Despite both positive and negative perceptions of the current state of higher education, the contemporary debate over what it is to be a university is limited. Most of all, it is limited imaginatively. The range of imagined options is narrow. The imagination has not been given anything even approaching a wide scope. As a result, our sense as to what a university could be and could become in the modern age is itself impoverished. If we are seriously to develop a (...) wide range of ideas of the university that is adequate to the challenges of the modern world, the imagination itself needs to be freed. Imagining the University seeks to address each of these sets of issues and will do so by first, identifying a very wide range of ideas of the university as it is now unfolding and could become; secondly, by evaluating those conceptions of the university with a classification of ideas of the university; and thirdly, by reflecting on the imagination itself, its current impoverishment and its possibilities. Whether studying, researching or deciding policy, this book is vital reading to all those involved in the planning and delivery of higher education. (shrink)

In What is Philosophy?, Deleuze and Guattari make the claim that ‘[i]t may be that believing in this world, in this life, becomes our most difficult task, or the task of a mode of existence still to be discovered on our plane of immanence today. This is the empiricist conversion.’ What are we to make of such a calling? The paper explicates why and in what sense this statement is of exemplary significance both for an appropriate understanding of Deleuze's political (...) thought and for a most timely conceptualisation of politics in a world so clearly defined by immanence, and nothing but immanence. I argue that Deleuze's rigorously constructive approach to the world is not beyond politics, as some recent readings have declared (e.g. those of Badiou and Hallward). Rather, we have to appreciate that in Deleuze and Guattari's demand for a ‘belief in this world’ the political intersects with the dimension of the ethical in such a way that our understanding of both is transformed. Only after this ‘empiricist conversion’ can we truly think of a Deleuzian politics that does justice to a plane of immanence ‘immanent only to itself’. (shrink)

In What is Philosophy?, Deleuze and Guattari make the claim that ‘[i]t may be that believing in this world, in this life, becomes our most difficult task, or the task of a mode of existence still to be discovered on our plane of immanence today. This is the empiricist conversion.’ What are we to make of such a calling? The paper explicates why and in what sense this statement is of exemplary significance both for an appropriate understanding of Deleuze's political (...) thought and for a most timely conceptualisation of politics in a world so clearly defined by immanence, and nothing but immanence. I argue that Deleuze's rigorously constructive approach to the world is not beyond politics, as some recent readings have declared. Rather, we have to appreciate that in Deleuze and Guattari's demand for a ‘belief in this world’ the political intersects with the dimension of the ethical in such a way that our understanding of both is transformed. Only after this ‘empiricist conversion’ can we truly think of a Deleuzian politics that does justice to a plane of immanence ‘immanent only to itself’. (shrink)

Jakob von Uexküll's theories of life -- Biography and historical background -- Nature's conformity with plan -- Umweltforschung -- Biosemiotics -- Concluding remarks -- Marking a path into the environments of animals -- The essential approach to the organism -- Heidegger and the biologists -- Paths to the world -- Disruptive behavior : Heidegger and the captivated animal -- The worldless stone -- The poor animal -- For example, three bees and a lark -- Animal morphology -- A shocking wealth (...) -- A fine line in the rupture of time -- An affected body -- The theme of the animal melody : Merleau-Ponty and the umwelt -- The structure of behavior -- A pure wake, a quiet force -- A leaf of being -- Interanimality -- The-animal-stalks-at-five-oclock : Deleuze's affection for Uexküll -- Problematic organisms -- Uexküll's ethology of affects -- The body without organs, the embryonic egg, and prebiotic soup -- Nature's refrain sung across milieus and territories -- The animal stalks. (shrink)

The contents of this book were originally delivered at Trinity College in the autumn of 1919 as the inaugural course of Tarner lectures.

Dewey's book on Democracy and Education established his credentials in the field of education and once counted as his most important book. It has been re-published in many editions and continuously in print ever since the original publication in 1916.

This work, the text of Martin Heidegger's lecture course of 1929/30, is crucial for an understanding of Heidegger's transition from the major work of his early years, Being and Time, to his later preoccupations with language, truth, and ...

Importance.--Expression.--Understanding.--Perspective.--Forms of process.--Civilized universe.--Nature lifeless.--Nature alive.--The aim of philosophy.

