Preface: MENU-2019, the 15th International Conference on Meson-Nucleon Physics and the Structure of the Nucleon
In the first part I briefly survey recent issues in constituent quark models raised by the observation of unusual hadronic states. In particular I discuss the role of higher Fock components in the wave function of baryons and the possible interpretation of open charm and of new charmonium-type resonances as tetraquarks. In the second part I show support for the quark model dynamics obtained in a model independent way from the 1/Nc expansion approach of QCD which proved to be successful in describing baryon properties.
On the existence of heavy tetraquarks
Previous work done in collaboration with David Brink is reviewed in the light of the recent observation of new charmonium-like resonances which can be interpreted as tetraquarks. In the framework of a schematic quark model the spectrum of ccqq tetraquarks is presented. 1 e-mail: fstancu@ulg.ac.be
Pedagogy of the “Not”: Negation, Exodus, and Postdigital Temporal Regimes
Postdigital capitalist time is an incessant acceleration that acts to homogenize time and wed us to the present, to which we have to constantly catch up. While the impulse of this is no doubt economic (the realization of value), it is crucially undergirded by a pedagogical logic wherein we have to perpetually learn and re-learn the latest apps, social media configurations, operating systems, and so on. Political strategies of resistance thus need to be bolstered by an alternative mode of educational life, and I propose a pedagogy of the “not” as one possibility. Such a pedagogy is an act of suspension that sustains a detachment from the present, clearing out oppositions and thereby exposing us to a radical indeterminacy and potentiality that is always untimely. Suspension is the praxis of negation, which means that negation operates by keeping sense indeterminate to meaning and signification. Rather than suppressing, disavowing, or annihilating the stated content, negation retains even that which is negated. While this would appear as a form of exopedagogy, which withdraws from the dialectic of the private/public, I instead argue that it redefines the terms of any dialectic, redefining the very categories exopedagogy withdraws from. Before concluding, I spend some time with Sandy Grande’s important critiques of Eurocentrism and progress in Western critical education, demonstrating how negation as suspension circumvents these errors through its accommodation of—or, better, insistence on—variegated temporalities and forms of life.