Criticality - Revision history

Juju: /* criticality */

2022-04-18T15:20:02Z

criticality

← Older revision		Revision as of 17:20, 18 April 2022
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	The school was demolished and was offered a ‘new’ space in an old and decrepit building, classified as a ‘monument’ or listed building, opposite the original location. The renovation would partly be paid for by the real estate developer of the Klundertoren. After a disastrous process of moving the school into a building of which the renovation was not finished, the responsible councillor decided two years later that the school would have to move again, to make way for another X-tower. At this point, a group of parents said ‘no’. Without knowing it at the time, they opposed a development project that involved an estimated investment of around 50 million euros. In a sense, <br>they were critically unaware.		The school was demolished and was offered a ‘new’ space in an old and decrepit building, classified as a ‘monument’ or listed building, opposite the original location. The renovation would partly be paid for by the real estate developer of the Klundertoren. After a disastrous process of moving the school into a building of which the renovation was not finished, the responsible councillor decided two years later that the school would have to move again, to make way for another X-tower. At this point, a group of parents said ‘no’. Without knowing it at the time, they opposed a development project that involved an estimated investment of around 50 million euros. In a sense, <br>they were critically unaware.

	[[File:Inktpot.jpg\|thumb\|Klundertoren, Utrecht, photo: H.Boland, Utrecht Archive.]]		[[File:Inktpot.jpg\|thumb\|Klundertoren, Utrecht, photo: H. Boland, Utrecht Archive.]]

	===1. experiencing <mark class="c3">criticality</mark>===		===1. experiencing <mark class="c3">criticality</mark>===
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	The quote helps us first of all to distinguish between critique and <mark class="c3">criticality</mark>. The first connotes the ability to decide, choose, judge, discern. The second connotes the fact that decisions, choices, judgments, and discernments are precisely the object or theme of deconstruction. The core of the struggle for the school was not to prove the municipality or its real estate allies wrong, but to show how the process of decision-making had been full of uncritical decisions, choices, judgments, and discernments. Secondly, it is worthwhile noting that the quote comes from a letter addressed to Toshihiko Izutsu, an expert on Zen Buddhism and Sufism, with a great interest in Truth (''Satori'', or Enlightenment). This truth, according to Izutsu, cannot be grasped by reason or language, nor can it be taught or understood intellectually.<ref>Kojiro Nakamura, ‘The Significance of Toshihiko Izutsu’s Legacy for Comparative Religion’, ''Intellectual Discourse'' 17, no. 2 (2009), pp. 147–58.</ref> It can only be a matter of praxis and process. Truth can never be discovered, then, although it can be momentarily experienced.		The quote helps us first of all to distinguish between critique and <mark class="c3">criticality</mark>. The first connotes the ability to decide, choose, judge, discern. The second connotes the fact that decisions, choices, judgments, and discernments are precisely the object or theme of deconstruction. The core of the struggle for the school was not to prove the municipality or its real estate allies wrong, but to show how the process of decision-making had been full of uncritical decisions, choices, judgments, and discernments. Secondly, it is worthwhile noting that the quote comes from a letter addressed to Toshihiko Izutsu, an expert on Zen Buddhism and Sufism, with a great interest in Truth (''Satori'', or Enlightenment). This truth, according to Izutsu, cannot be grasped by reason or language, nor can it be taught or understood intellectually.<ref>Kojiro Nakamura, ‘The Significance of Toshihiko Izutsu’s Legacy for Comparative Religion’, ''Intellectual Discourse'' 17, no. 2 (2009), pp. 147–58.</ref> It can only be a matter of praxis and process. Truth can never be discovered, then, although it can be momentarily experienced.

	The fight for the school was not a spiritual matter. Or was it, at least in part? If <mark class="c3">criticality</mark> was involved, it consisted in the desire to work towards ~~truth—a~~ truth that had two modalities. One the one hand it concerned a process of <mark class="c3">criticality</mark> during which, in a certain sense, truth was found: the financial reality of agreements between the municipality, big educational <mark class="c3">institutions</mark> and real estate developers. This truth does matter, as it may (but need not) increase the force of arguments. Yet it remains superficial without the veracity of a process, where truth is not to be discovered but to be experienced. Let’s call this the ethics of <mark class="c3">criticality</mark>.		The fight for the school was not a spiritual matter. Or was it, at least in part? If <mark class="c3">criticality</mark> was involved, it consisted in the desire to work towards truth—
			<br>a truth that had two modalities. One the one hand it concerned a process of <mark class="c3">criticality</mark> during which, in a certain sense, truth was found: the financial reality of agreements between the municipality, big educational <mark class="c3">institutions</mark> and real estate developers. This truth does matter, as it may (but need not) increase the force of arguments. Yet it remains superficial without the veracity of a process, where truth is not to be discovered but to be experienced. Let’s call this the ethics of <mark class="c3">criticality</mark>.

