Baudrillard claims that desire does not come up in Foucault's work because its place is already occupied by power; thus, Deleuze and Lyotard's theories of the schizoid and libidinal are analogous to Foucault's power-systems -> they are rhizomes, openings-up, continuities, etc.
Isn't it interesting (though this is one of Baudrillard's critiques) that the three take up different themes in similar ways, as if suggesting that the intensities and rhizomatic structures of the earth are ideas that have been teased and teased until their tangents emerge, their connections light up, and their systems channel information to and fro continuously.
Tuesday, July 31, 2007
Monday, July 30, 2007
Blogs, Frustration, and a New Idea
I am attempting to engage with questions of sustainability, consumerism, and what I call new "techniques of existence" in the technoscientific age. What concerns me most is the co-optation of "green," "environmental," "sustainable," and so on by business. That isn't to say that I am not guilty of buying so-called green products, but the sort of ignorant consumption that is promoted by blogs in general is quite disturbing.
For instance: today, I was searching for hacks and diy projects related to electronics and technology in general; eventually, through several tangents of RAID kits and wandering in the dark as to the fundamentals of modification and hardware hacking in general, I came across a "green hacks blog". What the "hacks" suggested, however, amounted to a basic tips sheet on how we can change our consumption habits to be more sustainable. What the blogger clearly misses is his reliance on his current lifestyle. He fails to see that consumption itself is a blight.
Combining these two ideas: a blog/site that offers step by step ways to reduce consumption of resources and encourages the development of symbiotics in human/earthly life.
For example:
an electronic switch stepup that allows circuits in the home to be shut off entirely. this would allow devices that are constantly connected to electric outlets, such as televisions and appliances, to be cut off from power flow entirely. The reason for this is that televisions and appliances have circuits that constantly use energy even when not on. So, besides computers and clocks and whatever else needs a bit of constant electricity, the rest of the power in the home could be totally shut down.
Maybe I'll get some more ideas later.
For instance: today, I was searching for hacks and diy projects related to electronics and technology in general; eventually, through several tangents of RAID kits and wandering in the dark as to the fundamentals of modification and hardware hacking in general, I came across a "green hacks blog". What the "hacks" suggested, however, amounted to a basic tips sheet on how we can change our consumption habits to be more sustainable. What the blogger clearly misses is his reliance on his current lifestyle. He fails to see that consumption itself is a blight.
Combining these two ideas: a blog/site that offers step by step ways to reduce consumption of resources and encourages the development of symbiotics in human/earthly life.
For example:
an electronic switch stepup that allows circuits in the home to be shut off entirely. this would allow devices that are constantly connected to electric outlets, such as televisions and appliances, to be cut off from power flow entirely. The reason for this is that televisions and appliances have circuits that constantly use energy even when not on. So, besides computers and clocks and whatever else needs a bit of constant electricity, the rest of the power in the home could be totally shut down.
Maybe I'll get some more ideas later.
Saturday, July 28, 2007
New Direction
Having completed my senior thesis, "Cyborgs, Posthumans, and New Techniques of Existence in the Age of Technoscience," I have found that I have less time than ever before. But soon that will all change, and I hope to expand this blog from a notebook into something more interesting and fruitful.
As the title of this blog still conveniently suggests, knowledge remains a large intellectual concern in my own thought processes; currently, I am interested in the ways in which we learn and experience the world through mediated sources as opposed to our sensorial being in the world.
My first question arises from differing practices of understanding and learning. An example comes to mind from my own life: I am trying to learn several foreign languages at the moment, as well as a computer-based language. For the cultural-linguistic languages, which are French and German (simultaneously!, or at least I'm making an attempt based on another assumption that I won't detail here), I have acquired a program called The Rosetta Stone. The Rosetta Stone is supposed to be a great, visually-oriented program that immerses the user in the language without "teaching" it in the strict sense. There are, for example, no conjugation charts or proper grammatical lessons that I have found thus far.
I still can't speak French or German, but my understanding of basic vocabulary and some elementary verbs has improved -- and improved far better than reading a beginners book on the language. The glaringly obvious problem with the program is that the immersion is one sided and digital, not heterogeneous and "actual". This is not so much a complaint as an observation -- I can't very well go to France or Germany at the moment, I understand that I'll need more language classes later, and so the program actually becomes the most progressive step toward these future endeavors because I'll have some basic understandings but no strictly formal education.
The idea here, and the one I find the most interesting, is the becoming-childlike that the language program has sparked within me; I hold to the belief that the ever-wide eyes of the child occur because it is always amazing at the surroundings and stimuli its taking in. The trick, for me, is to become-childlike in any endeavor, but with the abilities and sensibilities of someone much older. (I'm reminded of the film "Unknown White Male" at this moment that, though perhaps a hoax and surely a bit overdone, brings up this idea nicely.)
My experience with the program speaks to my understanding of experience-in-the-world as extremely important, but also the advantage of knowledge/memory (in this case, the program and its presentation of a language to be learned) that technology enables us.
As the title of this blog still conveniently suggests, knowledge remains a large intellectual concern in my own thought processes; currently, I am interested in the ways in which we learn and experience the world through mediated sources as opposed to our sensorial being in the world.
My first question arises from differing practices of understanding and learning. An example comes to mind from my own life: I am trying to learn several foreign languages at the moment, as well as a computer-based language. For the cultural-linguistic languages, which are French and German (simultaneously!, or at least I'm making an attempt based on another assumption that I won't detail here), I have acquired a program called The Rosetta Stone. The Rosetta Stone is supposed to be a great, visually-oriented program that immerses the user in the language without "teaching" it in the strict sense. There are, for example, no conjugation charts or proper grammatical lessons that I have found thus far.
I still can't speak French or German, but my understanding of basic vocabulary and some elementary verbs has improved -- and improved far better than reading a beginners book on the language. The glaringly obvious problem with the program is that the immersion is one sided and digital, not heterogeneous and "actual". This is not so much a complaint as an observation -- I can't very well go to France or Germany at the moment, I understand that I'll need more language classes later, and so the program actually becomes the most progressive step toward these future endeavors because I'll have some basic understandings but no strictly formal education.
The idea here, and the one I find the most interesting, is the becoming-childlike that the language program has sparked within me; I hold to the belief that the ever-wide eyes of the child occur because it is always amazing at the surroundings and stimuli its taking in. The trick, for me, is to become-childlike in any endeavor, but with the abilities and sensibilities of someone much older. (I'm reminded of the film "Unknown White Male" at this moment that, though perhaps a hoax and surely a bit overdone, brings up this idea nicely.)
My experience with the program speaks to my understanding of experience-in-the-world as extremely important, but also the advantage of knowledge/memory (in this case, the program and its presentation of a language to be learned) that technology enables us.
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