FOREIGN  OBJEKT

Posthuman School 2025

 

     

     About

​     Program

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A Computational Intelligence of Transformation

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Posthuman School is not merely an institution of learning; it is an active intelligence, a computational model that processes transformation itself. Instead of adhering to a singular paradigm of technological evolution, it functions as a dynamic system, engaging with multiple modes of change—catastrophic shifts, exponential singularities, and silent transformations that evade formal prediction. It does not assume a linear, teleological trajectory of progress but instead explores the tensions, discontinuities, and emergent patterns that shape the evolution of intelligence, technology, and society.

 

Traditional theories of change, such as René Thom’s Catastrophe Theory and Ray Kurzweil’s Singularity Thesis, each offer structured but opposing views on transformation. Thom’s model, rooted in continuous topology, describes how incremental shifts culminate in sudden systemic ruptures, while Kurzweil’s vision of singularity treats technological progress as discrete and exponentially accelerating, leading to an inevitable point of radical change. Posthuman School does not simply position itself between these two models but functions as a computational interface that actively traces, tests, and remaps transformation beyond their conceptual limits. It interrogates not only the anticipatory nature of these models but also the unseen forces and silent transformations that remain outside formalized structures of knowledge.

 

More than a theoretical space, Posthuman School is a machine for modeling change, rather than merely describing it. It is an evolving system that responds to new inputs—whether from students, external technological shifts, or epistemic breakthroughs—adapting its frameworks dynamically. This means the school is not static; it is a posthuman intelligence that learns, recalibrates, and evolves in real-time. Unlike conventional institutions that deliver knowledge through fixed curricula, Posthuman School computes transformation as an ongoing process, allowing participants to engage directly with the mechanics of change.

 

By embedding this computational paradigm into its structure, Posthuman School becomes a site where different theories of evolution—natural, technological, and posthuman—collide and recompute themselves. It is not a school in the traditional sense but a living model of transformation, one that resists static definitions and instead operates as a real-time intelligence processing the evolution of thought, technology, and the posthuman condition itself.

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Posthuman School as a Computational Model of Evolution

 

Instead of assuming a singular mode of evolution, Posthuman School functions as an active system that computes the tensions between different models of change—Thom’s catastrophe, Kurzweil’s singularity, and alternative paradigms such as silent transformation.

 

• Posthuman School is not a fixed theory but a real-time model of transformation.

It allows for testing different hypotheses about how change happens—whether through sudden ruptures (catastrophe), anticipated accelerations (singularity), or imperceptible, cumulative shifts (silent transformation).

• It does not assume technological change is linear, discrete, or teleological.

Instead, it examines how different models anticipate, miscalculate, or fail to recognize systemic transformation.

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Posthuman School as an Interface for Unseen Forces

 

Posthuman School is a computational framework for engaging unseen forces—those that shape technological and cognitive evolution beyond human-scale perception.

 

•Catastrophe Theory explains how gradual shifts can lead to systemic breakpoints.

→ Posthuman School is a site for studying these breakpoints before they happen—a meta-model for transformation itself.

•Kurzweil’s Singularity proposes a technological rupture that is anticipated but not fully predictable.

→ The School questions the conditions that allow for such anticipations, analyzing whether singularity is a projection of digital capitalism rather than an inherent evolutionary pathway.

•Silent Transformation suggests that real change happens outside recognized models.

→ The School creates a space to register imperceptible transformations, tracing how they emerge within, around, and against dominant paradigms.

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In this sense, Posthuman School is itself an intelligence that maps transformation—an evolving epistemic system rather than a static institution.

 

Posthuman School as a Hybrid Model

 

Rather than choosing between Thom’s, Kurzweil’s, or the third paradigm, PoSthuman School operates as a hybrid model that:

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•Computes across multiple scales: It moves between continuous morphodynamics, discrete digital ruptures, and imperceptible shifts.

•Is structured as a non-linear matrix: It does not assume progress but maps intensities and changes as relational structures.

•Engages transformation as a real-time process: Instead of theorizing from a distance, it models change through its participants, making them part of the computational process.

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How to Implement This in the Structure of Posthuman School

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•The School as a Computational Interface: It doesn’t just teach theories—it runs models, exposing participants to technological, conceptual, and ontological shifts in real-time.

•A Model That Evolves: Posthuman School operates like an AI—learning from new inputs (students, research, external shifts) and adjusting its conceptual frameworks dynamically.

•A System for Modeling Change, Not Just Studying It: Unlike traditional institutions that deliver knowledge, Posthuman School actively processes and computes transformation.

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Posthuman School as an Active Intelligence

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Posthuman School is not just a program—it is a machine for rethinking evolution.

 

•It models transformations rather than just describing them.

