Posts Tagged ‘nomadic’
International travel provides a unique opportunity for self-exploration and the development of cultural awareness and multidimensional perspectives. The process of removing oneself from familiar surroundings and venturing into foreign and strange lands produces a space where the traveler may consider new philosophical ideas and develop new ways of seeing the world. I explore in detail the process of international travel and use travel narrative as a foundation for a discussion of difference, identity and the development of nomadic thought. Nomadic thought is a concept used to describe ideas and identities that exist outside established frameworks or hierarchical categorizations, and are in a state of perpetual fluctuation. I argue that international travel provides an inherent opportunity for self-reflection and transformation which can produce a space where nomadic thought and dialogue may occur. I conclude that nomadic thought is a critical component of international dialogue and conflict resolution, and should be a core component of international education programs.
This comprehensive and thoughtful volume is the first book to investigate, assess and apply a philosophy of education drawn from the great French philosopher Gilles Deleuze. It contains powerful and beautiful essays by some of the most influential Deleuze and Guattari commentators (the chapters by Bogue, Colebrook, May and Semetsky, and Genosko are particularly rewarding). The book provides very useful situations within the philosophy of education and some interesting experimental developments of Deleuze’s work, notably in terms of new technologies and original methods. This is then an indispensable work on Deleuze and education. It covers the historical background and begins shaping debates for future research in this exciting and growing area. Professor James Williams, Professor of European Philosophy, School of Humanities, University of Dundee, author of Gilles Deleuze’s Difference and Repetition: A Critical Introduction and Guide and The Transversal Thought of Gilles Deleuze: Encounters and Influences. Deleuze always said that education was an erotic, voluptuous experience, perhaps the most important experience we can have. This collection captures that excitement and challenges what we think about how Deleuze should be taught and just as importantly what he taught. Ian Buchanan, Centre for Critical and Cultural Theory, Cardiff University, author of Deleuze and Guattari’s Anti-Oedipus and founding editor of Deleuze Studies. Here are thirteen encounters with Deleuzes work that not only testify of the creativity and newness of Deleuzes own writing but that, by taking these ideas into the field of education, raise new questions, signal new problems, and provide genuinely new ways of educational thinking and being. A rich source of inspiration for anyone who believes that education should not be about the reproduction of what already exists but should be committed to what is to become. Gert Biesta, University of Stirling, author of Beyond Learning: Democratic Education for a Human Future; co-editor of Derrida & Education.
This wonderful, highly readable book breaks new ground in revealing commonalities between Gilles Deleuze‘s nomadic method of inquiry and the pragmatic method of John Dewey. It should be of great interest to both philosophers and educators. Nel Noddings, Stanford University, author of Happiness and Education. . . few have placed the thinking of Dewey into effective dialogue with other forms of philosophy. This is particularly the case regarding contemporary European philosophy. Inna Semetsky‘s exciting new book bridges this gap for the first time by putting the brilliant poststructuralist work of Gilles Deleuze into critical and creative dialogue with that of Dewey. . The publication of this work announces the appearance of a remarkable line of thinking that scholars around the world will soon come to appreciate. Jim Garrison, Virginia Polytechnic Institute and State University, author of Dewey and Eros . . . In this subtle and graceful study, Inna Semetsky brings together cultural and philosophical traditions long in need of connection. This is a significant and powerful work that is sure to invigorate discussions of educational theory for years to come. Ronal Bogue, University of Georgia, author of Deleuze’s Wake: Tribute and Tributaries.
In introducing the work of Deleuze and Guattari Massumi says, “A concept is a brick. It can be used to build the courthouse of reason. Or it can be thrown through the window.” Therefore, in taking the Deleuzian view that concepts have no subjects or objects other than themselves and that the creation of concepts are acts, this article is conceived as a nomadic inquiry into the possible ethical, affective, and political aspects of the events with which these acts are associated. The article is informed by the author’s own collaborative and performative research practices, and the inquiry is sited within the context of his teaching and learning practices in postgraduate education and professional development in higher education in the United Kingdom at the present time. In short, the article explores the ethical implications and sensitivities of the use of creative practices of conceptualization within educational settings of this kind.
