2019 (#144) : Montessori , Malaguzzi , Joseph Campbell , Bettelheim , Deleuze , Nietzsche , Derrida — “striking revelations of the greatness of the human mind … think of school as a living organism … the myths come back … the fairy tale carried within itself the conviction of its message … nothing exists outside of the whole … there is no whole … innocence is the truth of multiplicity … collect into unity what is fragment and riddle … the tapoi of the dialogue is never indifferent … into the countryside, along the river Ilissus”

Even then this strange ability of the child to absorb from
the environment is not finished. In our first schools the
children came at three years of age ; no one could teach
them because they were not receptive. But they gave
striking revelations of the greatness of the human mind.
Our school is not a real school ; it is a house of children,
i.e., an environment specially prepared for the children
where the children absorb whatever culture is spread in
the environment without any one teaching them.

(Montessori)

We need to think of the school as a living organism. Children have to feel that the world is inside the school and moves and thinks and works and reflects on everything that goes on. Of course not all children are the same — each child brings a part of something that’s different into the school.

(Malaguzzi)

The image that comes to my mind now is of Picasso’s Minotauromachy, an engraving that shows a great monster bull approaching. The philosopher is climbing up a ladder in terror to get away. In the bullring there is a horse, which has been killed, and on the sacrificed horse lies a female matador who has also been killed. The only creature facing this terrific monster is a little girl with a flower. Those are the two figures you have just spoken of — the simple, innocent,
childlike one, and the terrific threat. You see the problems of the modern day.

(Joseph Campbell)

Thus Socrates begins by sending myths off; and then, twice stopped before the question of writing, he invents two of them-not, as we shall see, entirely from scratch, but more freely and spontaneously than anywhere else in his work. Now, the khairein, in the Phaedrus’ opening pages, takes place in the name of truth. We will reflect upon the fact that the myths come back from vacation at the time and in the name of writing.

(Derrida)

The fairy tale carries within itself the conviction of its message; therefore it has no need to peg the hero to a specific way of life. There is no need to tell what Little Red Riding Hood will do, or what her future will be. Due to her experience, she will be well able to decide
I
this herself. The wisdom about life, and about the dangers which her desires may bring about, is gained by every listener.

(Bettelheim)

What does “innocence” mean? When Nietzsche denounces our
deplorable mania for accusing, for seeking out those responsible
outside, or even inside, ourselves, he bases this critique on five
grounds. The first of these is that “nothing exists outside of the
whole”. But the last and deepest is that “there is no whole”: “It is
necessary to disperse the universe, to lose respect for the whole. Innocence is the truth of multiplicity.It derives immediately from the principles of the philosophy of force and will. Every thing is
referred to a force capable of interpreting it; every force is referred to
what it is able to do, from which it is inseparable. It is this way of being
referred, of affirming and being affirmed, which is particularly innocent.

(Deleuze)

A seer, a purposer, a creator, a future itself, and a bridge to the future- and alas! also as it were a cripple on this bridge: all that is Zarathustra.
And you also asked yourselves often: “Who is Zarathustra to us? What shall he be called by us?” And like me, did you give yourselves questions for answers.
Is he a promiser? Or a fulfiller? A conqueror? Or an inheritor? A harvest? Or a ploughshare? A physician? Or a healed one?
Is he a poet? Or a genuine one? An emancipator? Or a subjugator? A good one? Or an evil one?
I walk amongst men as the fragments of the future: that future which I contemplate.
And it is all my poetisation and aspiration to compose and collect into unity what is fragment and riddle and fearful chance.
And how could I endure to be a man, if man were not also the composer, and riddle-reader, and redeemer of chance!
To redeem what is past, and to transform every “It was” into “Thus would I have it!”- that only do I call redemption!

(Nietzsche)

And the khairein takes place in the name of truth. The topoi of the dialogue are never indifferent. The themes, the topics, the (common-)places, in a rhetorical sense, are strictly inscribed, comprehended each time within a significant site. They are dramatically staged, and in this theatrical geography, unity of place corresponds to an infallible calculation or necessity. For example, the fable of the cicadas would not have taken place, would not have been recounted, Socrates would not have been incited to tell it, if the heat, which weighs over the whole dialogue, had not driven the two friends out of the city, into the countryside, along the river Ilissus.

(Derrida)
































Well, concerning the archive, Freud never managed to form anything that deserves to be called a concept. Neither have we, by the way. We have no concept, only an impression, a series of impressions associated with a word. To the rigor of the concept, I am opposing here the vagueness or the open imprecision, the relative indetermination of such a notion. “Archive” is only a notion, an impression associated with a word and for which, together with Freud, we do not have a concept. We only have an impression, an insistent impression through the unstable feeling of a shifting figure, of a schema, or of an in-finite or indefinite process.

