Differences

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--- provocation_1 [2017/10/02 19:19]
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+++ provocation_1 [2017/10/10 19:57]
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 “...thus in order to be truly ʻradicalʼ one must be open to the possibility that one’s own core assumptions are misconceived.” —Christopher Hitchens, //Letter to A Young Contrarian//, 2001
-  * We see the schism between object-centered (“orthodox”) graphic design and new + emerging media-centered graphic design as so pronounced that it demands a new branch of GD pedagogy and fundamentals.
+  * We see the schism between object-centered (“orthodox”) graphic design and new + emerging media-centered graphic design as so substantial that it demands a distinct branch of GD pedagogy and fundamentals.
-  * We propose creating a distinct branch of GD education that shares overlapping bodies of knowledge and inquiry with orthodox GD pedagogy, but whose values, priorities, form, inquiry, tools, outcomes and platforms for delivery diverge at a fundamental level.
+  * We propose a new branch of GD education that shares overlapping bodies of knowledge and inquiry with orthodox GD pedagogy, but whose values, priorities, form, inquiry, tools, outcomes and platforms for delivery diverge at a fundamental level. Now is the time for GD education to mutate from a pedagogical orthodoxy to a heterodoxy.
-  * This new branch of the GD pedagogical heterodoxy must be native to and derived from our incomplete, evolving understanding of technologies, structures and values of new + emerging technologies, their current application and future potential vis a vis our fragmented comprehension of the current cultural moment (aka THE NOW).
+  * This new branch of the GD pedagogical heterodoxy must be native to and derived from our incomplete, evolving understanding of technologies, structures and values of new + emerging technologies. It must explore their current applications and future potential vis a vis our fragmented comprehension of the current cultural moment (aka THE NOW).
-  * This new branch of GD pedagogy is distinct from the pedagogy and competencies of object-centric forms of graphic design. It must prioritize its own skills, values, inquiry, and methods //at the expense of// orthodox GD fundamentals such as print-based typesetting, logo design, analog color theory and composition, etc.
+  * This new branch of GD pedagogy is distinct from the pedagogy and skill set of object-centric forms of graphic design. It must prioritize its own skills, values, inquiry, and methods //at the expense of// orthodox GD fundamentals that are not native or central to its values and priorities (such as print-based typesetting, logo design, analog color theory and composition, etc.).
 ====== 2/ THE RESPONSE ======