teaching is an action, an action that embodies creativity as a way-of-doing: a life praxis. in a matrix of social structures and pathways it formalizes the path of movement of energies between two people, the teacher and the student. at the same moment of this formalization, equal energies must reverse the implied hierarchy of this polarization and exchange the roles of the participants: the forces defined and applied by the social matrix re-configured or simply discarded. the two collect the sum total of their knowing, rooted in the sensory awarenesses of experience, and bring it to the forefront of relation. the reciprocal flow of life energy thus initiated must hold as its frequency the organic synchronicity of the two individuals and the existence of formal structure must dissipate into a Presence of genuine and open dialogue. an exchange, a movement of energies that generates a surplus that both might walk away from the encounter inspired, that is, with a higher state of energy, than when the encounter began.

because neoscenes teaching activities are in vastly differing physical, cultural, temporal, and infrastructural frameworks, there is seldom sense in having a 'standard' web interface outlining the workshop or seminar. this is also a meaningful conceptual choice. to leave rigid plans aside, enter the teaching situation with clear senses and empty agenda; rely on the spontaneous generation of relevant knowledge that is directly dependent on the individuals who have come together and their life interests.

areas [keywords] of teaching experience include (in no particular order): tactical media, networking, systems, learning, distributed presence, creativity, energy, military-industrial complex, globalization, photography, video, audio, performance, technology, networks, collaboration, happenings, fluxus, situationists, new journalism, new media, remote presence, telepresence, telematics, telecommunications, geo-sciences, e-culture, streaming media, visual-sonic art