Coordinator: Miklós Peternák

Semantic Proposal

Renewal of existing structures and classification: the structure and scientific classification of the academy goes back worldwide mainly to the XVII-XIX centuries, with some artistic roots. Due to the swift development and proliferation of scientific disciplines the scientific component of these bodies became ever stronger, while art almost disappeared. There were several attempts to (re)integrate art into these societies, but without success. Either it was only symbolic or, as recently in Hungary, it led to a creation of a certain “Art Academy” as a representational body – with no discernible sense. Academies should revise their existing division systems overall, and create a new division, not for art in general, but specifically for experimental art and artistic research.


Applied scientific research can turn to any number of sophisticated funding bodies and resources. Artistic research has no established and publicly accessible funding structures. In recent decades several universities have established doctoral schools in the arts offering the PhD/DLA degree. The experiences and effects of these schools could probably provide guidance regarding why and how to create permanent funding for experimental art and artistic research.


The first half of the 1990s was a time of new media institutions, with several innovative types of interdisciplinary media center established worldwide. During the last ten years these institutions, using diverse survival strategies, have transformed themselves either towards sizable “industries” of festival- and exhibition-making, or became small-scale NGOs and sometimes disappeared from lack of resources. In any case the innovative, creative character of the initial period was lost or survives only at the applied, profit-oriented level. All the same, contemporary technical developments in all fields allow for a certain reestablishment of such centers, most effectively as a joint institute of universities or other institutions of higher education.


With the computer a new type of literacy arose. This fact is not reflected in education systems (or insufficiently so).


International, comparative, transdisciplinary research is called for, to explore the production and results of experimental art practices over the last 100 years, as well as the rapid and radical changes in technology from the invention of the first technical image — photography — and the first telecommunications tool, the telegraph.