The Impossibility Of Nature In The Mind Of Anyone*

Fig. 1. Eduardo Sourrouille - Self-Portrait With An Impetuous Friend, 2008

'The highest purpose is to have no purpose at all. That puts one in accord with nature, in her manner of operation.'

John Cage

* The Physical Impossibility Of Death In The Mind Of Someone Living (Damien Hirst)

The World Is A Mirror Of Everything We've Ever Been

Fig. 1. Julie Heffernan - Self-Portrait as Big World, 2008


'As children, we have all suspected it: perhaps we are all, moving strangely beneath the sky, victims of a trap, a joke whose secret we will one day know. This reaction is certainly infantile and we turn away from it, living in a world imposed on us as though it were "perfectly natural", quite different from the one that used to exasperate us. As children, we did not know if we were going to laugh or cry but, as adults, we "possess" this world, we make endless use of it, it is made of intelligible and utilisable objects. It is made of earth, stone, wood, plants, animals. We work the earth, we build houses, we eat bread and wine. We have forgotten, out of habit, our childish apprehensions. In a word, we have ceased to mistrust ourselves.

Only a few of us, amid the great fabrications of society, hang on to our really childish reactions, still wonder naively what we are doing on the earth and what sort of joke is being played on us. We want to decipher skies and paintings, go behind these starry backgrounds or these painted canvases and, like kids trying to find a gap in a fence, try to look through the cracks in the world.'

Georges Bataille (from The Cruel Practice of Art)

Michel Asks: What Are These Things Called Books?

Fig. 1. Anselm Kiefer - The Secret Life of Plants, 2002

'What, in short, is the strange unit designated by the term, work? What is necessary to its composition, if a work is not something written by a person called an "author"? ... If an individual is not an author, what are we to make of those things he has written or said, left among his papers or communicated to others? Is this not properly a work? What, for instance, were Sade's papers before he was consecrated as an author? Little more, perhaps, than roles of paper on which he endlessly unravelled his fantasies while in prison.

Assuming we are dealing with an author, is everything he wrote and said, everything he left behind, to be included in his work? ... If we wish to publish the complete works of Nietzsche, for example, where do we draw the line? Certainly everything must be published, but can we agree on what "everything" means? We will, of course, include everything that Nietzsche himself published, along with the drafts of his works, his plans for aphorisms, his marginal notations and corrections. But what if, in a notebook filled with aphorisms, we find a reference, a reminder of an appointment, an address, or a laundry bill, should this be included in his works? Why not? ... Such questions only begin to suggest the range of our difficulties, and, if some have found it convenient to bypass the individuality of the writer or his status as an author to concentrate on a work, they have failed to appreciate the equally problematic nature of the word "work" and the unity it designates.'

Michel Foucault (from What is an Author?)

Further Conjugations In The Vast Grammar Of Being*

Fig. 1. André Kertész - Underwater Swimmer, 1917

'What does learning consist in? Here is a traditional view: learning is a matter of memorising something that somebody else knows. It sounds simplistic, if we put it that way. But who among us has not attended high school and college and has not been subjected to this view of learning? A teacher, a professor, stands before the class, chalk or transparencies in hand. There are things you need to learn, items you need to know. Before the class period is over, these things will be transferred from the teacher's lecture notes, the professor's transparencies, to your notebook. From there, these things will be transferred to your brain. When those transfers are successful, you will be said to have learned what the teacher, the professor, has taught you.

It is a meager model of learning. It is also the most common one. It is a model that operates on some surface assumptions and a slightly deeper one. Its surface assumptions are, first, that the teacher knows what there is to know about a subject and you do not. Second, there is the assumption that the way that you learn what the teacher knows is to listen to the teacher and commit to memory what he or she has to say. Last, on the teacher's side, there is the assumption that by talking or using other media to substitute for talking, the teacher can impart to the student what needs to be known.

The slightly deeper assumption has to do with the dogmatic image of thought. It is the assumption that what is to be learned comes in discrete packets of identities. There are particular somethings that need to be known. These somethings may be related to one another or they may not. In either case, they are independent enough from one another to be isolated each to a sentence, a paragraph, or a chapter. These somethings are then represented by the sentences spoken by the teacher or professor, and then arrive at your ear or on your paper. If the learning us successful, there will have been no alteration, no damage, of any of these somethings along the way. Their identities will retain their integrity. And if you do your job you will be able to repeat or manipulate these identities when test time comes around.

There is another view of learning that does not start with the assumption that what is to be learned has the character of an identity or group of identities. It starts instead from the assumption that what there is to be learned has the character of difference rather than identity. If what is to be learned does not have the character of identity, then the learning itself is not a project of transferring identities from the knower to the one who seeks to know. It is instead a project of experimentation.

