This presentation outlines the notion of Educational life-forms. These life-forms run through educational practice. This presentation demonstrates how to use the philosophy of Gilles Deleuze as pedagogy.
This presentation examines "Learning to think in the Anthropocene". By combining ideas from Deleuze & Guattari with a case study of the city of Dallas, Texas, this presentation critiques the remarks of George H.W. Bush at the 1992 Rio Earth Summit, and provides a way forward for thinking in the Anthropocene
Slide for the IoE Critical Realism Reading Group - Critical Realism and Drama...Gary Hawke
Gary’s work as a dramatherapist is an attempt to establish the connection between Integral Theories Integral Life Practice and the Work-ins of metaReality as a practice application for personal and cultural emancipation, with the aim of proposing a possible version of Volume Four of The Philosophy of metaReality: Work In: The Manual.
Homage to Nonaka: A journey in knowledge and wisdompbaumard
A presentation at HEC in honor of Professor Ikujiro Nonaka: Jouy en Josas, 23 oct. 2009 « From Aristotle’s Phronesis to Ikujiro Nonaka’s Tacit Knowledge : A Journey in Organizational Wisdom », Research Workshop on Knowledge and Management, HEC.
This presentation examines "Learning to think in the Anthropocene". By combining ideas from Deleuze & Guattari with a case study of the city of Dallas, Texas, this presentation critiques the remarks of George H.W. Bush at the 1992 Rio Earth Summit, and provides a way forward for thinking in the Anthropocene
Slide for the IoE Critical Realism Reading Group - Critical Realism and Drama...Gary Hawke
Gary’s work as a dramatherapist is an attempt to establish the connection between Integral Theories Integral Life Practice and the Work-ins of metaReality as a practice application for personal and cultural emancipation, with the aim of proposing a possible version of Volume Four of The Philosophy of metaReality: Work In: The Manual.
Homage to Nonaka: A journey in knowledge and wisdompbaumard
A presentation at HEC in honor of Professor Ikujiro Nonaka: Jouy en Josas, 23 oct. 2009 « From Aristotle’s Phronesis to Ikujiro Nonaka’s Tacit Knowledge : A Journey in Organizational Wisdom », Research Workshop on Knowledge and Management, HEC.
This presentation takes the philosophy of Gilles Deleuze and formulates a 2 role model of affect from his philosophy. This model is applied to education and how one learns. The model deal with power and language in education.
On the uses and abuses of Deleuze & Guattari for educational researchDavid R Cole
This presentation takes the philosophy of Deleuze & Guattari and applies it to educational research. Different texts are discussed and various approaches are outlined. The presentation finishes with educational approaches developed by researcher David R Cole.
Complexity theories and language teaching practice – A compatible pairing? Paper presented by Sarah Mercer at the Manchester Roundtable on Complexity and ELT. The University of Manchester, 15 April 2015
Affective Ontology and Dialogical Epistemology of the "Self‟ and the "Otherinventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Conceptual framing for educational research through Deleuze and GuattariDavid R Cole
This presentation will address the issue of conceptual framing for educational research through the philosophy of Deleuze & Guattari. The picture of what this means is complicated by the fact that in their combined texts, Deleuze and Guattari present different notions of conceptual framing. In their final joint text, What is Philosophy? conceptual framing appears in the context of concept creation, and helps with the analysis of western philosophy through concepts such as ‘geophilosophy’. In their joint texts on Capitalism and Schizophrenia, concepts are aligned with pre-personal and individualising flows that pass through any context. This presentation will make sense of the disparate deployment of concepts in the work of Deleuze & Guattari to aid clear conceptual work in the growing international field of educational research inspired by their philosophy.
Learn how virtual reality, brain-based technologies and the language of arts can be used to support transformative experiences, that is, emotional experiences that promote deep personal change.
This presentation takes the philosophy of Gilles Deleuze and formulates a 2 role model of affect from his philosophy. This model is applied to education and how one learns. The model deal with power and language in education.
