“以物”如何“观物”

《鸟鸣涧》有三种解读方法，从儒、释、道角度都解决不了以“物”如何“观物”的问题，王国维和邵雍的“以物观物”的理论也没能解决这个问题。只有通过生态学的解读方法，才能实现“以物观物”。生态学考察有机非有机物的“转变”（becoming）与“差异”（difference），以及“邻野生境”（milieus），实现了真正意义上的“以物观物”。生态学的方法为解读中国山水诗带来了新的思路。     

Diffraction and response-able reading of texts: the relational ontologies of Barad and Deleuze

In this paper, we use a diffractive reading developed by feminist philosopher and quantum physicist Karen Barad, as part of a response-able methodology, in order to consider the claim made by Serge Hein in his paper ‘The New Materialism in Qualitative Inquiry: How Compatible Are the Philosophies of Barad and Deleuze?’ (2016) that the philosophies of Barad and Deleuze and Guattari are incommensurable. Our point of departure is from a stance which is quite different from that of Hein’s – we propose that it is indeed productive to put the work of Barad into conversation with that of Deleuze. As an alternative to critique used by Hein to engage with the work of Barad and Deleuze, we consider how a response-able and diffractive reading of notions of critique could provide a more affirmative and productive way of reading academic texts, including those by Barad and Deleuze.     

Educational development within higher arts education: an experimental move beyond fixed pedagogies

This paper explores creative educational development by asking what it is or might become. It is based on a singular pedagogical process within the fields of arts, design, and architecture in higher education. The exploration is framed by Gilles Deleuze’s philosophy of difference, which allows for a movement beyond educational certainties that might sometimes limit developmental efforts in higher education. With the intersection of artistic-pedagogical processes and theoretical investigations, the paper aims to imagine potentialities for thinking and doing otherwise in educational development. Thus, this paper strives to become open toward expanding difference and creation within educational development processes.     

A guaranteed basic income and the aesthetics of existence

The recent implementation of various guaranteed basic income (GBI) trials presents an opportunity to consider how such policies should be evaluated. If past experience is any guide, they will be judged primarily on the basis of quantitative factors such as cost and labour market impact. While these considerations remain relevant, some of the most transformative aspects of a GBI will happen at the ‘aesthetic’ level of affect, sensibilities, and attitudes. Using an ethico-aesthetic approach drawing on the work of Foucault, Guattari, Deleuze, and Lazzarato, I examine the dynamic, interactive impact a GBI could have on conceptions of work, welfare and gender. I argue that a GBI can be a key component of a new aesthetic of existence based on a critical ethics of self care.     

Grotesque gestures or sensuous signs? Rethinking notions of apprenticeship in early childhood education

Deleuze asserts that education is a mass of signs. Children learn to decode these signs, albeit in randomized and individual ways, displaying great skill in decoding some signs but not others, and demonstrating different acuities with different clusters of signs. Deleuzian notions of apprenticeship, a fluid becoming to knowledges as formal education is encountered, operate at some distance to linear, culturally loaded apprenticeship concepts embedded in sociocultural theories. Conceptualizing education as gestures and signs, and apprenticeship as temporal rather than developmental, makes it difficult to try to quantify what is learnt. Deleuzian notions of apprenticeship, whilst troubling, can begin to dislodge teaching and learning conventions, particularly around accessing and responding. This essay explores drawing as education in Deleuzian terms.     

‘We don't believe media anymore’: Mapping critical literacies in an adult immigrant language classroom

This article maps critical literacies conceptually and empirically in the context of adult immigrant language classrooms. It begins by describing Deleuze and Guattari's cartographic approach. Then it traces critical literacies situated conceptually within a Freirean paradigm before mapping them differently through the Deleuzian-informed Multiple Literacies Theory (MLT). MLT frames critical literacies as reading intensively, that is, disruptively. This alternative conceptualization is then mobilized empirically in relation to the problems and politics produced in the qualitative study of one language classroom. In this classroom, reading a newspaper article provoked a series of transformative events or becomings, a concept created by Deleuze and Guattari and which is central to MLT. A research cartography is presented as a series of vignettes weaving data and concepts. This empirical mapping of media literacies and reading intensively offers insights into the politics of becoming in adult immigrant language classrooms and opens conceptual lines of flight between critical literacies and reading intensively.     

