Escuela de Calor was invited by Aformal Academy ( Merve Medir and Salvattore Peluso) for their online project and digital conversations: Streamed live on Dec 16, 2015
- Esther Planas (Escuela de Calor)
- Shiri Shalmy (Antiuniversity of East London)
- The Public School for Architecture Brussels
Also featured at Aformal Academy: http://www.aformalacademy.org/wp/2016/03/12/020-esther-planas-escuela-de-calor/
Escuela de Calor
scio me nihil scire orscio me nescire
School of Doubt and Des-education
For me to give a workshop is not so much to give a series of lessons, or to position myself as a container of a knowledge that I convey ......
My proposal is basically to create a practice on a context and a experience, based on structures that can go back to basic roots as Socrates, Persian story tellers, the exercises of the Greeks as The Abductive thought of Aristotle and his Peripatetic School walks....
Experimenting with ideas and conversation as a production of thoughts, daring and doubting, using outdoors spaces and the supposed antagonist places to what we would consider now the usual setting for learning,
We can help to reflect:
What is training?? What is learning??
Esther Planas 2011
"An ignorant master is not just an ignorant person who gets a kick out of playing master. It is a master who teaches - that's to say, who is for another person a cause of knowledge - without transmitting any knowledge. A master, thus, who displays the discontinuity between the master's control and his knowledge, who shows us that what is called "the transmission of knowledge" consists in fact of two intertwined relations which it is useful to disassociate: a relation of will to will and one of intelligence to intelligence."
Escuela de Calor vas invited to MACRO Museum, Rome as part of Joan of Art's symposia on free education by Mike Watson in May 2013. 1*)
Escuela de Calor was selected for the 8 Performance Festival of Cali, Colombia and was due in November 2012 .
info : helenaproducciones.org
Escuela de Calor (A free school anti- school 2011)
Escuela de Calor aims to create a physical /mental aural space that questions in it self the traditional architecture for placing the distribution of knowledge wile also dismantling all orthodox notions about education’s verticality. It is free to attend and any one is welcomed, there is no application to fill to be selected it is open to all sorts of subjectivities.
If placed on a space (a classroom) that is made and conceived by architects as a space for learning and teaching as in schools and universities it would make a huge difference to get the teacher out of a Stage or Podium, it is also symbolic of the need of horizontality to take place as the structure of the relations between professor and students.
This choreography of Power relations and placements of the bodies around a space gets interrupted and questioned.
To decide to meet up in spaces that challenge the main idea of classroom, as in a bar or better an improvised bar terrace and to call for meeting outdoors and even in a swimming pool etc, is just a small gesture, but never the less modifies the focus on the main issue of how to de-school our ways of learning (free school, horizontal learning, etc)
I been always concerned about the direct connection of privilege about education when I realised I could not pay my way in certain art schools … in my case was this in other cases it is even the basic education that one can’t pay but as an Artist I am concentrating on that arena, the art and art studies the need to have to have a degree on art to be respected as artist or be able to speak certain language that would result in you been considered part of a scene the art world.
Escuela de Calor reclaims various itching points:
The Space for Learning and its Symbolism so that is Calor, South (Heat) versus the coldness of North.
The Coldness of Capitalism, of practicality, and the distribution of the Insensible (quoting Ranciere but reversed)
Escuela de Calor looks up to trigger a way of being and seeing, a mind state too, so that after one has passed by the experience, its own “thinking”, its ways of seeing and perceiving would have been altered. Of course the aim is to derail values that are capitalist towards education, towards the value we give to it (the perversion of a system that places a very high price to get it)and the orthodoxies that sustain such systems.
A TALK AT EME3 2013 AT FABRA I COATS :
escuela de calormytalk from esther planas on Vimeo.
School of Calidity believes we should question the management and distribution of Knowledge.
ESCUELA DE CALOR INTERVIEW AT HER WILD INDUSTRIAL GARDEN SITE SPECIFIC PICK NICK SCHOOL AT FABRA I COATS DURING EME3 2013 BY stepienybarno:
1*) Text for Rome 2013:
Moving towards Calidity: Escuela de Calor as antidote for the Cold of the Capitalist Protestant notion of Education and its cultural implementation.
Does an artist in the art context have any power to make up for change in our school system with out leaving his/her place as “author / teacher/ producer “and the system that sustains the unfair hierarchy and the state of things that supports the structure in which he/she exist?
I like to present my Project and the causes that lead me to this practice :
1 ) Introduction and questioning : the pre-history of Escuela de Calor are my previous workshops as part of my practice not as a teaching oriented “courses” but understood as joint performatic and politico- situationist based experiences. ref: Proyectos Ultravioleta, Guatemala 2011, Encuentros cercanos del Tercer Tipo, Casa Haiku, Barcelona 2010, The BCN Psychotropic Workshops
2) Escuela de Calor starting points at Eme3 Architectural Festival 2011 ( Barcelona) and how got selected for The Cali 8 Performance Festival 2012 on a context of radical political proposals.
3) Talking about the essence of my influences as Ivan Illich?s De-Schooling Society and Jaques Ranciere book on Joseph Jacotot
4) Citing Marys Walling"s Blackburn essay on Institutions at e-flux journal 26:
The artists who make pretend institutions (temporary schools, fake
agencies, and so forth) rarely set out to invent little prisons or workable
nuthouses that serve real people—really crazy, really violent. It is possible
that artists are not equipped. Artists are comfortable making objects that
document institutions, and they make objects (relational or otherwise) that
perform the liberated institution.Another manifestation is the object that
is liberated by abandoning the institution, just as there is the object that
believes it can liberate the institution. As I do, these artists flirt with soft
institutions, playing with the remains of madness—touching it lightly,
quickly, and then moving away. In Paul Thek?s notebook he scrawls:
“Institutions were formed for lack of spontaneous love.” To dilate his line
of thought, we could move countercurrent to the institution, not by forming
another organisation, but by saying, as Thek does: Let me nurse you. Let
me defend your body and your spirit. Let me bathe and bury you.
5) Citing De-Schooling Society by Ivan Illich
Many students, especially those who are poor, intuitively know what the schools do for them. They school them to confuse process and substance. Once these become blurred, a new logic is assumed: the more treatment there is, the better are the results; or, escalation leads to success. The
pupil is thereby “schooled” to confuse teaching with learning, grade advancement with education, a diploma with competence, and fluency with the ability to say something new. His imagination is “schooled” to accept service in place of value.
see links for more material about here: