Walking Pedagogy in Walking Art and the Subversion of the Andes

Abstract

Pedagogy in walking art is contingent upon the nature of the specific creative project proposed; nevertheless, it is inherently praxistic by virtue of the direct action of walking on foot. Walking on foot, in principle, situates the walker within a realm of common and infra-ordinary movements and possibilities that characterize an artistic practice closely bound to life itself. This practice fosters teachings derived from the territory+body of the Earth, which are learned through the bodies+territories of those who walk, as exemplified by the emergent knowledge of Andean subversion. Walking pedagogy—marked by touch and perceptions, sensations and emotions—proposes an alternative mode of feeling interwoven with the enduring local cosmoperception, within which divorcing reason from sensibility is rendered nonsensical.