Esther Planas

Copyright 2019

Red De-schooling practices and its conspiracies of Warmth

Escuela de Calor is 10 years old!
here a blog started later but which works as archive on matters related to its school of thought:

To decide to meet up in spaces that challenge the main idea of classroom, as in a bar or better an improvised bar terrace and to call for meeting outdoors and even in a swimming pool etc, is just a small gesture, but never the less modifies the focus on the main issue of how to de-school our ways of learning (free school, horizontal learning, etc)

Escuela de Calor aims to create a physical /mental aural space that questions in it self the traditional architecture for placing the distribution of knowledge wile also dismantling all orthodox notions about education’s verticality. It is free to attend and any one is welcomed, there is no application to fill to be selected it is open to all sorts of subjectivities.

If placed on a space (a classroom) that is made and conceived by architects as a space for learning and teaching as in schools and universities it would make a huge difference to get the teacher out of a Stage or Podium, it is also symbolic of the need of horizontality to take place as the structure of the relations between professor and students.

This choreography of Power relations and placements of the bodies around a space gets interrupted and questioned.

I been always concerned about the direct connection of privilege about education when I realised I could not pay my way in certain art schools … in my case was this in other cases it is even the basic education that one can’t pay but as an Artist I am concentrating on that arena, the art and art studies the need to have to have a degree on art to be respected as artist or be able to speak certain language that would result in you been considered part of a scene the art world.

In the video first 14.40 mins I am Presenting Escuela de Calor, by reading a text.. not very good sound more important as a document of time and as how it was during 2015 .... we are there because Nick Axel who was editor/contributor to the editorial project Volume, had invited me (escuela de calor) to talk about my project during the presentation of the issue which had Education at its thematic core. After me, came the presentation of a project which in many ways is the total opposed of mine, either in its ethos or its reality, while never mind the textual or "pitching" tactics of the second, which clearly had already recuperated some of my key ideas to be applied on to a project that is a negation of mine, including a real fact which is that they never invited me or Escuela de Calor, even if I am from Barcelona, the person speaking knew about my project in 2011, theirs started in 2012 and other curators had recommended me to them. It bears the question of why is that this is the case?

Escuela de Calor reclaims various itching points:

The Space for Learning and its Symbolism so that is Calor, South (Heat) versus the coldness of North.
The Coldness of Capitalism, of practicality, and the distribution of the Insensible (quoting Ranciere but reversed)

Escuela de Calor looks up to trigger a way of being and seeing, a mind state too, so that after one has passed by the experience, its own “thinking”, its ways of seeing and perceiving would have been altered. Of course the aim is to derail values that are capitalist towards education, towards the value we give to it (the perversion of a system that places a very high price to get it)and the orthodoxies that sustain such systems.

“Todas las prácticas sociales producen conocimiento. En tu casa, con tu familia, se produce conocimiento cada día, en la calle con los amigos, en los bares, … Luego hay una teorización, que se hace también en los movimientos sociales. Gramsci hablaba de los intelectuales orgánicos, que usa una cosa mucha más rica, el hecho de que estás con movimientos sociales o con ciudadanos en general y ves como tienen concepciones de la vida, de donde va esta sociedad, cuál sería la solución…vamos pensando y actuando y siempre será así." Boaventura de Sousa Santos

De-schooling 2009/2016

2016_ Contingence and praxis/ Becoming Haima: Guest Editor Eme3/ Escuela de Calor at Eme3 Architectural Festival/ COAC Colegio de Arquitectos de Barcelona/ Barcelona
2015_ Escuela de Calor, Urban Peripatetic Research Base Barcelona, Eme3 Festival, Barcelona.
School of Calidity, Back to De-Schooling, selected for ARTLICKS Festival, Five Years, London.
2014_School of Calidity started in summer as a translated Escuela de Calor for the North geographic and social context at Five Years, London.
2013_ Escuela de Calor/ Panel Action Discussion at Joan of Art, at Museo Macro, Rome
Escuela de Calor at Eme 3 Festival Arquitectura Barcelona
2012_ Escuela de Calor selected participant 8 Performance Festival of Cali, Helena Producciones Colombia.
2012_ Escuela de Calor at Eme3 Architecture Festival, Barcelona
2011_ Close Encounters of the Third Kind inside The White Cube, Five Years, London
2011_ Encuentros Cercanos del Tercer Tipo en Ultravioleta ( Performative Workshops ) Proyectos Ultravioleta, Guatemala City
2010_ The Psychotropic Workshops (Performative Psychic Workshops ) Haiku, Barcelona
2008_ Yes I know Free School, I just Know I know nothing (Performative Lecture) Five Years, London

