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Switch to: Citations
References in:
The passional pedagogy of Gilles Deleuze
Educational Philosophy and Theory 32 (2):185–200 (2000)
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The final work by the author before his death in 1992, Chaosmosis is a radical and challenging work concerned with the reinvention and resingularization of subjectivity. It attempts to embody affective change, the short-circuiting of signification and the proliferation of sense necessary to engage with non-discursive, artistic, poetic and pathic intensities. It includes critical reflections on Lacanian psychoanalysis, structuralism, information theory, postmodernism, and the thought of Heidegger, Bakhtin, Barthes, and others. |
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Exploring the idea of knowledge as embodied, engendered and embedded in place and space, gender and sexuality are re-examined through the methodological and conceptual lenses of cartography, fieldwork, resistance, transgression and the divisions between local/global and public/private space. BodySpace brings together some of the best known geographers writing on gender and sexuality today to explore the role of space and place in the performance of gender and sexuality. The book takes a broad perspective on feminism as a theoretical critique, and (...) |
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Suggests an open system of psychological exploration to cut through accepted norms of morality, language, and politics. |
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Both accessible and definitive, Deleuze and Guattari provides a critical examination of the writing of two notoriously difficult thinkers. This important introduction is divided into three sections--knowledge, power, and desire--and provides a systematic account of the intellectual context as well as an exhaustive analysis of the key themes informing Deleuze and Guattari's work. Providing a framework for reading the important and influential study Capitalism and Schizophrenia, this volume is attentive to the needs of the student by providing a lexicon of (...) |
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At last available in paperback, this book anticipates and explains the post-structuralist turn to empiricism. Presenting a challenging reading of David Hume's philosophy, the work is invaluable for understanding the progress of Deleuze's thought. |
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(1997). Wittgenstein and post‐analytic philosophy of education: Rorty or Lyotard? Educational Philosophy and Theory: Vol. 29, No. 2, pp. 1-32. doi: 10.1111/j.1469-5812.1997.tb00018.x. |
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Includes discussions of Deleuze's original interpretations of Spinoza, Kant, Hegel and Bergson. Other chapters discuss his work on mathematics and the relevance of his conceptual creativity for art criticism, feminist, literary, and cultural studies. Includes contributions by leading French philosophers (Nancy, Macherey, Malabou, Zourabichvili) as well as American Deleuze scholars (Bogue, Boundas, Holland, Massumi, Smith). |
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This is a critical introduction to modern French philosophy, commissioned from one of the liveliest contemporary practitioners and intended for an English-speaking readership. The dominant 'Anglo-Saxon' reaction to philosophical development in France has for some decades been one of suspicion, occasionally tempered by curiosity but more often hardening into dismissive rejection. But there are signs now of a more sympathetic interest and an increasing readiness to admit and explore shared concerns, even if these are still expressed in a very different (...) |
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Il faudrait que le dialogue se fasse, non pas entre des personnes, mais entre les lignes, entre des chapitres ou des parties de chapitre. Ce seraient les vrais personnages. Perdre la mémoire : il faudrait plutôt dresser des " blocs ", les faire flotter. Un bloc d'enfance n'est pas un souvenir d'enfant. Un bloc nous accompagne, est toujours anonyme et contemporain, et fonctionne dans le présent - Oublier l'histoire : la question des devenirs, et de leur géographie. Un devenir-révolutionnaire est (...) |
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First published in 2002. Routledge is an imprint of Taylor & Francis, an informa company. |
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