scholarly journals Affective togetherness in arts education: Lingering on a performative approach to wool felting

2020 ◽  
Vol 1 (2) ◽  
pp. 50-74
Author(s):  
Samira Jamouchi
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Visual Arts ◽  
Gilles Deleuze ◽  
Felix Guattari ◽  
Relational Processes ◽  
Karen Barad ◽  
The Subject ◽  
Leading Question ◽  
Teacher Training Students

This article explores moments relating to affect and togetherness as expressed by three groups of teacher training students who participated in different performative wool felting sessions during 2018 and 2019 at two Norwegian universities. A performative approach to the subject of visual arts in teacher education is characterised by fostering intra-actions among the participants engaging bodily with each other, space, time and materials, in an open-ended, creative way.The students express feeling of togetherness stimulated by intra-actions in such relational processes during performative approaches to wool felting. The leading question throughout this enquiry is what kind of togetherness the participants express. This is seen in dialogue with the work of Brian Massumi about affect. I borrow concepts from Gilles Deleuze and Félix Guattari, along with theoretical insights from Karen Barad, to share those experiences with the reader.

Sense and Segmentarity: Some Markers of a Deleuzian-Guattarian Sociology

1998 ◽  
Vol 16 (1) ◽  
pp. 52-74 ◽  
Author(s):  
William Bogard
Keyword(s):  
Social Theory ◽  
Social Life ◽  
Gilles Deleuze ◽  
Molecular Level ◽  
Theory And Practice ◽  
Social Structures ◽  
Felix Guattari ◽  
Deleuze And Guattari ◽  
Organic Form ◽  
The Subject

Although the focus of their work was rarely explicitly sociological, Gilles Deleuze and Félix Guattari developed concepts that have important and often profound implications for social theory and practice. Two of these, sense and segmentarity, provide us with entirely new ways to view sociological problems of meaning and structure. Deleuze conceives sense independently of both agency and signification. That is, sense is neither the manifestation of a communicating subject nor a structure of language—it is noncorporeal, impersonal, and prelinguistic, in his words, a “pure effect or event.” With Guattari, Deleuze notes that it is not a question of how subjects produce social structures, but how a “machinics of desire” produces subjects. In Deleuze and Guattari, desire is not defined as a want or a lack, but as a machinery of forces, flows, and breaks of energy. The functional stratification we witness in social life is only the molar effect of a more primary segmentation of desire that occurs at the molecular level, at the level of bodies. In Deleuze and Guattari, bodies are not just human bodies, but “anorganic” composites or mixtures, organic form itself being a mode of the body's subjectification. The problem of the subject, and thus of the constitution of society, is first a problem of how the sense of bodies is produced through the assembly of desiring-machines. The subject, we could say, is the actualization of desire on the incorporeal surface of bodies.

scholarly journals El arte de la educación en México

2019 ◽  
pp. 45-52
Author(s):  
José De La Cruz Diaz-Ledezma
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Critical Analysis ◽  
Basic Education ◽  
The State ◽  
Educational Process ◽  
Educational Levels ◽  
The Subject ◽  
The Relationship

This article presents a vision of the relationship that can be established between education and art in our country, starting from the analysis of the objectives of teacher education and the role it plays in the educational process, presents a critical analysis of the intentionality of Basic education and teacher training. It is an intentional study of the role of the teacher in a country where the role of the educating State takes on the functions of designing, orienting, organizing and directing, through the school the destinies of the new generations, forming them in an educational process according to the interests and needs of. Objective: to identify the influence that the State exerts through education, in active teachers, in the training of teachers and in students of the different educational levels of our country. Methodology: qualitative documentary research, where different moments of teacher training are analyzed in the light of theory, educational laws and others related to the subject. Contribution: originate discussion points around the educational process and the State's aims in educational matters, from the training of teachers and their performance in the classroom as an agent not of transformation, but as a reproductive agent of the wishes of the State.

scholarly journals Thinking with the world – to explore the becoming of phenomena

2021 ◽  
Vol 12 (2) ◽  
Author(s):  
Bosse Bergstedt
Keyword(s):  
Educational Research ◽  
Background Noise ◽  
Gilles Deleuze ◽  
Niels Bohr ◽  
Felix Guattari ◽  
Limit Values ◽  
Inner Self ◽  
The World ◽  
Karen Barad ◽  
Self Differentiation

This article discusses how it is possible to think with the world in educational research. How can this thinking with the world generate knowledge about the becoming of phenomena? To answer this question this paper undertakes a diffractive reading of selected texts from Niels Bohr, Karen Barad, Gilles Deleuze, Felix Guattari, Donna Haraway, and Michel Serres. This diffractive reading reveals that the world becomes with itself contributing to an internal principle or an inner self-differentiation. This means that all phenomena can be understood as related to the world in one way or another. This paper contends that the researcher body is important to investigations of the becoming of phenomena with the world, therefore a haptic sensorium is developed as a means to visualize bodily affects and to recognize limit values to the world, for example, background noise. The article concludes with a discussion about creating knowledge of this process as a rhizome. The article attempts to illustrate that thinking with the world can generate new knowledge to understand the becoming of phenomena, which can contribute to the development of educational research.

