Learning to be Included
Inspiring consternation and praise in near equal measure, Deleuze (1995:143) once observed that “everything I’ve written is vitalistic, at least I hope it is, and amounts to a theory of signs and events”. This chapter proposes a pedagogy of signs and events, grounded in Deleuze’s vitalism and practi...
| Main Author: | |
|---|---|
| Other Authors: | |
| Format: | Book Chapter |
| Published: |
Sense
2013
|
| Online Access: | http://hdl.handle.net/20.500.11937/49095 |
| _version_ | 1848758163903348736 |
|---|---|
| author | Duff, Cameron |
| author2 | Diana Masney |
| author_facet | Diana Masney Duff, Cameron |
| author_sort | Duff, Cameron |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | Inspiring consternation and praise in near equal measure, Deleuze (1995:143) once observed that “everything I’ve written is vitalistic, at least I hope it is, and amounts to a theory of signs and events”. This chapter proposes a pedagogy of signs and events, grounded in Deleuze’s vitalism and practised (or lived) according to the ethology that Deleuze derives from Spinoza. Such a pedagogy should, in turn, yield a novel ethics of the sign whereby the becomings that Deleuze (1994) regards as central to all life may be accelerated or promoted. |
| first_indexed | 2025-11-14T09:39:38Z |
| format | Book Chapter |
| id | curtin-20.500.11937-49095 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T09:39:38Z |
| publishDate | 2013 |
| publisher | Sense |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-490952019-09-10T06:25:37Z Learning to be Included Duff, Cameron Diana Masney Inspiring consternation and praise in near equal measure, Deleuze (1995:143) once observed that “everything I’ve written is vitalistic, at least I hope it is, and amounts to a theory of signs and events”. This chapter proposes a pedagogy of signs and events, grounded in Deleuze’s vitalism and practised (or lived) according to the ethology that Deleuze derives from Spinoza. Such a pedagogy should, in turn, yield a novel ethics of the sign whereby the becomings that Deleuze (1994) regards as central to all life may be accelerated or promoted. 2013 Book Chapter http://hdl.handle.net/20.500.11937/49095 10.1007/978-94-6209-170-2_15 Sense restricted |
| spellingShingle | Duff, Cameron Learning to be Included |
| title | Learning to be Included |
| title_full | Learning to be Included |
| title_fullStr | Learning to be Included |
| title_full_unstemmed | Learning to be Included |
| title_short | Learning to be Included |
| title_sort | learning to be included |
| url | http://hdl.handle.net/20.500.11937/49095 |