American Nietzsche, Jennifer Ratner-Rosenhagen’s lively history of the reception of Nietzsche’s ideas in the United States, from which I have drawn the preceding quotation about the moral life, wisely devotes its prologue to Emerson’s impact on the philosopher: “Nietzsche used Emerson not to get closer to him but to get closer to himself. For Nietzsche, Emerson provided an image of the philosopher willing to go it alone without inherited faith, without institutional affiliation, without rock or refuge for his truth claims.” These themes, encompassing Nietzsche’s persona and ideas, figure prominently in American Nietzsche. The facts of the philosopher’s lonely nomadic life—his books largely ignored upon publication, his genius burdened by ceaseless physical pain and eventually insanity—were, for most readers, inseparable from the scandalous self-described “immoralist” with his emphatically modern “philosophy of the future,” as he called his thinking. And this fusion of life and work made him, especially in the eyes of Greenwich Village radicals in the twentieth century’s opening decades, a prophet and martyr embodying what Ratner-Rosenhagen calls a “cautionary tale about the perilous course of the intellectual in the democratic era.”
The sixth moment of qualitative inquiry demands that researchers rethink traditional definitions of ethical research practices. In addition, the crisis of representation demands that researchers rethink the function of writing in qualitative research. In this article, the author illustrates how she used Deleuze’s ethical principles as well as Deleuze and Guattari’s figurations of the rhizome, the fold, the nomad, and haecceity to address both of these issues in her study of the construction of subjectivity of a group of older, White southern women in her hometown. Mapping how her understanding of subjectivity has shifted as she has employed these figurations in her writing, she suggests that texts can be the site of ethical work as researchers use writing to help them think differently – an ethical practice of postfoundational inquiry – about both the topic of their studies and the methodology.
This paper examines rhetorical constructions of ‘reality’ in selected outdoor/environmental education discourses-practices. Many outdoor/environmental educators privilege philosophical realism coupled with suspicion towards poststructuralism(s) and deconstruction. From a postlogographic position on language, we argue that producing texts is a method of inquiry, an experience and performance of semiosis-in-use as we sign (and de/sign) the world into existence. This re/de/signed world never represents the ‘real’ world precisely or completely, and in this paper we explore and enact modes of textual (and extratextual) production that struggle to retain a poststructuralist skepticism towards representational claims without falling into antirealist language games. We focus in particular on Deleuzean concepts of ‘rhizomatic’ inquiry and nomadic textuality as enabling dispositions for re/de/signing worlds in which realities and representations are mutually constitutive (rather than dialectically related).
In practice research needs to be messy and heterogeneous. It needs to be messy and heterogeneous, because that is the way it, research, actually is. And also, and more importantly, it needs to be messy because that is the way the largest part of the world is. Messy, unknowable in a regular and routinised way. Unknowable, therefore, in ways that are definite or coherent. Clarity doesn’t help. Disciplined lack of clarity, that may be what we need.
In After Method: Mess in Social Science Research, Law elaborates upon this argument at much greater length. He does so in his own way, drawing on his immersion in the discourses of actor- network theory (ANT) and its successor projects. I also find ANT to be very generative in thinking about methodology but my current preference is to engage messy and heterogeneous objects of inquiry through the frames and figurations provided by Deleuze and Guattari’s ‘geophilosophy’, especially their concepts of rhizome and nomad.
What follows is my rhizopoiesis, a conjoining of Trueit’s Play which is more than play and my ideas, nomadically-rhizomatically generating a further disruption of ideas about play as presented in the early childhood literature. My reading-writing-thinking can be perceived, both abstractly and with/in the actual, as a “vertical dimension of intensities” (Foucault). To disrupt a conventional interpretation of Trueit’s article, I transpose selections of her rather lyrical text into a poietic format, as a way of opening (her) ideas to a rhizomatic understanding of children’s play. Centering the text disturbs any regression into a linearly focussed reading. By virtue of what I have included and what I have left out, the re-presentation inevitably reflects my subjective partiality of my understandings of her text, and associated limitations—“Are we not subject to our own limited “understandings” as we impose our interpretations on others?”
La réflexion proposée par Yves Amyot est issue d’une expérience pratique ayant eu lieu dans des écoles complétée par une démarche universitaire et théorique. L’auteur se définit lui-même comme un marcheur-pédagogue nomade en enseignement des arts. En effet, il a choisi de susciter des projets artistiques dans différentes écoles, ce qui lui a permis de connaître plusieurs réalités scolaires. Le double ancrage théorique et pratique a donné naissance à cette publication où Amyot traite de notions nouvelles, celles de réseau et de rhizome, appliquées à l’enseignement des arts. Le livre comprend quatre chapitres: les deux premiers définissent les notions clés de réseau et de rhizome, le troisième chapitre applique ces notions à une pédagogie rhizomatique et le quatrième présente trois exemples de d’activités pédagogiques analysées à partir d’une pédagogie rhizomatique.