(Derrida)































Men were thought of as ‘free’ so that they could become guilty; consequently, every action had to be thought of as willed, the origin of every action as lying in the consciousness. (Nietzsche)




































The fairy tale carries within itself the conviction of its message; therefore it has no need to peg the hero to a specific way of life. There is no need to tell what Little Red Riding Hood will do, or what her future will be. Due to her experience, she will be well able to decide
I
this herself. The wisdom about life, and about the dangers which her desires may bring about, is gained by every listener.

2019 (#143) : Montessori , Malaguzzi , Joseph Campbell , Derrida , Sri Nisargadatta Maharaj — “the inner teacher that dictates within , find each other in the forest , the myth tells me where I am , where should the moment of suppression or repression be situated … new models of recording and impression … full acceptance of whatever may emerge … encourage the deep to come to the surface … this the great work of awareness …”

It is not merely a question of
recognising what it is around us or understanding and
dealing with our environment. It is the whole of our
intelligence, our religious sentiment, our special feelings of
patriotism and caste that are built during this period of
life when no one can teach the child. It is as though
nature had safeguarded each child from the influence of
human intelligence in order to give the inner teacher that
dictates within, the possibility of making a complete
psychic construction before the human intelligence can
come in contact with the spirit and influence it. (Montessori)

We have to find each other in the forest and begin to discuss what the education of the child actually means. The important aspect is not just to promote the education of the child but the health and happiness of the child as well. (Malaguzzi)

They
are the world’s dreams. They are archetypal dreams and deal with great human problems. I know when I come to one of these thresholds now . The myth tells me about it, how to respond to certain crises of disappointment or delight or failure or success. The myths tell me where I am. (Joseph Campbell)

I asked myself what is the moment proper to the archive, if there is such a thing, the instant of archivization strictly speaking, which is not, and I will come back to this, so-called live or spontaneous memory (mneme or anamnesis), but rather a certain hypomnesic and prosthetic experience of the technical substrate. Was it not at this very instant that, having written something or other on the screen, the letters remaining as if suspended and floating yet at the surface of a liquid element, I pushed a certain key to “save” a text undamaged, in a hard and lasting way, to protect marks from being erased, so as thus to ensure salvation and indemnity, to stock, to accumulate, and, in what is at once the same thing and something else, to make the sentence thus available for printing and for reprinting, for reproduction? Does it change anything that Freud did not know about the computer? And where should the moment of suppression or of repression be situated in these new models of recording and impression, or printing. (Derrida)

By being with yourself, the ‘I am’; by watching yourself in your daily life with alert interest, with the intention to understand rather than to judge, in full acceptance of whatever may emerge, because it is there, you encourage the deep to come to the surface and enrich your life and consciousness with its captive energies. This is the great work of awareness; it removes obstacles and releases energies by understanding the nature of life and mind. Intelligence is the door to freedom and alert attention is the mother of intelligence.

(Sri Nisargadatta Maharaj)

2019 (#142) Joseph Campbell -77-

They
are the world’s dreams. They are archetypal dreams and deal with great human problems. I know when I come to one of these thresholds now . The myth tells me about it, how to respond to certain crises of disappointment or delight or failure or success. The myths tell me where I am. (Joseph Campbell)

Those are two mythic figures. The image that comes to my mind now is of Picasso’s Minotauromachy, an engraving that shows a great monster bull approaching. The philosopher is climbing up a ladder in terror to get away. In the bullring there is a horse, which has been killed, and on the sacrificed horse lies a female matador who has also been killed. The only creature facing this terrific monster is a little girl with a flower. Those are the two figures you have just spoken of — the simple, innocent,
childlike one, and the terrific threat. You see the problems of the modern day.
(Joseph Campbell)

Well, automobiles have gotten into mythology . They have gotten into dreams. And airplanes are very much in the service of the imagination. The flight of the airplane, for example, is in the imagination as the release from earth. This is the same thing that birds symbolize, in a certain way . The bird is symbolic of the release of the spirit from bondage to the earth, just as the serpent is symbolic of
the bondage to the earth. The airplane plays that role now.
(Joseph Campbell)

Certainly Star Wars has a valid mythological perspective. It shows the state as a machine and asks, “Is the machine going to crush humanity or serve humanity? Humanitycomes not from the machine but from the heart. What I see in Star Wars is the same problem that Faust gives us: Mephistopheles, the machine man, can provide us with all the means, and is thus likely to determine the aims of life as well. But of course the characteristic of Faust, which makes him eligible to be saved, is that he seeks aims that are not those of the machine. Now , when Luke Skywalker unmasks his father, he is taking off the machine role that the father has played. The father was the uniform . That is power, the state role.
(Joseph Campbell)

