Makers across computers and heliotropic algorithms and can we talk about what to become?

Abstract

Digitalization needs to be storied for me to become critical of and creative with its functionings. In today’s algorithmic condition, knowledge production and learning are complex posthuman entanglements: the human as materially affective has become fabricated hybrids of organism and machine. Storying is seen as simultaneous processes of fictionalizing and functionalizing hence enabling celebrations of alterations and of irreducible plural logics possibilizing nonlinear material arrangements of concepts creating alliances between the environment, technology and the social. Storying thus making trajectories and becomings present in the other rendering their mutual presence perceptible, asking if we can talk about what to become – together? Storying on the premises of the child and me, that is, highlighting the subject position instead of that of technology. It implies a view of technology that should serve humanity and being oriented toward life-affirming, human-centric goals. Always asking about what we want, and do we want it? And what is it that we currently do not seem to understand? In the posthuman project, humans as affective are significant and I suggest a view of algorithms as heliotropic designed as life engendering tools only. Ignoring the affective dimension of becoming, digitalized environments give way to an ethical and conceptual vacuum, wherein education risk being sacrificed at the altar of technology and development. The primary task for the digital spacemakers/makerspace is thus being to train the imagination through teaching critical and creative encounters affirming intradisciplinary perspectivists ethos. Makerspace/spacemaking first and foremost being an onto-epistemological endeavour pointing paradoxically towards the importance of the teacher. The child being the knower however, the teacher has sadly been trained not to. I address the need for studies approaching digitalization by way of affects and storying: the child seen as a metaphysical political being, as knowing and knowers of affect. Therefore, I meander through some complex ideas and discuss data as bioinformatical practices of data simultaneously situated and fictional. Instead of speaking about evidence-based teaching, research, analysis, and results, I speak of something imperceptible and inclusive that collectivizes digital freedom as processes of subjective becomings, teaching towards moments of non-governance.