Publication
Gleaning: making with what is found
| Summary: | [Excerpt] This paper further develops Gleaning, one of four-time operations.[2] Gleaning means to transform time scraps into fuels of potential for developing an interproject [3]. The paper is structured in three parts: (a) what is gleaning?; (b) how to glean; (c) and why gleaning is relevant. The first part defines gleaning and explains its principles — Hologrammatic and Equipotential — and how gleaning relates to folded time and lived time. How to glean explores the operators through which gleaning unfolds: by chance, by attraction, by openness, by playing, and by be-doing attention. Why Gleaning presents the relevance of gleaning for earth-places and for feeding the interproject process. By using an example from our own teaching-as-research, we present Gleaning as a Catalyst for starting the project and as a support for each of the time operations: [4] Grounding, Stimulating, and Transmuting. The paper ends by summing up what have we learned by Gleaning. [...] |
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| Main Authors: | Silva, Cidália Ferreira |
| Subject: | As found Time |
| Year: | 2019 |
| Country: | Portugal |
| Document type: | book part |
| Access type: | open access |
| Associated institution: | Universidade do Minho |
| Language: | English |
| Origin: | RepositóriUM - Universidade do Minho |
| Summary: | [Excerpt] This paper further develops Gleaning, one of four-time operations.[2] Gleaning means to transform time scraps into fuels of potential for developing an interproject [3]. The paper is structured in three parts: (a) what is gleaning?; (b) how to glean; (c) and why gleaning is relevant. The first part defines gleaning and explains its principles — Hologrammatic and Equipotential — and how gleaning relates to folded time and lived time. How to glean explores the operators through which gleaning unfolds: by chance, by attraction, by openness, by playing, and by be-doing attention. Why Gleaning presents the relevance of gleaning for earth-places and for feeding the interproject process. By using an example from our own teaching-as-research, we present Gleaning as a Catalyst for starting the project and as a support for each of the time operations: [4] Grounding, Stimulating, and Transmuting. The paper ends by summing up what have we learned by Gleaning. [...] |
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