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The question of how the university can relate to the world is centuries old. The poles of the debate can be characterized by the plea for an increasing instrumentalization of the university as a producer and provider of useful knowledge on the one hand (cf. the knowledge factory), and the defense of the university as an autonomous space for free inquiry and the pursuit of knowledge for knowledge’s sake on the other hand (cf. the ivory tower). Our current global predicament, (...) |
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In What Is Philosophy?, Gilles Deleuze and Félix Guattari distinguish the functions of philosophy, art and science. According to this distinction, the primary purpose of philosophy is to invent concepts, the purpose of art to bring forth percepts, or sensorial aggregates, and that of science to delineate functions. This article aims to show that these distinctions are not as clear-cut as they appear. Using Deleuze and Guattari’s proposition that ‘philosophy is the art of forming, inventing, and fabricating concepts’ as a (...) |
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In this article I set out to trace some of the implications of recharging the political potency of nature in more-than-human terms. This shifts attention from a biopolitical focus on the inventiveness of the life sciences and what this means in terms of the emergence of ‘cyborg’ political subjects to an onto-political focus on the inventiveness of knowledge controversies and what these mean for techno-political practices. Specifically, the article examines the onto-politics of ‘natural’ hazard events and their capacity to force (...) |
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The aim of this article is to rethink the relation between education and progress, claiming that discourses of progress tend to project specific visions of the future and thereby instrumentalize education to achieve these visions while foreclosing other possible futures. The first part of the paper argues that the historical pact between education and progress has been recently recast in terms of learning. Learning receives at the same time an economic and a political interpretation in this context, turning issues such (...) |
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Can the brain become mind? If the question seems strange, aberrant even, it is perhaps due to the way the problem brain–mind is commonly presented, where what's repeatedly asked is whether the brain is or isn’t ‘mind’. Yet, if we take Deleuze and Guattari's provocation seriously, in the Conclusion of What is Philosophy?, the problem is radically recast: even if speculatively, that is, properly philosophically or conceptually, the brain, for them, involves its own becoming, both in terms of its ‘becoming-subject’ (...) |
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Deleuze and Guattari’s manner of distinguishing science from philosophy in their last collaboration What is Philosophy? seems to imply a hierarchy, according to which philosophy is more adequate to the reality of virtual events than science is. This suggests, in turn, that philosophy has a better claim than science to truth. This paper clarifies Deleuze‘s views about truth throughout his career. Deleuze equivocates over the term, using it in an “originary” and a “derived” sense, probably under the influence of Henri (...) |
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In What Is Philosophy? we find philosophy devised as that power of thinking and creating which, in a division of labour with science and art, creates the concept. This division of labour points to the free interplay of Reason, Understanding and Imagination in Kant's Critique of Judgement and enables us to affirm, without obliterating the differences in kind, the non-hierarchical relationship between the three forms of thought that is asserted by Deleuze and Guattari. However, as powers of thinking and creating, (...) |
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An overview of the issues and chapters in the book. |
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This article draws on the philosophy of Emmanuel Levinas to consider, from an ethical perspective, the current transparency and accountability agenda in Australian schooling. It focuses on the case of the My School website and the argument that transparent publication of comparative performance data via the website provides a basis for making things better in schooling. The article argues that while technologies of accountability may have potential benefits, they cannot provide a basis for this ethical project. Instead, the ethical experience (...) |
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Waste is a major global environmental issue that assembles socio-cultural and bio-geological processes in complex indeterminate relationships. Drawing on three case studies, this article explores the shifting environmental politics concerned with waste’s material, economic, political, and cultural ‘management’. The Canadian case studies – determining a new waste management technology in a mid-sized city in central Ontario, an open dump in a remote Nunavut community, and an abandoned gold mine in the Northwest Territories – suggest waste occasions particular material and political (...) |
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This contribution to the second installment of the Common Knowledge symposium “Whatever Happened to Richard Rorty?” argues that the field of science studies should be understood as a way of inheriting, rather than fundamentally breaking with, Rorty's antifoundationalism and postepistemology. Taken together, the work of Bruno Latour, Isabelle Stengers, and Donna Haraway has been less about rebalancing the relative and the objective, and more about redrawing the checkerboard of knowledge into “in-disciplinary” styles of empirical philosophy. These styles rely on doubly (...) |
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