	===4. the situatedness of <mark class="c3">criticality</mark>===		===4. the situatedness of <mark class="c3">criticality</mark>===

Juju: /* 4. the situatedness of criticality */

2022-04-12T12:06:38Z

4. the situatedness of criticality

← Older revision		Revision as of 14:06, 12 April 2022
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	The specific case stands for a more general state of affairs. On all levels of government, the Dutch state has retreated from public tasks in the context of neo-liberal deregulation, propelled by the idea that ‘the market’ (a fiction) will do things better (a lie).		The specific case stands for a more general state of affairs. On all levels of government, the Dutch state has retreated from public tasks in the context of neo-liberal deregulation, propelled by the idea that ‘the market’ (a fiction) will do things better (a lie).

	<mark class="c5">~~critical~~ making</mark>, in this context, with its focus on <mark class="c7">diy</mark> modes of making, holds a promise and a potential to serve the needs and desires of a multiplicity of people. In a sense, the entire struggle for the school was a matter of a political <mark class="c7">diy</mark>. If the city council, if the councillor, if all sorts of public officials lack the agency or determination to adequately take care of public matters and public money, this provokes a <mark class="c7">diy</mark> response.		<mark class="c5">Critical making</mark>, in this context, with its focus on <mark class="c7">diy</mark> modes of making, holds a promise and a potential to serve the needs and desires of a multiplicity of people. In a sense, the entire struggle for the school was a matter of a political <mark class="c7">diy</mark>. If the city council, if the councillor, if all sorts of public officials lack the agency or determination to adequately take care of public matters and public money, this provokes a <mark class="c7">diy</mark> response.

	Situatedness is of critical importance. The current form of capitalism is interested in anything that can make the system even more flexible, resulting in less stability for citizens, fewer rights, less care for labourers of all sorts. What is called deregulation often comes down to fuzzy forms of responsibility that make it difficult to follow money flows. The history of the Italian ''precario bello'' has been considered as a case in point. When in the seventies ‘playing’ and ‘not sticking to the rules’ became an important tool to deregulate state power, the economic response was that, ''hey!'', playing and not sticking to the rules can be used to reconfigure labourers or employees, demanding them to become ever more creative in ever more precarious circumstances. Consequently, if </mark>diy</mark> was an instrument of the empowerment of people in the first instance, it also is a form that, in certain situations, can be cheaply appropriated or used as an excuse for more deregulation.		Situatedness is of critical importance. The current form of capitalism is interested in anything that can make the system even more flexible, resulting in less stability for citizens, fewer rights, less care for labourers of all sorts. What is called deregulation often comes down to fuzzy forms of responsibility that make it difficult to follow money flows. The history of the Italian ''precario bello'' has been considered as a case in point. When in the seventies ‘playing’ and ‘not sticking to the rules’ became an important tool to deregulate state power, the economic response was that, ''hey!'', playing and not sticking to the rules can be used to reconfigure labourers or employees, demanding them to become ever more creative in ever more precarious circumstances. Consequently, if </mark>diy</mark> was an instrument of the empowerment of people in the first instance, it also is a form that, in certain situations, can be cheaply appropriated or used as an excuse for more deregulation.

	<mark class="c3">Criticality</mark>, in this context, means the full awareness of a situation, an awareness of what is at stake, an awareness of the alternatives one is looking for in a forcefield dominated by others. It concerns the perseverance to critically assess what powers in charge are doing, and requires a practice of transparency that leaves one open to the <mark class="c3">criticality</mark> of others.		<mark class="c3">Criticality</mark>, in this context, means the full awareness of a situation, an awareness of what is at stake, an awareness of the alternatives one is looking for in a forcefield dominated by others. It concerns the perseverance to critically assess what powers in charge are doing, and requires a practice of transparency that leaves one open to the <mark class="c3">criticality</mark> of others.

