Our opening talk at the second Accelerated Academy conference in Leiden in December:
Some two years ago the two of us started discussing Hartmut Rosa’s theory of social acceleration and how it manifests in the present condition. Though we found his theory fascinating and provocative we also noted important conceptual and empirical problems with his account, namely the incomplete notion of agency in his conceptual scheme and Rosa’s overall tendency of treating acceleration as some sort of a sweeping mega-force colonising human lifeworld in its entirety and irreducible complexity. We were compelled to explore such Rosa’s theory and intuitively felt that not only individuals might step back and reflect upon accelerating modernity, but also that many embrace it without necssarily associating it with neither capitalist forces nor with what is now labelled as ‘accelerationism’. We begun thus to think about acceleration in a more nuanced way and concentrated on our own environment – the academy.
For both us the phrase ‘accelerated academy’ signifies a research trajectory, one we’re pursuing collectively but also through our own independent projects. Filip’s research concern encompass sociology of time and specifically then ‘hidden rhythms’ in and of academia. In his current project he examines the causes and manifestations of temporal pressure in the lives of scientists in the Czech Republic and its personal and epistemic consequences. Focusing on theoretical, experimental and applied physics he and his colleagues investigate what ‘lost time’ means for scientists and how scientific institutions ‘trade’ (with) time. Mark’s particular interest is in digital technology within the university, particularly the implications of social media for the future of intellectual life. Too often framed in terms of the personal gains to be accrued for individual careers, the full significance of social media has often been missed. This encompasses positive dimensions (such as new forms of solidarity and new capacities for political mobilisation) as well as more negative ones, such as the intensification of labour and the possibilities for expanded surveillance by university managers. Building on his book Social Media for Academics, his current project seeks to develop a broader theoretical framework within which the digitalisation of the university can be understood.
But we also saw ‘accelerated academy’ as an assembly device, a provocative way of bringing together researchers from different disciplines and traditions in order to find new ways of understanding and intervening in the transformations going on around us. This could be seen in the diversity of the participants at last year’s conference in Prague, encompassing scholars of education, time, political economy, labour, science, organisations and metrics as well as natural scientists. But it could also be found in the sheer range and quality of the papers themselves, as well as the dialogues they gave rise to before, during and after the event itself.
The phrase has indeed seemed to resonate with many. There is an apparently pervasive sense in the contemporary scientific world that things are speeding-up incessantly – scientists report chronic busyness, psychological discomfort, anxieties and insufficient time for research-related activities. They are expected to publish more papers, read more texts, meet strict deadlines, ‘fundraise’, engage in science administration, press ahead. Similarly as the Red Queen in Lewis Carroll’s Through the Looking-Glass it seems that scientists simply need to run ever-faster but only remain where they are. This widespread experience in the contemporary academy needs to be nonetheless contextualised with rapid other important trends in science organisation, administration, evaluation and culture. However, we also note that recent propositions offered by slow science movement and similar initiatives are rather problematic and that acceleration in/of academic life cannot be reduced solely to the aforementioned pathologies and differs significantly across disciplines, institutions and national contexts.
We hope that the ‘accelerated academy’ can continue to be a useful device to facilitate interdisciplinary conversations about the transformation of the university. Ones that link the psychological and the social, connect technical systems to lived experience and couple a critique of managerial power with an analysis of how the affectivity and concerns of academics leave them entangled and sometimes complicit within these power structures.
In September this year Milena Kremakova organised one-day symposium on acceleration and anxiety in academic life. The papers and discussion addressed how contemporary ‘accelerated academy’ induces anxiety environment and how careers, working lives and identities of scholars and academic institutions are affected. We’re hoping to have one or even two events in the UK next year, subject to success with funding. Hopefully there can be further events beyond this and we can sustain these conversations on an ongoing basis.
This isn’t solely a matter of face to face meetings. We are extending last year’s series of blog posts on the popular LSE Impact Blog and we’re inviting everyone here to contribute to these discussions. There are many podcasts and videocasts from last year’s conference, hosted on The Sociological Review’s website. We’re hoping that the Accelerated Academy website and Twitter feed can provide a platform for further projects and events going forward, using the affordances of social media to facilitate ‘accelerated’ conversations in the best sense of the term.
4 responses to “An Introduction to the Accelerated Academy: by me and @Filvos”
What a great opening talk.
When you said “they are expected to publish more papers, read more texts, meet strict deadlines, ‘fundraise’, engage in science administration, press ahead,” I also thought of the ways that scientists/social scientists are expected to submit proposed projects to competitive funding rounds for which the odds are so great that everyone knows that the time spent (it could be a year of writing, polishing and circulating ideas in a research team) is wasted time. They are pressing ahead in activities that they know make institutional rubbish of their most exciting idea(s).
And the odds are becoming worse with each passing year due to institutionally mandated pressure to bring in more money
That’s one of the best things about being outside the academy: having time.
But the sustaining academic myth is that being within the academy is what given the time and space for research. The weirdness of our contemporary situation.