Thinking and learning in the philosophy of Gilles Deleuze

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

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Author's Profile

Yannis Chatzantonis
Dundee University (PhD)

Citations of this work

Introduction to the special issue on dissent.Joff P. N. Bradley, Alex Taek-Gwang Lee & Manoj N. Y. - 2023 - Educational Philosophy and Theory 55 (5):558-561.

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References found in this work

Critical Thinking.Robert Ennis - 1991 - Teaching Philosophy 14 (1):5-24.
Critical Thinking and Education.Anthony Flew - 1982 - British Journal of Educational Studies 30 (3):352-353.
Search, swim and see: Deleuze's apprenticeship in signs and pedagogy of images.Ronald Bogue - 2004 - Educational Philosophy and Theory 36 (3):327–342.
An Approach to Difference and Repetition.John Protevi - 2010 - Journal of Philosophy: A Cross-Disciplinary Inquiry 5 (11):35-43.

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