Juju: /* criticality */

2022-04-12T09:30:06Z

criticality

← Older revision		Revision as of 11:30, 12 April 2022
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	<span class="author">Frans-Willem Korsten</span>		<span class="author">Frans-Willem Korsten</span>

	''<mark class="c3">Criticality</mark>'' has been defined first and foremost within Marxist and post-structuralist frames, as an attitude and a praxis that aims to scrutinize and dismantle the dichotomies and hierarchies set up by ruling powers. Whereas these frames were philosophically inclined, other forms of <mark class="c3">criticality</mark> were more practical. Often as a mix of both, distinct approaches were developed under the heading of, for instance, ‘critical pedagogy’, ‘critical geography’, or <mark class="c5">critical making</mark>. The following case offers different modalities of the term. The case concerns a public primary school, located close to a train station in Utrecht, a major city in the Netherlands. This had been the school’s location since 1883. Children from lower and middle social classes had attended it, from a distinctly multicultural populace in the last decades of the twentieth century. Then, in the late 1990s, it had to make way for an office building, the so-called Klundertoren, named after the architect who designed it. The artwork on top of it from 2003, by Jan van Munster, reads IK—Dutch for ‘I’.		<div class="no-indent">''<mark class="c3">Criticality</mark>'' has been defined first and foremost within Marxist and post-structuralist frames, as an attitude and a praxis that aims to scrutinize and dismantle the dichotomies and hierarchies set up by ruling powers. Whereas these frames were philosophically inclined, other forms of <mark class="c3">criticality</mark> were more practical. Often as a mix of both, distinct approaches were developed under the heading of, for instance, ‘critical pedagogy’, ‘critical geography’, or <mark class="c5">critical making</mark>. The following case offers different modalities of the term. The case concerns a public primary school, located close to a train station in Utrecht, a major city in the Netherlands. This had been the school’s location since 1883. Children from lower and middle social classes had attended it, from a distinctly multicultural populace in the last decades of the twentieth century. Then, in the late 1990s, it had to make way for an office building, the so-called Klundertoren, named after the architect who designed it. The artwork on top of it from 2003, by Jan van Munster, reads IK—Dutch for ‘I’.</div>

	The school was demolished and was offered a ‘new’ space in an old and decrepit building, classified as a ‘monument’ or listed building, opposite the original location. The renovation would partly be paid for by the real estate developer of the Klundertoren. After a disastrous process of moving the school into a building of which the renovation was not finished, the responsible councillor decided two years later that the school would have to move again, to make way for another X-tower. At this point, a group of parents said ‘no’. Without knowing it at the time, they opposed a development project that involved an estimated investment of around 50 million euros. In a sense, <br>they were critically unaware.		The school was demolished and was offered a ‘new’ space in an old and decrepit building, classified as a ‘monument’ or listed building, opposite the original location. The renovation would partly be paid for by the real estate developer of the Klundertoren. After a disastrous process of moving the school into a building of which the renovation was not finished, the responsible councillor decided two years later that the school would have to move again, to make way for another X-tower. At this point, a group of parents said ‘no’. Without knowing it at the time, they opposed a development project that involved an estimated investment of around 50 million euros. In a sense, <br>they were critically unaware.

Juju: /* criticality */

2022-04-07T12:37:47Z

criticality

← Older revision		Revision as of 14:37, 7 April 2022
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	The school was demolished and was offered a ‘new’ space in an old and decrepit building, classified as a ‘monument’ or listed building, opposite the original location. The renovation would partly be paid for by the real estate developer of the Klundertoren. After a disastrous process of moving the school into a building of which the renovation was not finished, the responsible councillor decided two years later that the school would have to move again, to make way for another X-tower. At this point, a group of parents said ‘no’. Without knowing it at the time, they opposed a development project that involved an estimated investment of around 50 million euros. In a sense, <br>they were critically unaware.		The school was demolished and was offered a ‘new’ space in an old and decrepit building, classified as a ‘monument’ or listed building, opposite the original location. The renovation would partly be paid for by the real estate developer of the Klundertoren. After a disastrous process of moving the school into a building of which the renovation was not finished, the responsible councillor decided two years later that the school would have to move again, to make way for another X-tower. At this point, a group of parents said ‘no’. Without knowing it at the time, they opposed a development project that involved an estimated investment of around 50 million euros. In a sense, <br>they were critically unaware.

