Posthumanist Education

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Weak magnetic dipole moments in two-Higgs-doublet models

We investigate the effects of the new scalars in a two-Higgs-doublet model on the weak magnetic dipole moments of the fermions at the $Z$ peak. Proportionality of the Yukawa couplings to the fermion masses, and to $\tan{\beta}$, makes such effects more important for the third family, and potentially relevant. For the $\tau$ lepton, the new diagrams are suppressed by $v_\tau = 2 \sin^2 \theta_W - 1/2$, or by powers of $m_\tau/M_Z$, but may still be comparable to the SM electroweak contributions. In contrast, we find that the new contributions for the bottom quark may be much larger than the SM electroweak contributions. These new effects may even compete with the gluonic contribution, if the extra scalars are light and $\tan \beta$ is large. We also comment on the problem of the gauge dependence of the vertex, arising when the $Z$ is off mass shell. We compute the contributions from the new scalars to the magnetic dipole moments for top-quark production at the NLC, and for bottom and $\tau$ production at LEP2. In the case of the top, we find that the SM electroweak and gluonic contributions to the $Z t {\bar t}$ vertex are comparable. The new contributions may be of the same order of magnitude as the standard-model ones, but not much larger.Comment: 17 pages, LaTex, 8 figures available upon reques

Architects of time: Labouring on digital futures

Drawing on critical analyses of the internet inspired by Gilles Deleuze and the Marxist autonomia movement, this paper suggests a way of understanding the impact of the internet and digital culture on identity and social forms through a consideration of the relationship between controls exercised through the internet, new subjectivities constituted through its use and new labour practices enabled by it. Following Castells, we can see that the distinction between user, consumer and producer is becoming blurred and free labour is being provided by users to corporations. The relationship between digital technologies and sense of community, through their relationship to the future, is considered for its dangers and potentials. It is proposed that the internet may be a useful tool for highlighting and enabling social connections if certain dangers can be traversed. Notably, current remedies for the lack of trust on the internet are questioned with an alternative, drawing on Zygmunt Bauman and Georg Simmel, proposed which is built on community through a vision of a ‘shared network’

Education, digitization and literacy training. A historical and cross-cultural perspective.

In this article, I deal with the transition from traditional ‘school’ forms of instruction to educational processes that are fully mediated by digital technologies. Against the background of the idea the very institution ‘school’ is closely linked to the invention of the alphabetic writing system and to the need of initiating new generations into a literate culture, I focus on the issue of literacy training. I argue that with the digitization of education, a fundamental transition takes place regarding what it means to be literate, but also what it means to educate and to be educated. I do so by developing a ‘techno-somatic’ approach, which means that I look at the use of concrete instructional technologies, and the bodily disciplines that are involved. I set out a double comparison in which I contrast existing, ‘traditional’ ways of learning how to read/write with the way in which literacy training looked like before the nineteenth century, on the one hand, and with the initiation into literacy in the Chinese/Japanese language, on the other hand. I argue that these comparisons shed light on the differences between traditional and digital literacy. More precisely, I show that in each case, a different relation toward what it means to produce script is involved. As such, both forms of literacy go together with different spaces of experience and senses of being-able, and therefore with altogether different ideas of what education is all about

Wounding poppies: hyper-commemoration and aesthetic interventions

In Britain the centenary of the First World War has generated new state-funded aesthetic, cultural, and educational activities. The red poppy has often been the focal point of artistic interventions, as artists have created works that respond to the potency of a symbol that has become, within a culture of hyper-commemoration, a ubiquitous part of everyday life. This Encounters piece offers a personal reflection on the aesthetic and social meanings of the red poppy, exploring how an intimate relationship with the mnenomic object is traversed by the public politics of the British nation-state. It contrasts two different artistic approaches to the red poppy – Blood Swept Lands and Seas of Red by Paul Cummins and Gail Ritchie’s Wounded Poppies – to argue for the importance of artistic practices that can contest and re-contextualize familiar symbolic objects that have accrued narrow, and affectively persuasive, political meanings

A rebellious past : history, theatre and the England riots

Alain Badiou has argued that the England riots of 2011, in dialogue with societal upheavals around the world that same year, demonstrated fundamental crises in our governing social, economic and political discourses. Whilst institutional responses to the riots treated them as an aberration, Badiou believes them to be symptomatic of a broader rebirth of ‘history’ – the coalescing of past and present events into a congruent trajectory with powerful implications for the future. Using Badiou’s argument as a starting point, this article considers two theatrical responses to the riots – Nicholas Kent’s premiere of Gillian Slovo’s The Riots at the Tricycle, and Sean Holmes’ revival of Edward Bond’s Saved at the Lyric Hammersmith. By looking at the ways in which the productions sought to historicise the riots, I unpick both their interpretations of these events, and the contributions they were able to make to the urgent and ongoing discussions that the riots have generated.PostprintPeer reviewe

Training the homo cellularis: attention and the mobile phone

Drawing on literature from philosophy of technology, mobile media studies, performer training as well as practice-based research, this article examines the use of mobile phones in performer training, through the notion of pharmakon and in relation to questions of attention. It reviews the work of other performer training practitioners who use mobile phones and examines underlying assumptions with regard to the nature of attention and the use of space. Although the aim of this article is neither to advocate nor apologise for mobile phone use, it argues that the mobile phone may invite a rethinking of the way attention is exercised and understood within performer training. By discussing an exercise developed by the author within a university-based theatre training context, this article argues that an ‘attention–distraction’ dichotomy in terms of the trainee’s attending capacity is no longer an adequate explanatory framework. It therefore suggests that attention should be approached as a multi-modal and synthesising process