“Every practice is a mode of thought, already in the act. To dance: a thinking in movement. To paint: a thinking through color. To perceive in the everyday: a thinking of the world’s varied ways of affording itself.” —from _Thought in the Act _Combining philosophy and aesthetics, _Thought in the Act_ is a unique exploration of creative practice as a form of thinking. Challenging the common opposition between the conceptual and the aesthetic, Erin Manning and Brian Massumi “think through” a (...) wide range of creative practices in the process of their making, revealing how thinking and artfulness are intimately, creatively, and inseparably intertwined. They rediscover this intertwining at the heart of everyday perception and investigate its potential for new forms of activism at the crossroads of politics and art. Emerging from active collaborations, the book analyzes the experiential work of the architects and conceptual artists Arakawa and Gins, the improvisational choreographic techniques of William Forsythe, the recent painting practice of Bracha Ettinger, as well as autistic writers’ self-descriptions of their perceptual world and the experimental event making of the SenseLab collective. Drawing from the idiosyncratic vocabularies of each creative practice, and building on the vocabulary of process philosophy, the book reactivates rather than merely describes the artistic processes it examines. The result is a thinking-with and a writing-in-collaboration-with these processes and a demonstration of how philosophy co-composes with the act in the making. _Thought in the Act_ enacts a collaborative mode of thinking in the act at the intersection of art, philosophy, and politics. (shrink)

This paper argues that it is problematic for the future of Deleuze studies that it is difficult if not impossible to answer the question ‘what is the right thing to do?’ from a Deleuzian perspective. It then argues that one of the key reasons Deleuze studies has made limited progress in this area is its over-emphasis on desire and the corresponding tendency to extrapolate ‘ought’ from ‘is’, which as Hume showed is a category mistake. It proposes that to develop a (...) workable ethical discourse from Deleuze's work we need to rethink how we read his work and approach it afresh. (shrink)

A sequel to Levinas' Totality and Infinity.

A theoretical physicist and feminist theorist, Karen Barad elaborates her theory of agential realism, a schema that is at once a new epistemology, ontology, and ethics.

This book brings together international academics from a range of Social Science and Humanities disciplines to reflect on how Deleuze's philosophy is opening up and shaping methodologies and practices of empirical research.

The figure of the nomad, representing the virtues of freedom, mobility, and exploration, is a frequently occurring trope within contemporary continental philosophy and social theory, derived chiefly from the work of Gilles Deleuze and Félix Guattari. This paper will interrogate the concept of nomadism, firstly in the philosophy of these two foundational thinkers, and then subsequently in the feminist and posthumanist theorizations of Rosi Braidotti. Whilst accepting that Braidotti's challenges to sedentarist, essentialist metaphysical accounts of the transcendental subject are still (...) politically relevant, it will be argued that the deployment of the nomadic figure—and more generally, the positing of an ontology of creative desire, or ‘becoming’—risks not only absolutizing the historical contingencies of the digitized, postindustrial society that it seeks to criticize, but actually reinforcing the unsustainable ideology of perpetual production upon which such a society is premised. (shrink)

The title of this book, Adventures of Ideas, bears two meanings, both applicable to the subject-matter.

Focusing on the interdependence between human, animal, and machine, posthumanism redefines the meaning of the human being previously assumed in knowledge production. This movement challenges some of the most foundational concepts in educational theory and has implications within educational research, curriculum design and pedagogical interactions. In this volume, a group of international contributors use posthumanist theory to present new modes of institutional collaboration and pedagogical practice. They position posthumanism as a comprehensive theoretical project with connections to philosophy, animal studies, environmentalism, (...) feminism, biology, queer theory and cognition. Researchers and scholars in curriculum studies and philosophy of education will benefit from the new research agendas presented by posthumanism. (shrink)

Introduction. Activist philosophy and the occurrent arts -- The ether and your anger toward a speculative pragmatism -- The thinking-feeling of what happens putting the radical back in empiricism -- The diagram as technique of existence ovum of the universe segmented -- Arts of experience, politics of expression In four movements. First movement. To dance a storm -- Second movement. Life unlimited -- Third movement. The paradox of content -- Fourth movement. Composing the political.

This book aims to rehabilitate a thinking of negativity within and against the usual forms of contemporary Continental Theory. It identifies and presents an analysis of the dominant tone of ‘affirmationism’ in contemporary theory: the insistence on starting from the affirmation of metaphysical ontologies, the inventive potential of the subject, the necessity for the production of novelty, and a concomitant suspicion of the negative and negativity. Despite all the conflicts and ‘wars’ of contemporary theory, this tone remains an unstated point (...) of unification. Although it was often developed to resist the corrosive effects of contemporary capitalism, this work argues that affirmationism remains bound to its ideological coordinates in its emphasis on production, creativity, and invention. Critically reconstructing this ‘affirmationism’ through the work of Jacques Derrida, Gilles Deleuze, Bruno Latour, Antonio Negri, and Alain Badiou, the book also recovers from their work a disavowed thinking of negativity. Dependent on negativity, despite their claims to affirmation, this dependence allows a critique of the reliance on affirmation. Also, this negativity is turned against this affirmative tone to develop a more sharply-focused political analysis of theory, and to suggest the possible politics emerging from a relational thinking of negativity. Contents: Introduction 1. On the Edge of Affirmation: Derrida 2. Adieu to Negativity: Deleuze 3. The Density and Fragility of the World: Latour 4. Immeasurable Life: Negri 5. On the Edge of the Negative: Badiou Conclusion. (shrink)

Considered one of the most important works of one of France's foremost philosophers, and long-awaited in English, "The Logic Of Sense" is an essay in literary and psychoanalytic theory, and philosophy, and helps to illuminate such works as "Anti-Oedipus".

Towards a Posthuman Theory of Educational Relationality critically reads the intersubjective theories on educational relations and uses a posthuman approach to ascribe agency relationally to humans and nonhumans alike. The book introduces the concept of ‘educational relationality’ and contains examples of nonhuman elements of technology and animals, putting educational relationality and other concepts into context as part of the philosophical investigation. Drawing on educational and posthuman theorists, it answers questions raised in ongoing debates regarding the roles of students and teachers (...) in education, such as the foundations of educational relations and how these can be challenged. The book explores educational relations within the field of philosophy of education. After critically examining intersubjective approaches to theories of educational relations, anthropocentrism and subject-centrism are localized as two problematic aspects. Post-anthropocentrism and intra-relationality are proposed as a theoretical framework, before the book introduces and develops a posthuman theory of educational relations. The analysis is executed through a diffractive reading of intersubjective theories, resulting in five co-concepts: impermanence, uniqueness-as-relationality, proximity, edu-activity, and intelligibility. The analysis provided through educational examples demonstrates the potential of using the proposed theory in everyday practices. Towards a Posthuman Theory of Educational Relationality will be of great interest to researchers and postgraduate students in the fields of philosophy of education, early childhood education, research methodology and curriculum studies. (shrink)