In this article, I explore the auditory technopolitics of prenatal sound systems, asking what kinds of futures, listeners and temporalities they seek to produce. With patents for prenatal audio apparatus dating back to the late 1980s, there are now a range of devices available to expectant parents. These sound technologies offer multiple benefits: from soothing away stress to increasing the efficiency of ultrasonic scans. However, one common point of emphasis is their capacity to accelerate foetal ‘learning’ and cognitive development. Taking (...) as exemplary the Babypod and BabyPlus devices, I argue that prenatal sound systems make audible a particular figuration of pregnancy and gestational labour that combines divergent notions of responsibility and passivity. Contra the equation of neoliberalism with self-control and individualism, I argue that prenatal sound systems amplify neoliberal capitalism’s elision of personal, maternal and familial responsibility. As reproductive sound technologies, prenatal sound systems facilitate maternal–familial investment in the pre-born as future-child. Consequently, financialised notions of inheritance are substituted for biological inheritance. Drawing attention to the common rhetorical figuration of the sonic as womb-like, furthermore, I argue that prenatal sound systems exemplify what I refer to as uterine audiophilia. By treating the womb as ‘the perfect classroom’, prenatal sound systems imply an intense maternal obligation to invest in and impress upon the future-child, while also envisioning the pregnant person’s body as an occupied, resonant space. Cohering with a fidelity discourse that posits the reproductive medium as passive container and a source of noise that is to be overcome, uterine audiophilia relies upon politically regressive conceptualisations of pregnancy. I thus argue that these devices mark the hitherto under-theorised convergence of auditory culture, technology and reproductive politics. (shrink)

This study places Nāgārjuna and Plato in dialogue regarding how both seek to orient philosophy in the face of indeterminacy observed at the elemental level of existence, specifically, the indeterminacy of fire’s light. Looking to the elemental within Chōra and Śūnyatā, a directive becomes discernible for calibrating philosophy to this indeterminacy, and crucial limitations are disclosed, which expand philosophy by enabling a productive relation to the non-philosophical. What emerges are directives for language, which serve to modify philosophy’s violence towards the (...) world by striking a middle way between the binaries of reification and nihilism, speech and silence. (shrink)

This article explores three aspects of interpretation—musical interpretation of notated Western art music, hermeneutics, and poetry —based on ongoing music education research focusing on the learning of musical interpretation within the one-to-one context of higher music education. The broad philosophic poetic inquiry of interpretation has the form of an autoethnodrama containing both haiku and found poetry. Poetry is both used as a process of inquiry and as a means of representation. The autoethnodrama explores the author’s struggle with finding his cogito (...) for conducting arts-based research and touches upon his personal history. Through the combination of autoethnodrama and a philosophic poetic inquiry, he finds a deeper understanding of musical interpretation, usage of poetry and autoethnodrama in research, as well as of his personhood. Concluding reflections on one possible way of interpreting the autoethnodrama in relation to teaching and learning of musical interpretation within higher music education are also presented. (shrink)

The growing abundance of medical technologies has led to laments over doctors’ sensory de-skilling, technologies viewed as replacing diagnosis based on sensory acumen. The technique of percussion has become emblematic of the kinds of skills considered lost. While disappearing from wards, percussion is still taught in medical schools. By ethnographically following how percussion is taught to and learned by students, this article considers the kinds of bodies configured through this multisensory practice. I suggest that three kinds of bodies arise: skilled (...) bodies; affected bodies; and resonating bodies. As these bodies are crafted, I argue that boundaries between bodies of novices and bodies they learn from blur. Attending to an overlooked dimension of bodily configurations in medicine, self-perception, I show that learning percussion functions not only to perpetuate diagnostic craft skills but also as a way of knowing of, and through, the resource always at hand; one’s own living breathing body. (shrink)

Adorning the frontispiece of this issue, continent. is proud to present an alternate version of Richard Chartier’s work, Interior Field, provided by the artist. “Interior Field Variation” reworks material originally published by LINE in 2013 and culled from a binaural recording session at the McMillan Sand Filtration Site in Washington, DC. This unique historical site, built in 1905, is currently slated for almost complete demolition and redevelopment. Chartier was given special access to record at this site during a sudden major (...) rainstorm. (shrink)