	[[File:Inktpot.jpg\|thumb\|~~Gezicht op het kantoorgebouw de Inktpot van ProRail (Moreels... <br>(Het Utrechts Archief),~~ Klundertoren, Utrecht, ~~<br>Photo~~ H. Boland, ~~hetutrechtsarchief~~.~~nl/beeldmateriaal/detail/8cb51fe2-69c9-53fd-b3a3-bee94eb1dc40~~]]		[[File:Inktpot.jpg\|thumb\|Klundertoren, Utrecht, photo: H.Boland, Utrecht Archive.]]

	===1. experiencing <mark class="c3">criticality</mark>===		===1. experiencing <mark class="c3">criticality</mark>===

Juju: /* criticality */

2022-03-30T10:14:37Z

criticality

← Older revision		Revision as of 12:14, 30 March 2022
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	''<mark class="c3">Criticality</mark>'' has been defined first and foremost within Marxist and post-structuralist frames, as an attitude and a praxis that aims to scrutinize and dismantle the dichotomies and hierarchies set up by ruling powers. Whereas these frames were philosophically inclined, other forms of <mark class="c3">criticality</mark> were more practical. Often as a mix of both, distinct approaches were developed under the heading of, for instance, ‘critical pedagogy’, ‘critical geography’, or <mark class="c5">critical making</mark>. The following case offers different modalities of the term. The case concerns a public primary school, located close to a train station in Utrecht, a major city in the Netherlands. This had been the school’s location since 1883. Children from lower and middle social classes had attended it, from a distinctly multicultural populace in the last decades of the twentieth century. Then, in the late 1990s, it had to make way for an office building, the so-called Klundertoren, named after the architect who designed it. The artwork on top of it from 2003, by Jan van Munster, reads IK—Dutch for ‘I’.		''<mark class="c3">Criticality</mark>'' has been defined first and foremost within Marxist and post-structuralist frames, as an attitude and a praxis that aims to scrutinize and dismantle the dichotomies and hierarchies set up by ruling powers. Whereas these frames were philosophically inclined, other forms of <mark class="c3">criticality</mark> were more practical. Often as a mix of both, distinct approaches were developed under the heading of, for instance, ‘critical pedagogy’, ‘critical geography’, or <mark class="c5">critical making</mark>. The following case offers different modalities of the term. The case concerns a public primary school, located close to a train station in Utrecht, a major city in the Netherlands. This had been the school’s location since 1883. Children from lower and middle social classes had attended it, from a distinctly multicultural populace in the last decades of the twentieth century. Then, in the late 1990s, it had to make way for an office building, the so-called Klundertoren, named after the architect who designed it. The artwork on top of it from 2003, by Jan van Munster, reads IK—Dutch for ‘I’.
	[[File:Inktpot.jpg\|thumb\|Gezicht op het kantoorgebouw de Inktpot van ProRail (Moreels... <br>(Het Utrechts Archief), Klundertoren, Utrecht, <br>Photo H. Boland, hetutrechtsarchief.nl/beeldmateriaal/detail/8cb51fe2-69c9-53fd-b3a3-bee94eb1dc40]]

	~~<span class="page~~-~~break"> ~~<~~/span~~>		The school was demolished and was offered a ‘new’ space in an old and decrepit building, classified as a ‘monument’ or listed building, opposite the original location. The renovation would partly be paid for by the real estate developer of the Klundertoren. After a disastrous process of moving the school into a building of which the renovation was not finished, the responsible councillor decided two years later that the school would have to move again, to make way for another X-tower. At this point, a group of parents said ‘no’. Without knowing it at the time, they opposed a development project that involved an estimated investment of around 50 million euros. In a sense, <br>they were critically unaware.

	~~The school was demolished and was offered a ‘new’ space in an old and decrepit building, classified as a ‘monument’ or listed building, opposite the original location~~. ~~The renovation would partly be paid for by the real estate developer of the Klundertoren~~. After a disastrous process of moving the school into a building of which the renovation was not finished, the responsible councillor decided two years later that the school would have to move again, to make way for another X-tower. ~~At this point~~, ~~a group of parents said ‘no’. Without knowing it at the time~~, ~~they opposed a development project that involved an estimated investment of around 50 million euros. In a sense~~, <br>~~they were critically unaware~~.		[[File:Inktpot.jpg\|thumb\|Gezicht op het kantoorgebouw de Inktpot van ProRail (Moreels... <br>(Het Utrechts Archief), Klundertoren, Utrecht, <br>Photo H. Boland, hetutrechtsarchief.nl/beeldmateriaal/detail/8cb51fe2-69c9-53fd-b3a3-bee94eb1dc40]]

	===1. experiencing <mark class="c3">criticality</mark>===		===1. experiencing <mark class="c3">criticality</mark>===

