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A Deleuzian Approach to CurriculumThe Conceptual Powers of Currere

A Deleuzian Approach to Curriculum: The Conceptual Powers of Currere [For Deleuze and Guattari (1994), a concept is more than simply a name attached to a subject or object. A concept is a way of approaching the world, or put differently, a way of creating a world through the active extension of thinking the possible. Such extension is not simply idealistic, but rather, an opening of experience to what it is not. In this way, the concept extends experience through an affirmation of difference. In Deleuzeguattarian (1987) terms, what a concept is is of less significance than what it does. Rather than a tool that purports to reflect an a priori reality, the active force of the concept creates connections across fluxes and milieus, allowing us “to consider … a new way of conceiving being, the world, or what there is” (May, 2005, p. 116). Concepts are thus not readymade or immutable structures beyond experience. Instead, Deleuze and Guattari (1994) follow the task of philosophy set out by Nietzsche: “[we] must no longer accept concepts as a gift, not merely purify and polish them, but first make and create them” (p. 5). As an experimental endeavor, the active force of the concept marks an engagement with thinking in its most extreme artistic and philosophical forms. Throughout such extreme encounters, the active creation of concepts creates an experimental interface with new ways of thinking. Yet, because the concept actively extends the field of experience, it also creates a plane for the exploration of new artistic, political, and ethical praxis (Bogue, 2003).] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

A Deleuzian Approach to CurriculumThe Conceptual Powers of Currere

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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
1 –13
DOI
10.1057/9780230115286_1
Publisher site
See Chapter on Publisher Site

Abstract

[For Deleuze and Guattari (1994), a concept is more than simply a name attached to a subject or object. A concept is a way of approaching the world, or put differently, a way of creating a world through the active extension of thinking the possible. Such extension is not simply idealistic, but rather, an opening of experience to what it is not. In this way, the concept extends experience through an affirmation of difference. In Deleuzeguattarian (1987) terms, what a concept is is of less significance than what it does. Rather than a tool that purports to reflect an a priori reality, the active force of the concept creates connections across fluxes and milieus, allowing us “to consider … a new way of conceiving being, the world, or what there is” (May, 2005, p. 116). Concepts are thus not readymade or immutable structures beyond experience. Instead, Deleuze and Guattari (1994) follow the task of philosophy set out by Nietzsche: “[we] must no longer accept concepts as a gift, not merely purify and polish them, but first make and create them” (p. 5). As an experimental endeavor, the active force of the concept marks an engagement with thinking in its most extreme artistic and philosophical forms. Throughout such extreme encounters, the active creation of concepts creates an experimental interface with new ways of thinking. Yet, because the concept actively extends the field of experience, it also creates a plane for the exploration of new artistic, political, and ethical praxis (Bogue, 2003).]

Published: Oct 9, 2015

Keywords: Reactive Power; Active Force; Active Creation; Conceptual Power; Conceptual Force

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