What Is Philosophy?

Loudon, M. R.; Deleuze, Gilles; Guattari, Félix; Burchell, Graham; Tomlinson, Hugh

doi:10.2307/3121994

Cited by 19 publications

(23 citation statements)

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“…In Deleuze and Guattari's (1994) provocative book What is Philosophy?, they argue that philosophy is essentially a discipline that constantly offers new concepts that may allow us to observe and analyse hidden, unobvious, and subversive knowledges that parade in the world. It is a "pedagogy of the concept" (Deleuze & Guattari, 1994, p. 12) in that learning is constructed as problematic as opposed to being envisaged in relation to pre-existing knowledge.…”

Section: Invoking Deleuzian Assemblagementioning

confidence: 99%

Towards an integrative philosophy of education: The contemplative case of economic education

Maistry

2023

J. educ. (Univ. KwaZulu-natal)

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Acquiring a basic knowledge of philosophy is usually a deprioritised choice for students in undergraduate programmes. Even a basic philosophy course is seldom mandatory in the hard sciences, although it may be an option in the social sciences. While many undergraduate teacher education programmes have stand-alone courses in the philosophy of education in general educational studies courses, philosophical inspiration is largely drawn from continental philosophy. The extent to which preservice teachers see the wider relevance and application of philosophy of education to the school subjects they teach is uncertain. Also, contemporary philosophy of education courses in the (South) African context may still be paying homage to Western, Eurocentric philosophical canons, despite calls by the student collective in South Africa for African contextual relevance. I present an account of a curriculum initiative in a teacher education course that attempts a disruption of traditional western canons that underpin economics and economic education. I argue that disciplines such as economics are fertile spaces for engaging teacher trainees in a philosophical exposé, with a view to contesting the universality of the philosophies of (economic) sciences to explain contemporary societal crises. I present insights into how the philosophy of education might be conceptualised as an across curriculum competence as opposed to an insular, stand-alone offering.

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Section: Invoking Deleuzian Assemblagementioning

confidence: 99%

Towards an integrative philosophy of education: The contemplative case of economic education

Maistry

2023

J. educ. (Univ. KwaZulu-natal)

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“…As a methodological tool to try and embrace what might be assembling during visits to primary school PE, three headings 'interesting, important, remarkable' (Deleuze and Guattari, 1994;Haraway, 1997) were written on my notebook. Other headings were key elements of PL -cognitive, affective, physical, holistic, lifelong (Whitehead, 2010;IPLA, 2017).…”

Section: Part III Post-qualitative Analysesmentioning

confidence: 99%

“…Pierre's (2019) post-qualitative ideas, because an ontology of immanence (Deleuze and Guattari, 1994) seems to retain the dynamic nature of PL-PE. This means retaining the sense of movement on two…”

Section: Concluding Reflectionsmentioning

confidence: 99%

An investigation of how physical literacy is enacted in primary physical education

Bartle

2023

QRJ

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PurposeThis research investigated how students are becoming teachers of primary school (ages 5–11) physical education (PE), using a physical literacy (PL) approach (Whitehead, 2010). Primarily methodological, the purpose was to disrupt how to investigate this topic since research highlights that the philosophy underpinning PL makes the concept difficult to operationalize (Shearer et al., 2018).Design/methodology/approachPE settings are inherently lively, and the author retained this in the analytic insights from what she called a “methodological meshwork” (Law, 2004; Ingold, 2006). Informed by phenomenology, posthumanism and sociomaterialism, data gathering included observations, interviews with artefacts, with humans, and tweets as part of the methodological meshwork. Diagrammatic presentations accompany written text, whilst also doing work in themselves (Decuypere and Simon, 2016). The author followed the actors (Adams and Thompson, 2016), thus entered the middle of data, such as lesson plan or physical education equipment.FindingsOnto-epistemological entanglements (Barad, 2007) are presented in an interweaving format. Thus, theory is discussed alongside the empirical and shows that a PL informed approach to PE is evident in multiple places-spaces.Originality/valueBroader issues are raised about methodological assumptions that inform investigations of PL and practice generally. It is hoped that these may be relevant to a wider professional audience as well as those in physical and teacher education.

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“…The following vignettes focus on the experiences of three participants: Morgan, John, and Carrie (all pseudonyms). Vignettes were selected from the participants' reflective collages based on those vignettes' capacity to resonate with the researcher and thereby to stand out as "interesting, remarkable, or important" (Deleuze & Guattari, 1991/1994 regarding the participants' becomings. The following vignettes' transformative passages are bolded to show when connections happened in my mind while intense streams of thought were being produced (Masny, 2016).…”

Section: Becoming Vignettesmentioning

confidence: 99%

Rhizo-Création de la capacité d'intégration technologique des enseignant.e.s de langue seconde

Bangou

2023

CJLT

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This article puts to use the work of Deleuze and Guattari to build new knowledge and understanding associated with the circumstantial nature of becoming a technology-capable language teacher through experimentations with/in the agencements of an ongoing research project associated with the design and delivery of a 12-week online graduate course in computer-assisted language learning (CALL). Methodologically, data collection encompassed participants’ assignments, semi-structured interviews, course materials, and researcher’s journal. Moreover, rhizoanalysis was deployed to map change and potentialities in teachers’ becoming. Scholarly contributions to the fields of technology, learning, and teacher education relate to re-theorizing the role and effect of human, expressive, and material elements in teacher education in CALL, as well as developing new methodologies to research micro-level singularities and emergent potentialities for teaching and learning with/in teacher education.

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What Is Philosophy?

Cited by 19 publications

References 0 publications

Towards an integrative philosophy of education: The contemplative case of economic education

Towards an integrative philosophy of education: The contemplative case of economic education

An investigation of how physical literacy is enacted in primary physical education

Rhizo-Création de la capacité d'intégration technologique des enseignant.e.s de langue seconde

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