On the unrepresentability of affect in Lyotard’s work

Towards pedagogies of ineffability

Bibliographic Data

ID8857482
AuthorsM Zembylas (0000-0001-6896-7347, Open University of Cyprus, corresponding author)
Year2019
Volume52
Issue2
Pages180-191
Publication date2019-05-21
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueEducational Philosophy and Theory (JOURNAL)
Journal identifiersISSN: 0013-1857 • E-ISSN: 1469-5812
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/00131857.2019.1619172
OpenAlexW2945711216
LanguageEN
References cited43

This article explores how Jean François Lyotard reflects on affect as unrepresentable in relation to contemporary affect theory and specifically post-Deleuzian perspectives and non-representational theories suggesting that we need to invent new theoretical ways of addressing our more-than-textual, multisensual worlds. The essay leans on this conversation to make a political and pedagogical intervention into the terrain of addressing affect in the classroom. It is discussed how Lyotard adds his own contribution to the work of other affect theorists, who are not saying that if we find the right vehicle—literature, art, etc.—we can translate or represent affect, but rather that pedagogy is itself always already an affective event that exceeds representation. Pedagogies of ineffability, as it argued, are those pedagogical practices that do not fall pray into the rhetorics of standardization and homogenization in the name of ‘emotional intelligence’ or ‘effectiveness’, but rather invent affective spaces of learning in which educators and students are opened precariously to the unknown

Aesthetics · Affect (linguistics · Affect theory · Conversation · Embodied cognition · Epistemology · Politics · Representation (politics · Sociology · Law · Philosophy · Philosophy, Ethics, and Existentialism · Posthumanist Ethics and Activism · Postmodernism in Literature and Education

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