Visual Education and the Care of the Figuring Self. Mr. Palomar's Exercises as Pedagogy

This paper engages with Italo Calvino's lecture on Visibility, included in his last-and testamentary-volume Six Memos, by understanding it in an educational and pedagogical key. While the question of pedagogy is expressly addressed by Calvino himself in his lecture, the interpretation here provided is not merely an application of his tenets but an elaboration on and an autonomous development of them. In particular, in the spotlight there is the intimate bond image-cum-writing which seems to preside over Calvino's insights and is here suggested as key to tackling the challenges of the contemporary mediascape and the tautological vision dominating therein. While a part of the educational discourse invokes homeostatic pedagogical solutions, namely the (ultimately confrontational) deployment of writing to compensate for the iconic ruling regime, this paper explores the possibility of a specific kind of visual education (instantiated by comics and Otto Neurath's Isotype), which combines the role of the image with some features traditionally attributed to the pedagogy of writing (e.g. the cultivation of abilities of abstraction, of reflection etc.). A pedagogy of figuration is, accordingly, proposed as an interruption of the tautological vision of the new media and as conducive to educating readers of the unwritten world and of the world of digital images, Mr. Palomar-the hero of Calvino's last novel-possibly being the archetype of this kind of (new?) readership. By referring to two influential notions in the contemporary debate in educational philosophy and theory, this pedagogy is finally interpreted in term of (visual) thing-centredness rather than (visual) subjectification.

Automated summary

This paper engages with Italo Calvino's lecture on Visibility in an educational and pedagogical context, proposing a kind of visual education that combines image and writing to address the challenges of the contemporary mediascape dominated by tautological vision. It suggests a pedagogy of figuration as an interruption of the repetitive vision and a way to educate readers of the unwritten world and digital images.