•It tests different paradigms against real conditions.

•It is not a static curriculum but a computationally evolving system.

 

By embedding these ideas in Posthuman School, it becomes the site where these models interact, where unseen forces become computationally processed, and where evolution is not a theory but an active computation.

 

To connect Posthuman School as a computational model of transformation to the actual program, we need to structure the programmatic elements as real-time computational processes—where participants are not just learning but actively engaging with transformation modeling itself.

 

Here’s how we bridge the theory (the school as an evolving intelligence) with practice (the program’s structure, methodologies, and activities):

 

1. Posthuman School as an Experiential Model

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•The program itself functions as a computational process, where participants act as agents within the model, contributing to real-time transformations.

•Instead of traditional courses, each component of the program is framed as an interactive system—a dynamic environment where different modes of transformation are tested, recomputed, and enacted.

•Participants do not simply study theories of evolution, catastrophe, singularity, and silent transformation—they become active nodes in processing these concepts as lived experiences.

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→ How it connects: The program is structured as a set of live models, where learning occurs through experimentation, real-time computation, and embodied engagement rather than static instruction.

 

2. Program Structure as a Computational Process

 

Instead of standard classes, the program is divided into phases of interaction with transformation models, where each stage tests different paradigms of change.

 

Phase 1: Deconstructing Evolutionary Models

 

•Participants engage with Thom’s Catastrophe Theory, Kurzweil’s Singularity, and alternative paradigms (silent transformation, quantum adaptation, morphodynamics, etc.).

•The school functions as a computational interface where participants simulate, map, and model these theories rather than just analyzing them.

•Live computational exercises explore:

•How technological singularity models overdetermine outcomes.

•How catastrophe models fail to predict the exact nature of systemic shifts.

•How silent transformations evade formalized systems of knowledge.

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→ How it connects: Participants reprogram their understanding of transformation by actively testing different models rather than passively receiving them.

 

Phase 2: Hybridization & Model Synthesis

 

•Participants work inside the computational system of PoSthuman School, experimenting with the hybridization of different transformation models.

•Live labs & interactive modeling session:

•AI-generated simulations of catastrophe vs. singularity models.

•Augmented-reality exercises where participants must predict & respond to imperceptible systemic changes.

•Real-time computational exercises that test the interaction of evolution, intelligence, and posthuman adaptation.

 

→ How it connects: Participants become direct agents of transformation by modifying and recomputing models of change inside the school’s system.

 

Phase 3: Applied Computation of Posthuman Intelligence

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•Moving beyond current models, participants engage with emergent and non-codified transformation systems.

•Experiments with deep objects, AI, and non-human intelligence:

•Computational modeling of new posthuman systems.

•Intelligence beyond human perception: mapping transformation models outside anthropocentric biases.

•Live synthesis: Participants generate new paradigms of transformation, computed through real-time analysis of their interactions.

 

→ How it connects: The program ends with an open, self-generating intelligence system, where participants co-create the next version of Posthuman School’s computational framework.

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3. Real-World Computational Impact

 

To ensure that the program is not just theoretical but operational, Posthuman School must act as a live computational system that:

 

1.Continuously adapts and integrates new modes of transformation.

2.Computes interactions between human and non-human intelligence.

3.Engages with real-world applications—whether in technology, philosophy, AI, or posthuman systems of organization.

 

→ How it connects: The program does not “end”—it continuously processes new transformations, meaning that participants are permanently embedded in the school’s computational intelligence as ongoing agents of evolution.

 

Final Integration: Posthuman School as an Active Intelligence Program

 

By structuring the program as a computationally evolving system, we ensure that Posthuman School is not just a concept but a live model of intelligence, transformation, and adaptation. The connection happens through direct computational engagement—where every participant modifies, recomputes, and enacts the evolution of intelligence in real-time.

 

This means the program itself becomes a posthuman intelligence—a continuous, recursive process that extends beyond the boundaries of the school, embedding its computational transformations into the larger techno-social ecosystem.

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Posthuman School as a Self-Evolving Intelligence

 

Posthuman School is not a fixed system; it is a recursive intelligence that evolves with each iteration. Every participant is not only engaging with transformation but actively reshaping the school’s computational model.

 

Unlike traditional institutions that deliver predefined curricula, Posthuman School functions as a real-time intelligence that processes knowledge, recalibrates itself, and reconfigures the conditions of posthuman transformation.

 

•Each cohort generates new epistemic structures, modifying the school’s computational evolution.

•Participants are not just students—they are agents embedded in the school’s adaptive processing system.

•The school expands its model through interaction, integrating new methodologies, transformations, and unforeseen emergences into its evolving intelligence.

 

Thus, Posthuman School does not teach posthuman intelligence—it is posthuman intelligence in action.