- Title
- Reading signs/learning from experience: Deleuze's pedagogy as becoming-other
- Creator
- Bogue, Ronald; Semetsky, Inna
- Relation
- Semiotics Education Experience p. 115-129
- Relation
- Educational Futures: Rethinking Theory and Practice
- Relation
- https://www.sensepublishers.com/product_info.php?manufacturers_id=21&products_id=1092&osCsid=380ae7c2c9606ce70f7e3eb86e5262d0
- Publisher
- Sense Publishers
- Resource Type
- book chapter
- Date
- 2010
- Description
- In Gilles Deleuze's philosophy, becoming is one of central metaphors; and the concept of becoming resonates with a number of contemporary debates in educational theory (Semetsky 2006, 2008). Several of Deleuze's philosophical works were written together with practicing psychoanalyst Felix Guattari (Deleuze and Guattari, 1987; 1994), such a collaboration bringing theoretical problematic into closer contact with practical concerns and socio-cultural contexts. Deleuze and Guattari conceptualized their philosophical method as Geophilosophy, privileging geography over history and stressing the value of the present-becoming, that is, a possibility for becoming-other in each and every present moment. In this chapter we explore Deleuze's dynamics of becoming-other situated within a larger milieu of informal education in terms of learning from experience as a mode of cultural pedagogy. Deleuze's pedagogy implicit in his philosophy entails the reading of signs, symbols, and symptoms that lay down the dynamical structure of experience. Experience cannot be limited to what is immediately perceived; still, the Deleuzian line of flight or becoming is real even if "we don't see it, because it's the least perceptible of things" (Deleuze, 1995, p. 45). We are affected by experience, and thinking enriched with its affective dimension is always experimental, like a process of trying, testing, and creating. Experience is future-oriented, lengthened and enfolded, representing an experiment with what is new, or coming into being, becoming.
- Subject
- Deleuze; becoming; philosophy; pedagogy; experience
- Identifier
- http://hdl.handle.net/1959.13/932508
- Identifier
- uon:11364
- Identifier
- ISBN:9789460912238
- Language
- eng
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