The present edition provides a detailed and accessible discussion ofhis theories and adds an account of the immediate responses to the book on publication.

In The Public and Its Problems, a classic of social and political philosophy, John Dewey exhibits his strong faith in the potential of human intelligence to solve the public's problems. In his characteristic provocative style, Dewey clarifies the meaning and implications of such concepts as "the public," "the state," "government," and "political democracy." He distinguishes his a posterior reasoning from a priori reasoning, which, he argues permeates less meaningful discussion of basic concepts. Dewey repeatedly demonstrates the interrelationships between fact and (...) theory. (shrink)

Giorgio Agamben's Homo Sacer was one of the seminal works of political philosophy in recent decades. It was also the beginning of a series of interconnected investigations of staggering ambition and scope, investigating the deepest foundations of Western politics and thought. The Use of Bodies represents the ninth and final volume in this twenty-year undertaking, breaking considerable new ground while clarifying the stakes and implications of the project as a whole. It comprises three major sections. The first uses Aristotle's discussion (...) of slavery as a starting point for radically rethinking notions of selfhood; the second calls for a complete reworking of Western ontology; and the third explores the enigmatic concept of "form-of-life," which is in many ways the motivating force behind the entire Homo Sacer project. Interwoven between these major sections are shorter reflections on individual thinkers, while the epilogue pushes toward a new approach to political life that breaks with the destructive deadlocks of Western thought. The Use of Bodies represents a true masterwork by one of our greatest living philosophers. (shrink)

This book reinvigorates the philosophical treatment of the nature, purpose, and meaning of thought in today’s universities. The wider discussion about higher education has moved from a philosophical discourse to a discourse on social welfare and service, economics, and political agendas. This book reconnects philosophy with the central academic concepts of thought, reason, and critique and their associated academic practices of thinking and reasoning. Thought in this context should not be considered as a merely mental or cognitive construction, still less (...) a cloistered college, but a fully developed individual and social engagement of critical reflection and discussion with the current pressing disciplinary, political, and philosophical issues. The editors hold that the element of thought, and the ability to think in a deep and groundbreaking way is, still, the essence of the university. But what does it mean to think in the university today? And in what ways is thought related not only to the epistemological and ontological issues of philosophical debate, but also to the social and political dimensions of our globalised age? In many countries, the state is imposing limitations on universities, dismissing or threatening academics who speak out critically. With this volume, the editors ask questions such as: What is the value of thought? What is the university’s proper relationship to thought? To give the notion of thought a thorough philosophical treatment, the book is divided into in three parts. The focus moves from an epistemological perspective in Part I, to a focus on existence and values in higher education in Part II, and then to a societal-oriented focus on the university in Part III. All three parts, in their own ways, debate the notion of thought in higher education and the university as a thinking form of being. (shrink)

This book explores how traditional institutions of education are affected by the current discourse and practices of ‘learning’; and more specifically, how the evolution towards so-called ‘learning environments’ affects the kind of gathering or association that is staged and configured within families, schools and universities. In addition, it addresses the question of how to articulate what is educational in the context of ‘making’ family, school or university, and to what extent this making is always also a public act. The aim (...) is to approach and investigate family, school and university as educational practices, to focus on the forms of gatherings or associations that take shape within them, and to explore the public, but also possible ‘privatizing’ character of these aspects. The book presents a diverse range of sketches intended as preparatory study exercises. What they all share, despite the different hands and eyes, and the different sensitivities, is the attempt to figure out what education is all about. Three objectives can be distinguished for the sketches: a cartographic one, a morphological one and a theoretical one. The book’s overall aims are to re-establish ‘the educational’ as an issue; to make it visible, to give it shape, to give it a voice, and to make it a thing that can and should be discussed, thus establishing a point of departure for further inquiry and its invention. (shrink)

-- Dieser Text bezieht sich auf eine andere Ausgabe: Gebundene Ausgabe.