Starting from the current trend to digitise the university, this thesis aims to clarify the specific relation between university thinking and its use of media. This thesis is an investigation concerning the sensorial and medial conditions which enable the event of thinking to emerge at the university, i.e. conditions which do not make thinking necessary, but possible. Thinking is approached as an event which can happen while studying at the university, not as an outcome, nor a disposition or skill. The (...) ambition of this thesis is theory development and of making a contribution in the field of philosophy of education. The theoretical framework discussed in chapters one and two will allow first, an analysis of the university sensorium inspired by the work of Ivan Illich who, through a history of the senses, pioneered this kind of research applied to medieval reading practices. Secondly, the work of media philosopher Vilém Flusser is used to operationalize the analysis of media at the university; this thesis will use the Flusserian concepts of code, modes of consciousness, transcoding, gestures, intellectual field, dialogue and apparatus. The methodology consists of a novel approach inspired by Flusser’s phenomenology of gestures: in order to find traces of thinking, this investigation looks for gestures (with media) occurring in university practices, gestures which seem to imply some form of coding or transcoding. The first chapter critically discusses Ivan Illich’s historical hypothesis of the mediatic specificity of the university thinking. Illich works with a particular conception of the history of the senses through which he shows how the invention of the optical text and its way of reading gave rise to a new way of thinking which was later fostered by the university. The text emerges as an instrumental way of using the book for studying and thinking, a profanation and suspension of the book. This move is taken to be the signature move of the university which enables a particular way of thinking: abstract and non-visual thinking, which is made present through the event of reading. The second chapter introduces the media-theoretical framework of Flusser by discussing his particular take on codes and the modes of consciousness enabled by the dominant codes. Provisionally, transcoding is taken to be an indication of the event of thinking. The threshold introduces the approach of a phenomenology of gestures which will be used in the following two chapters. The third chapter examines the practice of university lecturing from a sensorial and gestural perspective by using several direct observations of lectures and historical reports of lectures. It was found that the lecture does not promote any particular sense, hence no particular mode of consciousness, and that the media in the lecture suffers a continuous transcoding. Thinking in the lecture was described as a thinking which suddenly makes itself present for all those attending the lecture. The fourth chapter examines MOOCs which are taken to be the digital counterpart of the university course. The specific media usage enabled by MOOCs is described starting from two case studies: an xMOOC and the bMOOC (designed by KU Leuven and LUCA researchers). Using interviews and an autoethnographic account, this chapter finds indications of what could be digital gestures in the MOOC and concludes that thinking in the MOOC occurs as a collective construction of a techno-image. The fifth and final chapter outlines the theoretical contributions of this thesis. The kind of thinking made possible by university practices is described as a form of collective thinking, non-productive and anti-apparatus. The ways in which this thinking is made possible are theorised by introducing the notion of mediatic displacement, a specific event in which the particular logic of media is suspended in such a way as to make room for a thinking which is not determined by any mediality. The notion of intellectual askesis is proposed for the collective enactment of attention, as the sensorial condition which makes possible the mediatic displacement. In light of these findings, the thesis proposes to understand the promise of the digital university as still a utopian project to come, because it cannot yet enable the sensorial and collective attention techniques which the classical university managed to enact through its study practices. (shrink)

This paper draws on artistic explorations of territorial and spatial forces through analysis of projects set in the natural landscape, in a specific indoor site or at the threshold between the two. Specific attention is given to the artistic processes at play in the transformation of materials created/collected in the natural environment when shaped for presentation in an indoor location. What is the relation between being and becoming in this liminal space? According to Erwin Straus, the impetus to this process (...) is the pathic moment of sensation, a moment which evolves in two dimensions: as an unfolding of the world and of the self. Louis Schreel argues that in Deleuze and Guattari, artistic practice activates a process in which «the work ‘captures’ forces at work in the world and renders these sensible. Its effects are above all real and not merely imaginary: the image is not a mental given but a concrete, existing reality». Here, Deleuze distinguishes between the percept – landscape in the absence of man – and affect, the non-human becomings contained in the artwork. This paper wishes to unpack these processes through a study of two concrete instances of artistic practice, aiming to create immediate interaction between musician and environment, in which either of the two authors took part. (shrink)