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Wed Dec 14 14:22:51 EST 2011

KYB to INF?) be taken as a =93superficially=94 administrative or as a<br>
=93deeply=94 philosophical operation? Or is it one of these cases in which<=
such separation makes no sense whatsoever?<br>
Is there any advantage in sticking to the old, overused/abused<br>
concepts, and forcing them to perform new operations?<br>
<div class=3D"im"><br>
&gt;I generally feel uneasy with talking about &quot;benefits&quot;<br>
</div>&gt;of artistic research, [=85] But of course both &quot;inform&quot;=
&gt;each other to some extend. [LS]<br>
I=92m curious whether this information remains as a form of silent<br>
inspiration to the thesis, or if it is actually written down in some<br>
way. Do you refer to the artworks even in passing? If so, do you<br>
conceptually reframe them as experiments? How personal is (would be?)<br>
your account of them in any academic form (such as an essay)?<br>
<div class=3D"im"><br>
&gt;the &quot;objects&quot; on a game&#39;s screen do not exist in the<br>
&gt;loops we created, although they exist (a) in code<br>
&gt;and (b) for us, i.e. as sign and signal. The game,<br>
</div>&gt;however, functions without them. [LS]<br>
The game =93functions=94, but can it be /played/? And if it can=92t, is it<=
still a game?<br>
Considering the amount of material resources spent on these =93objects=94<b=
(memory, processing cycles, etc - which is critical in older console<br>
systems), how redundant they should be considered to the overall<br>
feedback structure entailed by the gaming system?<br>
(And: is this relation between =93functionality=94 and =93playability=94 in=
any form analog to the one between =93conceptual structure=94 and =93names=
<div class=3D"im"><br>
&gt;News of the World is a nice example of circular<br>
&gt;causality because it bends the very rules that<br>
&gt;produced it (the demand for peer reviewed<br>
</div>&gt;publishing). [LS]<br>
Reaching out to the other thread: should we take this rule-bending as<br>
a form of institutional critique? Can it have long-term effects, or is<br>
it restricted to opening space for a singular intervention?<br>
<div class=3D"im"><br>
&gt;But exams and degrees are already gamification<br>
&gt;of education. And badge-based accreditation of<br>
&gt;achievement outside the academy is a way of<br>
</div>&gt;reproducing this. [ROB MYERS]<br>
Ha, indeed. All the comments about =93gamification=94 made me realise how<b=
it might be a most appropriate way to describe the particular economy<br>
of academic research we are already in.<br>
It brought to my mind a text on The Last Psychiatrist about a<br>
particular research project that went completely wrong, but<br>
nevertheless had a =93quite positive publication output=94. From its<br>
(self-congratulatory?) conclusion:<br>
=93In general, the results could not be combined in an overarching<br>
model, and were thus disappointing with regard to scientific progress.<br>
In contrast, the end result in terms of publication output was quite<br>
positive: the majority of papers were presented at international<br>
conferences and published in highly cited journals and several<br>
students earned PhD degrees based on their work on the subject.=94<br>
(The whole text: <a href=3D"" target=3D"_blank">t=</a>)<br>
<span class=3D"HOEnZb"><font color=3D"#888888">Menotti<br>
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