Juju: /* criticality */

2022-03-30T10:13:35Z

criticality

← Older revision		Revision as of 12:13, 30 March 2022
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	''<mark class="c3">Criticality</mark>'' has been defined first and foremost within Marxist and post-structuralist frames, as an attitude and a praxis that aims to scrutinize and dismantle the dichotomies and hierarchies set up by ruling powers. Whereas these frames were philosophically inclined, other forms of <mark class="c3">criticality</mark> were more practical. Often as a mix of both, distinct approaches were developed under the heading of, for instance, ‘critical pedagogy’, ‘critical geography’, or <mark class="c5">critical making</mark>. The following case offers different modalities of the term. The case concerns a public primary school, located close to a train station in Utrecht, a major city in the Netherlands. This had been the school’s location since 1883. Children from lower and middle social classes had attended it, from a distinctly multicultural populace in the last decades of the twentieth century. Then, in the late 1990s, it had to make way for an office building, the so-called Klundertoren, named after the architect who designed it. The artwork on top of it from 2003, by Jan van Munster, reads IK—Dutch for ‘I’.		''<mark class="c3">Criticality</mark>'' has been defined first and foremost within Marxist and post-structuralist frames, as an attitude and a praxis that aims to scrutinize and dismantle the dichotomies and hierarchies set up by ruling powers. Whereas these frames were philosophically inclined, other forms of <mark class="c3">criticality</mark> were more practical. Often as a mix of both, distinct approaches were developed under the heading of, for instance, ‘critical pedagogy’, ‘critical geography’, or <mark class="c5">critical making</mark>. The following case offers different modalities of the term. The case concerns a public primary school, located close to a train station in Utrecht, a major city in the Netherlands. This had been the school’s location since 1883. Children from lower and middle social classes had attended it, from a distinctly multicultural populace in the last decades of the twentieth century. Then, in the late 1990s, it had to make way for an office building, the so-called Klundertoren, named after the architect who designed it. The artwork on top of it from 2003, by Jan van Munster, reads IK—Dutch for ‘I’.
			[[File:Inktpot.jpg\|thumb\|Gezicht op het kantoorgebouw de Inktpot van ProRail (Moreels... <br>(Het Utrechts Archief), Klundertoren, Utrecht, <br>Photo H. Boland, hetutrechtsarchief.nl/beeldmateriaal/detail/8cb51fe2-69c9-53fd-b3a3-bee94eb1dc40]]

	[[File:Inktpot.jpg\|thumb\|Gezicht op het kantoorgebouw de Inktpot van ProRail (Moreels... <br>(Het Utrechts Archief), Klundertoren, Utrecht, <br>Photo H. Boland, hetutrechtsarchief.nl/beeldmateriaal/detail/8cb51fe2-69c9-53fd-b3a3-bee94eb1dc40]]
	<span class="page-break"> </span>		<span class="page-break"> </span>

Juju: /* criticality */

2022-03-30T10:12:23Z

criticality

← Older revision		Revision as of 12:12, 30 March 2022
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	''<mark class="c3">Criticality</mark>'' has been defined first and foremost within Marxist and post-structuralist frames, as an attitude and a praxis that aims to scrutinize and dismantle the dichotomies and hierarchies set up by ruling powers. Whereas these frames were philosophically inclined, other forms of <mark class="c3">criticality</mark> were more practical. Often as a mix of both, distinct approaches were developed under the heading of, for instance, ‘critical pedagogy’, ‘critical geography’, or <mark class="c5">critical making</mark>. The following case offers different modalities of the term. The case concerns a public primary school, located close to a train station in Utrecht, a major city in the Netherlands. This had been the school’s location since 1883. Children from lower and middle social classes had attended it, from a distinctly multicultural populace in the last decades of the twentieth century. Then, in the late 1990s, it had to make way for an office building, the so-called Klundertoren, named after the architect who designed it. The artwork on top of it from 2003, by Jan van Munster, reads IK—Dutch for ‘I’.		''<mark class="c3">Criticality</mark>'' has been defined first and foremost within Marxist and post-structuralist frames, as an attitude and a praxis that aims to scrutinize and dismantle the dichotomies and hierarchies set up by ruling powers. Whereas these frames were philosophically inclined, other forms of <mark class="c3">criticality</mark> were more practical. Often as a mix of both, distinct approaches were developed under the heading of, for instance, ‘critical pedagogy’, ‘critical geography’, or <mark class="c5">critical making</mark>. The following case offers different modalities of the term. The case concerns a public primary school, located close to a train station in Utrecht, a major city in the Netherlands. This had been the school’s location since 1883. Children from lower and middle social classes had attended it, from a distinctly multicultural populace in the last decades of the twentieth century. Then, in the late 1990s, it had to make way for an office building, the so-called Klundertoren, named after the architect who designed it. The artwork on top of it from 2003, by Jan van Munster, reads IK—Dutch for ‘I’.

