Experiential and Participatory Epistemology and Subjugated Knowledge by Conquergood - Assignment Example

Interventions and Radical Research Performance Studies user [Pick the Participatory epistemology is a famous theory that eluci s that truth and meaning of different problems can only be enacted and understood by having a practical exposure on the human society. Problems cannot be understood by only skimming the books or reading the theoretical aspects rather the understanding and insight of the meaning lies in developing a direct relation with those who are under the direct effect of the addressed problem. Participatory epistemology divulges and asserts that meaning is not subjective or objective in nature in itself rather the true understanding of the meaning lies outside the human mind in the practical aspects of society. Experiential, participatory epistemology is always regarded as something superior than reading the bookish materials and heavy volumes of paper. As Reed said, “The one thing that seems to have united psychologists, neuroscientists, and cognitive scientists is the assumption that the brain functions to construct and utilize representations of the world around us”. For example, famous theorist and anthropologist Douglass explains that problems of enslaved people can only be understood by having the hands on experience in the environment in which they live. He illustrates and argues that if someone wants to understand the true nature and theme of the problems and detrimental conditions of enslaved people then he should go out in the society and meet them rather than sitting and reading. This theory is totally in accordance with the Johannes Fabian’s theory in which he upholds the importance of practical knowledge and roll of meeting the people in the human society in acquiring the meanings. Johannes is in strong support of turning away from informative to performative ethnography. Similarly, Douglass gives an example for elaborating the importance of practical experiences in learning the meanings and say that if someone really wants to understand the meaning of slavery then let him meet and live with Colonel Lloyd’s plantation in deep pine wood and feel the day to day life experience so that he can feel the true sagaciousness and acumen of the problem of slavery. He says that the learning process should be “engaged” rather than abstract and generic. This theory of Experiential, participatory epistemology is somewhat different from the theories staged by Clifford Geertz who said the cultural happening around the world can be interpreted and all the odd taking place around us are ensemble of texts which can be taken in grasp by extensive reading and theoretical knowledge. On the contrary, Experiential, participatory epistemology advocates that meaning cannot be deduced from the texts rather the environmental evolution of human beings are set of feelings which are necessary to be put in and experienced in order to master them and understand the meaning of them. Performance studies are an integral part of theory of Experiential, participatory epistemology because there is a need to think out of the box. The texts are prone to outdate at some time in future whereas the performance of the human beings and their respective environments are dynamical process which can only be understood by living with them. Text cannot be relied upon beyond a certain limit. As Amanda Kemp’s theory relates that the meaning can be found by following a model which constitutes upon certain kind of hybrid framework that is by knowing(text) and by showing(practical experience). Similarly, pointing towards the importance of participatory epistemology “Ralph Waldo, a famous anthropologist said “Our thinking is a pious reception”. Subjugated knowledge Subjugated knowledge means those means or modes of acquiring knowledge and information sector that are ejected or left of by the mainstreams of the masses and cultural individuals For example the knowledge of natural sciences in which the human beings are made closer to nature for the revelation of the underlying facts and hidden treasures of the earth. Similarly subjugated knowledge is that mode of acquisition of meanings that is becoming redundant due to its apparent unimportant nature among the top anthropologists. This term was coined by MichealFaucalt in order to illustrate and inculcate those naieive and vernacular sciences and knowledge that are not given importance. According to Conquergood, the subjugated knowledge is of extreme importance but the reason behind its rejection among the society is that it is nonetheless difficult to learn and their scope is out of the books lying in the practical field of experiences. The practical experiences are the key to get the meaning and enactments of several theories but most of the people are rejecting this theory because of its peculiar properties. The subjugated modes ofknowledge compel the inquirer to look beyond the texts and heavy volumes and get the meanings directly from the human society by meeting them. There has been massive depletion of legible resources and ways of learning in the subjugated knowledge that make them pro ne to rejection by the people because masses think that everything can be gained and learnt by reading the book and heavy volumes of literature. The importance of practical ways of learning and getting the meaning have been absent for quite a long time and this is the sole reason behind the overseeing of subjugated knowledge means by the people throughout the history. Conquergood argues that the performance studies are the only means through which the researchers can get a detailed insight on different matters related to human psychology. The conventional means of knowledge and epistemology only provides a bird’s eye view and explain the knowledge themes at generic level. The subjugated knowledge should be inculcated in order to foresee different aspects of life and their opinion on one instance of a theory. He gives the example of Foucault’s theory which says that the performance studies and sound theoretical knowledge is important in aspect of gaining the overall theme of a certain effect or principal but as far as the contextual backgrounds with regards to localities are concerned then it must be understood using the practical experiences and means of Participatory epistemology. Mere theoretical knowledge and lack of subjugated knowledge means will never validate the social conformation rule and does not guarantee the local communal factors that are of immense importance in gaining a full grasp on a certain topic of anthropology or any sort of knowledge. As Willard Van Orman said “One mans observation is another mans closed book or flight of fancy”. It explains the