By J. Wallin
This paintings examines the impoverished picture of existence presupposed via the legacy of transcendent and representational considering that maintains to border the bounds of curricular notion. reading the ways that glossy associations colonize hope and overdetermine the lifetime of its topic, this ebook attracts upon the anti-Oedipal philosophy of Gilles Deleuze, innovative creative perform, and an unorthodox curriculum family tree to reconsider the pedagogical venture as a role of proposal construction for the liberation of lifestyles and instantiation of a humans but to come back. This publication invitations teachers, artists, and graduate scholars to interact the modern struggles of curriculum thought, academic philosophy, and pedagogical perform with a brand new set of conceptual instruments for pondering radical distinction.
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Extra resources for A Deleuzian Approach to Curriculum: Essays on a Pedagogical Life (Education, Psychoanalysis, and Social Transformation)
Contrariwise, immanence conceptualizes the attribute as an expression of substance. That is, the attribute is not attributed by a transcendent substance, but is rather one of an infinite number of attributive ways a substance might be expressed. Apropos Deleuze, this concept might be thought through the elementary example of Japanese origami (paper folding). While origami takes a single piece of paper as its substance, its attributive or immanent potential might be expressed through a multiplicity of folds and differential configurations.
Following, if there is no transcendent ground for Being, then we might begin to think about relations in terms of productive encounters (and . . and . . and). This conceptualization is contrasted by the transcendent model of relations (and, because, or) that equate to being (is) (Colebrook, 2002). This describes respectively, the active force of currere to its reactive image. 3 Powers of the False and the Problematics of the Simulacrum W ith postindustrialization and the rise of consumer culture, the status of the model as a transcendent ontological substance has disappeared (Baudrillard, 2002).
It is overdetermined and ultimately “passified” (p. 106). In hyperreality, there are only fictions of reality that in turn “stand for nothing except themselves” (Massumi, 1987a, p. 3). Following Baudrillard, taxonomic and developmental curricular discourses do not illustrate an actual ground or truth, but rather, form a technology that is transposed upon the subject. What appears as a deeper reality then, is nothing but the function of a homogenizing sign correspondence (x ϭ x ϭ not y) or a priori mapping.
A Deleuzian Approach to Curriculum: Essays on a Pedagogical Life (Education, Psychoanalysis, and Social Transformation) by J. Wallin
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