That is what is called the development of a religion. You can see it in the Bible. In the beginning, God was simply the most powerful god among many . He is just a local tribal god. And then in the sixth century , when the Jews were in Babylon, the notion of a world savior came in, and the biblical divinity moved into a new dimension. You can keep an old tradition going only by renewing it in terms of current circumstances. In the
period of the Old Testament, the world was a little three-layer cake, consisting of a few hundred miles around the Near Eastern centers. No one had ever heard of the Aztecs, or even of the Chinese. When the world changes, then the religion has to be transformed. (Joseph Campbell)

Yes. You see, this is a problem you get in the book of Kings and in Samuel. The various Hebrew kings were sacrificing on the mountaintops. And they did wrong in the sight of Yahweh. The Yahweh cult was a specific movement in the Hebrew community , which finally won. This was a pushing throughof a certain temple-bound god against the nature cult, which was celebrated all over the place. And this imperialistic thrust of a certain in-group culture is continued in the West. But it has got to open
to the nature of things now . If it can open, all the possibilities are there.
(Joseph Campbell)

The main motifs of the myths are the same, and they have always been the same. If you want to find your own mythology , the key is with what society do you associate? Every mythology has grown up in a certain society in a bounded field.Then they come into collision and relationship, and they amalgamate, and you get a more complex mythology. But today there are no boundaries. The only mythology that is valid today is the mythology of the planet — and we don’t have such a mythology . The closest thing I know to a planetary mythology is Buddhism , which sees all beings as Buddha beings. The
only problem is to come to the recognition of that. There is nothing to do. The task is only to know what is, and then to act in relation to the brotherhood of all of these beings. (Joseph Campbell)

Yes. Now , what is a myth? The dictionary definition of a myth would be stories about gods. So then you have to ask the next
question: What is a god? A god is a personification of a motivating power or a value system that functions in human life and in the universe — the powers of your own body and of nature. The myths are metaphorical of spiritual potentiality in the human being, and the same powers that animate our life animate the life of the world. But also there are myths and gods that have to do with specific societies or the patron deities of the society . In other words, there are two totally different orders of mythology . There is the mythology that relates you to your nature and to the natural world, of which you’re a part. And there is the mythology that is strictly sociological, linking you to a particular society . You are not simply a natural man, you are a member of a particular group. In the history of European mythology , you can see the interaction of these two systems. Usually the socially oriented system is of a nomadic people who are moving around, so you learn that’s where your center is, in that group. The nature-oriented mythology would be of an earth-cultivating people. Now , the biblical tradition is a socially oriented mythology . Nature is condemned. In the nineteenth
century , scholars thought of mythology and ritual as an attempt to control nature. But that is magic, not mythology or religion. Nature religions are not attempts to control nature but to help you put yourself in accord with it. But when nature is thought of as evil, you don’t put yourself in accord with it, you control it, or try to, and hence the tension, the anxiety , the cutting down of forests, the annihilation of native people. And the accent here separates us from nature. (Joseph Campbell)

2019 (#141) : Derrida – d.a.f. 59 –

While the form of the “book” is now going through a period of general upheaval, and while that form now appears less natural, and its history less transparent, than ever, and while one cannot tamper with it without disturbing everything else, the book form alone can no longer settle—here for example—the case of those writing processes which, in praaically questioning that form, must also dismantle it. Hence the necessity, today, of working out at every turn, with redoubled effort, the question of the preservation of names: of paleonymy. Why should an old name, for a determinate time, be retained? Why should the effects of a new meaning, concept, or object be damped by memory? (Derrida)

There is no such thing as a “metaphysical-concept.” There is no such thing as a “metaphysical-name.” The “metaphysical” is a certain determination or direction taken by a sequence or “chain.” It cannot as such be opposed by a concept but rather by a process of textual labor and a different SOrt of articulation. This being the case, the development of this problematic will inevitably involve the movement of differance as it has been discussed elsewhere: a “productive,” conflictual’ movement which cannot be preceded by any identity, any unity, or any original simplicity; which cannot be “relieved” resolved appeased by any pholosophical dialectic; and which disorganizes “historically,” “practically,” textually, the opposition or the difference (the static distinction) between opposing terms. (Derrida)