On the uses and abuses of Deleuze & Guattari for educational researchDavid R Cole
This presentation takes the philosophy of Deleuze & Guattari and applies it to educational research. Different texts are discussed and various approaches are outlined. The presentation finishes with educational approaches developed by researcher David R Cole.
Complexity theories and language teaching practice – A compatible pairing? Paper presented by Sarah Mercer at the Manchester Roundtable on Complexity and ELT. The University of Manchester, 15 April 2015
Affective Ontology and Dialogical Epistemology of the "Self‟ and the "Otherinventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Conceptual framing for educational research through Deleuze and GuattariDavid R Cole
This presentation will address the issue of conceptual framing for educational research through the philosophy of Deleuze & Guattari. The picture of what this means is complicated by the fact that in their combined texts, Deleuze and Guattari present different notions of conceptual framing. In their final joint text, What is Philosophy? conceptual framing appears in the context of concept creation, and helps with the analysis of western philosophy through concepts such as ‘geophilosophy’. In their joint texts on Capitalism and Schizophrenia, concepts are aligned with pre-personal and individualising flows that pass through any context. This presentation will make sense of the disparate deployment of concepts in the work of Deleuze & Guattari to aid clear conceptual work in the growing international field of educational research inspired by their philosophy.
Learn how virtual reality, brain-based technologies and the language of arts can be used to support transformative experiences, that is, emotional experiences that promote deep personal change.
Urban Hub 30 : Worlds within Worlds 2 - Entangled Kosmos Paul van Schaık
No one vision is sufficient in and of itself – visions can guide but only by collaborative action in a creative generative process can visions grow and become part of an ongoing positive sociocultural reality.
Without taking into account the many worldviews that currently co-exist and crafting ways of including them in a positive and healthy form we will continue to alienate vast sections of all communities of humankind.
This volume adds predominately the ‘interior’ – that which is felt. ‘Psycho’ and ‘Cultural’ quadrants – making the ‘whole’
The Kosmos
Interior perspectives L-HQ
Subjective (psycho etc.) Intersubjective (cultural etc.)
PAGE 2ACADEMIC GOALS FOR THE CLASSRunning head THE ACADE.docxgerardkortney
PAGE
2
ACADEMIC GOALS FOR THE CLASS
Running head: THE ACADEMIC GOALS FOR THE SEMESTER
The Academic Philosophy and Goals for Our Course:
A First Inquiry
Steven Christopher Ippolito
Monroe College
Abstract
The work of Larry Arnn, president of Hillsdale College, Hillsdale, MI has attracted considerable attention, as of late, in the area of higher education. Its focus on the value-laden timelessness of the liberal arts education represents the essence of conservative values in classical teaching and culture. Traditionally, the goal of the liberal arts education is to stress what is highest and best in life and learning. Thus, education, from the Latin, e ducere (to lead out; to draw out) signifies, in Dr. Arnn’s conceptualization, the junction of the empirical and the sensible (that which comes from outside a person) and the rational (the intellectual center of a person’s being), the logos, or the soul. The liberal arts education re-creates the human being; it envisions the intellect, not as an epiphenomenon of the brain and nervous system, but something that is more in the Medieval construction, something where the intellect is one of the three main powers of the soul, the other two being memory (memoria); and the other, the will (voluntas). Moroever, the liberal arts education teaches the intellectual and moral virtues, something that is sorely lacking from the contemporary classroom, onsite or virtual. The purpose of this paper, therefore, is to reference and advocate the academic views of Larry Arnn and the fundamental meaning of the liberal arts education, past and present, for all students, in order to draw our or lead out of them from their most profound center of being (soul; logos), and engender the work of intellectual and personal transformation in both the classroom and in all of life.
Keywords: logos, learning, soul, will, memory, intellect, liberal arts education, virtues
The Academic Philosophy and Goals for Our Course:
A First Inquiry
One of the great educators in the United States, Dr. Larry P. Arnn (2012), President of Hillsdale College, Hillsdale, MI, has set forth what one might call, the Hillsdale Way, that is, a view to what is best in teaching and learning. With these views, I wholeheartedly agree, primarily because they are predicated on sound teaching experience, and a basic common sense that never seems to go out of fashion. The purpose of this brief paper – actually it is an introduction to all my Monroe students – is to reference these views, the core of the Hillsdale Way, for they will be the basis of how this class, indeed, all my classes, will proceed throughout the semester.
