Please use this identifier to cite or link to this item: http://hdl.handle.net/1959.13/807183

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Title
Deleuze as a philosopher of education: affective knowledge/effective learning
Author/Creator
Semetsky, Inna
Institution
The University of Newcastle. Faculty of Education & Arts, School of Education
Description
This essay addresses Gilles Deleuze's “pedagogy of the concept” as grounded in the triadic relation between percepts, affects, and concepts. Philosophical thinking based on the “logic of affects” necessarily leads to the creation of novel concepts in/for experience. Still, new concepts are themselves informed by the physicality of affects thus bridging the dualistic gap of the Cartesian subject. Deleuze's neorealist position considers the objects of real experience to be both actual and virtual. Experience exceeds private sense-data; it is a milieu providing an ability to affect and be affected. The essay presents Deleuze's virtual ontology as an unorthodox “foundation” for knowledge under the provision that the affective conditions in real experience for the actualization of the virtual will have been fulfilled. Deleuze's practical philosophy is used here to offer a model for solving the “learning paradox” that has been haunting us since the days of Socrates.
Relation
The European Legacy: Toward New Paradigms Vol. 14, Issue 4, p. 443-456
Publisher Link
http://dx.doi.org/10.1080/10848770902999534
Date
2009
Publisher
Routledge
Keyword(s)
Gilles Deleuze;  logic of affects;  learning paradox;  knowledge
Resource Type
journal article
Identifier
http://hdl.handle.net/1959.13/807183
Identifier
ISSN:1084-8770
Reviewed
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Subject
"The European Legacy: Toward New Paradigms"
 
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