			[[File:Inktpot.jpg\|thumb\|Gezicht op het kantoorgebouw de Inktpot van ProRail (Moreels... <br>(Het Utrechts Archief), Klundertoren, Utrecht, <br>Photo H. Boland, hetutrechtsarchief.nl/beeldmateriaal/detail/8cb51fe2-69c9-53fd-b3a3-bee94eb1dc40]]
			<span class="page-break"> </span>

	The school was demolished and was offered a ‘new’ space in an old and decrepit building, classified as a ‘monument’ or listed building, opposite the original location. The renovation would partly be paid for by the real estate developer of the Klundertoren. After a disastrous process of moving the school into a building of which the renovation was not finished, the responsible councillor decided two years later that the school would have to move again, to make way for another X-tower. At this point, a group of parents said ‘no’. Without knowing it at the time, they opposed a development project that involved an estimated investment of around 50 million euros. In a sense, <br>they were critically unaware.		The school was demolished and was offered a ‘new’ space in an old and decrepit building, classified as a ‘monument’ or listed building, opposite the original location. The renovation would partly be paid for by the real estate developer of the Klundertoren. After a disastrous process of moving the school into a building of which the renovation was not finished, the responsible councillor decided two years later that the school would have to move again, to make way for another X-tower. At this point, a group of parents said ‘no’. Without knowing it at the time, they opposed a development project that involved an estimated investment of around 50 million euros. In a sense, <br>they were critically unaware.

	[[File:Inktpot.jpg\|thumb\|Gezicht op het kantoorgebouw de Inktpot van ProRail (Moreels... <br>(Het Utrechts Archief), Klundertoren, Utrecht, <br>Photo H. Boland, hetutrechtsarchief.nl/beeldmateriaal/detail/8cb51fe2-69c9-53fd-b3a3-bee94eb1dc40]]

	===1. experiencing <mark class="c3">criticality</mark>===		===1. experiencing <mark class="c3">criticality</mark>===

Juju: /* criticality */

2022-03-30T10:11:12Z

criticality

← Older revision		Revision as of 12:11, 30 March 2022
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	''<mark class="c3">Criticality</mark>'' has been defined first and foremost within Marxist and post-structuralist frames, as an attitude and a praxis that aims to scrutinize and dismantle the dichotomies and hierarchies set up by ruling powers. Whereas these frames were philosophically inclined, other forms of <mark class="c3">criticality</mark> were more practical. Often as a mix of both, distinct approaches were developed under the heading of, for instance, ‘critical pedagogy’, ‘critical geography’, or <mark class="c5">critical making</mark>. The following case offers different modalities of the term. The case concerns a public primary school, located close to a train station in Utrecht, a major city in the Netherlands. This had been the school’s location since 1883. Children from lower and middle social classes had attended it, from a distinctly multicultural populace in the last decades of the twentieth century. Then, in the late 1990s, it had to make way for an office building, the so-called Klundertoren, named after the architect who designed it. The artwork on top of it from 2003, by Jan van Munster, reads IK—Dutch for ‘I’.		''<mark class="c3">Criticality</mark>'' has been defined first and foremost within Marxist and post-structuralist frames, as an attitude and a praxis that aims to scrutinize and dismantle the dichotomies and hierarchies set up by ruling powers. Whereas these frames were philosophically inclined, other forms of <mark class="c3">criticality</mark> were more practical. Often as a mix of both, distinct approaches were developed under the heading of, for instance, ‘critical pedagogy’, ‘critical geography’, or <mark class="c5">critical making</mark>. The following case offers different modalities of the term. The case concerns a public primary school, located close to a train station in Utrecht, a major city in the Netherlands. This had been the school’s location since 1883. Children from lower and middle social classes had attended it, from a distinctly multicultural populace in the last decades of the twentieth century. Then, in the late 1990s, it had to make way for an office building, the so-called Klundertoren, named after the architect who designed it. The artwork on top of it from 2003, by Jan van Munster, reads IK—Dutch for ‘I’.