Prefaces, along with forewords, introductions, preludes, preliminaries, preambles, prologues, and prolegomena, have always been written, it seems, in view of their own self-effacement. Upon reaching the end of the pre- (which presents and precedes, or rather forestalls, the presentative production, and, in order to put before the reader’s eyes what is not yet visible, is obliged to speak, predict, and predicate), the route which has been covered must cancel itself out. But this subtraction leaves a mark of erasure, a remainder which is added to the subsequent text and which cannot be completely summed up within it. Such an operation thus appears contradictory, and the same is true of the interest one takes in it. (Derrida)

I asked myself what is the momentproper to the archive, if there is such a thing, the instant of archivization strictly speaking, which is not, and I will come back to this, so-called live or spontaneous memory (mneme or anamnesis), but rather a certain hypomnesic and prosthetic experience of the technical substrate. Was it not at this very instant that, having written something or other on the screen, the letters remaining as if suspended and floating yet at the surface of a liquid element, I pushed a certain key to “save” a text undamaged, in a hard and lasting way, to protect marks from being erased, so as thus to ensure salvation and indemnity, to stock, to accumulate, and, in what is at once the same thing and something else, to make the sentence thus available for printing and for reprinting, for reproduction? Does it change anything that Freud did not know about the computer? And where should the moment of suppression or of repression be situated in these new models of recording and impression, or printing. (Derrida)

This condensation of three meanings of the word “impression” was only able to imprint itself in me in a single stroke, apparently in an instant of no duration, after much work, discontinuous though it may have been, with Freud’s texts, with certain of his writings, but also with themes, with figures, with conceptual schemes which are familiar to me to the point of obsession and yet remain no less secret, young and still to come for me: thus writing, the trace, inscription, on an exterior substrate or on the so-called body proper, as for example, and this is not just any example for me, that singular and immemorial archive called circumcision, and which, though never leaving you, nonethe- less has come about, and is no less exterior, exterior right on your body proper.
(Derrida)

It is undoubtedly because I had already privileged it, in many other texts, that this typographic figure of the press, of printing, or of the imprint imposed itself so quickly on me over the telephone with the word “impression.” This word capitalizes on a double advantage, above all in a country of English-speaking culture. In the first place, it reawakens the code of English empiricism: the concepts of sensible “impression” and of copy play a major role there in the genealogy of ideas; and is not the copy of an impression already a sort of archive? In the second place the word “impression” reminds us that no tunnel in history will ever align the two translations of “Verdrdngung”: “repression” in English, as in Spanish, a word that belongs to the same family as “impression” (the Verdrangung always represses an impression), and “refoulement” in French, a word that is not allied to the semantic family of the “impression,” as is the word “repression, ” which we reserve in French for the translation of “Unterdriickung,” most often translated in English, as in Spanish and Portuguese, by “suppression. (Derrida)

Well, concerning the archive, Freud never managed to form anything that deserves to be called a concept. Neither have we, by the way. We have no concept, only an impression, a series of impressions associated with a word. To the rigor of the concept, I am opposing here the vagueness or the open imprecision, the relative indetermination of such a notion. “Archive” is only a notion, an impression associated with a word and for which, together with Freud, we do not have a concept. We only have an impression, an insistent impression through the unstable feeling of a shifting figure, of a schema, or of an in-finite or indefinite process. Unlike what a classical philosopher or scholar would be tempted to do, I do not consider this impression, or the notion of this impression, to be a subconcept, the feebleness of a blurred and subjective preknowledge, destined for I know not what sin of nominalism, but to the contrary, I will explain myself later, I consider it to be the possibility and the very future of the concept, to be the very concept of the future, if there is such a thing and if, as I believe, the idea of the archive depends on it. This is one of the theses: there are essential reasons for which a concept in the process of being formed always remains inadequate relative to what it ought to be, divided, disjointed between two forces. And this disjointedness has a necessary relationship with the structure of archivization. (Derrida)

It is thus our impression that we can no longer ask the question of the concept, of the history of the concept, and notably of the concept of the archive. No longer, at least, in a temporal or historical modality dominated by the present or by the past. We no longer feel we have the right to ask questions whose form, grammar, and lexicon nonetheless seem so legitimate, sometimes so neutral. We no longer find assured meaning in questions such as these: do we already have at our disposition a concept of the archive? a concept of the archive which deserves this name? which is one and whose unity is assured? Have we ever been assured of the homogeneity, of the consistency, of the univocal relationship of any concept to a term or to such a word as “archive”? (Derrida)

In an enigmatic sense which will clarify itself perhaps (perhaps, because nothing should be sure here, for essential reasons), the question of the archive is not, we repeat, a question of the past. This is not the question of a concept dealing with the past which might already be at our disposal or not at our disposal, an archivable concept of the archive. It is a question of the future, the question of the future itself, the question of a response, of a promise and of a responsibility for tomorrow. The archive: if we want to know what this will have meant, we will only know in the times to come. Perhaps. Not tomorrow but in the times to come, later on or perhaps never. A spectral messianicity is at work in the concept of the archive and ties it, like religion, like history, like science itself, to a very singular experience of the promise. (Derrida)

