Towards a Socialism of Creation
Luis Camnitzer in conversation with María Acaso and Selina Blasco
- Encounter
- Seminars and Lectures

Held on 17 oct 2018
Inside the framework of the retrospective Luis Camnitzer: Hospice of Failed Utopias (17 October 2018 to 4 March 2019) and the launch of the studies, residencies and cultural productions programme the Perturbable School, this encounter sees the artist touch on his conception of critical artistic pedagogy, not only in schools and universities but also museums, and on where this work of reflection fits into his own artistic career.
Luis Camnitzer (Lübeck, 1937) views conceptual art as a practice of political intervention in a repressed public sphere. This occurs in his art and curation work, demonstrated by the influential landmark exhibition Global Conceptualism: Points of Origin, 1950s-1980s (conceived with Jane Farver and Rachel Weiss at New York’s Queens Museum in 1999). In the same manner, Camnitzer is one of the most incisive thinkers with regard to the relationship between art and education, an issue which has led him to consider the different possibilities in the museum institution, the art object, spectators and even the role of art.
Upon what are his ideas of education and art based? In opposition with predominant ideas, which see learning as being contingent upon an explanation of the art work, Camnitzer endorses the integration of both, thus enabling this traditional dependency to be subverted and seeking alternatives to market logic, where art is conceived to produce the art object and education is viewed as training towards a particular end. According to Camnitzer, in this new relationship “education is art and art is education”. This new idea of art, moreover, entails radically questioning the limits of the museum and the artwork; in the words of the artist, which lend this debate its name, “Liberating the spectator so they think about everything they do artistically, and helping them to create a socialism of creation”.
With the collaboration of
In the framework of
An education programme developed with the patronage of
Educational program developed with the sponsorship of

Participants
María Acaso is head of Education at the Museo Reina Sofía. A teacher and theorist, her reflections include the concept of “educational revolution”, a method of action to develop an alternative teaching practice. Her publications include Art Thinking: un libro que revolucionará la manera de educar (2017) and La educación artística no son manualidades. Nuevas prácticas en la enseñanza de las artes y la cultura visual (2014), and she is the founder of Invisible Pedagogies, a collective of disruptive education.
Selina Blasco is a professor of Art History in the Faculty of Fine Arts at the Complutense University of Madrid. The collective initiatives she has worked on include “Sin créditos” (Without Credits), a programme based on learning as an experimental process. She is also one of the academic coordinators in the MA on Contemporary Art History and Visual Culture run by the Museo Reina Sofía.
Luis Camnitzer is an artist, educator and theorist who has exhibited his work at the Venice Biennale, the São Paulo Biennial, the Whitney Museum and documenta, Kassel, to name but a few. Moreover, his work belongs to the Collections of MoMA (New York), the Getty Museum (Los Angeles), Tate Modern (London), the Blanton Museum (Austin, Texas), the Cisneros Collection (Caracas/New York) and the Museo Reina Sofía (Madrid). His publications most notably include Arte y Enseñanza: La ética del poder (2000) and Didáctica de la liberación. Arte conceptualista latinoamericano (2009), and he was the pedagogical curator at the 6th Mercosul Biennial and the Iberé Camargo Foundation (Porto Alegre) between 2007 and 2010.
Más actividades
Aesthetics of Peace and Desertion Tactics
8, 22 OCT, 5, 19 NOV, 3, 17, 31 DIC 2025,14, 28 ENE, 11, 25 FEB, 11, 25 MAR, 8, 22 ABR, 6, 20 MAY, 3, 17 JUN 2026
The study group Aesthetics of Peace and Tactics of Desertion: Prefiguring New Pacifisms and Forms of Transitional Justice proposes a rethinking—through both a theoretical-critical and historical-artistic lens—of the intricate network of concepts and practices operating under the notion of pacifism. A term not without contestation and critical tension, pacifism gathers under its name a multiplicity of practices—from anti-militarism and anti-war movements to non-violence activism—while simultaneously opening urgent debates around violence, justice, reparation, and desertion. Here, pacifism is not conceived as a moral doctrine, but as an active form of ethical and political resistance capable of generating aesthetic languages and new positions of social imagination.
