Learning in Process / by Matthew-Robin Nye



A classroom is an everyplace where the world constitutes itself, expresses its continuous worlding through an elastic transit between existence and potential: the virtual and the actual. The world (that sticky existence that we move through with rent-paying/transit-taking/grocery shopping gravitas) enters the classroom in tufts of lateness, hungover-ness, excitement and many other imaginable forms of student-drag.

The world in its tenses is a very large place; but the classroom occupies a space that orders itself around the enrichment of experience; thus, the classroom is a sieve through which the world passes, contributing to the enrichment of the world, while also collecting tiny droplets of knowledge, matter and experience (the world) for discourse, retention and expansion. In this frame, the pedagogue’s role is to facilitate the self-mapping of the world’s growth-process. Looking out through the student, the world finds its cartographies deepened by their own expression; the intelligible, before it is formed, is a subjective prehension of the world plus one.

The worlds that we build in each classroom exist outside perception: their taking-form is tangled up with emotion, intelligibility and the not-yet deciphered; memory and many other forms of resistance; and the curricular plan (or as I prefer, its absence). Zooming back to the small knot of information we might call teacher-drag, it is a hopeless task to populate these worlds with static meaning.

Dragged by my world, I enter the classroom knowing that I prehend the growths of many worlds before I cross its threshold again. I am met with the gaze of many worlds in-process; in student drag, artist drag, undecided drag I meet these searching worlds with my own gaze. What dance shall we step in today?

The world’s information leaks through in curricular plans and lecture notes; we lazily reach for these droplets, though most slip through my fingers, having evaporated long before I entered the classroom; I am hopeless at giving this kind of direction… But, these coordinates are a blind; they snag at the mesh of our classroom-sieve, threatening to weigh our world down until it stops moving. There is no value in the things that get caught, dying slowly in the imperium’s net. We develop tactics to reveal the intuitive.

What of learning to catch the world that has avoided the sieve altogether; teaching each other to look for the world that is live, untamed, running away? As a classroom: we learn to ride this wild world to the composition of the next. Learning is an act of constituting knowledge in a plus one: relating the world through oneself and reconstituting it anew, to cross the threshold again, prehending the growth of the next world, sparkling and glowing with its...