This essay is one of three published in response to Casper Bruun Jensen's article “Experiments in Good Faith and Hopefulness: Toward a Postcritical Social Science”, which concerns the “postcritical” work of Helen Verran, Richard Rottenburg, and Hirokazu Miyazaki. Verran's response clarifies the stance that she takes in her work, and especially in her book Science and an African Logic, toward critique. Here she argues that critique involves grasping the difference between entities in the here-and-now, while conventional analysis in the social (...) sciences explains away difference in the here-and-now by relocating it to an ideal realm. She explains that the method she has developed is a form of infra critique — a way of “doing difference” that keeps it present, particular, and localized. Her essay concludes that the shift to infra critique requires that the “good faith analyst” make her own ontological commitments explicit and accept responsibility for making judgments. (shrink)

This comment argues that Isabelle Stengers, in her article “Comparison as a Matter of Concern,” is justifiably concerned about the future of science in an imperium of commerce where epistemology has no clout. Agreeing with Stengers that we should focus attention on comparison-as-participant, this comment relates Stengers's argument to Verran's own work in contexts where the epistemic practices of science are challenged—in science lessons in Nigeria (case 1) and in episodes where environmental scientists try to work with Aboriginal Australian landowners (...) (case 2). Drawing inspiration from her African and Aboriginal colleagues, Verran disagrees with Stengers that the only option for science is to make the terms of its defeat explicit. This comment suggests that the sciences might learn from other knowledge traditions in finding the places and the means to develop divergent practices through which resistance is possible. Verran identifies temporal disjunctions as possible sites of innovation, suggesting that contemporary sciences should forego their backward-looking traditional epistemic practices and learn to focus instead on equipping their participant-comparisons for an uncertain future. (shrink)

In this article, Isabelle Stengers questions the sudden receptivity that now accompanies the rediscovery of Simondon ’s thought. Rejecting an aura of piety which threatens to surround his work, she warns us not to take « transindividuality » for an empty word, nor for a theoretical panacea; instead we should see it as an immanent vector of perplexity, an invitation to construct experimental practices and collective agencies - a tool for empowerment.

Prepared for an ANU Humanities Research Centre Symposium in early August 2003, these notes may be considered as a comment on Brian Massumi’s proposition that ‘a political ecology would be a social technology of belonging, assuming coexistence and co-becoming as the habitat of practices’.

(2005). Deleuze and Guattari's Last Enigmatic Message. Angelaki: Vol. 10, continental philosophy and the sciences the french tradition issue editor: andrew aitken, pp. 151-167.

The question of universalism versus relativism is often taken to be a matter of critical reflexivity. This article attempts to present the question instead as a matter of practical, political, and always situated concern. The attempt starts from consideration of modern experimental sciences. These sciences usually serve as the stronghold for universalist claims and as such are a target of relativism. It is argued here that the specificity of these sciences is not a method but a concern. To be able (...) to claim that they have not unilaterally imposed their definitions on the phenomena they study is the leading concern of experimenters and should be understood in terms of the following achievement: the creation of a very particular “rapport” that authorizes claiming that what is operationally defined “lends itself” to this correlation. Linking knowledge production with a creation of rapports entails a pluralization of sciences along with the pluralization of modes of concern associated with the rapport. However, resisting unilaterally imposed definitions is not enough because with the coming “knowledge economy,” the questions that this essay raises will soon be part of a romantic past. Thus it concludes with a speculative touch, or perhaps it is a requiem, relating the creation of rapports to an ecology of practices akin to William James’s always-under-construction pluriverse. (shrink)

The question of universalism and relativism is often taken to be a matter of critical reflexivity. This article attempts to present the question instead as a matter of practical, political, and always-situated concern. The attempt starts from the consideration of modern experimental sciences. These sciences usually serve as the stronghold for universalist claims and as such are a target of relativism. It is argued that the specificity of these sciences is not a method but a concern. To be able to (...) claim that they have not unilaterally imposed their definitions on the phenomena they study is the leading concern of experimenters and should be understood in terms of the following achievement: the creation of a very particular “rapport” that authorizes claiming that what is operationally defined “lends itself” to this correlation. Linking knowledge production with a creation of rapports entails a pluralization of sciences along with the pluralization of modes of concern associated with the rapport. However, resisting unilaterally imposed definitions is not enough, since with the coming “knowledge economy” the questions that this article raises will soon be part of a romantic past. Thus it concludes with a speculative touch, which may be a requiem, relating the creation of rapports with an ecology of practices akin to William James's always-under-construction pluriverse. (shrink)

