By Gerald Raunig
During this "concise philosophy of the machine," Gerald Raunig presents a historic and significant backdrop to an idea proposed 40 years in the past via the French philosophers Félix Guattari and Gilles Deleuze: the laptop, now not as a technical machine and gear, yet as a social composition and concatenation. This notion of the laptop as an association of technical, physically, highbrow, and social parts subverts the competition among guy and laptop, organism and mechanism, person and neighborhood. Drawing from an strange diversity of flicks, literature, and performance--from the function of bicycles in Flann O'Brien's fiction to Vittorio de Sica's Neorealist movie The Bicycle Thieves, and from Karl Marx's "Fragment on Machines" to the deus ex machina of Greek drama--Raunig arrives at an improved perception of the computing device as a social circulation, discovering its so much apt and urban manifestation within the Euromayday flow, which due to the fact that 2001 has turn into a transnational activist and discursive perform targeted upon the precarious nature of work and lives.
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Additional resources for A Thousand Machines: A Concise Philosophy of the Machine as Social Movement (Intervention Series)
This is too often forgotten in our attempts to develop adequate methods of teaching and education. Wittgenstein provides a welcome antidote to nonsense. NOTES I This is a longer version of Macmillan, 1989. It was presented at the 14th International Wittgenstein Symposium of the Austrian Wittgenstein Society in Kirchberg am Wechsel. 2 The German reads: "Denn wie kann das Kind an dem gleich zweifeln, was man ihm beibringt? Das konnte nur bedeuten, dass er gewisse Sprachspiele nicht erlernen konnte".
And, can everyone reach it? From this position the educator (the parent and/or the teacher) is, first of all, the adviser to the child, and the facilitator of what she or he really wants. It is pupils who learn, and who have to master for themselves, starting from their 'real' interests and what they already know. They have to start from what they already know, and from what they perceive as their real interests, and master new material for themselves. It is the child, it is argued, who is from the very beginning responsible for the learning process.
In that respect it too has become subject to the anti-foundationalism of the preceding ten or fifteen years. In response to this Althusserian strand of marxism, and in the hands of James Walker, Colin Evers and Gabrielle Lakomski, a highly technical form of Quinean pragmatism emerged. It has already been noted that a strong and sustained critique of foundationalism has emerged in recent years in philosophy. For example there are Rorty and Bernstein in North America and Foucault, Derrida, Lyotard and Gadamer from Europe.
A Thousand Machines: A Concise Philosophy of the Machine as Social Movement (Intervention Series) by Gerald Raunig