Swimmers do not learn facts about the water and about their bodies and then apply them to the case in hand. The water and their bodies are swarms of differences. In order to navigate their bodies through the water they will need to acquire a skill: to "conjugate" their bodies with the water in such a way as to stay on its surface. This skill involves no memorisation. It involves an immersion, a finding one's way through things, coming through one's body to understand what one is capable of in the water. There is no one way to do this, and different ways may lead to different kinds of success. There are also failures; water may be composed of differences, but not every path through those differences will keep one afloat.

Swimmers apprentice themselves to the water. They get a feel for the water, for how it moves and what possibilities it offers them. They get a feel for their bodies in the water. And they conjugate one against the other. The couplet body/water is a problematic field ... Particular ways of swimming are solutions within that problematic field. They do not solve the problem of swimming. For there is no single problem of swimming. There is instead a problematic field of body/water, of which particular ways of swimming are solutions. They are experiments in conjugation of this problematic field, much of which takes place below the level of conscious thought, beneath the identities representation offers us: "'learning' always takes place in and through the unconscious, thereby establishing a profound complicity between nature and mind." [Deleuze, Difference and Repetition]

What does learning how to think consist in? Unlike learning how to swim, it first requires the abandonment of bad habits. These habits are the ones instilled in all of us by the dogmatic image of thought and its representational view of language and the world. We must discover this image and this view; we must see what roles they play in preventing us from really thinking.

But that is not all. That is only the negative task, the clearing of the ground. Alongside this abandonment we must also experiment in ways of thinking. We must conjugate our thought and our world, our thought and our language.

There are those who have gone before us, who have swum in this water before: Spinoza, Bergson, Nietzsche among them. They may help ease us into the water, teach us some of the strokes, so we don't drown before we get started. We can apprentice ourselves to them. Sooner or later, however, we must push off from the shore and conjugate things for ourselves ... [We] must do it for ourselves, each of us ...

There are two mistakes we might make in considering the prospect of learning to think. The first mistake would be to assume that thinking, unlike swimming, is a purely conscious activity, that thinking is a manipulation of thought. That mistake is our inheritance from the dogmatic image of thought. We feel our way into thinking in much the same way as we feel our way into swimming. Thinking is at least as unconscious as it is conscious, and it is no less an experiment ... The second mistake would be to assume that each of us must face this task alone. In fact, we can face it in groups, conjugating ourselves with one another as well as with the world. Thinking does not need to be a solitary activity, and it surely does not take place in a world which we do not share with others ... [We might] consider our place among others in the world, to think about it, or with it, or in it."

Todd May (from Gilles Deleuze: An Introduction)

* 'To learn is to enter into the universal of the relations which constitute the Idea, and into their corresponding singularities. The idea of the sea, for example, as Leibniz showed, is a system of liaisons or differential relations between particulars and singularities corresponding to the degree of variation among these relations - the totality of the system being incarnated in the real movement of the waves. To learn to swim is to conjugate the distinctive points of our bodies with the singular points of the objective Idea in order to form a problematic field.'

Gilles Deleuze (from Difference and Repetition)

I Ran Out Of Words, But Not Before I Ran Out Of You

Fig. 1. Richard Serra - Equal Parallel, 1986

Ars Poetica


A poem should be palpable and mute
As a globed fruit

Dumb
As old medallions to the thumb

Silent as the sleeve-worn stone
Of casement ledges where the moss has grown -

A poem should be wordless
As the flight of birds.


A poem should be motionless in time
As the moon climbs

Leaving, as the moon releases
Twig by twig the night-entangled trees,

Leaving, as the moon behind the winter leaves,
Memory by memory the mind -

A poem should be motionless in time
As the moon climbs.


A poem should be equal to:
Not true

For all the history of grief
An empty doorway and a maple leaf

For love
The leaning grasses and two lights above the sea -

A poem should not mean
But be.


Archibald MacLeish

There's Always Light In Other People's Darkenesses

Fig. 1. Edgar Degas - Woman by a Fireplace, 1880-90

'There are two kinds of light - the glow that illuminates, and the glare that obscures.'

James Thurber

Your Ears Will Orgasm #54: Fever Ray - Mix (MixPod Player)

1. If I Had A Heart
2. When I Grow Up
3. Dry And Dusty
4. Seven
5. Triangle Walks
6. Concrete Walls
7. Now's The Only Time I Know
8. Keep The Streets Empty For Me

From Beloved Opiate To Laughing Gas Of The People

Fig. 1. León Ferrari - Untitled (from the series Rereadings of the Bible), c. 1988


'Religion is regarded by the common people as true, by the wise as false, and by the rulers as useful.'

Seneca