Escuela de Calor was invited by Aformal Academy (Merve Medir and Salvattore Peluso) for their online project and digital conversations: Streamed live on Dec 16, 2015
- Esther Planas (Escuela de Calor)
- Shiri Shalmy (Antiuniversity of East London)
- The Public School for Architecture Brussels

Also featured at Aformal Academy:

Escuela de Calor explicando-se en MACRO, Roma 2013 junto Adelita Husney-Bey, Mark Fisher... curated by Mike Watson

Escuela de Calor at Joan of Art , Museo Macro , Rome 13 April 2013 from esther planas on Vimeo.

1*) Text for Rome 2013:

Moving towards Calidity: Escuela de Calor as antidote for the Cold of the Capitalist Protestant notion of Education and its cultural implementation.

Does an artist in the art context have any power to make up for change in our school system with out leaving his/her place as “author / teacher/ producer “and the system that sustains the unfair hierarchy and the state of things that supports the structure in which he/she exist?
I like to present my Project and the causes that lead me to this practice :

1) Introduction and questioning : the pre-history of Escuela de Calor are my previous workshops as part of my practice not as a teaching oriented “courses” but understood as joint performatic and politico- situationist based experiences. ref: Proyectos Ultravioleta, Guatemala 2011, Encuentros cercanos del Tercer Tipo, Casa Haiku, Barcelona 2010, The BCN Psychotropic Workshops

2) Escuela de Calor starting points at Eme3 Architectural Festival 2011 (Barcelona) and how got selected for The Cali 8 Performance Festival 2012 on a context of radical political proposals.

3) Talking about the essence of my influences as Ivan Illich?s De-Schooling Society and Jaques Ranciere book on Joseph Jacotot or Paulo Freire's Pedagody of The Oppressed?

4) Citing Marys Walling"s Blackburn essay on Institutions at e-flux journal 26:
The artists who make pretend institutions (temporary schools, fake
agencies, and so forth) rarely set out to invent little prisons or workable
nuthouses that serve real people—really crazy, really violent. It is possible
that artists are not equipped. Artists are comfortable making objects that
document institutions, and they make objects (relational or otherwise) that
perform the liberated institution.Another manifestation is the object that
is liberated by abandoning the institution, just as there is the object that
believes it can liberate the institution. As I do, these artists flirt with soft
institutions, playing with the remains of madness—touching it lightly,
quickly, and then moving away. In Paul Thek?s notebook he scrawls:
“Institutions were formed for lack of spontaneous love.” To dilate his line
of thought, we could move countercurrent to the institution, not by forming
another organisation, but by saying, as Thek does: Let me nurse you. Let
me defend your body and your spirit. Let me bathe and bury you.

5) Citing De-Schooling Society by Ivan Illich
Many students, especially those who are poor, intuitively know what the schools do for them. They school them to confuse process and substance. Once these become blurred, a new logic is assumed: the more treatment there is, the better are the results; or, escalation leads to success. The
pupil is thereby “schooled” to confuse teaching with learning, grade advancement with education, a diploma with competence, and fluency with the ability to say something new. His imagination is “schooled” to accept service in place of value.