In any case, there would be no future without repetition. And thus, as Freud perhaps would say (this would be his thesis), there is no future without the specter of the oedipal violence which inscribes the superrepression in the archontic institution of the archive, in the position, the auto-position or the hetero-position of the One and of the Unique, in the nomological arkhe. And the death drive … (Derrida)

On the one hand, the archive is made possible by the death, aggression, and destruction drive, that is to say also by originary finitude and expropriation. But beyond finitude as limit, there is, as we said above, this properly in-finite movement of radical destruction without which no archive desire or fever would happen. All the texts in the family and of the period of Beyond the Pleasure Principle explain in the end why there is archivization and why anarchiving destruction belongs to the process of archivization and produces the very thing it reduces, on occasion to ashes, and beyond. (Derrida)

But on the other hand, in the same moment, as classical metaphysician and as positivist Aufklarer, as critical scientist of a past epoch, as a “scholar” who does not want to speak with ghosts, Freud claims not to believe in death and above all in the virtual existence of the spectral space which he nonetheless takes into account. He takes it into account so as to account for it, and he intends to account for it or prove it right only while reducing it to something other than himself, that is to say, to something other than the other. He wants to explain and reduce the belief in ghosts. He wants to think through the grain of truth of this belief, but he believes that one cannot not believe in them and that one ought not to believe in them. Belief, the radical phenomenon of believing, the only relationship possible to the other as other, does not in the end have any possible place, any irreducible status in Freudian psychoanalysis. Which it nonetheless makes possible. From which we have the archaeological outbidding of a return to the reality, here to the originary effectivity of a base of immediate perception. A more profound and safer base than that of Hanold the archaeologist. Even more archaeological. The paradox takes on a striking, properly hallucinatory, form at the moment Freud sees himself obliged to let the phantoms speak for the duration of the archaeological digs but finishes by exorcising them in the moment he at last says, the work having been terminated (or supposed to have been), “Stones talk!” He believes he has exorcised them in the instant he lets them talk, provided that these specters talk, he believes, in the figurative. Like stones, nothing but that… (Derrida)

The adventurous excess of a writing that is no longer directed by any knowledge does not abandon itself to improvisation. The accident or throw of dice that “opens” such a text does not contradict the rigorous necessity of its formal assemblage. The game here is the unity of chance and rule, of the program and its leftovers or extras. This play will still be called literature or book only when it exhibits its negative, atheistic face (the insufficient but indispensable phase of reversal), the final clause of that age-old project, which is henceforth located along the edge of the closed book: the achievement dreamed of, the conflagration achieved. (Derrida)















































[releve1,8 resolved, or appeased by any philosophical
6. On the concepts of ;nltnJtlll;on and paltonYnly, and on the conceptual operation of reversaUdisplacement (the withdrawal of a predicate, the adherence of a name, the processes of grafting, extending, and reorganizing), cf. “Positions,” in Pt’01I/lJJt No. 30-31, p. 37. [Reprinted in POJ;I;om (Paris: Editions de Minuit, 1972). Translated as POJ;I;om by Alan Bass (Chicago: Chicago University Press, (981).] 7. “La differance,” pp. 46 ff. 8. Allfgehoben (concerning this translation of “aufheben” [to sublate] by “relever” [to relieve], cf. “I.e puitset la pyramide,” in Hegel ella ptnseemodmtdParis: P.U.F., (971)). The movement by which Hegel determines difference as contradiction (“Der Unterschied iiberhaupt ist schon der WiderspruchanJ;,h,” The Science of Log;, II, I, chap. 2, C) is designed precisely to make possible the ultimate (onto-theo-teleo-Iogical) sublation [la releve] of difference. D;.fferance–which is thus by no means dialectical contradiction in this Hegelian sense-marks the critical limit ofthe idealizing powers of relief [la releve] wherever they are able, directly or indirectly, to operate. Differance ;nJCr;!JeJ contradiction, or rather, since it remains irreducibly differentiating and disseminating, contradictioru. In marking the “productive” (in the sense of general economy and in accordance with the loss of presence) and differentiating movement, the economic “concept” of differance does not reduce all
OUTWORK 7
dialectic; and whi

