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A Deleuzian Approach to CurriculumMaking a Holey Curriculum: Untimeliness, Unhomeliness, and the Schizophrenic Potential of the ANOMAL

A Deleuzian Approach to Curriculum: Making a Holey Curriculum: Untimeliness, Unhomeliness, and... [Nietzsche contends that the philosopher is neither eternal nor exclusively historical. Rather, a philosopher is always untimely (Deleuze, 1983). Like an arrow launched along a particular trajectory or fired upon a target, a thinker is mobilized toward the challenges and problems of a particular place and time. Yet, an arrow might be taken up from where it falls and fired in a new direction, at a different target, along a new line of flight. As Guattari (1995) writes, “Who knows what will be taken up by others, for other uses, or what bifurcations they will lead to!” (p. 126). Untimeliness is in this way a potential for redisposing thought to the creation of new events or becomings. It is to mobilize the event in a way that exceeds the historical, or rather, to make visible the virtual powers of thought that exceed historical actualization (Deleuze & Guattari, 1994). It is in this way that the untimely might catalyze new problems and opportunities for experimentation unequal to the conditions for action and common sense established by the fait accompli of history (Vähämäki & Virtanen, 2006). Put differently, the force of a thinker might arise from history without merging with it, “arising only to leave it” (Deleuze & Guattari, 1994, p. 112).] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

A Deleuzian Approach to CurriculumMaking a Holey Curriculum: Untimeliness, Unhomeliness, and the Schizophrenic Potential of the ANOMAL

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Publisher
Palgrave Macmillan US
Copyright
© Palgrave Macmillan, a division of Nature America Inc. 2010
ISBN
978-1-349-28845-8
Pages
123 –161
DOI
10.1057/9780230115286_8
Publisher site
See Chapter on Publisher Site

Abstract

[Nietzsche contends that the philosopher is neither eternal nor exclusively historical. Rather, a philosopher is always untimely (Deleuze, 1983). Like an arrow launched along a particular trajectory or fired upon a target, a thinker is mobilized toward the challenges and problems of a particular place and time. Yet, an arrow might be taken up from where it falls and fired in a new direction, at a different target, along a new line of flight. As Guattari (1995) writes, “Who knows what will be taken up by others, for other uses, or what bifurcations they will lead to!” (p. 126). Untimeliness is in this way a potential for redisposing thought to the creation of new events or becomings. It is to mobilize the event in a way that exceeds the historical, or rather, to make visible the virtual powers of thought that exceed historical actualization (Deleuze & Guattari, 1994). It is in this way that the untimely might catalyze new problems and opportunities for experimentation unequal to the conditions for action and common sense established by the fait accompli of history (Vähämäki & Virtanen, 2006). Put differently, the force of a thinker might arise from history without merging with it, “arising only to leave it” (Deleuze & Guattari, 1994, p. 112).]

Published: Oct 9, 2015

Keywords: General Equivalency; Pedagogical Life; Contemporary Education; Social Desire; Curriculum Theory

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