Escuela de Calor
scio me nihil scire orscio me nescire
School of Doubt and Des-education

For me to give a workshop is not so much to give a series of lessons, or to position myself as a container of a knowledge that I convey ......
My proposal is basically to create a practice on a context and a experience, based on structures that can go back to basic roots as Socrates, Persian story tellers, the exercises of the Greeks as The Abductive thought of Aristotle and his Peripatetic School walks....
Experimenting with ideas and conversation as a production of thoughts, daring and doubting, using outdoors spaces and the supposed antagonist places to what we would consider now the usual setting for learning. We can't help to reflect:
What is training?? What is learning??
Esther Planas 2011

"An ignorant master is not just an ignorant person who gets a kick out of playing master. It is a master who teaches - that's to say, who is for another person a cause of knowledge - without transmitting any knowledge. A master, thus, who displays the discontinuity between the master's control and his knowledge, who shows us that what is called "the transmission of knowledge" consists in fact of two intertwined relations which it is useful to disassociate: a relation of will to will and one of intelligence to intelligence."
Jaques Ranciere..

Escuela de Calor vas invited to MACRO Museum, Rome as part of Joan of Art's symposia on free education by Mike Watson in May 2013. 1*)

Escuela de Calor was selected for the 8 Performance Festival of Cali, Colombia and was due in November 2012 .
info :

Escuela de Calor (A free school anti- school 2011)

escuela de calormytalk from esther planas on Vimeo.

School of Calidity believes we should question the management and distribution of Knowledge.


see links for more material about here:

Escuela de Calor bio y texto
EDC comenzó en Eme3_2011. El objetivo de este no-taller, era entrar en el tiempo con un gesto radical, una especie de contraposición, una anti-escuela, en contra de todo lo que se esperaba y era usualmente promovido como tal.

Un anti-taller y una acción, la terraza móvil (o listos terraza del bar hecha) la apología de la aparente pereza mediterránea y del dolce farniente, como una forma de poner en relieve la caricatura que utilizan las culturas del Norte al pensar en nosotros, sobre la zona que fue domada y transformada en Sur servil.

Se trataba de la de-escolarización, de poder dudar y cuestionar ordenes preestablecidos.

Una des-educación para alcanzar el empoderamiento y la crítica, bajo la apariencia de simples paseos al Sol al aire libre, sentados en Terrazas de bares… o bañándonos en el Mar.

Comprometida con metodologías heredadas de la Internacional Situacionista, EDC 2011 fue peripatético en naturaleza, a la vez que crítico e irreverente sobre lo que se esperaba de un taller de ese tipo.

En el siguiente Eme3_2012, EDC propuso una reunión en el Club de Natación Barcelona junto al mar, ese lugar había sido en realidad el sitio desde donde se soñó EDC en 2008. Nos bañamos y sentados en tumbonas en la arena de la playa, hablamos de la tremenda corrupción en el urbanismo y con la construcción de la masiva prueba de los horrores del Hotel W, justo bloqueando nuestros puntos de vista y los vientos generalmente necesarios para navegar desde allí.

Invitada en 2013 para una charla en MACRO de Roma, por Joan of Art / Conceptual Militancy, en su proyecto sobre educación gratuita, la lectura sobre EDC fue muy bien recibida ya que declaró ese estar fuera que EDC implica y el gesto radical de una propuesta que se compara con un una noción de cortar el tiempo.

Ahora, es cada vez más urgente consolidar esos gestos implicados en los experimentos anteriores.

Se generara un archivo en forma de un blog o una publicación a la espera y los estudios se profundizan. Las experiencias y recorridos de EDC desde 2011 que pasa por Barcelona, El Festival de Performance de Cali, Colombia 2012, MACRO Roma 2013 y Londres 2014 y 2015 y Barcelona eme3 2016.

El objetivo es llegar a este punto para esta nueva edición de Eme3 y será una prueba de su relevancia este día tan agitado con problemas de los refugiados y el espacio y las fronteras. Así con la Corrupción a todos los niveles en la forma de llevar el territorio de la ciudad admitiendo turistas construcciones imparables y malversaciones de todo tipo.

Queremos caminar y explorar, hablar y discutir nociones de resistencia en relación a un contexto urbano determinado.

EDC at eme3 2015