scholarly journals Linhas Cartográficas da Docência na EaD

EAD em FOCO ◽  
2017 ◽  
Vol 7 (2) ◽  
Author(s):  
José Rogério Vitkowski
Keyword(s):  
Distance Education ◽  
Teacher Training ◽  
Gilles Deleuze ◽  
Felix Guattari ◽  
Conceptions Of Learning ◽  
Philosophical Approach ◽  
Education Philosophy ◽  
Work Functions

Educação a Distância (EaD). O objeto de estudo são as experimentações dos professores formadores articuladas às novas funções do trabalho docente demandados pela EaD. Admitindo-se a legitimidade da reconfiguração do trabalho do professor nessa modalidade educacional, adentra-se em campo problemático que envolve tanto a capacitação tecnológica, didático-metodológica, quanto o modo como se concebe a inter-relação mais ampla entre a docência e formação. Importante atentar para uma linha de tensão relacionada à redefinição das funções do trabalho docente a partir de uma perspectiva meramente representacional, prescritiva, na qual se estabelece de antemão o que o professor deve saber e fazer e como deve agir e ser. O referencial teórico-metodológico desse trabalho se apoia em pesquisa, configurada como estudo de caso, e se desenvolve por meio de abordagem filosófico-educacional, inspirada na filosofia da multiplicidade na perspectiva de Gilles Deleuze e Félix Guattari. O método cartográfico, de viés deleuziano, fornece princípios e pistas para a produção cartográfica. Os resultados dessa cartografia configuram um mapa cujas linhas podem gerar agendas e movimentos potencializadores na Educação a Distância.Palavras-chave: Educação a Distância, Filosofia da multiplicidade, Cartografia.Cartographic lines of teaching at a distanceAbstract:This article features contours of a cartographic map as an outcome of a case study with teachers working as trainers in distance education (DE). When admitting the legitimacy of the reconfiguration in the work of a DE teacher, it is inevitable to enter a problematic field involving both the technological, communicational, didactic and methodological capabilities, and the ways by which the interrelation between teaching, auto formation, and work is conceived. It is also important to pay attention to the struggles related to the reset of the work functions of DE teachers through a merely representational, prescriptive perspective, in which it is pre-established that the teacher must know, act, and be. We used as theoretical-methodological referential the philosophical approach of multiplicity, as well as the philosophy of differentiation in the views of Gilles Deleuze and Félix Guattari. The cartographic method: articulated to the rhizome concept: provides principles and clues to the cartographic production. The results of this cartography create a map composed of rhizomatic lines, which include, for instance, technological assemblages, conceptions of learning, teacher training, social and professional mediation of teaching, among others. The attention given to this cartography creates new agendas and instituting, enhancing movements in distance education.Keywords: Distance education, Philosophy of differentiation, Cartography.

scholarly journals Dimension discursive de la construction et de la diffusion des savoirs sur la formation des enseignants de LE au sein de la communauté glottodidactique polonaise

1970 ◽  
Vol 44 (2) ◽  
pp. 115-128
Author(s):  
IZABELA ORCHOWSKA
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Foreign Language ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Starting Point ◽  
The Subject ◽  
Circulation Of Knowledge

The paper concerns the discursive dimension of the construction and the circulation of knowledge connected with the issue of foreign language teacher education. A starting point for the discussion is the assumption according to which glottodidactics as a science is still perceived in a highly heterogenic way by members of the Polish glottodidactic community. Not only is the subject of glottodidactics so complex and interdisciplinary that the multitude of its possible interpretations does not allow us to decide on one common epistemological paradigm, but glottodidactic discourse is also very heterogeneous. The author of this article presents the conclusions from a metaglottodidactic analysis of articles covering the subject of foreign language teacher training which were published in Neofilolog in 1990–2010, and answers the question of whether, and with what kind of discourse configurations do Polish glottodidacticians theoretically locate their propositions for educating teachers presented in their publications.

scholarly journals The Impact of Lifelong Learning Teacher Education in Secondary School Results

2006 ◽  
Vol 14 ◽  
pp. 19
Author(s):  
Paula González-Vallinas ◽  
David Oterino ◽  
José Luis San Fabián
Keyword(s):  
Academic Achievement ◽  
Teacher Education ◽  
Teacher Training ◽  
Secondary School ◽  
Lifelong Learning ◽  
School Achievement ◽  
School Variables ◽  
The Subject ◽  
The Impact

Studies dealing with factors which have an influence on students outcomes are reviewed, teacher variables and teacher training are among their most common findings to influence school achievement. This study analyses the variable in-service teacher training on students? academic achievement. The analysis levels are departments and schools, being department the level where the relation among variables is more significative. There are significative correlations between the in-service teacher training in their own subject and the subject pedagogy in 50% of the analysed departments. In-service teacher training is recommended to be organized, taking into account these differences (context, teacher variables, in- service teacher training variables) among departments, schools and districts to compensate the unequal school variables.