Schools and classrooms, as well as the work place and the Internet, are considered today as learning environments . People are regarded as learners and the main target of school education has become 'learning' pupils and students how to learn. The roles of teachers and lecturers are redefined as instructors, designers of (powerful) learning environments and facilitators or coaches of learning processes. The aim of this paper is to argue that the current self-understanding in terms of learning environments is not (...) merely about a renewal of our vocabulary, but an indication of a far more general transformation of the world of education. It is argued that the current self-understanding in terms of 'learning environments' and 'learners' indicates a shift in our experience of time and place; a shift from (modern) historical self-understanding towards (post-modern) environmental self-understanding. The essay draws upon Foucauldian concepts in order to map the modern organisation of time and space in 'schools'. This past organisation is confronted with the current organisation of time and space in 'learning environments'. By contrasting both maps the paper focuses on the main characteristics of the current experience of time and space, that is, 'environmental self-understanding', and explores in the final section the dark side of this self-understanding. (shrink)

Schools and classrooms, as well as the work place and the Internet, are considered today as learning environments. People are regarded as learners and the main target of school education has become ‘learning’ pupils and students how to learn. The roles of teachers and lecturers are redefined as instructors, designers of (powerful) learning environments and facilitators or coaches of learning processes. The aim of this paper is to argue that the current self-understanding in terms of learning environments is not merely (...) about a renewal of our vocabulary, but an indication of a far more general transformation of the world of education. It is argued that the current self-understanding in terms of ‘learning environments’ and ‘learners’ indicates a shift in our experience of time and place; a shift from (modern) historical self-understanding towards (post-modern) environmental self-understanding. The essay draws upon Foucauldian concepts in order to map the modern organisation of time and space in ‘schools’. This past organisation is confronted with the current organisation of time and space in ‘learning environments’. By contrasting both maps the paper focuses on the main characteristics of the current experience of time and space, that is, ‘environmental self-understanding’, and explores in the final section the dark side of this self-understanding. (shrink)

In a new introduction, the authors describe how science and its social context were understood when this book was first published, and how the study of the history of science has changed since then.

Inspired by Heidegger’s concept of the clearing of being, and by Wittgenstein’s ideas on human practice, Theodore Schatzki offers a novel approach to understanding the constitution and transformation of social life. Key to the account he develops here is the context in which social life unfolds—the "site of the social"—as a contingent and constantly metamorphosing mesh of practices and material orders. Schatzki’s analysis reveals the advantages of this site ontology over the traditional individualist, holistic, and structuralist accounts that have dominated (...) social theory since the mid-nineteenth century. A special feature of the book is its development of the theoretical argument by sustained reference to two historical examples: the medicinal herb business of a Shaker village in the 1850s and contemporary day trading on the Nasdaq market. First focusing on the relative simplicity of Shaker life to illuminate basic ontological characteristics of the social site, Schatzki then uses the sharp contrast with the complex and dynamic practice of day trading to reveal what makes this approach useful as a general account of social existence. Along the way he provides new insights into many major issues in social theory, including the nature of social order, the significance of agency, the distinction between society and nature, the forms of social change, and how the social present affects its future. (shrink)

In the age of web 2.0, the university is constantly challenged to re-adapt its ‘old-fashioned’ pedagogies to the new possibilities opened up by digital technologies. This article proposes a rethinking of the relation between university and (digital) technologies by focusing not on how technologies function in the university, but on their constituting a meta-condition for the existence of the university pedagogy of inquiry. Following Ivan Illich’s idea that textual technologies played a crucial role in the inception of the university, we (...) will first show the structural similarities between university thinking and the text as a profanation of the book. Secondly, we describe university thinking as a type of critical thinking based on the materiality of the text-on-the-page, explaining why the text has been at the centre of university pedagogy since the beginning. In the third part, we show how Illich came to see the end of the culture of the text as a challenge for the university, by describing the new features of the text-as-code incompatible with the idea of reading as study. Finally, we challenge this pessimistic reading of Illich’s and end with a call for a profanatory pedagogy of digital technologies that could mirror the revolutionary thinking behind the mediaeval invention of the text. (shrink)

