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This book examines Gilles Deleuze's ideas about creativity in the context of lifelong learning, offering an original take on this important contemporary topic using cinematic parallels. Discussing Deleuze's difficult notion of 'counter-actualization' as a form of creative practice, it draws practical consequences for those across a diverse sector.
These 13 essays address the broad territory of educational theory and philosophy of education. Moving from the formal to post-formal mode of education, the contributors explore education as an experimental and experiential process of becoming grounded in life that represents the becoming-Other of Deleuze's thought.
Gilles Deleuze's engagements with mathematics, replete in his work, rely upon the construction of alternative lineages in the history of mathematics, which challenge some of the self imposed limits that regulate the canonical concepts of the discipline. For Deleuze, these challenges provide an opportunity to reconfigure particular philosophical problems - for example, the problem of individuation - and to develop new concepts in response to them. The highly original research presented in this book explores the mathematical construction of Deleuze's philosophy, as well as addressing the undervalued and often neglected question of the mathematical thinkers who influenced his work. In the wake of Alain Badiou's recent and seemingly devastating attack on the way the relation between mathematics and philosophy is configured in Deleuze's work, Simon B.Duffy offers a robust defence of the structure of Deleuze's philosophy and, in particular, the adequacy of the mathematical problems used in its construction. By reconciling Badiou and Deleuze's seemingly incompatible engagements with mathematics, Duffy succeeds in presenting a solid foundation for Deleuze's philosophy, rebuffing the recent challenges against it.
A guide to the work of Gilles Deleuze
Cartographies of becoming in education: A Deleuze-Guattari Perspective proposes a non-hierarchical approach that maps teaching and learning with the power of affect and what a body can do/become in different educational contexts. Teaching and learning is an encounter with the unknown and happen as specific responses to particular problems encountered with/in life. In this edited volume, international scholars map out potential ruptures in teaching and learning in order to conceptualize education differently. One way is through the multidisciplinary lens of MLT (Multiple Literacies Theory) in which reading is intensive and immanent. The authors deploy different aspects of MLT while creating and experimenting with ethology, teaching, learning, curriculum, teacher education and technology in relation to visual arts, music, mathematics, theatre, workplace literacy, second language education, and architecture. With the forces of globalization, digital media and economic re-structuring reconfiguring the social, political and economic landscape, societies require innovative ways of thinking about education. Cartographies of becoming in education: A Deleuze-Guattari Perspective is a response to problems posed by such forces. The problematic surrounding Deleuze-Guattari and education continues to grow. Diana Masny’s scholarship in this area is well known and appreciated through her many essays and books that develop MLT (Multiple Literacies Theory). Cartographies of Becoming in Education: A Deleuze-Guattari Perspective continues her effort to broaden the notion of education and show its intersections with MLT. The series of essays do this by forming a number of ‘entries,’ five to be precise: politicizing education, affect and education, literacies and becoming, teacher-becomings, and deterritorializing boundaries. Each ‘entry’ explores the way an MLT inflected orientation enables us to further grasp the creative inventiveness of the Deleuze-Guattarian tool kit that can be applied to areas of music education, ethnography, art, drama, literacy, mathematics, landscape ecology, ethology and teacher education. It is a vivid illustration of the cartography that maps the rhizomatic movements that are taking place by international scholars who are deterritorializing education as a discipline of modernity. I highly recommend this collection of essays to those of us who are continually asking how might education be rethought through the unthought. It opens up new territories. – Jan Jagodzinski, University of Alberta, Author of Psychoanalyzing Cinema.
Deleuze's relationship with theology is a complex one. Indeed, there seem to be many possible objections to such an 'assemblage' taking place. In the first book of its kind to engage with this seemingly problematic dialogue, Kristien Justaert shows the ways in which Deleuze's thought can in fact advance issues in political and liberation theology in particular, while also exploring the important theological and spiritual aspirations contained in Deleuze's philosophy itself, as part of his lifelong quest for the 'Absolute'. Justaert examines the theological components in Deleuze's writings, investigating the theological potential of four notions that circle around the central Deleuzian concept of 'Life': immanence, spirituality, creativity and politics. The book goes on to connect Deleuze with both established theologies and possible theologies for the future, identifying areas in which Deleuze can contribute to the dynamics of contemporary theology, and argues that aspects of Deleuze's philosophy can enable theology to become more meaningful in a globalised world. This is the ideal introduction to Deleuzian theologies, and Deleuze's own theology, for advanced undergraduate and postgraduate students.
The second edition of the International Handbook of Lifelong Learning is extensive, innovative, and international in scope, remit and vision, inviting its readers to engage in a critical re-appraisal of the theme of “lifelong learning”. It is a thorough-going, rigorous and scholarly work, with profound and wide-ranging implications for the future of educating institutions and agencies of all kinds in the conception, planning and delivery of lifelong learning initiatives. Lifelong learning requires a wholly new philosophy of learning, education and training, one that aims to facilitate a coherent set of links and pathways between work, school and education, and recognises the necessity for government to give incentives to industry and their employees so they can truly “invest” in lifelong learning. It is also a concept that is premised on the understanding of a learning society in which everyone, independent of race, creed or gender, is entitled to quality learning that is truly excellent. This book recognises the need for profound changes in education and for goals that are critically important to education, economic advancement, and social involvement. To those concerned about the future of our society, our economy and educational provision, this book provides a richly illuminating basis for powerful debate. Drawing extensively on policy analyses, conceptual thinking and examples of informed and world-standard practice in lifelong learning endeavours in the field, both editors and authors seek to focus readers' attention on the many issues and decisions that must be addressed if lifelong learning is to become a reality for us all.
An introduction to Deleuze's theory of cinema, from a leading American film theorist.
Presents important accounts of Nietzsche's philosophy. The author shows how Nietzsche began a new way of thinking which breaks with the dialectic as a method and escapes the confines of philosophy itself.
Ethology, or how animals relate to their environments, is currently enjoying increased academic attention. A prominent figure in this scholarship is Gilles Deleuze and yet, the significance of his relational metaphysics to ethology has still not been scrutinised. Jason Cullen's book is the first text to analyse Deleuze's philosophical ethology and he prioritises the theorist's examination of how beings relate to each other. For Cullen, Deleuze's Cinema books are integral to this investigation and he highlights how they expose a key Deleuzian theme: that beings are fundamentally continuous with each other. In light of this continuity then, Cullen reveals that how beings understand each other shapes them and allows them to transform their shared worlds.