			The school was demolished and was offered a ‘new’ space in an old and decrepit building, classified as a ‘monument’ or listed building, opposite the original location. The renovation would partly be paid for by the real estate developer of the Klundertoren. After a disastrous process of moving the school into a building of which the renovation was not finished, the responsible councillor decided two years later that the school would have to move again, to make way for another X-tower. At this point, a group of parents said ‘no’. Without knowing it at the time, they opposed a development project that involved an estimated investment of around 50 million euros. In a sense, <br>they were critically unaware.

	[[File:Inktpot.jpg\|thumb\|Gezicht op het kantoorgebouw de Inktpot van ProRail (Moreels... <br>(Het Utrechts Archief), Klundertoren, Utrecht, <br>Photo H. Boland, hetutrechtsarchief.nl/beeldmateriaal/detail/8cb51fe2-69c9-53fd-b3a3-bee94eb1dc40]]		[[File:Inktpot.jpg\|thumb\|Gezicht op het kantoorgebouw de Inktpot van ProRail (Moreels... <br>(Het Utrechts Archief), Klundertoren, Utrecht, <br>Photo H. Boland, hetutrechtsarchief.nl/beeldmateriaal/detail/8cb51fe2-69c9-53fd-b3a3-bee94eb1dc40]]

	The school was demolished and was offered a ‘new’ space in an old and decrepit building, classified as a ‘monument’ or listed building, opposite the original location. The renovation would partly be paid for by the real estate developer of the Klundertoren. After a disastrous process of moving the school into a building of which the renovation was not finished, the responsible councillor decided two years later that the school would have to move again, to make way for another X-tower. At this point, a group of parents said ‘no’. Without knowing it at the time, they opposed a development project that involved an estimated investment of around 50 million euros. In a sense, <br>they were critically unaware.

	===1. experiencing <mark class="c3">criticality</mark>===		===1. experiencing <mark class="c3">criticality</mark>===

Juju: /* criticality */

2022-03-30T10:08:40Z

criticality

← Older revision		Revision as of 12:08, 30 March 2022
Line 3:		Line 3:

	''<mark class="c3">Criticality</mark>'' has been defined first and foremost within Marxist and post-structuralist frames, as an attitude and a praxis that aims to scrutinize and dismantle the dichotomies and hierarchies set up by ruling powers. Whereas these frames were philosophically inclined, other forms of <mark class="c3">criticality</mark> were more practical. Often as a mix of both, distinct approaches were developed under the heading of, for instance, ‘critical pedagogy’, ‘critical geography’, or <mark class="c5">critical making</mark>. The following case offers different modalities of the term. The case concerns a public primary school, located close to a train station in Utrecht, a major city in the Netherlands. This had been the school’s location since 1883. Children from lower and middle social classes had attended it, from a distinctly multicultural populace in the last decades of the twentieth century. Then, in the late 1990s, it had to make way for an office building, the so-called Klundertoren, named after the architect who designed it. The artwork on top of it from 2003, by Jan van Munster, reads IK—Dutch for ‘I’.		''<mark class="c3">Criticality</mark>'' has been defined first and foremost within Marxist and post-structuralist frames, as an attitude and a praxis that aims to scrutinize and dismantle the dichotomies and hierarchies set up by ruling powers. Whereas these frames were philosophically inclined, other forms of <mark class="c3">criticality</mark> were more practical. Often as a mix of both, distinct approaches were developed under the heading of, for instance, ‘critical pedagogy’, ‘critical geography’, or <mark class="c5">critical making</mark>. The following case offers different modalities of the term. The case concerns a public primary school, located close to a train station in Utrecht, a major city in the Netherlands. This had been the school’s location since 1883. Children from lower and middle social classes had attended it, from a distinctly multicultural populace in the last decades of the twentieth century. Then, in the late 1990s, it had to make way for an office building, the so-called Klundertoren, named after the architect who designed it. The artwork on top of it from 2003, by Jan van Munster, reads IK—Dutch for ‘I’.

