Tim Neale is a writer and researcher at the University of Melbourne. His research concerns political ecology, econationalism and historical geography in the settler-colonial south, and his writing has appeared in journals such as Australian Humanities Review and Hue & Cry.
- "Problems of production and product."
- "The institution provides documentation and readings of these external cognitive practices, recording and formalising them where it is economically useful (where patents or publications can be established, or where faculties can develop), or borrowing them under license when another institution has formalised them."
- "Those who wish to acquire certain socialised cognitive processes come here if they want those processes to be demonstrable; is its object the learnt cognitive process, their confirmed repeatability, or the certification of a warranted certifier?"
- "So, while serving vertical counting the institute also attempts to distribute cognitive practices and cognitive actors into effective and strategic organisational units, ordering thinking subjects into appropriate buildings, activities, modes of dress, modes of work, technologies, textual practices, environments, etc., in order to think the institution through the individual and the individual through the institution."
- "This is what you are learning, socialised and socialising cognitive protocols."
- "Demographic equity is a remedy to social injustice but it is not itself justice."
- "Against this, a major development across the Universities Generic has been the appropriation of research models and learning theory by their managing overseers to produce commercialised kinds of thinking that are both commercial and ‘best practiced’ by the University."
- "Given the above, might we not regard standard ‘equity’ policies as a strategic guarantee against political rapprochement, or an apparatus for the creation of new markets out of those previously excluded by economic or social marginalisation?"
- "If cognition is not just that ‘knowledge’ which is demonstrated in formal assessments, attributed to a single name and student serial number, but is rather thought of as an ill-defined mash of problem-solving, language usage, formal reasoning, public memory, communal emotion, intuition and imagery, then the Humanities thinking- subject is just like the Science thinking-subject; they are still disciplined towards the truth procedures of their discipline (it’s just some truth procedures look more truthful than others)."
- "How we might think of ‘peer esteem’ is intimately bound to the ways in which the University thinks about the distribution of cognition."