By Matthew Carlin, Jason Wallin
Deleuze & Guattari, Politics and Education mobilizes Deleuzian-Guattarian philosophy as a progressive substitute to the lingering kinds of transcendence, identification politics, and nihilism endemic to Western notion. Operationalizing Deleuze and Guattari's problem to modern philosophy, this ebook provides their view as a innovative substitute to the lingering sorts of transcendence, identification politics, and nihilism endemic to the present country of Western formal schooling. This e-book bargains an experimental method of theorizing, developing a wholly new approach for tutorial theorists to process their paintings because the activity of revolutionizing lifestyles itself. reading new conceptual assets for grappling with and mapping a sustainable political replacement to the cliche's that saturate modern academic idea, this choice of essays works towards extracting a real snapshot of schooling and studying that exists in sharp distinction to either the neo-liberal academic venture and the serious pedagogical culture.
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Additional info for Deleuze and Guattari, Politics and Education: For a People-Yet-to-Come
1983). Anti-Oedipus: Capitalism and schizophrenia. (trans. R. Hurley, M. Seem & H. R. Lane). Minneapolis, MN: University of Minnesota Press. 14 Deleuze & Guattari, Politics and Education Frank, T. (1999) The Conquest of Cool: Business Culture, Counterculture, and the Rise of Hip Consumerism. Chicago: University of Chicago Press. Freire, P. (1996) Pedagogy of the Oppressed (trans. M. Bergman Ramos). London: Penguin. Harvey, D. (2005) A Brief History of Neoliberalism. Oxford: Oxford University Press.
59–73. Parenti, C. (1999) Lockdown America: Police and Prisons in the Age of Crisis. London: Verso. Reich, W. (1970) Mass Psychology of Fascism. New York: Farrar, Straus and Giroux. Sloteridijk, P. (1987) Critique of Cynical Reason. Minnesota, MN: University of Minnesota Press. Wacquant, L. (2009) Punishing the Poor: The Neoliberal Government of Social Insecurity. Durham, NC: Duke University Press. Žižek, S. (2004) Organs Without Bodies: Deleuze and Consequences. New York: Routledge. 2 On Cinema as Micropolitical Pedagogy Is there an Elephant in the Classroom?
It is an ‘infinite whole’ swarming with anorganic life. Pedagogical worries Cinema understood as a ‘thought-machine’ by Deleuze maintains that it has the capacity to transform thought through the very specificity of its own filmic ways of thinking. It ‘thinks’ with and through images and sound producing ‘an image of thought’. Such an approach extends, clarifies and ‘completes’ Walter Benjamin’s early enthusiasm and speculation that the ‘kino eye’, following Dziga Vertov, presents the world via this disembodied eye as a ‘second nature’ that might be ‘translated’ and ‘read’ given that we are confronted with a new spatio-temporal configuration of the world.