Michel Serres — Atlas

Translated by Randolph Burks & Anthony Uhlmann (2021). Chapter-by-chapter and subchapter-by-subchapter main arguments, prepared as a teaching aid for Raumgestaltung lectures.

Note on the source PDF: The uploaded PDF (RGT_Serres_Atlas.pdf, 55 pages) contains only the front matter and Part I, "PROLONGATIONS." The Table of Contents promises two further parts — "PROPAGATIONS" (Virtual Spaces / Works / Networks / Enchantment / Teaching) and "NEIGHBOR" (Violence / Contract / Distance and Proximity) — plus a Translator's Afterword, but these sections are not present in the file. Arguments below cover everything actually included.

Legend — A legend to read this atlas easily

Main argument: The world has changed so completely — in its sciences, technologies, work, family, politics, and habitats — that the old geographer's atlas no longer suffices. Serres proposes a new kind of atlas whose maps stitch together the ancient and the contemporary, the local and the virtual, reason and existence, utopia and tragedy. An atlas is not a luxury but the only way to orient oneself when space itself is changing.

The new world

Everything is being transformed at once, so the questions "where are we?", "what are we to do?", and "how should we behave?" must be re-asked. We need different world maps because space itself is mutating.

Virtual spaces

We now inhabit in a new way: telephones, screens and networks let us "travel without taking a single step." Yet humanity has always lived partly in virtuality (dreams, memory). The atlas's task is to project the old and new worlds onto one another — to show that the virtual is not unprecedented but newly technical.

Knowing and learning

Where knowledge once waited in fixed institutions for the learner to travel to it, it now travels toward the learner. The question shifts from "where should you go?" to "where are you?" Pedagogy must be rethought as the mixing of ancient teacher-presence with new distributed channels.

Teachers and geography

Every transformative age has had a teacher-initiator (Homer, Jules Verne, Jules Ferry) who bound knowledge to a global geographic vision. Transmission is not point-by-point information; it requires a "matrix" — a world — into which knowledge is born. Geography is the medium of all knowledge.

Enchantments of the world

Teaching, like a mother, brings each epoch its world. Whatever the content, ugliness annihilates it and beauty transmits it: enchantment is therefore the condition of any real learning. Networks enchant us, but ambivalently — like Aesop's tongue, they are at once poison and cure.

The new and ancient worlds mixed

Everything changes and yet nothing changes: we remain archaic in three-quarters of our behavior. The true teacher does not mourn the lost world nor hype the new — she weaves the two together, sewing culture to technology.

Another strong stitching: reason and existence

Classical reason (law, deduction) scorned the singular work of cartographers because places resist law. But algorithmic, computer-driven simulation now produces a "cartographic reason" that catches up with classical reason from below: existence (the singular, the local) is rehabilitated as a rigorous object of knowledge.

The final stitching: between utopia and tragedy

The same maps can project paradise or hell. Spectacle requires the negative (war, blood, catastrophe), so the preventive, creative, peaceful work of teachers and builders stays invisible. The atlas is a wager on the positive: prepare the future through preventive teaching, not through fascination with destruction.

PART I — PROLONGATIONS

Guiding question: Where are we to be?

1. Global Space

Chapter argument: Between any two distant places (France and Japan, here and there, same and other) there exists a third, neutral, "white" space — the interchange, the universal — through which all exchange and translation must pass. The global is not the sum of locales but the discovery of this in-between, where differences mix into a universal that is at once void and full.

2. Local Space

Chapter argument: Life is defined not by space in general but by place — by a folded, bounded, codable locality. To live is to invent a "home." The local is not opposed to the global; through prolongations, networks, and mosaics, life weaves the global out of fragile, singular, folded places.

2a. Being-There

Section argument: Living beings answer the question "where does life live?" by inventing place. The fold (pli) is the elementary operation by which life codes its sites: cell-membrane, skin, cloak, barrel, house, garden. To be is to be folded in — and the human's essential, ineliminable property is the minimal niche, not citizenship.

2b. Being outside the there

Section argument: Reading Maupassant's "The Horla" (which Serres etymologizes as hors là, "outside the there"), Serres argues that the self is never simply at home in an interior. The subject is a topological event spread across prepositions — between, beside, through, outside. Madness is the attempt to enclose everything in a single interior; existence is, literally, ex-isting — stepping out.

3. The Time and Weather of the World

Chapter argument: The French temps means both time and weather, and the convergence is philosophical. Classical reason loved astronomy (deterministic, predictable time) and despised meteorology (fluid, chaotic, vortexing weather). But meteors offer a better model of the universe than Newtonian mechanics: a system stable through turbulence, percolating, mixing, kneading the local and the global. The atlas Serres is drawing is meteorological — a science of mixture, flow, percolation, applicable to climate, history, life, and thought.

PART II — PROPAGATIONS (referenced but not present in the PDF)

Guiding question: What are we to do?

The Table of Contents lists three chapters under this part — 1. Virtual Spaces (with subsections "Works" and "Networks"), 2. Enchantment, and 3. Teaching — followed by the question Who are we to be?. Their text is not included in the uploaded file. If you can supply the missing pages, I can extend this document with arguments for each.

PART III — NEIGHBOR (referenced but not present in the PDF)

Guiding question: How are we to behave?

The Table of Contents lists 1. Violence, 2. Contract, 3. Distance and Proximity, plus a closing section Through where should we pass to go where? and a Translator's Afterword. Again, text not included in the PDF.