formalizations in Mars & Medak 2019
at the previously existing social
world can be formalized and totalized as the old and the traditional. As Boris
Groys (2014) insisted, the new can be only established once it stands in a relation
to the archive and the museum. This tendency was probably nowhere more in
evidence than, as Sven Spieker documents in his book ‘The big archive – Art
from bureaucracy’ (2008), in the obsession of Soviet constructivists and
suprematists with the archival ordering of the flood of information that the
emergent bureaucratic administration and industrial management were creating
on an unprecedented scale.
The libraries and the universities followed a similar path. As the world became a
project, the aggregation and organization of all knowledge about the world
became a new frontier. The pioneers of library science, Paul Otlet and Melvil
Dewey, consummating the work of centuries of librarianship, assembled index
card catalogs of everything and devised classificatory systems that were powerful
formalizations of the increasingly complex world. These index card catalogs were
a ‘precursor of computing: universal paper machine’, (Krajewski, 2011), predating the ‘universal Turing machine’ and its hardware implementations by
Konrad Zuse and John von Neumann by almost half a century. Knowledge thus
became universal and universalizable: while libraries were transforming into
universal information infrastructures, they were also transforming into places of
popular reading culture and popular pedagogy. Libraries thus were gaining
centrality in the dissemination of knowledge and culture, as the reading culture
was becoming a massive and general phenomenon. Moreover, during the second
part of the nineteenth and the first part of the twentieth century, the working
class would struggle to transform not only libraries, but also universities, into
public institutions providing free access to culture and really useful knowledge
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Marcell Mars and Tomislav Medak
Against innovation
ne
nomy through forms
of communitarian experimentation attempts to overcome the separation of life
and work, home and workplace, reproduction and production and their
concealment in the spectacle by means of micro-political experiments.
The university – in the meanwhile transformed into an institution of mass
education, accessible to all social strata – suddenly catapults itself center-stage,
placing the entire post-WWII political edifice with its authoritarian, repressive
and neo-imperial structure into question, as students make radical demands of
solidarity and liberation. The waves of radical political movements in which
students play a central role spread across the world: the US, Czechoslovakia,
France, Western Germany, Yugoslavia, Pakistan, and so on. The institution
becomes a site from which and against which mass civil rights, anti-imperial,
anti-nuclear, environmental, feminist and various other new left movements
emerge.
It is in the context of exodus and autonomy that new formalizations and
paradigms of organizing knowledge emerge. Distributed, yet connected. Built
from bottom up, yet powerful enough to map, reduce and abstract all prior
formalizations. Take, for instance, Ted Nelson’s Project Xanadu that introduced
to the world the notion of hypertext and hyperlinking. Pre-dating the World Wide
Web by a good 25 years, Xanadu implemented the idea that a body of written
texts can be understood as a network of two-way references. With the advent of
computer networks, whose early adopters were academic communities, that
formalization materialized in real infrastructure, paving the way for a new
instantiation of the idea that the entire world of knowledge can be aggregated,
linked and made accessible to the entire world. As Fred Turner documents in
‘From counterculture to cyberculture’ (2010), the links between autonomyseeking dropouts and early cyberculture in the US were intimate.
Countercultural ideals of personal liberation at a distance from the society
converged with the developments of personal computers and computer networks
to pave the way for early Internet communities and Silicon Valley
entrepreneurialism.
No less characteristic of the period were new formalizations and paradigms of
technologically-mediated subjectivity. The tension between the virtual and the
real, autonomy and simulation of autonomy, was not only present in the avantgarde’s playful takes on mass media. By the end of the 1950s, the development of
computer hardware reached a stage where it was running fast enough to cheat
human perception in the same way moving images on film and television did. In
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the computer world, that illusion was time-sharing. Before the illusion could
work, the concept of an individual computer user had to be introduced (Hu,
2015). The mainframe computer systems such as IBM 360/370 were fast enough
to run a software-simulated (‘virtual’) clone of the system for every user (Pugh et
al., 1991). This allowed users to access the mainframe not sequentially one after
the other, but at the same time – sharing the process-cycles among themselves.
Every user was made to feel as if they were running their own separate (‘real’)
computer. T
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