2019 (#140) : Montessori , Malaguzzi , Joseph Campbell , Derrida —

Within a child there is a very scrupulous teacher. It
is he who achieves these results in every child, no matter
in what region he is found. The only language that man
learns perfectly is acquired at this period of childhood
when no one can teach him. Not only that, but no
matter what help and assistance he will get later in
life if he tries to learn a new language, he will not
be able to speak it with the same exactitude as he does
the one acquired in childhood. There is a psychic power
in the child that helps him. It is not merely a question
of language. At two years he is able to recognise all
the things and persons in his environment. The more
one thinks about it the more it becomes evident that the
construction the child achieves is immense : for all that
we possess has been constructed by the child we once
were, and the most important faculties are built in the
first two years of life. (Montessori)

All of this is a great forest. Inside the forest is the child. The forest is beautiful, fascinating, green, and full of hopes; there are no paths. Although it isn’t easy, we have to make our own paths, as teachers and children and families, in the forest. Sometimes we find ourselves together within the forest, sometimes we may get lost from each other, sometimes we’ll greet each other from far away across the forest; but it’s living together in this forest that is important. And this living together is not easy. (Malaguzzi)

That’s a matter of what you are disposed to think about. And that’s what meditation is for. All of life is a meditation, most of it unintentional. A lot of people spend most of life in meditating on where their money is coming from and where it’s going to go. If you have a family to bring up, you’re concerned for the family . These are all very important concerns, but they have to do with physical conditions, mostly . But how are you going to communicate spiritual consciousness to the children if you don’t have it yourself? How do you get that? What the myths are for is to bring us into a level of consciousness that is spiritual. (Joseph Campbell)

… a presence both perceived and not perceived, at once image and model, and hence image without model, neither image nor model, a medium (medium in the sense of middle, neither/nor, what is between extremes, and medium in the sense of element, either, matrix, means). When we have rounded a certain corner in our reading we will place ourselves on that side of the lustre where the “medium” is shining.
(Derrida)

2019 (#139) : Malaguzzi , Montessori , Joseph Campbell . Derrida , John Ashbery

Each one of us needs to be able to play with the things that are coming out of the world of children. Each one of us needs to have curiosity, and we need to be able to try something new based on the ideas that we collect from the children as they go along. Life has to be somewhat agitated and upset, a bit restless, somewhat unknown. As life flows with the thoughts of the children, we need to be open, we need to change our ideas; we need to be comfortable with the restless nature of life.

(Malaguzzi)

Just
as men trod upon the earth first and cultivated its surface
in later times, without knowing of or caring for the
immense riches that lay hidden in the depth, so is man
now-a-days progressing in civilisation without knowing
of the riches that lie buried inside the psychic world of
the child and indeed, for thousands of years, from the very beginning of humanity itself, man has continued
repressing these energies and grinding them into the dust.
It is only today that a few have begun to suspect their
existence. Humanity has begun to realise the impor-
tance of these riches which have never been exploited
something more precious than gold ; the very soul
of man.

(Montessori)

It is a part of the Cartesian mode to think of consciousness as being something peculiar to the head, that the head is the organ originating consciousness. It isn’t. The head is an organ that inflects consciousness in a certain direction, or to a certain set of purposes. But there is a consciousness here in the body . The whole living world is informed by consciousness. I have a feeling that consciousness and energy are the same thing somehow . Where you really see life energy , there’s consciousness. Certainly the vegetable world is conscious. And when you live in the woods, as I did as a kid, you can see all these different consciousnesses relating to themselves. There is a plant consciousness and there is an animal consciousness, and we share both these things. You eat certain foods, and the bile knows whether there’s something there for it to go to work on. The whole process is consciousness. Trying to interpret it in simply mechanistic terms won’t work.

(Joseph Campbell)

There is no archive without ap lace of consignation, without a technique of repetition, and without a certain exteriority. No archive without outside.

Let us never forget this Greek distinction between mneme or anamnesis on the one hand, and hypomnema on the other. The archive is hypomnesic. And let us note in passing a decisive paradox to which we will not have the time to return, but which undoubtedly conditions the whole of these remarks: if there is no archive without consignation in an externalplace which assures the possibility of memorization, of repetition, of reproduc- tion, or of reimpression, then we must also remember that repetition itself, the logic of repetition, indeed the repetition compulsion, remains, according to Freud, indissociable from the death drive. (Derrida)

These first two years of life furnish a new light that
shows the laws of psychic construction. These laws
were hitherto unknown. It is the outer expression of the
child that has revealed their existence. It shows a type
of psychology completely different from that of the adult.
So here begins the new path. (Montessori)

You mop your forehead with a rose, recommending its thorns.

Research has shown that ballads were produced by all of society;

only night knows for sure. The secret is safe with her:

The people, then, knew what they wanted and how to get it.