The Liberal Arts Education
The word education is derived from two Latin words, e ducere, meaning “to draw out,” or “to lead forth”. Education, then, is an attempt by a teacher to draw forth the best from the center of a student’s existential Self, by introducing the student to that which is best from the world of ideas, and.
1. An Enigma httpenigmaco.deenigmaenigma.htmlencrypted messag.docxSONU61709
1. An Enigma http://enigmaco.de/enigma/enigma.htmlencrypted message was intercepted and reads as follows:
OTIBDHEMUOFGMFMHGKMGNDOEGIBBKXZEJWR
A sleeper of ours behind enemy lines sent a message that the enemy's encryption used Rotor1: Z and Rotor3: E . Decrypt the message.
2. An encryption algorithm turned GOOD MORNING AMERICA into FNNC LNQMHMF ZLDQHJZ Identify the encryption algorithm and express it in a mathematical form.
3. The following enemy encrypted message has been intercepted:
YJRNP<NSTTF<RMYEO::DYSTYYP<PTTPE A sleeper of ours behind enemy lines sent a message that the enemy's encryption had to do with the QWERTY keyboard layout. Decrypt the message and save lives.
Educational Philosophies Definitions and Comparison Chart
Within the epistemological frame that focuses on the nature of knowledge and how we come to
know, there are four major educational philosophies, each related to one or more of the general
or world philosophies just discussed. These educational philosophical approaches are currently
used in classrooms the world over. They are Perennialism, Essentialism, Progressivism, and
Reconstructionism. These educational philosophies focus heavily on WHAT we should teach,
the curriculum aspect.
Perennialism
For Perennialists, the aim of education is to ensure that students acquire understandings about
the great ideas of Western civilization. These ideas have the potential for solving problems in
any era. The focus is to teach ideas that are everlasting, to seek enduring truths which are
constant, not changing, as the natural and human worlds at their most essential level, do not
change. Teaching these unchanging principles is critical. Humans are rational beings, and their
minds need to be developed. Thus, cultivation of the intellect is the highest priority in a
worthwhile education. The demanding curriculum focuses on attaining cultural literacy, stressing
students' growth in enduring disciplines. The loftiest accomplishments of humankind are
emphasized– the great works of literature and art, the laws or principles of science. Advocates
of this educational philosophy are Robert Maynard Hutchins who developed a Great Books
program in 1963 and Mortimer Adler, who further developed this curriculum based on 100 great
books of western civilization.
Essentialism
Essentialists believe that there is a common core of knowledge that needs to be transmitted to
students in a systematic, disciplined way. The emphasis in this conservative perspective is on
intellectual and moral standards that schools should teach. The core of the curriculum is
essential knowledge and skills and academic rigor. Although this educational philosophy is
similar in some ways to Perennialism, Essentialists accept the idea that this core curriculum
may change. Schooling should be practical, preparing students to become valuable members of
society ...
This presentation works through Guattari's notion of cartography. Cartography is a non-methodological research praxis. Applied to TEFL, the use of cartography helps us to open and expand our analysis of what works to an enveloping sense of how TEFL fits into the world and what universe eventuates because of it
Multiple literacies theory (MLT) and TEFLDavid R Cole
This presentation introduces the notion of Multiple Literacies Theory (MLT) and relates it to TEFL (Teaching English as Foreign Language). MLT has been developed in conjunction with Professor Diana Masny (Ottawa), and concerns the application of Deleuzian concepts to literacy acquisition and practice. Literacy is opened up and diversified through this action, making it more creative and applicable to today's educative context.
This presentation explores the notion of affective literacy and relates it to TEFL (teaching English as a Foreign Language). At the heart of affective literacy is 'affect' and how we work with it. Affect is a multi-dimensional concept that has the potential to transform teaching and learning practice. Educators can engage with affect as a means to enhance their affective workings in the classroom and beyond.
