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

By J. Wallin

This paintings examines the impoverished photograph of existence presupposed by way of the legacy of transcendent and representational pondering that maintains to border the boundaries of curricular idea. studying the ways that smooth associations colonize hope and overdetermine the lifetime of its topic, this ebook attracts upon the anti-Oedipal philosophy of Gilles Deleuze, innovative inventive perform, and an unorthodox curriculum family tree to reconsider the pedagogical undertaking as a job of proposal production for the liberation of existence and instantiation of a humans but to return. This e-book invitations teachers, artists, and graduate scholars to have interaction the modern struggles of curriculum conception, academic philosophy, and pedagogical perform with a brand new set of conceptual instruments for pondering radical distinction.

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Additional resources for A Deleuzian Approach to Curriculum: Essays on a Pedagogical Life (Education, Psychoanalysis, and Social Transformation)

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For Spinoza (1951), the relationship between what exists and transcendent substance is one of emanation. “By substance,” Spinoza remarks, “I mean that which is in itself, and is conceived through itself ” (1951, p. 45). Spinozian emanation is unlike the creative process of production ex nihilo. Dissimilar to the story of pure creation in Genesis, emanation suggests that something is created from the substance of its creator, who “[produces] while remaining in themselves” (Deleuze, 1997, p. 171).

199). Between the reactive murder of thinking and the nihilistic abandonment of an ethics of potentiality, difference inheres. Such a passage cannot be maintained in Baudrillard’s negative simulacrum. First, Baudrillard (1975) conceptualizes the simulacrum as the succor of capital. All signs are co-opted and inserted into the capital logic of positive, rational, and exchangeable circulation. In the negative simulacrum, the sign is thus an accomplice of murder. It reduces and constricts meaning into an a priori actuality that impels reality.

Acting counter to our time, and thereby on our time and, let us hope, for the benefit of a time to come” (p. 22). In this vein, the untimely character of Jarmusch’s Dead Man marks a significant (albeit uncanny) pedagogical hallmark of curriculum theorizing.

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