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Deleuze and the narrative forms of educational otherness
No full textI pull my copy of Metrophage out of its battered pink paper folder. It is suitably badly printed, and the black and white stripes of the dysfunctional roller have left interference patterns running from the right to the left that distract the eye and make discernment of the faint courier words difficult and time consuming. I randomly separate the pages and start reading: "He stood and Nimble Virtue tossed a packet of Mad Love at his feet. It came to rest by the toe of his boot, where the water was icing up over a flaking patch of dried blood. Welding marks, like narrow scars of slag. The slaughterhouse had been grafted together from a stack of old Sea Train cargo containers. A cryogenic pump hummed at the far end of the place, like a beating heart, pushing liquid oxygen through the network of pipes that crisscrossed the walls and floor. From the ceiling, dull steel hooks held shapeless slabs of discoloured meat. Jonny looked at the slunk merchant. Kadrey (1995, part 3, p. 1)." When we read this passage, what is the tenor of the voice that we might deploy through the use of the third person narrative? In the examination of educational narrative forms, whether through qualitative research or self-evaluation exercises, one might discern many voices that could crowd one’s analytical frame. The problem for education is straightforward, and has been neatly summarised by Inna Semetsky (2004) when she said, “[A] new non-representational language of expression, exemplified in what Deleuze (1994b) called a performative or modulating aspect, is being created by means of the language structure going through the process of its own becoming-other and undergoing a series of transformations giving birth to a new, as though foreign and unfamiliar, other language,” (p. 316). This is happening as I speak or as you read these words through the immense structures and processes of the education systems of the industrialised West. Metrophage was born of these structures and now sits innocently in my office or on the internet or in the computer files of high school students studying for examinations to go to respectable colleges. The problem can be broken down into two parts that I shall explore throughout this chapter: 1. What are the languages of otherness that can be produced through the action of educational processing? 2. How can we use this otherness to set off new directions of educational practice and how does the philosophy of Gilles Deleuze relate to these practices
From brackets to arrows : sets, categories and the Deleuzian pedagogy of mathematics
No full textWhat would it be like to conceive the teaching and learning of mathematics in a Deleuzian spirit? It would be among other things to invent ne modes of practice linking mathematics to other forms of thought and experience. It would mean coming to terms with the unique and explicit place of mathesis in Deleuze's thought as a whole, from the earliest studies of mathematical 'esotericism' and the key role of differential calculus in Difference and Repitition to the later collaborations with Guattari and the final, unfinished project on sets ('Ensembles')
Not by breadth alone: Imagining a Self-Organized Classroom
No full textThis paper uses complexity theory as a means towards clarifying some of Gilles Deleuze’s conceptualisations in communication and the philosophy of language. His neologisms and post-structuralist tropes are often complicated and appear to be merely metaphorical. However their meanings may be clarified and enriched provided they are grounded in the science of complexity and self-organising dynamics. Reconceptualizing communication in a manner consistent with Deleuze’s philosophy enriches our understanding of the complexity involved in the process of learning and the whole of educational experience. The paper explores education as “becoming,” that is, a process of growth and becoming-other enabled by creative communication. While the mathematics of complexity is beyond the scope of this paper, some of its conjunctions with Deleuze’s philosophy will be examined for the purpose of addressing such problematic areas in education as, for example, specialisation and the breadth of curriculum. Finally, the paper moves to a practical level so as to construct an image of a (self-organised) classroom. Self-organising dynamics are posited as consistent with what Noddings (1993) called an excellent system of education. Education proceeds without any reference to an external aim. Rather, the “aim” is implicit in the experiential process of self-organisation and, as such, is conducive to students’ learning, creation of meanings, and eliciting broad curricula
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