The drift The Situationists were also practitioners of a special urban-analytic walking style, the dérive—the “drift”—which Debord described as “a technique of transient passage through varied ambiences. The dérive entails playful-constructive behavior and awareness of psychogeographical effects; which completely distinguishes it from the classical notions of the journey and the stroll.” “In a dérive,” Debord deadpans, “one or more persons during a certain period drop their usual motives for movement and action, their relations, their work and leisure activities, and let themselves be drawn by the attractions of the terrain and the encounters they find there." The dérive joins the free association of surrealism, the LSD of hippiedom, and cinematic montage as tactics for overcoming the fixity of received ideas of order and logic. By putting progress through the city into a state of constant indeterminacy, it represents a schooled “style” of being lost. Michael Sorkin, 20 Minutes in Manhattan PsychogeographyRaindrops leaving an erratic trail psychologymovement
The axis of movement Moving in the city means constantly changing the axis of movement. In general, lateral movement is confined to a single plane, what’s called grade, the ground level. Because circulation in multistory buildings is fundamentally one way—which is to say from the bottom up—the condition at the top is invariably different from that at the bottom. Rooftop circulation is the domain of Fantômas, of cat burglars and fleeing criminals, of lovers, and of those acrobatic enough to negotiate the gaps between buildings. Michael Sorkin, 20 Minutes in Manhattan A Burglar's Guide to the City movement
Ambitions for someone else's mind "One of the first things I learned about teaching is that you have to respond to each student individually. You don't start with any idea of what they should be doing, who they're supposed to be, or what their performance level is, and you don't compare them to one another. You simply start with each one of them wherever they are and develop the process from there. "...I would think that the most immoral thing one can do is have ambitions for someone else's mind." Lawrence Wechler & Robert Irwin, Seeing Is Forgetting the Name of the Thing One Sees Student's future, not teacher's pastI can only conceive for you teaching