Globalisation:Superdiversity, supercomplexity and TEFLDavid R Cole
This presentation looks at globalisation through superdiversity and supercomplexity and applies these concepts to TEFL. Globalisation is a critical global process that impacts on and refigures English teaching in local contexts. This presentation asks students to take the forces of globalisation seriously as a content based element of English teaching.
This presentation looks at applying multiliteracies to TEFL (teaching English as a Foreign Language). Multiliteracies was a language learning concept based on semiotics that allowed for and included new media modes of communication in the 1990s. Whilst the language learning situation has changed considerably since that time, the concept of multiliteracies is still relevant in terms of opening up and supplementing TEFL practice.
This presentation is an introduction to semiotics as a basis for teaching English as a Foreign Language (TEFL). It makes a case for semiotics as a inter-cultural language learning theory. Main theorists in the field are explained and a connection to the mechanics of English teaching is made.
Surviving Economic Crises through EducationDavid R Cole
These slides show quotes and images from the book, 'Surviving Economic Crises through Education'. Each chapter adds a new perspective and further evidence with respect to how to survive an economic crisis. through education.
This presentation examines the necessity of encouraging writing across the curriculum areas. Writing activities have to be engaging, meaningful and help to develop the writing skills of the audience. These slides examine how and why one should teach writing across the curriculum.
This presentation outlines an approach to educational leadership. Major theoretical and intellectual considerations are addressed. The slides conclude with a thinking-critical approach to educational leadership.
This presentation investigates approaches to enhancing critical thinking in the 21st century. The use of philosophy, P4C and epistemology are examined. The focus here is on critical thinking enhancement in high schools.
Learning practice: the ghosts in the education machineDavid R Cole
This slide share analyses learning and practice together. The idea here is that if analysed together, learning and practice become comprehensible as a conceptual unit that does work in education as a ghost. This ghost acts as means to separate and analyse the educational machine. in
This presentation articulates the idea of literacies across the curriculum. The various ways in which literacy can be understood is analysed, and these categories are applied to different curriculum subjects. The slideshow represents multiliteracies, the new literacies, critical and affective literacy and multiple literacies theory (MLT).
Globalisation and Educational ResearchDavid R Cole
This presentation examines Guattari's cartographic method for educational research. The method is applied to 2 examples: Sudanese families in Australia and young Muslims in Australia on Facebook. The result is a reading of the forces of globalisation in education.
This presentation uses the imagery of car crashes and traffic jams to explore the unconscious. This exploration is combined with the conceptual construction of Deleuze & Guattari's plane of immanence.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
4. Deleuzian teaching and learning practice
Deleuzian
teaching and
learning practice
Practice theory
Community learning
theory
(constructivism)
The educational
unconscious
(desire)
Relational
pedagogy
(affect)
Learning‐time
(virtuality)
Life‐forms epiphanies
(An)other space
5. A philosophy of life
• …A Life?...No one has described what a life is better
than Charles Dickens (Our Mutual friend) if we take the
indefinite article as an index of the transcendental. A
disreputable man, a rogue, held in contempt by
everyone, is found dying. Suddenly, those taking care of
him manifest an eagerness, respect, even love, for his
slightest sign of life. Everyone bustles about to save him,
to the point where, in his deepest coma, this wicked man
himself senses something soft and sweet penetrating
him. But to the degree that he comes back to life, his
saviours turn colder, and he becomes once again mean
and crude. Between his life and his death, there is a
moment that is only that of a life playing with death
(Deleuze, 2007, p. 391).
6. bergson
• Apply the test of true and false to problems themselves.
Condemn false problems and reconcile truth and creation at
the level of problems (false problems are of 2 sorts, ‘non-
existent problems’ defined as problems whose very terms
contain a confusion of the more and the less; and ‘badly stated’
questions, so defined because their terms represent badly
analysed composites).
• Struggle against illusion, rediscover the true differences in kind
or articulations of the real (the real is not only that which is cut
out according to natural articulations or differences in kind; it is
also that which intersects again along paths converging toward
the same ideal or virtual point).
