04PAPER 04 / MATERIAL25 Aug 202615 min

WU—LIAO / 无不吴聊

The Authority to Name the New

命名新事物的权力

Tradition, expertise and the temporal instability of value across our conversations with Bai Ming

我们与白明的对话:传统、专业权威与价值的时间性

Wu Qian in conversation with Bai Ming
Bai Ming / 白明
ABSTRACT / 摘要

Five public records connect ceramics, novelty, aesthetic judgement, education, rotation and fading. Rather than oppose tradition and innovation, the Bai Ming sequence asks who possesses the authority to decide when difference becomes meaningful. This paper argues that expertise has a double function: it can disclose material knowledge, and it can conceal inherited preference as universal judgement. The new is therefore not a visual category but an institutional event produced through criteria, permission and time.

五条公开资料把陶瓷、新颖、审美判断、教育、旋转与褪色连接起来。白明系列并未简单对立传统与创新,而是追问:谁拥有决定差异何时获得意义的权力?本文认为,专业知识具有双重作用:它能够揭示材料知识,也可能把继承偏好伪装成普遍判断。因此,“新”不是视觉类别,而是通过标准、许可与时间生产的制度事件。

KEYWORDSceramicsnoveltyexpertisetraditioneducationhistorical value
VISUAL FIELD / 视觉现场05 IMAGES
Installation process
01 / RELATED RESEARCH IMAGE / 关联研究图像Installation process过程与组装

The process image keeps handling and placement visible, preventing the final arrangement from appearing self-produced.

过程画面保留搬运与安置,使最终陈列不被误认为自行生成。

Spatial installation study
02 / RELATED RESEARCH IMAGE / 关联研究图像Spatial installation study空间研究

The drawing functions as a proposition for relations among plant, container, frame and viewer rather than a decorative sketch.

图纸不是装饰性草图,而是关于植物、容器、框架与观看者关系的空间命题。

Exhibition network
03 / RELATED RESEARCH IMAGE / 关联研究图像Exhibition network展览关系

The group and the painted landscape occupy one visual field, allowing social presence to become part of exhibition meaning.

人物群体与绘画景观处于同一视觉场,使社会性在场成为展览意义的一部分。

Installation with plant, image and light
04 / RELATED RESEARCH IMAGE / 关联研究图像Installation with plant, image and light植物、影像与光

Red illumination, image and plant produce an ecology of attention whose conditions change with viewpoint and duration.

红色光线、图像与植物生成一套随观看位置和持续时间变化的注意生态。

Bai Ming / source frame
05 / RELATED RESEARCH IMAGE / 关联研究图像Bai Ming / source frame白明 / 资料帧

A question about novelty reveals how expertise and inherited criteria decide what a medium is allowed to become.

关于新颖的追问揭示了专业权威与既有标准如何决定一种媒介能够成为什么。

HOW WE READ / 我们如何阅读

We move between ceramics, education, novelty, rotation and fading to ask how a judgement becomes authoritative—and how time unsettles it again.

我们在陶瓷、教育、新颖、旋转与褪色之间移动,追问一种判断如何获得权威,又如何被时间再次扰动。

01

Novelty tests recognition

新颖检验认可机制

The ceramics conversation separates unfamiliarity from ignorance. A long material tradition stores dense technical intelligence, yet the same density can make inherited solutions appear natural and deviations appear unserious. Novelty becomes a test of the institution that judges it: which differences count as research, and which are dismissed before their material consequences can be examined?

关于陶瓷的对话区分陌生与无知。漫长材料传统储存了密集的技术智慧,但同样的密度也可能让继承方案显得天然,让偏离显得不严肃。新颖由此成为对判断制度的检验:哪些差异被承认为研究?哪些差异在材料后果尚未被检视前就被排除?

FILMS + CONVERSATIONS / 相关影像与对话BM-01
02

Expertise illuminates and polices

专业既照亮也守门

The sequence does not ask for expertise to be abandoned. Without material knowledge, every difference can be marketed as invention. The harder task is reflexive expertise: a judgement able to explain where its standards came from, what they make perceptible and what they prevent from appearing. Such expertise remains accountable to the medium rather than claiming ownership of it.

该系列并不要求放弃专业。缺少材料知识时,任何差异都可能被营销成发明。更困难的任务是反思性专业:判断必须说明自身标准来自何处、让什么变得可见、又阻止什么出现。这样的专业对媒介负责,而不是宣称拥有媒介。

FILMS + CONVERSATIONS / 相关影像与对话BM-01BM-03
03

Education must permit intensity

教育必须允许强度

The public phrase contrasting generalists with specialised talents shifts the question from individual gift to educational design. If every learner is normalised toward the same complete profile, unusual sensitivity can appear as deficiency. Perceptual plurality requires institutions willing to protect uneven development long enough for its value to become legible.