少数电影：理论概念和批评实践

尽管德勒兹的电影著作未及处理1980年代以来、欧美经典脉络之外的丰富而多样的电影形态,但是他所贡献的一些概念和思考仍具有进一步拓展＂时间—影像＂之后的电影研究的理论潜力。本文围绕＂少数电影＂的论题,梳理了从德勒兹的理论原点到后来不同学者的批评应用。这些批评应用包括弗雷德里克.詹姆逊对好莱坞美学体系下＂对抗性的现实主义＂的讨论,达德利.安德鲁挪用＂游牧＂这一德勒兹术语对西非电影的考察,以及张英进为理解新时期中国电影而从不同的理论来源引入的＂少数＂话语,它们与德勒兹的问题意识之间建立起一种富于启发性的对话关系。这些批评实践反过来对德勒兹的理论术语和思想框架也构成了某种协商或修订。     

Embodiment and becoming in secondary drama classrooms: the effects of neoliberal education cultures on performances of self and of drama texts

This article explores the effects of neoliberalism and performative educational cultures on secondary school drama classrooms. We consider the ways Deleuze and Guattari’s schizoanalysis and Butler’s concept of gender performance enable us to chart the embodied, relational, spatial and affective energies that inhabit the often neoliberal and heterosexually striated space of the drama classroom. These post-humanist analyses are useful methodological tools for mapping the complexities of student becomings in the space context of the secondary school. We also show how Foucault’s governmentality and Ball’s theory of competitive performativity are particularly salient in the context of immanent capitalism that shapes the desires of its subjects. These frameworks, when combined, can be useful in critiquing neoliberal educational assemblages and in indicating emerging deterritorializations and lines of flight in teachers and students.     

The explosion of real time and the structural conditions of temporality in a society of control: durations and urgencies of academic research

In the context of ongoing debates about the distinctive temporalities associated with contemporary regulative regimes, this paper explores the interpretive trajectories initiated in contrasting conceptualisations of the politics of time. This exploration is developed through analysis of interview data from a study of unconscious relations in academic practice. Section one uses one moment of data to contrast phenomenological, Deleuzian and Lacanian theorisations of the relation between time and subjectivity. Section two is an exegesis of Lacan’s paper on Logical Time. This outlines the way temporality is structured in relation to the subject’s guess about the expectations of the Other. Section three uses this to develop an interpretation of three temporalities that constitute the space of contemporary academic subjectivities. The final section considers the intensification of the juxtaposition of these incongruent temporalities, contrasting Lacanian and Deleuzian theorisations of time in the Real/virtual and their implications for both methodological and political strategy.     

The matter of silence in early childhood bilingual education

The relationship between silence as non-speech and bilingualism in early childhood education is intricate. This article maps this relationship with the help of diverse theoretical entrances to a video-recorded everyday episode from a bilingual (Spanish–Swedish) preschool in Sweden. Though this, three alternative readings of silence are produced. Thinking with Deleuzian philosophy, the aim is to consider how the different readings of silence require different understandings of both time and language and allow different bilingual child subjectivities. The different readings present silence as development, strategy and intensity. Thinking with different dimensions of language as well as Chronos and Aion as different notions of time, the article shows that silence as development and silence as strategy are individually, chronologically and linguistically oriented readings. These allow viewing the bilingual child as more or less competent, active and powerful in relation to adults. Furthermore, silence as intensity is collectively produced as well as temporally unbounded, and produces the bilingual child, as involved in several material–semiotic relations capable of amazement. It is discussed whether, due to the evasive and inconsistent nature of silence, all three readings are equally (im)possible. Nevertheless, they produce different effects and raise different questions concerning bilingual educational practice in the early years.