importance of participatory learning. Conquergood strongly suggest that there should be an end to the rejection of performance based research and all the subjugated knowledge because a researcher cannot grasp an authoritative command over any topic by just relying upon the books and texts. He says that there is a compelling needof performance-based research to flourish. Conquergood explains the importance of subjugated knowledge and depicts its importance in reference to Frederick Douglas theory. He says that people should think that how often we miss the chances of learning in many aspects around ourselves and we just keep focusing on the “map” rather than its causes and consequences. The importance of figurative languages and sciences of nature are also explained in this form. He does not outright reject the importance of text work. A part from the immense critique of script centrism and western obsession of textual works and theoretical research , he also insists that subjugated knowledge must also develop a sense of objectivity in itself with some pre defined patterns so that researchers and people of knowledge can take is as a formal means of knowledge acquisition in their process of learning. He argues that there should be hybrid model of research in which the subjugated knowledge practices and radical intervention with practical means and performance oriented learning should be combined so that the course of results can be directed in some optimal fashion. Conguerwood advocates that the constitutive liminality performance and research is the key to the success and that is only possible by the bridging of all the segregation of subjugated knowledge and legitimated modes of learning. Conguerwood strongly favor the epitomizing of acquisition of meanings. According to conquergood, proximity not objectivity is depicting towards the epistemological importance of learning the knowledge and meanings. By proximity, he suggests that unless a student of knowledge will not “feel” and undergo the practical implications of a theory he will never be able to understand. Just an objective viewpoint or skimming through certain books and volumes will not give an unprecedented insight as compared to the in ground experience. Proximity is necessary in modern learning in the perspective of avoiding every kind of information pollution and get to the root cause and theme without any further delay. Proximity not objectivity The phrase “ proximity not objectivity” is deduced from acclaimed theorist named Douglass and Conquergood is making an argument in favor of this phrase through different implications on the learning process of meanings. He argues and altercates that oneshould put himself humbly and kindly in others shoes so that he can get impressed by the surroundings of others in order to understand the meaning of inquired object. The notion of being “impressed” by the expressive environment is necessitated in this case. Listening and inculcating other’s opinion in silence is the key factor in practicing proximity. If someone truly wishes to allocate a substantial amount of efforts in learning the meaning and epistemological knowledge then he should put himself in the practical environments rather than just reading the objective points without any subjective learning and experiences because the objective points can be changes due to environmental determinants of change but the subjective scenario remains same. Conquergood says that this phrase depicting the importance of proximity over objectivity is realizing the white privileged class, obsessed with just relying on the books and theoretical leaning about the paramount importance of participatory understanding in the learning process and phenomena. He says that many overseers used to order the enslaved labor of them to sing loudly in the fields in order to keep check on them and make sure that they are in the fields or not. Similarly many people who are enjoying the membership of elite and privileged classes were demanding extra over time periods at the workplaces which were quite detrimental to the human resource in view of Douglass. Subjugated means were overseen altogether and there were never practical experiences with the enslaved classes of people working in the field in hot summer weather and adverse economic conditions. Conquergood also compares the approach of Douglass with the argument of Clifford Geertz. He says that Clifford Geertz did not give much importance to the “feelings” and proximity relationships while learning the meanings and decoding different theories in the field of anthropology. The comparative study gives many important insights regarding different behaviors. Clifford argues that cultures of different human societies is a combination of different texts and documents which can be decoded while keeping in view the anthropologist strains and a researcher can get to the point very easily. In other words, according to Clifford Geertz, there is no need for practical implications of the research work and experience with analysis lacks the conformity with the research work and academic principals. Conquergood shows biasness here by taking a strong point in the favor of the importance of proximity and proves his point by quoting Douglass again and saying that the human societies are formed with inner feelings lying at their base. They radiate dynamic culture from the pre historic time because it is inevitable that the human beings who constitute immense feelings and desire in every walk of life cannot be understood by texts and books. The Ethnocentrism of this textual and bookish theory is failed and gone into the impractical notions when the countercultures are read and analyzed on specific levels of interest. The enslaved people are taken away from literacy by force so how can they become cultured and what is the value of the claim of those people who say that every society can be decoded by reading the history and texts of the locality in general using objective approach. Conquergood concludes that importance of proximity over objectivity is inevitable and undeniable because the so called “ensemble of texts” is no more a practical option when we are studying or analyzing the multi-ethnic groups or multi valued human societies around us. There is need for the hybrid model of learning where the practical implication of learning can be introduced along with the theoretical approach. The theoretical approach will help to build an array of general thoughts about the stud whereas the applied strategy with performance based practice will give the success in overall process of learning. Reference Conquergood, D. (2002). Performance Studies: Interventions and Radical Research 1. TDR/The Drama Review, 46(2), 145-156. Read More