In contemporary art, the concept of material has expanded beyond what is tangible toward a perspective that understands it together with the historical and cultural meaning it carries. This understanding resembles the way an archaeologist reads a pottery unearthed from the ground while attempting to determine its date. Before its classification has even been completed, the artefact already presents itself as material. What is understood here as material is the physical and cultural significance embedded in matter, read as forms of knowledge layered within one another.
As I reconsider the role of material within the interplay between sensory and verbal modes in the body of thought jointly produced by theory and practice in art, I approach the subject as a personal proposition. Today, it is essential to conceive of material in art not as an instrument but as a carrier of memory and knowledge. Once modernism’s abstractionist and purist commitment to “truth to materials” was disrupted, and the emergence of the readymade shifted attention away from technique and toward context, the tacit knowledge embedded in what we call material opened up a compelling field of inquiry. [1] Yet despite these transformations in artistic thought, material has remained the first thing the artist confronts in the process of giving form to an idea. At times, its familiarity renders it almost invisible. At others, its social and cultural entanglements make it all the more legible.
Is it possible to understand material in art as a form of personal knowledge? This question focuses on the encounter between the artist’s subjective understanding and the knowledge specific to material itself. I understand this not as something isolated from the conditions of its time, but as taking shape through them, embedded in time, within a field of subjectivity that comes into being through the convergence of what is present in that particular moment.
To read material as a form of personal knowledge is to move toward the idea that all original knowledge is personal. In his work critiquing modern science’s claim to objectivity, Michael Polanyi focuses on the structure of knowledge and knowing. In Personal Knowledge, he argues that we arrive at what is new and original by pursuing, with personal commitment, a question whose answer we do not yet know, but whose potential we intuitively sense. [2] Along a parallel trajectory, Tim Ingold distinguishes anthropology from ethnography and focuses on the researcher’s participatory position within the field methods of anthropology. [3] He emphasizes that genuine knowledge cannot be acquired without engaging with the situation in which the researcher is immersed. In both accounts, knowledge is embedded in the experience of the subject and entails a critique of the demand for objectivity.
In his discussion of anthropology as a model of education, Ingold examines the intersection of anthropology and art. In considering the four defining qualities of anthropology, he characterizes the field as generous, open ended, comparative, and critical. He associates generosity with an attentiveness to the actions and words of those around us, and with a willingness to respond to them. He argues that its aim is not so much to arrive at a final conclusion as to make visible the pathways that run through social life and to sustain the continuity of relationships. It is grounded in the awareness that no single way of life can be the only possible one, remaining attentive instead to the new possibilities that alternative paths may bring forth. From the perspective of where we find ourselves today, he emphasizes the need to ground a critical view of the future in a dialogue that emerges from life itself. [4]
Ingold also turns his attention to “participant observation,” one of the most distinctive methods of anthropological fieldwork. His argument that experience and observation can take place simultaneously points to the distance that has opened up between the protocols through which science claims knowledge of the world and the practice of living within it. He emphasizes the importance of observing without objectifying, by participating in and accompanying the activity itself. Here, knowing and being are brought into closer relation. Observation is reconfigured as participation in life alongside others. [5]
In his work, Ingold asks, “Are artists real anthropologists?” and, in doing so, questions what it is that makes art anthropological. In examining the intersection of anthropology and art, he draws attention to the need for a form of knowledge that is able to think without conceptualizing itself, that engages with life, and that develops from within. Moving away from the classificatory orientation of ethnography, he offers a critique of the concept of the “Other” as articulated by the art historian Hal Foster. Rather than delineating the boundaries of difference, he proposes a unifying perspective grounded in the awareness that we are part of the same world. Anthropological art adopts an approach that allows things to be themselves. [6]
Participant observation is not a method of data collection but points instead to a gentler form of science in which exchange occupies a central place. It calls for a mode of attention and mutual participation in which observer and observed become inseparable. To engage with something while it is still in the process of coming into being is to accept what it offers, much like a tracker following a trail. In a manner that parallels Polanyi’s thinking, Ingold argues that both science, practiced like tracking, and art converge in a mode of reasoning grounded in the imagination, one that acknowledges its own personal and affective character. He suggests that our knowledge of the world can expand through our knowledge of ourselves. Within this discussion, the movement across fields is understood not in terms of an interdisciplinary perspective that reinforces the boundaries between disciplines, but rather as an antidisciplinary formation, one that allows different forms of knowledge to overlap, pass through one another, and proceed together.
In this framework, if we understand the artist’s relationship to material as a form of personal relation, it becomes possible to speak of a structure that expands through reciprocal interaction in the process of making. Individual memory meets and becomes intertwined with the particular knowledge of what is grasped and sensed by hand. With this in mind, I will begin by drawing on my own artistic practice to trace the origins of my material based academic interests and my fascination with the primitive/primordial. As I revisit my archive, I will attempt to reactivate my personal memory and to make sense of how I arrived at the present by walking backwards through my own history.
My father, Zekai Susamoğlu, emigrated to Australia in 1969 as a skilled craftsman. He was not an anthropologist, but a talented upholsterer from Ankara. His curiosity about seeing the world set him on this journey. For nearly two years, he worked in furniture factories in various cities. He then spent the next eight years as a technician on the tropical islands of northern Australia. He lived and worked alongside Aboriginal communities, sharing in hunting, cooking, and everyday life, and gaining a rich experience through these encounters. When he returned to Turkey, he brought back not only the experience itself, but also a collection of handmade objects and a suitcase full of slides.