1. In Media, Architecture, and the Moving Subject of Pedagogy, (2005), Elizabeth Ellsworth says…The design of public places of learning matters The most important skills we can teach each other and ourselves are how to map, navigate, and design relationally for the continuously changing future

2. The social project of democracy is located in places where we have opportunity to experience the greatest degree of difference - not just between people, but between who we thought we were and who we might be becoming.

3. Intervening means providing people opportunity to take responsibility for the meanings they make

4. Grid of Cultural Codings Each body corresponds to predetermined pegs Movement is subjected to the positions it connects

5. Pedagogy Addresses the HOW questions of teaching and learning by drawing attention to the process Gives substance to the nature of the relations in these models “What pedagogy addresses is the process of production and exchange in this cycle, the transformation of consciousness that takes place in the interaction of three agencies - the teacher, the learner and the knowledge they together produce”. David Lusted, 1986

6. Critical Pedagogy Interrupting the status quo Deconstructing structures of dominance Interrogating how one might limit or be limited

7. Critique of Critical Pedagogy Only acknowledges one political sphere Assumes a commitment to end oppression by helping students find their authentic voice Bound to reason instead of discourse

8. Design Transitional objects Determined by use Focused on sensation Physical changes Open-ended Not as a pretext to getting somewhere already determined Indirect Interactions between reality and imagination Play Allowed in the aesthetic/cultural realm

9. William Wegman

10. Wegman:Museum question: “I like things that look ordinary but have something a little bit wrong with them – or a little right with them, or a little unusual – to make you rethink what you see” “Bill made lots of short videos in the 1970s. Sometimes Bill acted out particular stories and situations. How are these videos different from what you see on TV?”

11. Play is the experience of the learning self in its incompleteness

12. Vir Heroicus Sublimis Peter de Bolla

13. New Pragmatism Learning as thinking and acting experimentally with great attention paid to what and how those actions add to the world and to the potential for joy. Aesthetic experience is a key part of learning and the quality of aesthetic experience indicates the value of what is being learned. Uses the language of augmentation, elaboration, invention rather than analysis and critique About ways of being in the world that leave it augmented, rethought, reinvented instead of just criticized.

14. Critiques of Ellsworth Seizes a moral high ground Lacks a general critical theory or a philosophical framework Points to the limits of communicative dialogue but doesn’t interrogate the crisis of representation

15. Object Relations Critical pedagogy: the object of thought is a problem Latour - the problem is an object…one of many Bryson & Ellsworth - use of the object to get to the limits of what we already know…or where we don’t know

16. Organization of public space Habermas - men Fraser - Warner - discourse Hayles - text Foster - Willinsky - access Latour - objects Bryson - private/the everyday Ellsworth - design

17. Discussion Power in oppositional grid-related terms or as indirectly constraining and directing qualitative growth and variation. Transitional objects vs ‘real’ experience? A future for critical pedagogy.

18. Wodiczko’s Communicative Instruments

19. Bravehearts: Men in Skirts Bolton & Koda