Reading The Cybernetic Hypothesis

Tiqqun was a French journal that published two issues in 1999 and 2001. 1) ; The authors wrote as an editorial collective of seven people in the first edition and went uncredited in the second edition. More recently, one member of the original collective, Fulvia Carnevale, has said that:

I would like to say that Tiqqun is not an author, first of all. Tiqqun was a space for experimentation. It was an attempt at bridging the gap between theory and a number of practices and certain ways of “being together”. It was something that existed for a certain time and that then stopped because the people working at it weren’t happy with the relation between theory and practice and that certain people had decided that Tiqqun 3 would be a movie. 2)See the interview with Agamben. A video of the Q&A which followed his talk has since been removed but an English transcript of both the talk and Q&A can be found here:

This space for experimentation amounted to to 450 pages over three years, producing several substantial texts such as Bloom Theory, Introduction to Civil War, and The Cybernetic Hypothesis. 3)Semiotext(e) (MIT Press) has recently published Introduction to Civil War and How is it to be done? in a single volume. A growing number of translations can be found on the web. The best source for these in English is:

Published in Tiqqun 2, The Cybernetic Hypothesis is forty-three pages long (in the original journal) and divided into eleven sections. Each section begins with one or two quotes which are then critiqued in order to further our understanding of the hypothesis and develop the author’s response. The author(s) write in the first person singular. They quote from a range of sources but do not offer precise references.

What follows are my notes on the text. A much more extended version of my notes is available here. Neither of these are a review of the text, simply a summary of my reading of each section.

Section one provides historical references for the objectives of cybernetics and argues that as a political capitalist project it has supplanted liberalism as both a paradigm and technique of government that aims to dissolve human subjectivity into a rationalised and stable (i.e. inoffensive) totality through the automated capture of increasingly transparent flows of information and communication. The authors understand this subjugation of subjectivity as an offensive, anti-human act of war which must be counteracted.

Section two establishes cybernetics as the theoretical and technological outcome and continuation of a state of war, in which stability and control are its objectives. Developing with the emergence of post-war information and communication theory and corresponding innovation in computer software and hardware, intelligence is abstracted from the human population as generalised representations that are retained and communicated back to individuals in a commodified form. This feedback loop is understood as a ‘system’ and later as a naturalised ‘network’ which, drawing on the 19th century thermodynamic law of entropy, is at continual risk of degradation and must therefore be reinforced by the development of cybernetics itself.

Section three ends with a useful summary of its own:

The Internet simultaneously permits one to know consumer preferences and to condition them with advertising. On another level, all information regarding the behaviour of economic agents circulates in the form of headings managed by financial markets. Each actor in capitalist valorization is a real-time back-up of quasi-permanent feedback loops. On the real markets, as on the virtual markets, each transaction now gives rise to a circulation of information concerning the subjects and objects of the exchange that goes beyond simply fixing the price, which has become a secondary aspect. On the one hand, people have realized the importance of information as a factor in production distinct from labour and capital and playing a decisive role in “growth” in the form of knowledge, technical innovation, and distributed capacities. On the other, the sector specializing in the production of information has not ceased to increase in size. In light of its reciprocal reinforcement of these two tendencies, today’s capitalism should be called the information economy. Information has become wealth to be extracted and accumulated, transforming capitalism into a simple auxiliary of cybernetics. The relationship between capitalism and cybernetics has inverted over the course of the century: whereas after the 1929 crisis, PEOPLE built a system of information concerning economic activity in order to serve the needs of regulation – this was the objective of all planning – for the economy after the 1973 crisis, the social self-regulation process came to be based on the valorization of information.

Section four focuses on the role of information to both terrorise and control people. The sphere of circulation of commodities/information is increasingly seen as a source of profit and as this circulation accelerated with the development of mass transportation and communication, so the risk of disruption to the flow of commodities/information became more of a threat. In cybernetics, total transparency is seen as a means of control yet because the removal of risk is never absolutely possible, citizens are understood as both presenting a risk to the system and a means to regulate that risk through self-control. Control is therefore socialised and now defines the real-time information society. An awareness of risk brings with it an awareness of the vulnerability of a system that is dependent on an accelerated circulation/flow of information. Time/duration is a weakness and disruption to time is signalled as an opportunity to halt the flow and therefore the project of cybernetic capitalism.

Section five is a critique of socialism and the ecology movement proposing how these two movements have been subsumed by cybernetic capitalism. The popular forms of protest over the last 30 years have only strengthened the cybernetic objectives of social interdependence, transparency and management. This marked the second period of cybernetics which has sought to devolve the responsibility of regulation through surveillance through the affirmation of ‘citizenship’ and ‘democracy’.

Section six offers a critique of the Marxist response to cybernetic capitalism and finds it contaminated and complicit in its economism, humanism and totalising view of the world.

