Deep Blue as metamorphic writing and re-writing of polyrhythmicities: A philosophical performance as a radical counter-pedagogy to the academy-form

There are many possible connections between Deleuze's thinking and the field of education. And even more so if we assimilate the dimension of learning as an implication and complication inherent to the exercise of thinking, such as the invention of non given relations between heterogeneous enti...

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Autor principal: Wiedemann, Sebastian
Formato: Artículo revista
Lenguaje:Español
Publicado: Centro de Investigaciones Interdisciplinarias de Filosofía en la Escuela (CIIFE) 2020
Materias:
Acceso en línea:https://revistas.uncu.edu.ar/ojs3/index.php/saberesypracticas/article/view/3547
Aporte de:S de Universidad Nacional de Cuyo Ver origen
id I11-R110article-3547
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spelling I11-R110article-35472020-08-28T12:05:53Z Deep Blue as metamorphic writing and re-writing of polyrhythmicities: A philosophical performance as a radical counter-pedagogy to the academy-form Azul profundo como escritura y re-escritura metamórfica de poliritmicidades : Una performance filosófica como contra-pedagogía radical ante la forma-academia Wiedemann, Sebastian Deleuze Pedagogía radical Performance filosófica Ritmo Re-escritura Deleuze Radical pedagogy Philosophical performance Rhythm Re-writing There are many possible connections between Deleuze's thinking and the field of education. And even more so if we assimilate the dimension of learning as an implication and complication inherent to the exercise of thinking, such as the invention of non given relations between heterogeneous entities. That is to say, if there is thought, there is not only movement, but above all, an immanent apprehension-learning that is doubly expression. This is how we could speak with Deleuze of "thinking through the middle" as a radical pedagogy in the act. The text that follows was composed as a philosophical performance, not only as a gesture of radical pedagogy seeking to establish itself as a plane of experience in becoming for thought, but essentially as counter-pedagogy in act before the academy-form. Halfway between delirium as methodology and speculative fabulation as a creative force, which I have named "Deep Blue", the text, in the form of an immanent critique, proposes to experiment with other ways of inhabiting the academic economy and ecology as an expressive gesture and one of re-existence.  Muchos son los posibles contagios entre el pensamiento de Deleuze y el campo de la educación. Y más aún si asimilamos la dimensión del aprendizaje en tanto implicación y complicación inherente al ejercicio de pensar, como la invención de relaciones no dadas entre heterogéneos. Es decir, si hay pensamiento no solo hay movimiento, pero sobre todo, apre(he)nder inmanente que doblemente es expresión. Es así como podríamos hablar con Deleuze de "pensar por el medio" como pedagogía radical y en acto. El texto a seguir fue compuesto a  modo de performance filosófica, no solo como gesto de pedagogía radical al querer instaurarse como un plano de experiencia en devenir para el pensamiento, sino que esencialmente como contra-pedagogía en acto ante la forma-academia. A medio camino entre delirio como metodología y fabulación especulativa como fuerza creadora, que he nombrado "Azul profundo", el texto a modo de critica inmanente se propone a experimentar otros modos de habitar la economía y ecología académica como gesto expresivo y de re-existencia.  Centro de Investigaciones Interdisciplinarias de Filosofía en la Escuela (CIIFE) 2020-07-08 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículos evaluado por pares application/pdf text/html https://revistas.uncu.edu.ar/ojs3/index.php/saberesypracticas/article/view/3547 Saberes y prácticas. Revista de Filosofía y Educación; Vol. 5 Núm. 1 (2020): Dossier: Deleuze y la Educación; 1-11 2525-2089 spa https://revistas.uncu.edu.ar/ojs3/index.php/saberesypracticas/article/view/3547/2644 https://revistas.uncu.edu.ar/ojs3/index.php/saberesypracticas/article/view/3547/2724
institution Universidad Nacional de Cuyo
institution_str I-11
repository_str R-110
container_title_str Saberes y prácticas. Revista de Filosofía y Educación
language Español
format Artículo revista
topic Deleuze
Pedagogía radical
Performance filosófica
Ritmo
Re-escritura
Deleuze
Radical pedagogy
Philosophical performance
Rhythm
Re-writing
spellingShingle Deleuze
Pedagogía radical
Performance filosófica
Ritmo
Re-escritura
Deleuze
Radical pedagogy
Philosophical performance
Rhythm
Re-writing
Wiedemann, Sebastian
Deep Blue as metamorphic writing and re-writing of polyrhythmicities: A philosophical performance as a radical counter-pedagogy to the academy-form
topic_facet Deleuze
Pedagogía radical
Performance filosófica
Ritmo
Re-escritura
Deleuze
Radical pedagogy
Philosophical performance
Rhythm
Re-writing
author Wiedemann, Sebastian
author_facet Wiedemann, Sebastian
author_sort Wiedemann, Sebastian
title Deep Blue as metamorphic writing and re-writing of polyrhythmicities: A philosophical performance as a radical counter-pedagogy to the academy-form
title_short Deep Blue as metamorphic writing and re-writing of polyrhythmicities: A philosophical performance as a radical counter-pedagogy to the academy-form
title_full Deep Blue as metamorphic writing and re-writing of polyrhythmicities: A philosophical performance as a radical counter-pedagogy to the academy-form
title_fullStr Deep Blue as metamorphic writing and re-writing of polyrhythmicities: A philosophical performance as a radical counter-pedagogy to the academy-form
title_full_unstemmed Deep Blue as metamorphic writing and re-writing of polyrhythmicities: A philosophical performance as a radical counter-pedagogy to the academy-form
title_sort deep blue as metamorphic writing and re-writing of polyrhythmicities: a philosophical performance as a radical counter-pedagogy to the academy-form
description There are many possible connections between Deleuze's thinking and the field of education. And even more so if we assimilate the dimension of learning as an implication and complication inherent to the exercise of thinking, such as the invention of non given relations between heterogeneous entities. That is to say, if there is thought, there is not only movement, but above all, an immanent apprehension-learning that is doubly expression. This is how we could speak with Deleuze of "thinking through the middle" as a radical pedagogy in the act. The text that follows was composed as a philosophical performance, not only as a gesture of radical pedagogy seeking to establish itself as a plane of experience in becoming for thought, but essentially as counter-pedagogy in act before the academy-form. Halfway between delirium as methodology and speculative fabulation as a creative force, which I have named "Deep Blue", the text, in the form of an immanent critique, proposes to experiment with other ways of inhabiting the academic economy and ecology as an expressive gesture and one of re-existence. 
publisher Centro de Investigaciones Interdisciplinarias de Filosofía en la Escuela (CIIFE)
publishDate 2020
url https://revistas.uncu.edu.ar/ojs3/index.php/saberesypracticas/article/view/3547
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