In this wide-ranging and probing book Erin Manning extends her previous inquiries into the politics of movement to the concept of the minor gesture. The minor gesture, although it may pass almost unperceived, transforms the field of relations. More than a chance variation, less than a volition, it requires rethinking common assumptions about human agency and political action. To embrace the minor gesture's power to fashion relations, its capacity to open new modes of experience and manners of expression, is to (...) challenge the ways in which the neurotypical image of the human devalues alternative ways of being moved by and moving through the world—in particular what Manning terms "autistic perception." Drawing on Deleuze and Guattari's schizoanalysis and Whitehead's speculative pragmatism, Manning's far-reaching analyses range from fashion to depression to the writings of autistics, in each case affirming the neurodiversity of the minor and the alternative politics it gestures toward. (shrink)

In an effort to disrupt the hegemonic dominance of learning theory, in this article Tyson Lewis explores the unique educational logic of studying. Drawing on the work of Giorgio Agamben, we can understand the operation of study as one of suspension through three modes: preferring not; no longer, not yet; and as not. But the relationship between the operation of suspension and the everyday mode of learning remains an open question requiring further analysis. In order to accomplish this task, it (...) is important to remember that for Agamben, study is a kind of profanation or improper life. Through examining Heidegger's analytic of Dasein's everyday being, Lewis demonstrates that the nature of study is always already saturated with the everyday, and is itself a contaminated process that is neither simply everyday living nor “authentic” existence. To be absolutely precise, the studier engages in idle talk, is curious, and is caught up in ambiguity in order to explore the seemingly uninhabitable zone that rests between everyday falling and authentically standing. Lewis concludes by offering Agamben's own work as a paradigm of study, illustrating how the smallest of freedoms opens to the studier: the freedom to dwell in potentiality. (shrink)

At the end of a thoughtful article on the future of nuclear war, Wiesner and York concluded that: "Both sides in the arms race are... confronted by the dilemma of steadily increasing military power and steadily decreasing national security. It is our considered professional judgment that this dilemma has no technical solution. If the great powers continue to look for solutions in the area of science and technology only, the result will be to worsen the situation.".

This is a book about how we see: the environment around us (its surfaces, their layout, and their colors and textures); where we are in the environment; whether or not we are moving and, if we are, where we are going; what things are good for; how to do things (to thread a needle or drive an automobile); or why things look as they do.The basic assumption is that vision depends on the eye which is connected to the brain. The (...) author suggests that natural vision depends on the eyes in the head on a body supported by the ground, the brain being only the central organ of a complete visual system. When no constraints are put on the visual system, people look around, walk up to something interesting and move around it so as to see it from all sides, and go from one vista to another. That is natural vision—and what this book is about. (shrink)

I would like to suggest another way to go further toward a new economy of power relations, a way which is more empirical, more directly related to our present situation, and which implies more relations between theory and practice. It consists of taking the forms of resistance against different forms of power as a starting point. To use another metaphor, t consists of using this resistance as a chemical catalyst so as to bring to light power relations, locate their position, (...) and find out their point of application and the methods used. Rather than analyzing power from the point of view of its internal rationality, it consists of analyzing power relations through the antagonism of strategies.[…]Let us come back to the definition of the exercise of power as a way in which certain actions may structure the field of other possible actions. What, therefore, would be proper to a relationship of power is that it be a mode of action upon actions. That is to say, power relations are rooted deep in the social nexus, not reconstituted "above" society as a supplementary structure whose radical effacement one could perhaps dream of. In any case, to live in a society is to live in such a way that action upon other actions is possible-- and in fact ongoing. A society without power relations can only be an abstraction. Which, be it said in passing, makes all the more politically necessary the analysis of power relations in a given society, their historical formation, the source of their strength or fragility, the conditions which are necessary to transform some or to abolish others. For to say that there cannot be a society without power relations is not to say either that those which are established are necessary or, in any case, that power constitutes a fatality at the heart of societies, such that it cannot be undermined. Instead, I would say that the analysis, elaboration, and bringing into question of power relations and the "agonism" between power relations and the instransitivity of freedom is a permanent political task inherent in all social existence.[…]In effect, between a relationship of power and a strategy of struggle there is a reciprocal appeal, a perpetual linking and a perpetual reversal. At every moment the relationship of power may become a confrontation between two adversaries. Equally, the relationship between adversaries in society may, at every moment, give place to the putting into operation of mechanisms of power. The consequence of this instability is the ability to decipher the same events and the same transformations either from inside the history of struggle or from the standpoint of the power relationships. The interpretations which result will not consist of the same elements of meaning or the same links or the same types of intelligibility, although they refer to the same historical fabric, and each of the two analyses must have reference to the other. In fact, it is precisely the disparities between the two readings which make visible those fundamental phenomena of "domination" which are present in a large number of human societies.Michel Foucault has been teaching at the Collège de France since 1970. His works include Madness and Civilization , The Birth of the Clinic , Discipline and Punish , and History of Sexuality , the first volume of a projected five-volume study. (shrink)

