Journal of Philosophy of Education 55 (4-5):852-863 (2021)

Authors
Yannis Chatzantonis
Dundee University (PhD)
Abstract
The critique of the dominant image of thought bears important consequences for pedagogical theory and practice. I discuss how Deleuze can help us think about the role of the teacher, the teaching of thinking and the relationship between knowledge and learning. Reading Deleuze's Difference and Repetition as a treatise on thinking and its education, I argue that Deleuze's philosophy challenges and deepens our understanding of what teachers do, how pupils learn and how they learn to think. I show that Deleuze's philosophy can contribute towards the articulation of sceptical but also creative pedagogical responses to the question of teaching, learning and thinking.
Keywords Deleuze  education  learning  pedagogy  representation  thinking  Gilles Deleuze  teaching  recognition
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DOI 10.1111/1467-9752.12584
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