Deleuze as a Philosopher of Education

Affective Knowledge/Effective Learning

Dados Bibliográficos

ID3969679
AutoresInna Semetsky (autor correspondente)
Ano2009
Volume14
Fascículo4
Páginas443-456
Data de publicação2009-07-01
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoThe European Legacy (JOURNAL)
Identificadores do periódicoISSN: 1084-8770 • E-ISSN: 1470-1316
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/10848770902999534
OpenAlexW2017696901
IdiomaEN
Citações recebidas18

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

Cognitive science · Epistemology · Ontology · Sociology · SOCRATES · Communication · Computer Science · Critical Theory and Philosophy · Digital Media and Philosophy · Philosophy · Philosophy, Ethics, and Existentialism · Psychology