MEd Artist Teacher Programme | Critical Pedagogies Seminar | February 2013 | Gallery of Modern Art, Glasgow
As I have argued in my recent paper Willed Forgetfulness, to make a case for unlearning is to reject the assumption that somehow, unlearning will become a new model for education. Unlearning is neither a new pedagogy, nor a new way of doing art. There is nothing new in unlearning. Unlearning is implied in what we are by dint of what we do ... and vice-versa. The focus of unlearning is found in the paradox that seems to happen between being and doing and which we always find much much later. So where does art come into this? Art is, amongst other, unlearning per se. It is such a space, such a place, such a moment ... such an afterthought that we realize much much later. Though as I say this ... I begin to doubt!