• State problems and solve them in terms of time rather than of
space. (Deleuze, 1991, pp.15-31).
9. nietzsche
• There are lives with prodigious difficulties; these are the lives of
the thinkers. And we must lend an ear to what we are told
about them, for here we discover possibilities of life the mere
story of which gives us joy and strength and sheds light on the
lives of their successors. There is much invention, reflection,
boldness, despair and hope here as in the voyages of great
navigators; and to tell the truth, these are also voyages of
exploration in the most distant and perilous domains of life.
What is surprising in these lives is that 2 opposed instincts,
which pull in opposite directions, seem to be forced to walk
under the same yolk: the instinct that leads to knowledge is
constantly constrained to abandon the ground where man
habitually lives and to throw itself into the uncertain, and the
instinct that wills life is forced to grope ceaselessly in the dark
for a new place to establish itself (Deleuze, 1983, p. 94).
10. normativity
• The penal system, which goes from the secrecy of
torture and the spectacle of executions to the refined
use of ‘model-prisons’ in which some may acquire
advanced university degrees, while others resort to
a contented life of tranquilizers, brings us back to
the ambiguous demands and perverse constraints of
a progressivism that is, however, unavoidable and
even beneficent (Blanchot, 1987, p. 83).
11. exams
• The substance reflects the form: this is not the arena for
risk. Thus the examination produces the familiar double-
bind: lurking in the shadows is the image of the brilliant
script, which is offered in terms not of a formal perfection
but a master-stroke, the single God-given answer which
will convince that here is a potential hero of a generation.
But this is, of course, not really possible, however much
candidates may brag afterwards: and thus the image of
the perfect answer to the all-consuming questions of the
State is continually withheld, proffered but out of reach,
confirming in advance the authority of the Board,
convincing the candidates that it is better to be safe than
to take the risk the effects of which, after all, nobody will
ever see (Punter, 1986, p. 269).
13. epiphanies
• Definition A: [An Epiphany is] “a sudden spiritual manifestation,
whether in the vulgarity of speech or of gesture or in a
memorable phase of the mind itself. It is for the man of letters
to record these epiphanies with extreme care, as they are the
most delicate and evanescent of moments. It is when the soul
of the commonest object…seems to us radiant,” (Joyce, 1944,
p. 213).
• Definition B: “Epiphanies are interactional moments and
experiences which leave marks on people’s lives. In them,
personal character is manifested. They are often moments of
crisis. They alter the fundamental meaning structures in a
person’s life,” (Denzin, 1989, p. 70).
• Denzin (1989) argues that there are four kinds of epiphanic
moment: 1) the major upheaval; 2) the cumulative; 3)
illuminative; 4) relived. Each meaning centres on the
problematic (p. 83) nature of the experience.
14. Eternal return
• Pierre Klossowski (1997) termed this linkage [of the
eternal return] as a “declarative mood” and one that
reveals the “tonality of the soul” (p. 100). The eternal
return makes things happen in that it is a bridging
mechanism between the conceptual resources that one
might bring to a problem, for example, a teacher working
through and questioning their reasons and methods of
engaging the students, and the practical consequences
of this situation, such as asking introspective questions
and making pedagogic changes in one’s teaching
methods. It is not the moral principles of the teacher that
are in the spotlight here, but the ethical codes that one
holds and practices, and the passion for the job that one
demonstrates in ‘the moment’.
15. Levels of experience
• Deleuzian teaching and learning practice [therefore]
contains a turbulent, yet creative base that often
sets values and beliefs against themselves through
epiphanies. The point here is not to apply Deleuze’s
philosophy in a meek and responsible way to
education, but to find the ruptures in teaching and
learning that might lead to (an)other manner in
which to teach. Deleuze’s philosophy of life therefore
puts into erasure assumptions about experience in
teaching and learning and creates alternate realities
through which penetrating questions may be asked.