Section seven offers a brief critique of critical theory and finds it to be an ineffectual performance cloistered in the mythology of the Word and secretly fascinated by the cybernetic hypothesis. The section introduces insinuation as a mode of interference and tactic for overcoming the controlled circulation of communication. The author(s) indicate that the remaining sections of The Cybernetic Hypothesis are an attempt to undo the world that cybernetics constructs.

Section eight discusses panic, noise, invisibility and desire as categories of revolutionary force against the cybernetic framework. Panic is irrational behaviour that represents absolute risk to the system; noise is a distortion of behaviour in the system, neither desired behaviour nor the anticipated real behaviour. These invisible discrepancies are small variations (‘non-conforming acts’) that take place within the system and are amplified and intensified by desire. An individual acting alone has no influence, but their desire can produce an ecstatic politics which is made visible in a lifestyle which is, quite literally, attractive, with the potential to produce whole territories of revolt.

Section nine elaborates on invisibility as the preferred mode of diffuse guerilla action. A method of small selective strikes on the lines of communication followed by strategic withdrawal are preferred over large blows to institutions. Despite the distributed nature of the Internet, territorial interests have produced a conceivably vulnerable network reliant on a relatively small number of main trunks. Both individual spontaneity and the organisational abilities of institutions are valued but both should remain distant from cybernetic power and adopt a wandering course of unpredictability.

Section ten develops the author(s) tactics for countering cybernetic capitalism, through the application of slowness, disruptive rhythms, and the possibilities that arise from encounters with others. The cybernetic system is a politics of rhythm which thrives on speed for stability (as was discussed in section four) and a range of predictability. The guerilla strategy is therefore one of dissonant tempos, improvisation and ‘wobbly’ rhythmic action.

Section eleven is a final attempt to define the key categories of struggle against the domination of cybernetic capitalism. These can be summarily listed as slowness, invisibility, fog, haze, interference, encounters, zones of opacity, noise, panic, rhythm/reverberation/amplification/momentum and finally, autonomy. Combined, these constitute an offensive practice against the requirement and expectation of cybernetics for transparency/clarity, predictability, and speed in terms of the information communicated and regulation of its feedbacks. The author(s) do not reject the cybernetic system outright but rather see the possibility for autonomous zones of opacity from which the invisible revolt can reverberate outwards and lead to a collapse of the cybernetic hypothesis and the rise of communism.

Originally published in French in Tiqqun II (2001). Translated into English 2010

References   [ + ]

1. ;
2. See the interview with Agamben. A video of the Q&A which followed his talk has since been removed but an English transcript of both the talk and Q&A can be found here:
3. Semiotext(e) (MIT Press) has recently published Introduction to Civil War and How is it to be done? in a single volume. A growing number of translations can be found on the web. The best source for these in English is:

The student as producer: reinventing the student experience in higher education

With Mike Neary

In this chapter, we set out to provide an overview of recent critical responses to the corporatisation of higher education and the configuration of the student as consumer. We also discuss the relationship between the core activities of teaching and research and reflect on both nineteenth century discourse and more recent efforts to re-establish the university as a liberal humanist institution, where teaching and research are equal and fundamental aspects of academic life. While recognizing recent efforts which acknowledge and go some way to addressing the need for enquiry-based learning and constructivist models of student participation, we argue that a more critical approach is necessary to promote change at an institutional level. This critical approach looks at the wider social, political and economic context beyond the institution and introduces the work of Benjamin and other Marxist writers who have argued that a critique of the social relations of capitalist production is central to understanding and remodelling the role of the university and the relationship between academic and student. The idea of student as producer encourages the development of collaborative relations between student and academic for the production of knowledge. However, if this idea is to connect to the project of refashioning in fundamental ways the nature of the university, then further attention needs to be paid to the framework by which the student as producer contributes towards mass intellectuality. This requires academics and students to do more than simply redesign their curricula, but go further and redesign the organizing principle, (i.e. private property and wage labour), through which academic knowledge is currently being produced. An exemplar alternative organizing principle is already proliferating in universities in the form of open, networked collaborative initiatives which are not intrinsically anti-capital but, fundamentally, ensure the free and creative use of research materials. Initiatives such as Science Commons, Open Knowledge and Open Access, are attempts by academics and others to lever the Internet to ensure that research output is free to use, re-use and distribute without legal, social or technological restriction ( Through these efforts, the organizing principle is being redressed creating a teaching, learning and research environment which promotes the values of openness and creativity, engenders equity among academics and students and thereby offers an opportunity to reconstruct the student as producer and academic as collaborator. In an environment where knowledge is free, the roles of the educator and the institution necessarily change. The educator is no longer a delivery vehicle and the institution becomes a landscape for the production and construction of a mass intellect in commons.

Published in The Future of Higher Education: Policy, Pedagogy and the Student Experience

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