- Title
- Deleuze as a philosopher of education: affective knowledge/effective learning
- Creator
- Semetsky, Inna
- Relation
- The European Legacy: Toward New Paradigms Vol. 14, Issue 4, p. 443-456
- Publisher Link
- http://dx.doi.org/10.1080/10848770902999534
- Publisher
- Routledge
- Resource Type
- journal article
- Date
- 2009
- 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.
- Subject
- Gilles Deleuze; logic of affects; learning paradox; knowledge
- Identifier
- http://hdl.handle.net/1959.13/807183
- Identifier
- uon:7325
- Identifier
- ISSN:1084-8770
- Language
- eng
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