ABSTRACT
Working from Fredric Jameson’s quote and recognizing his suggestion of a need for ‘the invention and projection of a global cognitive mapping’ as an integral part of what comes after postmodernism, we suggest that material making, creative production and artistic figuration may serve as ways to re-organize pedagogical culture, allowing for alternative, aesthetic forms of sense-making—or so-called compositions (Latour, 2010). In our teaching in a higher education Humanities context, we have used artistic makings to re-configure, re-arrange and re-connect theories, thoughts and assumptions (Cortsen & Nielsen, in press). By emphasizing the materiality and practices of thinking and reflecting, we have built on the notions of Katherine Hayles, who underlines how aesthetic cognition has been an implicit and invisible part of the Humanities and Social Sciences (2012, pp. 10–20). As Hayles points to, a wider engagement with multimodal practices makes visible (and can even significantly change) how concepts and theory are shaped and hence gain meaning.
