"All of the lead articles are working to create links among techne, technology, the technical, and technique in ways that move techne away from an instrumental reading that sees technology as an object to be possessed by subjects and toward a reading of techne that sees the technical as one equal element in a larger, more complex set of relations" (372).
Integrating technique into our conceptualization of techne "moves techne away from a reductive, generic, a-contextual conception of the technical toward a sense that technique operates through human bodies in relation to all other bodies (animate and inanimate) in larger, more complex contexts" (372).
"The human and the technical are no longer seen in opposition but as operating together in complex econologies" (372).
agency and change are partly products of technology
Seeing techne as part of a complex system allows us to conceive of invention outside of just the subject's control. "The assumption of autonomy, presence, and control ignores the ambient, unconscious, habitual elements of invention that emerge out of complex systems that human bodies inhabit" (373).
Hawk wants to institute invention in a post-techne in a complex ecology that integrates "humans with technological and institutional environments--with the goal of invention" (373).
HIGH-TECHNE: TOWARD THE POSTHUMAN
techne a la Renato Barilli--"combination of art and technique"
"Rhetoric, then, puts abstract, technical knowledge and lived, habitual knowledge on equal footing" (374).
Though rhetoric is for political intervention in the Classical sense, we have evolved away from the Classical civic space. "Heideggar's view of techne, on the other hand, redefines the human relationship with technology as one that can no longer be reduced to deliberate human intervention or to a narrow view of human control over the contextual situations--especially human control via technology or technique...Technique consciously transferred through teaching cannot be simply applied to all occasions as an object controlled by a subject" (374).
"Both technology and aesthetics are connected and viewed as art, as techne. As techne they produce ways of seeing and ways of being; they produce constellations, which in turn produce possible ways for humans to be in relation to the world" (376).
"The key point in Rutsky is that being human in the contemporary context is not reduced to exerting human will through technology; it is not about intervening through technology but about dwelling with/in technology, with/in a culture that is intimately intertwined with technology in multiple, complex ways" (376-77).
"A human body, a text, or an act is the product not simply of foregrounded thought but of complex developments in the ambient environment...techne emerges only through enacting relationships...technique becomes a matter of operating in the ambient environment" (378).
POST-TECHNE: PHYSIS AND PORTABILITY
"what I am proposing is to turn this work toward pedagogy and start thinking about techniques, methods, and heuristics as interfaces in ambient rooms" (378-79).
"A posthuman understanding of techne would mean that teachers accept the ecological and ambient nature of rhetorical situations and begin to develop techniques for simultaneously enacting and operating in these complex, evolving, contexts" (379).
"If the seat of agency is no longer the conscious, autonomous subject, then it is important to flesh out the locus of agency in distributed cognition
"Technique as post-techne, then, should set up constellations of relations that allow its users to see something as something else--that is, to see in a new way through those constellations of relations...teching techniques would have to situate bodies within their environments and enact bodily, ambient elements in the service of learning in addition to employing consciously taught elements" (379).
"Heideggar's recognition that something can arise spontaneously from itself and its situation is a key to moving beyond instrumentality and humanism with regard to invention. Spontaneity and chance are not under human control but are the outcome of complex sets of relations, making physis [nature] a source of agency for techne" (380).
"Kairos is not the opposite of techne but its very ground; every technique is (un)grounded in physis, powered by kairos" (381).
post-techne--"placing a body within a situation, utilizing the power of that situation, and enacting ambient elements of that situation in the service of invention. A post-techne doesn't do away with intension as much as it adds a layer of complexity beneath it; that is, it adds an ambient level of cognition. Both action and enaction, thus, become coresponsible" (383).
"The only way, then, to get a sense of the possible effects of a technique is to enact it in a specific kind of situation. The enaction would then need to regularly produce more situationally specific techniques and regularly engage them in that specific kind of situation" (383).
"Techne at this point would begin to operate both consciously and unconsciously. Moreover, as post-techne, it would be driven by the situation, not just the subject or the subject's particular desire to intervene" (384).
TECHNIQUE: A PEDAGOGY FOR POST-TECHNE
Post-techne: "the use of techniques for situating bodies within ecological contexts in ways that reveal models for enacting that open up the potential for invention, especially the invention of new techniques" (384).
"Rather than teaching students general principles for professional writing, Henry habituates students to inventing form their complex institutional situatedness....The subject, then, is not one that intervenes in, as much as coinvents with, the situation" (388).
"The recognition that theories don't have to be consciously applied to be a part of pedagogical technique can help teachers understand their practices in a new way and make us think differently about new practices" (388).
Hawk's techne: techniques for situating bodies in contexts (371).
Posthuman: a theory that "redescribes the human in terms of complexity" and moves human subjects away from the subject/object binary and considers "humans and the technical...as operating together in complex ecologies" (372).
Agency: reading the situation and not the individual that's in it. Distributed agency/cognition--the ship's captain operates in relation to the ship, the ocean, the weather, etc.
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