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  1. Enacting affirmative ethics in education: A materialist/posthumanist framing.Dianne Mulcahy - 2022 - Educational Philosophy and Theory 54 (7):1003-1013.
    The aim of this article is to explore the worth of a materialist/posthumanist approach to ethics, specifically affirmative ethics, within the field of education. I work empirical material that ‘does’ this ethics in classrooms and draw on Deleuze’s ethically guided materialism as taken up by Braidotti, to gain purchase on it. Defined as a relational matter of human and non-human powers of acting in pursuit of affirmative values, affirmative ethics focuses up relations, forces and affects. It poses considerable challenges to (...)
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  • Problematization in foucault’s genealogy and deleuze’s symptomatology: Or, how to study sexuality without invoking oppositions.Colin Koopman - 2018 - Angelaki 23 (2):187-204.
    The work of Michel Foucault and Gilles Deleuze frequently gave rise to a practice of philosophy as a form of critical problematization. Critical problematization both resonates between their thought and is also generative for contemporary philosophy in their wake. To examine critical problematization in each, a shared theme of inquiry provides a useful focal point. Foucault and Deleuze each deployed critical problematization in the context of studies of sexuality, a site of excited contestation that remains as crucial for us today (...)
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  • Six Senses of Critique for Critical Phenomenology.Lisa Guenther - 2021 - Puncta 4 (2):5-23.
    What is the meaning of critique for critical phenomenology? Building on Gayle Salamon’s engagement with this question in the inaugural issue of Puncta: A Journal for Critical Phenomenology (2018), I will propose a six-fold account of critique as: 1) the art of asking questions, moved by crisis; 2) a transcendental inquiry into the conditions of possibility for meaningful experience; 3) a quasi-transcendental, historically-grounded study of particular lifeworlds; 4) a (situated and interested) analysis of power; 5) the problematization of basic concepts (...)
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