Download e-book for iPad: A Deleuzian Approach to Curriculum: Essays on a Pedagogical by J. Wallin

By J. Wallin

ISBN-10: 0230115284

ISBN-13: 9780230115286

ISBN-10: 1349288454

ISBN-13: 9781349288458

This paintings examines the impoverished photograph of lifestyles presupposed via the legacy of transcendent and representational considering that maintains to border the boundaries of curricular thought.

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Extra info for A Deleuzian Approach to Curriculum: Essays on a Pedagogical Life

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The repudiation of the Platonic model/copy dualism avows the constitutive powers of the virtual. Further, the negative simulacrum is reimaged along an ethics of potentiality that do not unequivocally constrain what a body might do. Deleuze (1991) writes, “[m]odern life is such that, confronted with the most mechanical, most stereotypical repetitions, within and without, we endlessly extract from them little differences, variations and modifications” (p. xix). Where Baudrillard posits the termination of difference through the repetition of the Same, Deleuze perceives the expression of a vital difference via the conceptual force of Nietzsche’s eternal return.

Put differently, the transcendent affirms the power of life by limiting its powers of difference. The productive potential of desire is morally reduced to an indulgence, the immanent overcoming of negative affects dubbed delusional. It is in this way that Nietzsche regards the transcendent ideals of the ascetic priest a means of enslaving the masses according to the “common sense” of the herd (p. 456). Nietzsche rebukes, “[the priest] combats only the suffering itself, the comfiture of the sufferer, not its cause, not the real sickness: this must be our most fundamental objection to priestly medication” (p.

As Deleuze remarks, “return is the being of that which becomes” (p. 24). Open to the multiplicity of the future, being is no longer simply itself, but a differentiating potential for becoming. In other words, the eternal return is for Deleuze the affirmative and constitutive power of the future. As May (2005) writes, the future is an overflowing “unactualized difference” that “comes to meet us with no pregiven identities [or] preserving constants” (p. 61). indd 36 10/14/2010 9:17:39 PM POWERS OF THE FALSE 37 task for Nietzsche’s Zarathustra (1969).

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A Deleuzian Approach to Curriculum: Essays on a Pedagogical Life by J. Wallin

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