16. The virtual
• The primary and yet malleable connection between the
construction of the virtual and learning that we may derive from
the philosophy of Deleuze (1994), lies in the conception and
deployment of multiplicities. Multiplicities may be conceived of
as abstract entities tied to reality through the agent or agents
transforming knowledge (Deleuze, 1994). The Deleuzian notion
of multiplicities responds to hybrid reasoning that is not
canonical or entirely original. Deleuze used Nietzschean
plurality to focus the ways in which multiplicities act through
duration (durée), that comes from the unconscious in Bergson.
The notion of Nietzschean force is never singular; it is always a
differential between other forces. This qualifies Nietzsche’s
interest in the ways in which schemes or perspectives “interact,
attract, convince, corrupt, and incorporate one another”
(Richardson, 1996, p. 264).
18. VR automata
• The reproduction of capitalism in schools makes the
necessity for virtual value, as it codifies the practises and
values of teachers and their interaction with the students
(most physicists and mathematicians now work for the
military). Capitalism in this sense interrupts the analogue
relationship between communities of learners, and
simultaneously produces singular instances of virtual
value that are disparate from the host communities.
Contained in these singular instances that are analogue,
yet teachable as digital through VR and the philosophical
virtual, are the diagrammatic representations of abstract
machines, which demonstrate the ways in which VR is
immanent without being prone to reproduction
19. The 2-role model of affect
1st role of
affect
2nd role of
affect
20. Talking with Unconscious-affect
• In the role of the analyst, Freud
took it on himself to name the
affect in the dreams, and to
discuss the various ways in which
the patients have articulated affect
in their monologues
• Freud’s point of introducing the Id,
Ego and Super-ego was a
distinctive layering in the analysis.
These factors are representative of
disunity that is a mode of
abundance that always exceeds
disciplinary regimes or any
discourses of control or limitation
such as definitions of the self
21. Spinozism
• Philosophers such as Lloyd have taken this idea to infuse
the mind with sexuality, as the Spinozist positioning of
affectus with power leads one away from desexed,
disembodied ideas…
• The coded language of teaching manuals and professional
practice reproduces the body-without-organs because they
may drain the sprightly sexual body of emergent life
through internalisation and the potential subjectification to
inflexible regulation…
• Erotic language-affects give us a way of talking about these
(educative) connections, and applying the two-role model of
affect to the transformations of the body in the education
system…
23. conclusion
• The various forms of education or ‘normalization’
imposed upon an individual consist in making him or
her change points of subjectification, always moving
towards a higher, nobler one in closer conformity
with the supposed ideal. Then from the point of
subjectification issues a subject of enunciation, as a
function of a mental reality determined by that point.
Then from the subject of enunciation issues a
subject of the statement, in other words, a subject
bound to statements in conformity with a dominant
reality. (Deleuze & Guattari, 1988, p.129).
24. references
• Blanchot, M. (1987). Michel Foucault as I imagine him. New York: Zone Books.
• Deleuze, G. (1983). Nietzsche and Philosophy, (H. Tomlinson, Trans.). New York: Columbia University
Press.
• Deleuze, G. (1991). Bergsonism, (H. Tomlinson & B. Habberjam, Trans.). New York: Zone Books.
• Deleuze, G. (1994). Difference & Repetition, (P. Patton, Trans.). London: The Athlone Press.
• Deleuze, G. (2007). Two Regimes of Madness (A. Hodges & M. Taormina Trans.). New York:
Semiotext(e).
• Deleuze, G., & Guattari, F. (1988). A Thousand Plateaus: Capitalism and Schizophrenia II (B.
Massumi, Trans.). London: The Athlone Press.
• Denzin, N.K. (1989). Interpretive Biography. Newbury Park, N.Y.: Sage Publications.
• Joyce, J. (1944). Stephen Hero, T. Spencer (Ed.). New York: New York Directions.
• Klossowski, P. (1997). Nietzsche and the Vicious Circle (D.W. Smith, Trans.). Chicago: The University
of Chicago Press.
• Punter, D. (1986). Examinations. In: D. Punter (Ed.). Introduction to Contemporary Cultural Studies
(pp. 267-270). London: Longman.