— @en-lambeaux - Tumblr Blog

Brain Food - 2001

Lindsay Obermeyer

Hand Knit Mohair, 20x 22" body with 96" cord with a 15" x 11" body, photo credit: Sara P. Convery

sentimental-obsessions

sophierichter__

Teapot

— Margarete Heymann-Marks Löbenstein (c. 1931)

limerencs

faye wong for switch magazine, 1997

herdarkeyes

thearchiveshop

Sebastien Meunier

thistable

Joseph Beuys

1921-1986

Sans Titre || Orner Titel || Untitled, 1960

Graphite sur papier 21 x 14.5 cm.

dustulator

Sophie Vlaming at Rick Owens for Revillon SS 2006

gallowhill

Johanna Reich - Line III, 2009

heteroglossia

“The teacher’s aim “is an attempt to reveal discursive practices in their complexity and density.” To show that to speak is to do something– something other than to express what one thinks; to translate what one knows, and something other than to play with the structures of a language (langue); to show that to add a statement to a preexisting series of statements is to perform a complicated and costly gesture, which involves conditions (and not only a situation, a context, and motives), and rules (not the logical and linguistic rules of construction); to show that a change in the order of discourse does not presuppose ‘new ideas,’ a little invention and creativity, a different mentality, but transformations in a practice, perhaps also in neighboring practices, and in their common articulation. Thus the teacher derives the sovereign subject (or cogito) “of the exclusive and instantaneous right” to change discourse. (I have not denied–far from it–the possibility of changing discourse: I have denied the sovereignty of the subject of the exclusive and instantaneous right to it.)”

— Michel Foucault, Critical Assessments, Vol. II