The thing is that I need to think myself Other-Ontologies of sustainability

ABSTRACT

This article seeks to theorize the teacher role—read also scientist and researcher—as an ontologizing practice to meet with the need for constant deauthorized knowledge and nonknowledge production for life, the ontology of sustainability. Teaching becomes eventicized and teachers become data philosophers through writing. The enigmatic and strength of the teacher is equally distance and/as presence. I place myself in the world as if that is the meaning of life itself and drift (fr. dérive) along with data, and every step I take remains in my body as a map in which I am the scale, with consistencies and smells, tastes, colors, and noises, and the patterns that are formed gradually embrace more and more of the globe, almost in intimate ways. It is a constant reassessment or assessment as learning process, self-assessment as system-assessment. I present a pluralistic approach to research and practices of criticism and value assessment based on systems and structures in our economies and thinking—a treating of problems as scientific epistemological thinking possibilities: a research on transcorporeal collectivities and molecular inter-intra factuality, rather than autonomous selves and identity constructions. It is a slow and other science and research engaged in deliberations about and with hybrid natures and inter-intragenerational sensations: body as profession and transindividual vulnerability. Slowly I inhabit the earth through writing fractured stories, slowly becoming all.

KEYWORDS:

• assessment as learning
• critical lemon studies
• data philosophy
• fuzzytechie innovations
• intra-factual molecularity connections
• nature as event
• natureculture
• ontology of sustainability
• pedagogy as scientific subject matter
• reassessment apparatus;research as activism
• transcorporeal collectivities
• writing