PLASTICITY – Institutional vs. Non-Institutional Education

Footnotes Summer School Theme

PLASTICITY - Institutional vs. Non-Institutional Education

PLASTICITY articulates questions around institutional vs. non-institutional knowledge production. More precisely, it asks what is the role of informal knowledge and education in 2045. What are spaces of informal knowledge production and exchange? Which must be supported by institutionalised spaces and what methodologies emerge from the entanglement of informal and formal knowledge production?


PLASTICITY with Omsk Social Club

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PLASTISCITY with Will Fredo Furtado, Contemporary And (C&)

About Contemporary And (C&)

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PLASTICITY Working Group

At the Footnotes Summer School, a group of creative thinkers gathered to work, think and play around “Institutional vs. Non-Institutional Education.” For this, they travelled to the year 2045 together.

Get to know their world and work…

Formed in April 2040, PLASTICITY discusses changes in art education in 2045, with a focus on plasticity, adaptability, and a move towards non-linear storytelling and informal learning.

PLASTICITY emphasises the importance of space and being present with others in the learning process, and the need for individuals to make changes themselves, highlighting the importance of a more open and flexible approach to learning and the arts in a rapidly changing world.

The work of PLASTICITY has contributed to many changes in the last year. For example, verification through diplomas has been abandoned in higher education, and education is seen as a basic human right all over the world. Art education has become global and accessible through digital platforms, with a focus on teaching people how to hack digital tools instead of just using them. Cultural intelligence training and integrative thinking are also important content in art schools.

The history of the PLASTICITY working group in images (2040-2045).

PLASTICITY key statements

  • An emphasis on more spectral forms of knowledge (vs. for example the binary institutional >< non-institutional) is facilitated through technologies (but not only).
  • Non-linear (hi)story-telling with several voices is included in art education.
  • Plasticity is related to adaptability. Programs from IHAE had developed a larger spectrum outside the traditional art world. They also abandoned the 4 years based structure of the studies. They are highly flexible, modulate, learning trajectories that can be ongoing during the duration of an artistic career. This kind of openness gave much more attention to all aspects of informal learning.
  • Informal learning is taking over the formal learning context and has important consequences on infrastructures, learning outcomes and human resources.
  • Education is a basic human right and a condition (humans are inherently learning beings). Education is about personal development and enriching the lives of the individual, their community and their universe. It’s about giving life meaning.
  • Who verifies informal learning, and who verifies the verifiers? In 2045, in art education, verification by diplomas has been completely abandoned.
  • 2045 is a highly individualised society where plasticity is the most important ingredient (skill?) for community building.
  • Well-structured open-source material with free access to academic and artistic knowledge without any barriers (e.g. language).
  • Art education has changed from local to global in a digital way and from information based on experience and experiment based. Anyone can access courses in all the universities in the world, but also local in-person -spaces for reflection are included for embracing local communities and local reflection.
  • In 2045 we finally took into account that a large part of society is excluded from understanding and applying code language. Education and Art maker place foremost concentrates on teaching how to hack digital tools instead of using them.
  • Art schools are no longer focusing on constructing the myth of an artist but providing visual thinking knowledge in order to intervene in society 360% wide.
  • “In the frame of Re-programming, in which Higher Arts Education is in continuous transformation and the student body has a central role in echoing the needs of and the cultures in society, cultural intelligence training is used as a tool for staff and students. Institutional mechanisms of the past (2022) are nowadays irrelevant.” – Re/programming
  • Cultural (visual) intelligence training, and integrative thinking…. should be the content of Art Schools.
  • Be the change you want to see in Arts Education!! The change comes from acting differently. Just make the change. It has to do with trusting the teachers. Trust the humans.
  • Space is important to learning. White rooms are horrible.
  • Knowledge is about being present in the moment with other people and a point of crystallization of interests.

(information, communication, knowledge, wisdom)

PLASTICITY working group presentation & discussion


Dive deeper into discussions around "Institutional vs. Non-Institutional Education"

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