Process: visual transmedia art projects as routes to self/world self-examining insight
The Lab School is an opportunity to engage in forum studio process toward communicating and creating with others that find themselves on the edge of fringe, yet life-driving philosophic inquiries.
In the Lab School environment of workshops, exhibitions, and productions: we live an applied phenomenological creative practice; paying attention to personal synchronicities and collective experiential symbolisms. As a library, resource/meeting center, performance and gallery space, the Lab Shool is a completely versatile venue focusing primarily on offerin space for creative and spirtual path evolution. We are around the corner from both the 3rd Ward studios/fabrication shop/media center and the NURTURE Art Registry, Curator Center, and Gallery.
The focii of critical investigations are informational "presentation" as art series. With media proliferation and an evolving sense of awareness, all of us have the capacity and necessity to be teachers of insights in life and the nature of the world and culture. Using this non-linear thinkingv capacity to connect unique and disparate ideas is an emphasis of the constructivist teaching and learning discourse in the Lab School. The Lab School is what you/we MAKE IT.
Specific faculty workshops and cataclysmic/transformative culture liberal arts syllabi are in development. The open transmedia studio coursework is organized into variable units. Depending on one's interests, we encourage a momentum of group and individual projects, either 2/3 collaborative & 1/3 independent -or- vice versa. The Lab School offers three regular faculty, one acting as director (scrapworm). Students of The Lab School are encouraged to create and present studio and academic research within the group over successive course periods.
The Lab School exists to create a node of solidarity in exploring the ideas we just can't ignore...despite their threat to the institution and establishment. Is it possible to apply what we've learned from rigorous discourse and then not be afraid of how challenging the implications may be to all previously understood as true and stable? Can this horror be opportunity to reassess the unconscious toward a dimension of radically authentic higher creativity?
The ending of time
full story...
Paulo Freire
From "Education for Critical Consciousness"
Knowing, whatever its level, is not the act by which a subject transformed is into an object docilely and passively accepts the contents others give or impose on him or her. Knowledge, on the contrary, necessitates the curious presence of subjects confronted with the world. It requires their transforming action on reality. It demands a constant searching. It implies inventionand reinvention...In the learning process the only person who really learns is s/he who appropriates what is learned, who apprehends and thereby re-invents the learning; s/he who is able to apply the appropriate learning to concrete existential situations. On the other hand, the person who is filled by another with "contents" who's meaning s/he is not aware of, which contradicts his or her way of being in the world, cannot learn because s/he is not challenged.