Michael Asher’s colloquium lasted 24 hours with no breaks, and there could be a really intense focus on just one thing for twelve hours. It’s hard at that young age to sit still like that, but I was very happy to have that discipline later on. John Baldessari was always kind of asleep in the back of his classroom, so we were basically on our own. That was also great because we just had to figure it out. His sense of humor really helped make his classes more special.                                                  
                                                                      — Rita McBride
 
We’re witnessing an unprecedented phenomenon: more „art academies“ and more art students than at any point in history. From a macro perspective, this expansion has passively created a „production treadmill“. We must examine both the necessity of this model and its hidden erosive effects.
What sustainable framework should bind „Akademie“, pedagogy, and artistic practice? What foundational principles ensure their enduring vitality?
While the system promises freedom, it conceals an inherent demand for output, one that fractures individuality. How do we „reclaim agency “? 
‍
Art pedagogy should be an exploration of liberty:
not merely freedom of medium, but „autonomy of will“—a democracy of choice. 
‍
We claim the right:
„To act or refrain“,
„To engage with the machinery or disengage“,
and critically —
„To pause and dissect the system itself“.
The imperative: to forge one’s „internal temporality“ based on individual needs.