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ABSTRACT In this article I venture the hypothesis that music confronts education with the possibility to think violence in ways that are both inherently educational and radically affirmative. Beginning with a reflection on a poem by Elizabeth Barrett Browning, which emphatically evokes the violence within the genesis of music, I then move in a different direction in the second section, which surveys how extant (music-) educational has thematized violence so far. Concluding that this thematization, notwithstanding many nuances, invariably implies a (...) |
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The critique of the dominant image of thought bears important consequences for pedagogical theory and practice. I discuss how Deleuze can help us think about the role of the teacher, the teaching of thinking and the relationship between knowledge and learning. Reading Deleuze's Difference and Repetition as a treatise on thinking and its education, I argue that Deleuze's philosophy challenges and deepens our understanding of what teachers do, how pupils learn and how they learn to think. I show that Deleuze's (...) |
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I propose in this text a rhythmic theory of signs drawn from the thought of Gilles Deleuze and Félix Guattari. I name this theory a semiorhythmology. I suggest that the theory of rhythm developed in A Thousand Plateaus (1980) can be understood, in part, as the culmination of the diverse set of inquiries into signs that both Deleuze and Guattari undertook, individually and together, beginning in the 1960s. I first outline Deleuze’s theory of signs as a theory of encounter as (...) |
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According to a widespread view, one of the most important roles of education is the nurturing of common sense. In this article I turn to Gilles Deleuze’s concept of sense to develop a contrary view of education—one that views education as a radical challenge to common sense. The discussion will centre on the relation of sense and common sense to thinking. Although adherents of common sense refer to it as the basis of all thought and appeal to critical thinking as (...) |
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This paper situates moral education in the context of Gilles Deleuze's philosophy and as embedded in lived experience qualified by three dimensions, namely critical, clinical, and creative (‘3C’). The construct of ‘3C’ education will be enriched by reference to the theoretical corpus of Nel Noddings, specifically her 2006 book Critical Lessons: What our schools should teach. The paper argues that only as embodying all three ‘C's in experience can education become genuinely moral and bring the missing element of values into (...) |
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What does it mean for philosophy to take seriously the chaos that haunts and threatens to undermine the fleetingly static formations that populate our epistemological landscapes? What does it mean to learn, think and know on a plane detached from transcendent truths, from recognition and representation, from the inverted image of falsity? We risk badly mangling our answers to these questions so long as we take for granted the orthodoxal image of thought and its conservative postulates. But critique is not (...) |
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This paper explores how affirming events rather than substances, and difference rather than identities, might affect how one responds to life's exigencies, in particular the act of choosing when to end the life of a dog that was a beloved companion. The paper addresses the concepts of the event and the time of Aion as they are presented in The Logic of Sense, and examines the resonances these concepts have with a notion of learning presented in Difference and Repetition and (...) |
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Journal of Philosophy of Education, EarlyView. |
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In this paper I try to 'rethink' consistency as an educational quality for the 3rd millennium, following Italo Calvino's choice to take it up in his lecture series Memos for the Next Millennium, and despite the fact that the (final) lecture devoted to this quality remained unwritten. After reflecting on how consistency already plays a certain role in Calvino's other lectures, I expand on the specific educational implications of this role's unresolved ambivalence, in order to argue that this ambivalence, properly (...) |
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In this article I explore the pedagogical value of Gilles Deleuze and Félix Guattari’s philosophical concepts for helping make an ‘event’ of thought, with a view towards fostering deep learning in Chinese students' learning theory and criticism in a second language. Paying attention to the qualitative role of bodies, humour and creativity alongside an expanded trans-personal concept of ‘educational life forms’ that stretches out to include an affective assemblage of inhuman elements (such as art and technology), I explore how Deleuze (...) |
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In this article we explore the educational potential of cinema. To do this we first analyse how the American critical thinker Henry Giroux tries to give body to an educational theory in relation to cinema. His ‘film pedagogy’ is described as developing a critical response of the learner in relation to the public sphere of film. Giroux’s approach, however, seems to forget rather than explore the potential that is specific to the medium. Secondly, the article analyses Walter Benjamin’s (1936, Illuminations, (...) |
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This text has already been published, in La Deleuziana – online journal of philosophy – n. 10 / 2019 – rhythm, chaos and nonpulsed man.: I propose in this text a rhythmic theory of signs drawn from the thought of Gilles Deleuze and Félix Guattari. I name this theory a semiorhythmology. I suggest that the theory of rhythm developed in A Thousand Plateaus can be understood, in part, as the culmination of the diverse set of inquiries into signs that both (...) |
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