(John Ashbery)

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d, and hypomnema on the other. The archive is hypomnesic. And let us note in passing a decisive paradox to which we will not have the time to return, but which undoubtedly conditions the whole of these remarks: if there is no archive without consignation in an externalplace which assures the possibility of memorization, of repetition, of reproduc- tion, or of reimpression, then we must also remember that repetition itself, the logic of repetition, indeed the repetition compulsion, remains, according to Freud, indissociable from the death drive.

It is a part of the Cartesian mode to think of consciousness as being something peculiar to the head, that the head is the organ originating consciousness. It isn’t. The head is an organ that inflects consciousness in a certain direction, or to a certain set of purposes. But there is a consciousness here in the body . The whole living world is informed by consciousness. I have a feeling that consciousness and energy are the same thing somehow . Where you really see life energy , there’s consciousness. Certainly the vegetable world is conscious. And when you live in the woods, as I did as a kid, you can see all these different consciousnesses relating to themselves. There is a plant consciousness and there is an animal consciousness, and we share both these things. You eat certain foods, and the bile knows whether there’s something there for it to go to work on. The whole process is consciousness. Trying to interpret it in simply mechanistic terms won’t work.

2019 (#138) : Malaguzzi , Joseph Campbell , Montessori , Derrida , John Ashbery

We can never think of the child in the abstract. When we think about a child, when we pull out a child to look at, that child is already tightly connected and linked to a certain reality of the world — she has relationships and experiences. We cannot separate this child from a particular reality. She brings these experiences, feelings, and relationships into school with her.

(Malaguzzi)

One of our problems today is that we are not well acquainted with the literature of the spirit. We’re interested in the news of the day and the problems of the hour. It used to be that the university campus was a kind of hermetically sealed-off area where the news of the day did not impinge upon your attention to the inner life and to the magnificent human heritage we have in our great tradition — Plato, Confucius, the Buddha, Goethe, and others who speak of the eternal values that have to do with the centering of our lives. When you get to be older, and the concerns of the day have all been attended to, and you turn to the inner life — well, if you don’t know where it is or what it is, you’ll be sorry. Greek and Latin and biblical literature used to be part of everyone’s education. Now , when these were dropped, a whole tradition of Occidental mythological information was lost. It used to be that these stories were in the minds of people. When the story is in your mind, then you see its relevance to something happening in your own life. It gives you perspective on what’s happening to you. With the loss of that, we’ve really lost
something because we don’t have a comparable literature to take its place. These bits of information from ancient times, which have to do with the themes that have supported human life, built civilizations, and informed religions over the millennia, have to do with deep inner problems, inner mysteries, inner thresholds of passage, and if you don’t know what the guide-signs are along the way , you have to work it out yourself. But once this subject catches you, there is such a feeling, from one or another of these traditions, of information of a deep, rich, life-vivifying sort that you don’t want to give it up.

(Joseph Campbell)

The child is endowed with an unknown power and
this unknown power guides us towards a more luminous
future. Education can no longer be the giving of know-
ledge only ; it must take a different path. The con-
sideration of personality, the development of human
potentialities must become the centre of education. When
to begin such education ?

(Montessori)

Let us not begin at the beginning, nor even at the archive. But rather at the word “archive”-and with the archive of so familiar a word. Arkhe we recall, names at once the commencement and the commandment. This name apparently coordinates two principles in one: the principle according to nature or history, there where things commence-physical, historical, or ontological principle-but also the principle according to the law, there where men and gods command, there where authority, social order are exercised, in this place from which order is given-nomological principle. There, we said, and in thisplace. How are we to think of there? And this taking place or this having a place, this taking the place one has of the arkhe?

(Derrida)

The question has been asked
As though an immense natural bridge had been
Strung across the landscape to any point you wanted.
The ellipse is as aimless as that,
Stretching invisibly into the future so as to reappear
In our present. Its flexing is its account

(John Ashbery)

2019 (#137) : Malaguzzi , Montessori , Gandini , Derrida

The environment you construct around you and the children also reflects this image you have about the child. There’s a difference between the environment that you are able to build based on a preconceived image of the child and the environment that you can build that is based on the child you see in front of you — the relationship you build with the child, the games you play. An environment that grows out of your relationship with the child is unique and fluid.

(Malaguzzi)

The child is endowed with an unknown power and
this unknown power guides us towards a more luminous
future. Education can no longer be the giving of know-
ledge only ; it must take a different path. The con-
sideration of personality, the development of human
potentialities must become the centre of education. When
to begin such education ?

(Montessori)

I like to say that it is better not to consider the Reggio Emilia approach a model but rather to consider how the dynamic approach developed in Reggio can offer inspiration.

