A Deleuzian Approach to Curriculum: Essays on a Pedagogical by J. Wallin

By J. Wallin

This paintings examines the impoverished photo of lifestyles presupposed via the legacy of transcendent and representational pondering that keeps to border the bounds of curricular proposal. studying the ways that sleek associations colonize hope and overdetermine the lifetime of its topic, this e-book 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 notion production for the liberation of lifestyles and instantiation of a humans but to come back. This booklet invitations lecturers, artists, and graduate scholars to have interaction 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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Sample text

Inverting the ressentiment of the masses back upon themselves, Nietzsche’s priest avers: do not blame the other for your ills, blame yourself! Intimately tied to the rhetoric of self-discipline and repression of productive desire, asceticism enjoins the subject to a higher set of values beyond the immediate and visceral materiality of life. The ascetic priest thus entreats the subject to overcome itself by taking the image of transcendence as its immutable law. While material reality may by chaotic and mutable, the transcendent ideals of Truth, God, and subject affirm a stable image that preserves one from the abyss (Descartes, 1641/1998).

Everything in it is political” (p. 115). ” Deleuze and Guattari (1987) refer here to both Kafka and Joyce. Both authors interject a minor literature or language no longer bound to an identitarian or representational image of the world. Each deterritorializes the decorum of language, Kafka by destabilizing, affecting, and exaggerating the tendencies of Prague German, Joyce by breaking with any a priori standards of writing through “the power [of affirming] all the heterogeneous series” (Deleuze, 1990, p.

Rather, the eternal return marks the passage between the consolidation of a reactive actuality in educational thought and the instrumental manipulation of the pedagogical process. In other words, the overcoding powers of territorialization are destroyed through their differential repetition. Likewise, the technical control of currere is subverted through the dice throw of the eternal return. Against the reactive or monist image of the course to be run, the active expression of currere affirms the difference that inheres repetition.

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