			[[File:Inktpot.jpg\|thumb\|Gezicht op het kantoorgebouw de Inktpot van ProRail (Moreels... <br>(Het Utrechts Archief), Klundertoren, Utrecht, <br>Photo H. Boland, hetutrechtsarchief.nl/beeldmateriaal/detail/8cb51fe2-69c9-53fd-b3a3-bee94eb1dc40]]

	The school was demolished and was offered a ‘new’ space in an old and decrepit building, classified as a ‘monument’ or listed building, opposite the original location. The renovation would partly be paid for by the real estate developer of the Klundertoren. After a disastrous process of moving the school into a building of which the renovation was not finished, the responsible councillor decided two years later that the school would have to move again, to make way for another X-tower. At this point, a group of parents said ‘no’. Without knowing it at the time, they opposed a development project that involved an estimated investment of around 50 million euros. In a sense, <br>they were critically unaware.		The school was demolished and was offered a ‘new’ space in an old and decrepit building, classified as a ‘monument’ or listed building, opposite the original location. The renovation would partly be paid for by the real estate developer of the Klundertoren. After a disastrous process of moving the school into a building of which the renovation was not finished, the responsible councillor decided two years later that the school would have to move again, to make way for another X-tower. At this point, a group of parents said ‘no’. Without knowing it at the time, they opposed a development project that involved an estimated investment of around 50 million euros. In a sense, <br>they were critically unaware.

Juju: /* criticality */

2022-03-30T10:08:32Z

criticality

← Older revision		Revision as of 12:08, 30 March 2022
Line 3:		Line 3:

	''<mark class="c3">Criticality</mark>'' has been defined first and foremost within Marxist and post-structuralist frames, as an attitude and a praxis that aims to scrutinize and dismantle the dichotomies and hierarchies set up by ruling powers. Whereas these frames were philosophically inclined, other forms of <mark class="c3">criticality</mark> were more practical. Often as a mix of both, distinct approaches were developed under the heading of, for instance, ‘critical pedagogy’, ‘critical geography’, or <mark class="c5">critical making</mark>. The following case offers different modalities of the term. The case concerns a public primary school, located close to a train station in Utrecht, a major city in the Netherlands. This had been the school’s location since 1883. Children from lower and middle social classes had attended it, from a distinctly multicultural populace in the last decades of the twentieth century. Then, in the late 1990s, it had to make way for an office building, the so-called Klundertoren, named after the architect who designed it. The artwork on top of it from 2003, by Jan van Munster, reads IK—Dutch for ‘I’.		''<mark class="c3">Criticality</mark>'' has been defined first and foremost within Marxist and post-structuralist frames, as an attitude and a praxis that aims to scrutinize and dismantle the dichotomies and hierarchies set up by ruling powers. Whereas these frames were philosophically inclined, other forms of <mark class="c3">criticality</mark> were more practical. Often as a mix of both, distinct approaches were developed under the heading of, for instance, ‘critical pedagogy’, ‘critical geography’, or <mark class="c5">critical making</mark>. The following case offers different modalities of the term. The case concerns a public primary school, located close to a train station in Utrecht, a major city in the Netherlands. This had been the school’s location since 1883. Children from lower and middle social classes had attended it, from a distinctly multicultural populace in the last decades of the twentieth century. Then, in the late 1990s, it had to make way for an office building, the so-called Klundertoren, named after the architect who designed it. The artwork on top of it from 2003, by Jan van Munster, reads IK—Dutch for ‘I’.

	[[File:Inktpot.jpg\|thumb\|Gezicht op het kantoorgebouw de Inktpot van ProRail (Moreels... <br>(Het Utrechts Archief), Klundertoren, Utrecht, <br>Photo H. Boland, hetutrechtsarchief.nl/beeldmateriaal/detail/8cb51fe2-69c9-53fd-b3a3-bee94eb1dc40]]

	The school was demolished and was offered a ‘new’ space in an old and decrepit building, classified as a ‘monument’ or listed building, opposite the original location. The renovation would partly be paid for by the real estate developer of the Klundertoren. After a disastrous process of moving the school into a building of which the renovation was not finished, the responsible councillor decided two years later that the school would have to move again, to make way for another X-tower. At this point, a group of parents said ‘no’. Without knowing it at the time, they opposed a development project that involved an estimated investment of around 50 million euros. In a sense, <br>they were critically unaware.		The school was demolished and was offered a ‘new’ space in an old and decrepit building, classified as a ‘monument’ or listed building, opposite the original location. The renovation would partly be paid for by the real estate developer of the Klundertoren. After a disastrous process of moving the school into a building of which the renovation was not finished, the responsible councillor decided two years later that the school would have to move again, to make way for another X-tower. At this point, a group of parents said ‘no’. Without knowing it at the time, they opposed a development project that involved an estimated investment of around 50 million euros. In a sense, <br>they were critically unaware.