In recent years there has been a powerful resurgence of settler colonialism as an interpretive framework through which to understand the Israeli-Palestinian conflict. Attached to the burgeoning field of settler colonial studies, this so-called ‘turn’ to settler colonialism has seen Israel-Palestine increasingly compared alongside New World white settler societies like Australia, Canada and the United States. In seeking to undercut the lens of exceptionalism through which the conflict has conventionally been viewed, the settler colonial paradigm has some important counter-hegemonic implications (...) for reframing Israel-Palestine, not least of which is its prescription for decolonization. However, it is paradoxically in the context of decolonization that the limits of the settler colonial paradigm become most apparent. I argue that these limitations are connected to the dominance of Patrick Wolfe’s structural account of settler colonialism, which leaves very little room for transformation, and to the particular connotations settler colonial studies has acquired from the New World contexts in which it is most often articulated. This is particularly the case in Israel-Palestine, where these connotations preclude engagement with the national aspects of the conflict and leave under-examined the unique resonances of the settler/native distinction, which need reckoning with in any serious account of decolonization. (shrink)

In this paper I explore the relationship between teaching and learning. Whereas particularly in the English language the relationship between teaching and learning has become so intimate that it often looks as if ‘teaching and learning’ has become one word, I not only argue for the importance of keeping teaching and learning apart from each other, but also provide a number of arguments for suggesting that learning may not be the one and only option for teaching to aim for. I (...) explore this idea through a discussion of the relationship between teaching and learning, both at a conceptual and at an existential level. I discuss the limitations of the language of learning as an educational language, point at the political work that is being done through the language of learning, and raise epistemological and existential questions about the identity of the learner, particularly with regard to the question what it means to be in and with the world in terms of learning as comprehension and sense making. Through this I seek to suggest that learning is only one possible aim for teaching and that the learner identity and the learning way of engaging with the world puts the learner in a very specific position vis-à-vis the world, one where the learner remains in the centre and the world appears as object for the learner’s acts of learning. That it is possible to teach without requesting from students that they learn, comprehend and make sense, is demonstrated through a brief account of a course in which students were explicitly asked to refrain from learning and were instead asked to adopt a concept. I show how this request opened up very different existential possibilities for the students and argue that if we value such existential possibilities, there may be good reasons for freeing teaching from learning. (shrink)

At first glance twentieth-century philosophy of science seems virtually to ignore chemistry. However this paper argues that a focus on chemistry helped shape the French philosophical reflections about the aims and foundations of scientific methods. Despite patent philosophical disagreements between Duhem, Meyerson, Metzger and Bachelard it is possible to identify the continuity of a tradition that is rooted in their common interest for chemistry. Two distinctive features of the French tradition originated in the attention to what was going on in (...) chemistry.French philosophers of science, in stark contrast with analytic philosophers, considered history of science as the necessary basis for understanding how the human intellect or the scientific spirit tries to grasp the world. This constant reference to historical data was prompted by a fierce controversy about the chemical revolution, which brought the issue of the nature of scientific changes centre stage.A second striking—albeit largely unnoticed—feature of the French tradition is that matter theories are a favourite subject with which to characterize the ways of science. Duhem, Meyerson, Metzger and Bachelard developed most of their views about the methods and aims of science through a discussion of matter theories. Just as the concern with history was prompted by a controversy between chemists, the focus on matter was triggered by a scientific controversy about atomism in the late nineteenth-century.Keywords: France; Epistemology; Chemistry; Revolution; Atomism; Realism. (shrink)