Through collective study, the group seeks to update critical debates surrounding the use of violence and non-violence, as well as to explore the conflict of their representation at the core of visual cultures. In a present marked by rearmament, war, genocide, and the collapse of the social contract, this group aims to equip itself with tools to, on one hand, map genealogies and aesthetics of peace—within and beyond the Spanish context—and, on the other, analyze strategies of pacification that have served to neutralize the critical power of peace struggles. Transitional and anti-punitive justice proposals will also be addressed, alongside their intersections with artistic, visual, and cinematic practices. This includes examining historical examples of tribunals and paralegal activisms initiated by artists, and projects where gestures, imaginaries, and vocabularies tied to justice, reparation, memory, and mourning are developed.
It is also crucial to note that the study programme is grounded in ongoing reflection around tactics and concepts drawn, among others, from contemporary and radical Black thought—such as flight, exodus, abolitionism, desertion, and refusal. In other words, strategies and ideas that articulate ways of withdrawing from the mandates of institutions or violent paradigms that must be abandoned or dismantled. From feminist, internationalist, and decolonial perspectives, these concepts have nourished cultural coalitions and positions whose recovery today is urgent in order to prefigure a new pacifism: generative, transformative, and radical.
Aesthetics of Peace and Tactics of Desertion, developed and led by the Museo Reina Sofía’s Studies Management, unfolds through biweekly sessions from October to June. These sessions alternate between theoretical discussions, screenings, work with artworks and archival materials from the Museo’s Collection, reading workshops, and public sessions. The group is structured around sustained methodologies of study, close reading, and collective discussion of thinkers such as Judith Butler, Elsa Dorlin, Juan Albarrán, Rita Segato, Sven Lütticken, Ruth Wilson Gilmore, and Franco “Bifo” Berardi; historical episodes such as the anti-nuclear and anti-arms race movement in Spain; and the work of artists and activists including Rojava Film Commune, Manuel Correa and the Oficina de Investigación Documental (Office for Documentary Investigation), and Jonas Staal, among other initial cases that will expand as the group progresses.
UP/ROOTING
11, 12, 13, 14, 15, 16 NOV 2025
Museo Reina Sofía and MACBA Museu d'Art Contemporani de Barcelona (MACBA) invite applications for the 2025 iteration of the School of Common Knowledge, which will take place from November 11th to 16th in Madrid and Barcelona.
The School of Common Knowledge (SCK) draws on the network, knowledge and experience of L ’Internationale, a confederation of museums, art organizations and universities that strives to reimagine and practice internationalism, solidarity and communality within the cultural field. This year, the SCK program focuses on the contested and dynamic notions of rooting and uprooting in the framework of present —colonial, migrant, situated, and ecological— complexities.
Building on the legacy of the Glossary of Common Knowledge and the current European program Museum of the Commons, the SCK invites participants to reflect on the power of language to shape our understanding of art and society through a co-learning methodology. Its ambition is to be both nomadic and situated, looking at specific cultural and geopolitical situations while exploring their relations and interdependencies with the rest of the world.
In the current context fraught with war and genocide, the criminalization of migration and hyper-identitarianism, concepts such as un/belonging become unstable and in need of collective rethinking:
How can we reframe the sense and practice of belonging away from reductive nationalist paradigms or the violence of displacement? How to critically hold the entanglement of the colonial routes and the cultural roots we are part of? What do we do with the toxic legacies we inherit? And with the emancipatory genealogies and practices that we choose to align with? Can a renewed practice of belonging and coalition-making through affinity be part of a process of dis/identification? What geographies —cultural, artistic, political— do these practices of de/centering, up/rooting, un/belonging and dis/alignment designate?
Departing from these questions, the program consists of a series of visits to situated initiatives (including Museo Situado, Paisanaje and MACBA's Kitchen, to name a few), engagements with the exhibitions and projects on view (Project a Black Planet: The Art and Culture from Panafrica), a keynote lecture by Stefano Harney and Fred Moten, as well as daily reading and discussion gatherings, editorial harvest sessions, and conviviality moments.
