A Deleuzian Approach to Curriculum: Essays on a Pedagogical by J. Wallin

By J. Wallin

This paintings examines the impoverished photo of lifestyles presupposed through the legacy of transcendent and representational pondering that maintains to border the bounds of curricular thought.

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While such concepts or affects might create new strata or territories for thinking, the actual and virtual do not constitute a binary pair. Rather, they are mutual processes intimate to any active concept of currere. ” nor to the identitarian inquiry of whether the images we have of the world accurately reflect the world. Put differently, the challenge to thinking issued by Deleuze (2004) does not devolve on the representation or recognition of some actuality. Contrariwise, the Deleuzian challenge to thinking is oriented to the creation of a virtual nonimage of currere, that is, a nonrepresentational currere that maintains the immanent unfoldment of difference.

Such a fixed image of Being is similarly evidenced in the pedagogical compulsion to repeat. Through the habitual repetition of territorialization without becoming, the question of what a pedagogical life can do becomes overdetermined. Such compulsive-repetition is aptly characterized via the symptomatic reproduction of currere’s closed image. indd 40 10/14/2010 9:17:39 PM POWERS OF THE FALSE 41 is thus a turn against “forms of representation that reduce it to the Same” (Deleuze & Guattari, 1994, p.

Asceticism purports that some greater power or value exists beyond material life, and that as disciplined subjects, we must renounce our desires in submission to their a priori image. In the image of a transcended world, the will aspires to a stable and immutable world beyond the material flow of reality. Yet, because this world does not exist, one ultimately realizes that it is ungraspable. That is, because there is no graspable reality beyond the flux of life, we are given to feelings of despair, abjection, and despondency.

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