An essential element for positive learning and teaching in the Reggio Emilia approach is to view children and teachers as endowed with strong potential, ready to enter into relationships, ready to be listened to, and eager to learn. Once we value children and teachers this way, teaching cannot be done only through imparting information, but rather, it has to be an experience in which teachers and learners construct learning together. Teachers have the task of giving orientation, meaning, and value to the experience of schools and children. The role of the teacher is seen as that of researcher in collaboration with colleagues, as well as in relationship and communication with parents who are considered competent participants in the life of the school rather than consumers. Reggio teachers encourage parents to be connected with the community that supports the school.

(Gandini)

In an enigmatic sense which will clarify itself perhaps (perhaps, because nothing
should be sure here, for essential reasons), the question of the archive is not, we repeat, a question of the past. This is not the question of a concept dealing with the past which might already be at our disposal or not at our disposal, an archivable concept of the archive. It is a question of the future, the question of the future itself, the question of a response, of a promise and of a responsibility for tomorrow. The archive: if we want to know what this will have meant, we will only know in the times to come. Perhaps. Not tomorrow but in the times to come, later on or perhaps never. A spectral messianicity is at work in the concept of the archive and ties it, like religion, like history, like science itself, to a very singular experience of the promise.

(Derrida)

2019 (#136) : Vygotsky , Tao Te Ching , John Ashbery , I Ching , Bhagavad Gita , Sri Ramana Maharshi , Winnicott

Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people…, and then within the child. This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher [mental] functions originate as actual relations between human individuals.

(Vygotsky)

She who is centered in the Tao can go where she wishes, without danger. She perceives the universal harmony, even amid great pain, because she has found peace in her heart.

(Tao Te Ching)

I could swear it moved
in incomplete back yards
to endorse the conversation, request to be strapped in.
Then it will be time to take the step
giving fragile responses,
and finally he wrote the day.

(John Ashbery)

Human life on earth is conditioned and unfree, and when man recognizes this limitation and makes himself dependent upon the harmonious and beneficent forces of the cosmos, he achieves success.

(I Ching)

The Light of consciousness comes to him through infinite powers of perception, and yet he is above all these powers.

(The Bhagavad Gita)

You are the constant illumination that lights up both the experience
and the void.

(Sri Ramana Maharshi)

I can now restate what I am trying to convey. I want to draw
attention away from the sequence psychoanalysis, psychotherapy,
play material, playing, and to set this up again the other way
round. In other words, it is play that is the universal, and that belongs
to health: playing facilitates growth and therefore health; playing
leads into group relationships; playing can be a form of communication
in psychotherapy; and, lastly, psychoanalysis has
been developed as a highly specialized form of playing in the
service of communication with oneself and others.

(Winnicott)

2019 (#135) : Montessori , Derrida , Nietzsche , John Ashbery , Malaguzzi

The child is endowed with an unknown power and
this unknown power guides us towards a more luminous
future. Education can no longer be the giving of know-
ledge only ; it must take a different path. The con-
sideration of personality, the development of human
potentialities must become the centre of education. When
to begin such education ? (Montessori)

– So, this non-knowing . . . it is not a limit . . . of a knowledge, the limit in the progression of a knowledge. It is, in some way, a structural non-knowing, which is heterogeneous, foreign to knowledge. It’s not just the unknown that could be known and that I give up trying to know. It is something in relation to which knowledge is out of the question… it is a more ancient, more originary experience, if you will, of the secret. It is not a thing, some information that I am hiding or that one has to hide or dissimulate; it is rather an experience that does not make itself available to information, that resists information and knowledge, and that immediately encrypts itself … (Derrida)

To attain a height and bird’s eye view, so one grasps how
everything actually happens as it ought to happen; how every
kind of “imperfection” and the suffering to which it gives rise
are part of the highest desirability.
(Nietzsche)

The bars had been removed from all the windows

There was something quiet in the way the light entered

Her troussaeau. Wine fished out of the sea — they hadn’t known

We were coming relaxed forever (John Ashbery)

It’s important for the teacher who works with young children to understand that she knows little about children. Teachers need to learn to see the children, to listen to them, to know when they are feeling some distance from us as adults and from children, when they are distracted, when they are surrounded by a shadow of happiness and pleasure, and when they are surrounded by a shadow of sadness and suffering. We have to understand that they are moving and working with many ideas, but their most important task is to build relationships with friends. They are trying to understand what friendship is. Children grow in many directions together, but a child is always in search of relationships. Children get to know each other through all their senses. Touching the hair of another child is very important. Smell is important. This is a way children are able to understand the identity of themselves and the identity of others.
(Malaguzzi)