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Jak działać dźwiękami? Komunikacja muzyczna w perspektywie performatywnej

100%
Skórzyńska A.
Przegląd Kulturoznawczy
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2010
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issue 1(7)
PL
How to do Things with Sounds? Music  as a Mode of Communication from the Performance Studies PerspectiveThe main task of the article is to consider musical education of children as an idea of developing communicational skills, comparable to the linguistic competences. The subject of an analysis in this case is an educational project “Music and play”, which has developed for over than decade in the Centre of The Children Art in Poznań. Question asked in the text is of course just a simple paraphrase of J.L. Austin’s work devoted to speech acts. This question, however, opens a possibility to consider the participation of children in music work treated as a performance. On the one hand theory of speech acts today is often extend to the non-verbal  communication  analysis. On the other, musical education of youth and children, which includes their activity and creativity reminds us the tradition of historical avantgarde and neo-avantgarde movement in the arts and aesthetics, since the performativity became main feature of an artistic work in XX  century. In contemporary music these experiments  created new forms of music work, such as  instrumental theatre for example. Both the traditions, philosophical background of the speech acts theory and the practical work of the experimental music, theatre and performance art, join today in the new perspective in humanities: performance studies. Taking into account both of these traditions, article is a proposal of the research focused on education projects inspired and framed by the concept of performativity: agency, which is a precondition of critical and creative participation in communication, whatever is a tool: words or sounds.
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Agorafobia, czyli ukryte curriculum. Pole akademickie i dylematy intelektualizmu krytycznego

100%
Skórzyńska A.
Prace Kulturoznawcze
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2019
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vol. 23
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issue 1
33-57
EN
The key topic of this volume is the critical attitude in cultural studies. In the article, this topic is understood in a specific way. The ability to conduct critical cultural studies depends on the recog­nition of the attitude that we can call “public intelectualism” and its opportunities and limitations. According to a well-known concept of Jürgen Habermas, the position of public intellectuals is con­ditioned by the forms of human interests related to knowledge. However, today the forms of knowl­edge (work, practical and emancipatory) need to be rethought, as Pierre Bordieu has shown. Dif­ferent forms of human interests can be combined in one scientific venture. Futhermore, there is no way to achive the full autonomy of the academic field from the metafield of power (and other social fields) because of the internal conditions of the academic world. The recognition of these internal properties is the prerequisite of “public intellectualism.” According to the conceptual view of cur­riculum studies, some of these conditions belong to the so-called explicit curriculum, but the others create a hidden curriculum — the uconscious components of habitus or unarticulated circumstances of the academic form of life. The argument presented in this article is inspired by two sources: firstly by the very important biographical episode in the academic life of Bourdieu who at the end of his career became strongly involved in public criticism of neoliberalism. Secondly, I refer to several public statements of Polish intellectuals who criticised the neoliberalisation of the academy in the context of the present reforms of the public higher education and science. As I try to show, ignor­ing the hidden curriculum may lead to a specific and risky attitude — agoraphobia — which means the fear of involvement in the public sphere and helplesness in the defence of critical research and emancipatory forms of academic knowledge.
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Czy możliwe jest kulturoznawstwo aktywistyczne? Partycypacja w perspektywie filozofii praxis

100%
Skórzyńska A.
Prace Kulturoznawcze
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2016
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vol. 19
15-40
EN
The main aim of the paper is to refine and highlight one of the topics of this book, which is the overlap of several different understandings of cultural participation: 1) based on cultural theories and traditional, continental cultural studies discourses, where participation was usually understood as acontribution of the subject to the collective systems of beliefs; 2) based on the “critical theories” of culture, British cultural studies, political philosophy and critique or art theory and practice, where the term participation is often used to explain agrassroot, bottom-up activity, civic participation and acontribution of individuals and groups to public domain, 3) based on the political philosophy and the political practice, 4) based on contemporary theory and critique of art practices, empirical social research of cultural participation. All of these understandings have a lot in common, they are negotiable as well. What differentiates them, possibly, is the concept of social/cultural change which they involve. However, the concept of relation between action, knowledge and beliefs which they assume is far more important. The theoretical perspective, which in my opinion can serve as a way to negotiate these approaches, is modern philosophy of praxis and contemporary theories of social practice. I discuss whether there is apossibility to integrate these discourses in the model of activist research for Polish cultural studies in the context of increasingly intensifying debates around the performativity of cultural research and the need to “came back to the rough ground” of social practice.
4
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Badanie jako uczenie się. Zwrot edukacyjny i wiedza w środowisku zurbanizowanym

100%
Skórzyńska A.
Kultura Współczesna. Teoria. Interpretacje. Praktyka
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2019
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vol. 105
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issue 2
47-62
EN
This article proposes a model of urban space research that is related to processes of consultation and participation, and thus leads to changes. The author refers here to new concepts of knowledge about the city and urban competences, such as Colin McFarlane’s proposal of learning the city. Based on the analysis (adopting the perspective of critical urban studies) of an example of a city centre revitalisation project (Project CENTRE in Poznań), the text calls for changing the research model (scientific, scientific-participatory, diagnostic, consultative), so that it enables the acquisition of anticipatory knowledge through a collaborative process. Anticipatory knowledge is here understood as the knowledge that can be applied not only to address the status quo (conflicts over the rights to the city, economic and demographic conditions), but also to predict and thus consider changes in the future (for example climate change). Learning encompasses the processual, embodied and situated nature of knowledge about the city, which is necessary in today’s conditions of urbanised environment and its ongoing transformation. As such it turns into a political concept where to have the knowledge of the city (finally recognised as a living environment) means to know how to ensure that city management conditions are more just and fair.
5
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Strukturalne przeobrażenia mas ludowych. Zmiana kulturowa jako ślepe pole teorii modernizacji

100%
Skórzyńska A.
Władza sądzenia
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2020
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issue 19
55-73
PL
Tekst stanowi próbę reinterpretacji Habermasowskiej koncepcji sfery publicznej w dwóch kontekstach: a. w kontekście innych wariantów filozofii praxistowskich (Gramsciego i Bourdieu) oraz współczesnych teorii praktycznych na gruncie badań kulturoznawczych; b. w kontekście współczesnego kryzysu demokracji liberalnych, kariery populizmów polityczno-kulturowych oraz elitarystycznych reakcji na nie. Sięgając – krytycznie – do pracy Andreasa Reckwitza, staram się pokazać, że przeracjonalizowane teorie modernizacji – jak Habermasa – nie dostrzegły ważnego czynnika zmiany społecznej: kulturowego wymiaru nowoczesności, który z narzędzia emancypacji w fazie nowoczesności przemysłowej przekształcił się w źródło populistycznej hegemonii w warunkach neoliberalno-konserwatywnego konsensu tzw. drugiej nowoczesności.
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Wstęp. Edukultury. Praktyki uczenia (się) w kulturze najnowszej

51%
Kosińska M., Skórzyńska A., Szykowna S., Walczyk J.
Kultura Współczesna. Teoria. Interpretacje. Praktyka
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2019
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vol. 105
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issue 2
10-11
7
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Dyskusja redakcyjna

33%
Korporowicz L., Koschany R., Krajewski M., Majewski T., Radomski A., Skórzyńska A., Wiśniewski R., Ząbek M.
Kultura Współczesna. Teoria. Interpretacje. Praktyka
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2018
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vol. 100
140-168
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