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Is Reproducibility so bad?

Posted by Ashley Silva (she/her) on

    “The Work of Art in the Age of Its Technological Reproducibility” by Walter Benjamin proposes that the technological reproduction of art depreciates it because it relinquishes its aura, in other words, its essence, its originality, and intrinsic mark. If art cannot be reproduced technologically, its worth is unmeasurable because the occasion of experience grants its effectiveness. 

     In this way, it embodies an aura, a moment when the spectator must capture and absorb the art in a time and space; Benjamin notes, ” In even the most perfect reproduction, one thing is lacking: the here and now of the work of art – its unique existence in a particular place. It is this unique existence -and nothing else – that bears the mark of the history to which the work has been subject…the here and now of the original underlines the concept of its authenticity”(1053). While Benjamin affirms that art has always been reproducible, his purpose in highlighting technological reproducibility is to emphasize the shift in which art is produced for consumption, “The uniqueness of the work of art is identical to its embeddedness in the context of tradition” (Benjamin 1056). As a basis for ideology, traditionalism sustains an approach of belief and objective that establishes its authority on the fact of custom.  

    Nevertheless, reproducibility alters the traditional or ritualistic character of art. In this regard, Benjamin refers to the movement of l’art pour l’art, or Art for Art’s sake, where art is disjoined from its social, political, or virtuous importance- it is an entirely independent and autonomous organism with value. In this way, Benjamin asserts that in addition to taking away the arts’ aura, technological reproducibility also liberates their social function and representational content.  

    This happens through developmental shifts between what Benjamin describes as cult value and exhibitionist value. Cult value is based on the arts exclusiveness, ” Artistic productions begins with figures in the service of a cult…cult value as such tends today, it would seem, to keep the artwork out of sight…”(Benjamin 1057). The exhibition value then removes exclusivity and the cult from the art, making way for greater public consumption. The system of technological reproduction furthers this by producing art for mass consumption, and although it may lose its aura, it makes art appreciation more accessible, democratizing art.  

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Gramsci and the Role of Education in the Social Machine

Posted by Zayen Yusuf on
The human body is a system of smaller systems that took countless iterations of change and evolution to get to where it is now. Each small iteration consists of a change that eventually serves a higher purpose to the larger system. Sexual reproduction is such a system that will ensure that the changes made over countless iterations stay, or change, if needed. The body has progressed to the point where physical changes have an infinitesimal change to the overall systems within the body, so it has since started to rely on bettering the systems on the outside–the relationship between a large group of such able-bodies.
In order to ensure the subsistence of a society, changes to societal systems need to be definitively passed on to future inheritors of the social group. Education is akin to the body’s system of sexual reproduction, as it exists to ensure the passage and presence of modern society beyond countless generations. In “The Formation of the Intellectuals”, Antonio Gramsci construes the importance of education in modern societies by converging it with his main point, that “parallel with the attempt to deepen and to
broaden the ‘intellectuality’ of each individual, there has also been an
attempt to multiply and narrow the various specialisations.” Those specialisations being groups of intellectuals that fulfill a certain system within the main social group.
Gramsci’s main purpose is to categorize intellectuals to within or outside of social groups. In doing so, he splits intellectuals into two types. The first is driven forward by the entrepreneur which is an intellectual, or group of intellectuals, that persist an experience in all ‘specialisations’ and fully utilize it through organizing society. The second category is a group of intellectuals from previous systems of societies that inhibit most of the political power to capitalize the ‘specialised’ fields in order to rule over their own society. The second type strictly takes its role within the society, while the first can exist autonomously. Gramsci then asks if there is a limit to the term “intellectual”. The conclusion he arrives to is that “all men are intellectuals, one could therefore say: but not all men have in society the function of intellectuals”. This means that anyone can help maintain a functioning society, but that doesn’t mean that they are a pioneer to further it.
Gramsci states that the reason for the importance of education in modern society is that “school is the instrument through which intellectuals of various levels are elaborated”. He is correct in by saying that, as future intellectuals are birthed in educational institutions. These institutions have the sole purpose to make sure every individual of a society gets proper resources in order to become an intellectual and become a cog of a larger system. Hunter College is a higher level education micro-system that readies intellectuals that falls under the macro-system of the CUNY institution. They are allowed to choose whichever cogs to inherit. The social function of educational institutions is that it gives the intellectuals the choice to help maintain the system or pioneer it.
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