公开文案对“全才/偏才”的区分,把问题从个人天赋转向教育设计。如果所有学习者都被规范到同一完整模板,异常敏感就会被视为缺陷。感知多样性需要制度保护不均衡发展,直到其价值拥有被理解的时间。

FILMS + CONVERSATIONS / 相关影像与对话BM-02
04

Time destabilises every judgement

时间使每种判断失稳

The captions on rotation and fading refuse a simple monumentality. Ceramics may outlast a body, but its interpretation does not remain intact. Colours recede, supposedly profound meanings become shallow and historical priorities rotate out of view. Preservation is therefore not the suspension of change; it is an intervention in how change will be encountered.

关于旋转与褪色的文案拒绝简单纪念性。陶瓷可以比身体更长久,但解释不会保持完整:色彩消退,所谓深刻变浅,历史优先项旋转出视野。因此,保存并不是暂停变化,而是介入未来如何遭遇变化。

FILMS + CONVERSATIONS / 相关影像与对话BM-03
05

Curating means exposing criteria

策展意味着暴露标准

Our questioning turns a dispute internal to ceramics into a curatorial problem of legitimacy. The interview asks aesthetic judgement to reveal its history. Applied to exhibition-making, this means placing objects, expert language and institutional framing in one visible relation so that authority can be encountered as a position rather than mistaken for neutral truth.

我们的提问把陶瓷内部争论转化为正当性的策展问题,使审美判断必须说明自身历史。应用到展览制作,这意味着把物件、专业语言与制度框架放入同一可见关系,让权威作为一种位置被遭遇,而不是被误认成中立真理。

FILMS + CONVERSATIONS / 影像与对话

Material behind this paper

这篇文章所使用的影像与对话

RELATED READING / 延伸阅读

Books and essays we place beside the conversation

我们与这组对话并置阅读的书与文章

  1. 01
    Material, Craft and Authority / 材料、技艺与权威Tim Ingold, Making: Anthropology, Archaeology, Art and Architecture, Routledge, 2013.

    Describes knowledge as correspondence with active materials rather than the imposition of a prior design.

    把知识理解为与活跃材料的对应,而非预设设计的强加。

  2. 02
    Material, Craft and Authority / 材料、技艺与权威Glenn Adamson, Thinking Through Craft, Berg, 2007.

    Uses craft as a critical category for examining art's hierarchy of value.

    以工艺为批判范畴,检视艺术的价值等级。

  3. 03
    Material, Craft and Authority / 材料、技艺与权威Richard Sennett, The Craftsman, Yale University Press, 2008.

    Connects skilled making to repetition, judgement and the ethics of doing a job well.

    连接熟练制作、重复、判断与把事情做好的伦理。

  4. 04
    Material, Craft and Authority / 材料、技艺与权威Yuk Hui, Art and Cosmotechnics, University of Minnesota Press, 2021.

    Places art and technology within plural cosmological and historical relations.

    把艺术与技术置于多元宇宙观和历史关系中。

  5. 05
    Pedagogy and Perception / 教育与感知Elliot W. Eisner, The Arts and the Creation of Mind, Yale University Press, 2002.

    Explains how artistic practice cultivates forms of judgement unavailable to fixed rules.

    说明艺术实践如何培养固定规则无法替代的判断形式。

  6. 06
    Pedagogy and Perception / 教育与感知bell hooks, Teaching to Transgress, Routledge, 1994.

    Treats the classroom as a situated practice of freedom, voice and embodied presence.

    把课堂理解为自由、声音与身体在场的实践。

  7. 07
    Pedagogy and Perception / 教育与感知Jacques Rancière, The Ignorant Schoolmaster, Stanford University Press, 1991.

    Questions explanatory hierarchy and the presumption of unequal intelligence.

    质疑解释等级与智力不平等的预设。

  8. 08
    Boredom, Attention and Time / 无聊、注意与时间Henri Lefebvre, Rhythmanalysis, Continuum, 2004.

    Offers rhythm as a method for reading bodies, repetition and everyday space.

    以节奏为方法阅读身体、重复与日常空间。

  9. 09
    Boredom, Attention and Time / 无聊、注意与时间Byung-Chul Han, The Scent of Time, Polity, 2017.

    Contrasts lingering duration with accelerated sequences of disconnected moments.

    以停留的持续时间对抗加速且断裂的瞬间序列。