So what does it mean now to make a manual for studioschool that puts the studioschool into action? Does that mean asking everyone to touch the school? Or does it actually mean a manual that starts from the hands instead of the mind?

According to the Cambridge dictionary, a manual as noun, refers to a book that gives practical instructions on how to do something or how to use something. As an adjective, it refers to work being done or operated with the hands, and not using electricity, or electronic devices, etc. – relating to physical work rather than mental work – not being operated automatically. Taking both the noun and the adjective seriously, it means that it is about a book and instructions that in a certain sense indicate a work that does not occur first in individual’s minds, but initially in the hands that imply manners and gestures rather than methods and mechanic actions. And hence, the work that activates a manual for studioschool wants to be first and foremost manual work that makes us gather around, discuss and have conversations about the school, and get the force to suspend predefined intentions. Therefore, our manual does not so much tell you how you should or can look at school differently, but rather tells you what you can do concretely with the school to get to know and grasp it in all its 'superfluity' and 'uselessness'. 

An impractical manual with a practical approach, and this ambiguity is probably why this format attracts us and makes us feel that it belongs here. A manual that does not lead step by step to a desired result or correct use. How would we know in a near or far future what a desired result or correct use would be. But one that does tempt you to roll up your sleeves and get to work with the school. 

For example, if the instruction in the manual tells you to touch the school, and you're holding the manual, this book, in which this is written, and you're already wondering whether this book is part of the school or not, because of what you've read in it before. you might be wondering if you weren't already touching the school at the time you read the instruction, with your hands, because you're holding the book. But then suddenly you may think that your eyes are also touching the book for a moment because you are reading, and you may then think whether your thoughts can touch something and then you think: this is perhaps a bit too poetic and so you think more concretely and it suddenly stands out how heavy the book actually is.

Or, for example, the instruction 'draw a cross at the bottom of your tabletop', by doing that an extra space suddenly arises, because the space under the tabletop now also becomes a background for events. You don't think there can be a solution for the shortage of space at school, you suddenly find yourself under the table, which reveals a space, and therefore something has already changed. That is the manual we would love to make. A manual to begin with the school in ways that we seem to lose sight of due to an ubiquitous focus on achieving desired learning outcomes.