scholarly journals A VIEW TO THE AURA OF POSTMODERNISM AND ARTISTIC EXAMPLES

2021 ◽  
Vol 9 (61) ◽  
Keyword(s):  
Key Words ◽  
Michel Foucault ◽  
Gilles Deleuze ◽  
Conceptual Art ◽  
Felix Guattari ◽  
Theoretical Studies ◽  
Jean Baudrillard ◽  
Plastic Arts ◽  
Postmodern Art ◽  
The Subject

Postmodernism has been the subject of widespread debate and postmodernist production has filled every aspect of our lives. The works of European philosophicals such as François Lyotard, Michel Foucault, Gilles Deleuze, Pierre-Félix Guattari and Jean Baudrillard are connected to the subject within the framework of the development of tradition. Postmodernism was interpreted by these philosophicals as the losing its legitimacy of great meta-stories with the phenomenon of enlightenment. In the section called “Evolution of Postmodernism”, the views of European thinkers such as Lyotard, Foucault, Deleuze, Guattari and Baudrillard and some North American thinkers such as Jameson and Foster were discussed. In the section “Postmodern Situation and Examples in Plastic Arts”, postmodern art productions were examined in comparison with the movements that have predecessors such as minimalism and conceptual art. Finally, an evaluation has been made on what kind of structure can be mentioned in terms of these theoretical studies and artistic productions. Key words: Postmodernism, modernism, art

scholarly journals A foundation for foundation phase teacher education: Making wise educational judgements

2014 ◽  
Vol 4 (2) ◽  
pp. 17 ◽  
Author(s):  
Karin Murris ◽  
Clare Verbeek
Keyword(s):  
Teacher Education ◽  
South African ◽  
Subject Knowledge ◽  
Know How ◽  
Critical Exploration ◽  
Aims Of Education ◽  
The Subject ◽  
Three Stages ◽  
Leading Question

We start our paper with a critical exploration of the current ‘back to basics’ approach in South African foundation phase teacher education with its emphasis on strengthening the teaching of subject knowledge. We claim that such a proposal first demands an answer to the question ‘what is foundational in foundation phase teaching?’ We propose an answer in three stages. First we argue that teacher education should be concerned not only with schooling or qualification (knowledge, skills and dispositions) and socialisation, but, drawing on Gert Biesta’s work, also with subjectification (educating the person towards the ability to make wise educational judgements). Secondly, these three aims of education lead to five core principles, and we finish by showing how these principles inform our storied, thinking and multimodal/semiotic curriculum. Our answer to our leading question is that pedagogical ‘know-how’ and views of ‘child’ and ‘childhood’ constitute the subject knowledge that is foundational in the foundation phase curriculum.

Diaghilev and British Writing

2009 ◽  
Vol 27 (1) ◽  
pp. 65-92
Author(s):  
Susan Jones
Keyword(s):  
Visual Arts ◽  
The Body ◽  
The Novel ◽  
Literary Responses ◽  
Literary Aesthetics ◽  
Ballets Russes ◽  
The Arts ◽  
The Subject ◽  
And Gender ◽  
Opening Up

This article explores the diversity of British literary responses to Diaghilev's project, emphasising the way in which the subject matter and methodologies of Diaghilev's modernism were sometimes unexpectedly echoed in expressions of contemporary British writing. These discussions emerge both in writing about Diaghilev's work, and, more discretely, when references to the Russian Ballet find their way into the creative writing of the period, serving to anchor the texts in a particular cultural milieu or to suggest contemporary aesthetic problems in the domain of literary aesthetics developing in the period. Figures from disparate fields, including literature, music and the visual arts, brought to their criticism of the Ballets Russes their individual perspectives on its aesthetics, helping to consolidate the sense of its importance in contributing to the inter-disciplinary flavour of modernism across the arts. In the field of literature, not only did British writers evaluate the Ballets Russes in terms of their own poetics, their relationship to experimentation in the novel and in drama, they developed an increasing sense of the company's place in dance history, its choreographic innovations offering material for wider discussions, opening up the potential for literary modernism's interest in impersonality and in the ‘unsayable’, discussions of the body, primitivism and gender.

Changes in the Teacher Training and Qualification in Bulgaria

2019 ◽  
Vol 7 (3) ◽  
pp. 3-23
Author(s):  
Viara Gyurova
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
20Th Century ◽  
Future Development ◽  
Training System ◽  
Development System ◽  
The Past ◽  
Teacher Qualification

Since the beginning of the last decade of the past 20th century, Bulgaria has entered a new, complex stage of its development, with many reforms. Education and teacher training reforms are influenced by the global and European trends, as well as by the national changes (political, economical, social, and technological). The author analyses the main characteristics of the changed teacher training system and teacher qualification and development system. Some of the challenges and directions of the transformation and future development of the teacher education and qualification in Bulgaria are discussed.

Sign in / Sign up

Export Citation Format

Share Document