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Guide Educational Life-Forms: Deleuzian Teaching and Learning Practice

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The evidence consists of art, film and objects from life that relate to and suggest the complex ways in which we are affected by traffic jams.

Neil Postman's Philosophy of Education and Gilles Deleuze's Rhizomatic Thinking

Reciprocating substrata of everyday life build upon the unconscious, and show how the abstract turbulence of everyday life forms eddies and flows that may be followed and understood. The plateau of this dead letter is [21 October the Petro-Citizen] and is populated with traffic jams, car crashes, global environmental concerns and the psychological and sociological contingencies that accompany the petro-citizen.

Connections between the strata that make up the plateau of the petro-citizen will deliberately be left as open-ended and speculative to show how the petro-citizen functions as a flagrant construct in everyday life, which includes the desire for petrol and explains the resulting panpsychic petro-political landscape. The double-articulation of the plateau depends upon the ways in which the petro-citizen and petro-politics create reciprocating realms of motivation and drive that tend towards contemporary double-articulation, paradox and contradiction with respect to the usages of oil.

This double-articulation results in a multiple chequered flag or illusionary global end-game that designates the current human relationships with oil. David R.


  • Deleuze's new Meno: On learning, time, and thought!
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David uses his knowledge of Deleuze, and multiple and affective literacies, to investigate areas of educative interest. Your email address will not be published. Notify me of followup comments via e-mail.

Gilles Deleuze

A new Meno would say: it is knowledge that is nothing more than an empirical figure, a simple result which continually falls back into experience; whereas learning is the true transcendental structure which unites difference to difference, dissimilarity to dissimilarity, without mediating between them--not in the form of a mythical past or former present, but in the pure form of an empty time in general. The Meno is one of the Platonic dialogues in which Socrates asserts that learning is recollection.

While Deleuze's central philosophical writing has not been interpreted as a text on learning, his treatment of Plato's Meno cannot be reduced to the dominant theme pervading much of his thought: that of overturning Platonism. Indeed, the call for a new Meno signals the overturning of Platonism, but it requires the development of a theory of learning that renders it possible to begin with. If learning is not one of the central themes of Difference and Repetition, on what basis can Deleuze claim to have conjured up a new Meno?

Deleuze's argument is that learning or apprenticeship is oriented toward the future, rather than the past. In other words, a new Meno arises along with Deleuze's philosophy of time, which is the most powerful theme pervading Difference and Repetition.

Shop Educational Life Forms: Deleuzian Teaching And Learning Practice

But the argument that learning is oriented toward the future does not originate with Difference and Repetition. It is developed by Deleuze in his earlier work Proust and Signs In recent years, the study of Deleuze's theory of learning has flourished, with works such as Nomadic Education: Variations on the Themes of Deleuze and Guattari and Educational Life-Forms: Deleuzian Teaching and Learning Practice being published.

In addition to this, commentators rely too heavily on the pedagogy of the concept to develop Deleuze's theory of learning, when it is learning that gives way to the pedagogy of the concept. In this respect, we have become friends of the concept but not lovers of learning. This essay addresses the gap in the literature by responding to Deleuze's call for a new Meno.

David R. Cole