Sunday, February 12, 2012

i-ndefinable

Through this post I'm trying to sure up some of the points from this weeks reading. Lather's call to undo and recompose our foundations of current undertsanding is one that I can identify with -although I'm sure I don't undo enough of what I think I know as often as I should. So, in searching for an object that objects to what is said about it my thoughts fell on my iphone. I began to think of how we contextualize this object, and what null elements we ignore when doing so. If I remove the object from the frame in which it exists, I can begin to see that its meaning is far more complex than the object that defines it.

Much the same as Wilkes' work offers parts of a whole to be examined the iphone could similarly be deconstructed to examine what the technology might mean beyond its intended function. Yes, its a phone, but its also a book, a calender, a map, a clock, a computer, a games machine and a music player. Its primary use may even vary between its owners, with one using it as a music player first and foremost, while another may triumph its social media capabilities. So, why do we still feel the need to call it a phone? Is this even an adequate name anymore, even if we acknowledge that it's smarter than those phones preceding it?

The idea gets stranger once you begin to consider the other members of the i-family. Each one is capable of very similar things, but we contextualize each one in a different way, own one for a specific purpose and choose to use it over the other. Yes, this is over-simplifying things a little, but the idea is still intriguing never the less. And this idea returns me to O'sullivan's idea that, after discussion and clarification of something -art or otherwise, there always remains an excess of potential left unexplored. In a world that seems content with its been there, done that, same-old, same-old mentality, what possibilities await those who allow themselves the opportunity to stop, turn away and continue?


Monday, February 6, 2012

The Customer is Always Right

In response to this weeks reading I can't help but be drawn towards Bishop's article 'The New Masters of Liberal Arts.'  I was struck especially with her discussion around the commercialization of education.  Coincidently, this issue has also been raised in some of my other classes, but was perfectly demonstrated by a 'representative' from ETS (Education Testing Service) this past Friday morning.

What was meant to be a brief talk about why the TOEIC test was a good way for employers to gauge language comprehension soon became a depressing sales pitch.  What was more depressing was that after bestowing the virtues of the tests validity the representative then proceeded to inform us that students should be advised to take the test whilst in Canada so that their score was better, because they forget most of their English once they return home.  When I suggested that this negates the original score's purpose or how a company can use the score when it fails to test speaking or writing levels I was promised an email that would answer my question before he cheerfully went on to point out that a dollar spend abroad was a dollar lost to the school.

ETS is also the same company responsible for a majority of high school tests around the world.  There money driven attitude towards education certainly accounts for Bishop's suggestion that students are perceived as customers.  Her idea that the ethos of education has changed from freedom, discovery and exploration to financial investment also produces a chill of acknowledgement.  It's no secret that the Arts receive small attention in British Columbia's curriculum.  After reading these articles I'm left to wonder if the potential of creative education was replaced by money would we still see such a disappointing trend?

And if you wondering, I never did get that email answer.