Rethinking Guernica
21, 23, 28, 30, 20, 26, 27 SEP, 5, 7, 12, 14, 19, 21, 26, 28, 3, 4, 10, 11, 17, 18, 24, 25, 31 OCT, 2, 4, 9, 11, 16, 18, 23, 25, 30, 1, 7, 8, 14, 15, 21, 22, 28, 29 NOV, 2, 7, 9, 14, 16, 21, 23, 28, 30, 5, 6, 12, 13, 19, 20, 26, 27 DIC 2024,4, 6, 11, 13, 18, 20, 25, 27, 2, 3, 9, 10, 16, 17, 23, 24, 30, 31 ENE, 1, 3, 8, 10, 15, 17, 22, 24, 6, 7, 13, 14, 20, 21, 27, 28 FEB, 1, 3, 8, 10, 15, 17, 22, 24, 29, 31, 6, 7, 13, 14, 20, 21, 27, 28 MAR, 5, 7, 12, 14, 19, 21, 26, 28, 3, 4, 10, 11, 17, 18, 24, 25 ABR, 3, 5, 10, 12, 17, 19, 24, 26, 31, 1, 2, 8, 9, 15, 16, 22, 23, 29, 30 MAY, 2, 7, 9, 14, 16, 21, 23, 28, 30, 5, 6, 12, 13, 19, 20, 26, 27 JUN, 5, 7, 12, 14, 19, 21, 26, 28, 3, 4, 10, 11, 17, 18, 24, 25, 31 JUL, 2, 4, 9, 11, 16, 18, 23, 25, 30, 1, 7, 8, 14, 15, 21, 22, 28, 29 AGO, 1, 6, 8, 13, 15, 20, 22, 27, 29, 4, 5, 11, 12, 18, 19, 25, 26 SEP, 4, 6, 11, 13, 18, 20, 25, 27, 2, 3, 9, 10, 16, 17, 23, 24, 30 OCT 2025
This guided tour activates the microsite Rethinking Guernica, a research project developed by the Museo Reina Sofía’s Collections Area, Conservation and Restoration Department and the Digital Projects Area of the Editorial Activities Department, assembling around 2,000 documents, interviews and counter-archives related to Pablo Picasso’s painting Guernica (1937).
The visit sets out an in-situ dialogue between the works hung around the painting and a selection of key documents, selected by the Museo’s Education Team and essential to gaining an idea of the picture’s historical background. Therefore, the tour looks to contribute to activating critical thought around this iconic and perpetually represented work and seeks to foster an approach which refreshes our gaze before the painting, thereby establishing a link with the present. Essentially revisiting to rethink Guernica.
The (legal) person and the legal form. Chapter I
29 SEP, 2, 6, 9 OCT 2025
As part of the Studies Constellation, the Study Directoship’s annual fellowship, art historian and theorist Sven Lütticken leads the seminar The (Legal) Person and the Legal Form: Theoretical, Artistic, and Activist Commitments to foster dialogue and deepen the hypotheses and questions driving his research project.
This project, titled Unacting Personhood, Deforming Legal Abstraction, explores the dominance of real abstractions—such as exchange value and legal form—over our processes of subjectivation, and asks how artistic practices can open up alternative ways of representing or performing the subject and their legal condition in the contemporary world.
The seminar consists of eight two-hour sessions, divided into three chapters throughout the academic year. While conceived as non-public spaces for discussion and collective work, these sessions complement, nourish, and amplify the public program of the Studies Constellation.
This first chapter of the seminar, composed of four sessions, serves as an introduction to the fundamental issues of the research concerning theoretical, artistic, and activist engagements with the legal form. It includes four sessions dedicated respectively to: the legal form, through the work of French jurist, philosopher, and lawyer Bernard Edelman, with particular attention to his Marxist theory of photography (translated into German by Harun Farocki); the (legal) person, via contributions from Italian philosopher Roberto Esposito, academic, social justice activist, and writer Radha D’Souza, and visual artist Jonas Staal; land, through the work of researcher Brenna Bhandar—specialist in the colonial foundations of modern law and the notion of property—and artist, filmmaker, and researcher Marwa Arsanios; and international law, through the work of British writer China Miéville.
Through these and other readings, case study analyses, and collective discussions, the seminar aims to open a space for critical reflection on the ways in which the law—both juridical form and legal form—is performed and exceeded by artistic and activist practices, as well as by theoretical and political approaches that challenge its foundations and contemporary projections.