
  * Mapping: automapping
  * Current automation: boomering, auto messages, wake up call, in tune with one cycle.
  * published processes (GIT hub for designers):

**Sample In-Class Improvisation as algorithms:**
  *  Read a section present in one sentence and create a set of instructions.
  *  Improv critique

  * Muscle confusion for the graphic designers
  * Program the discomfort. Program the external
  * Delimited time
  * Timing and the cycle (timing any-architecture)
  * In-time response

Automation sets something for future and ongoing use

Anonymous-press.com: generates zines from a word

The aesthetics of Index "Nicole Killian"

N. Katherine Hayles: nonconscious cognition

Marie Cool - repetitive mindfulness

Benjamon Bratton (post-anthropocenic, post-anthropomorphization of AI)

Laura Pappa

Kate Crawford

Politics of Study

Carlos Castenada's Tensegrities

FLUCT (dance/performance)

Generative tools:
1) Making happens on the back end
2) Set of instructions that requires making

Amount of intervention

1. separating making from analyzing using automation

2.consequential, it's about the experience: empathy, observation, collection, looking, slowing down

3. to get them in the moment and to get started in a moment --- the cycle is the score or algorithm on a basic level.

4. post-formalist education --- championing the ephemeral, consequential to be able to teach to the moment and not focus on teaching to the end goal to tap into experience empathy temporal

  * Heiner Goebbels
  
  * Clifford gertz --- anthropologist that adds the interpretation on the anthropologist is critical, how reality is interpreted
  
  * Levinas --- to be conscious is to "we are only conscious to the other"
  
  * "situated learning"
  
  * Marx talking about revolutionary workers uprising, master/slave, reclaiming
  
  * Designer as challenging monopolization by master/large tech owner
  
  * Empowering the designer to question their relationship to the tools. as opposed to the default (of the model)
  
  * Rethink simple architecture
  
  * Questioning the hierarchy and access to the tools
  
  * Modeling a re-architecture of assumptions