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Gilles Deleuze (1988). Spinoza, Practical Philosophy.

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  1.  5
    Authenticating the Leader: Why Bill George Believes That a Moral Compass Would Have Kept Jeffrey Skilling Out of Jail.Christian Garmann Johnsen - 2018 - Journal of Business Ethics 147 (1):53-63.
    In the wake of a series of corporate scandals, there has been a growing call for authentic leadership in order to ensure ethical conduct in contemporary organizations. Authentic leadership, however, depends upon the ability to draw a distinction between the authentic and inauthentic leader. This paper uses Deleuze’s discussion of Platonism as a point of departure for critically scrutinizing the problem of authenticating the leader—drawing a distinction between authentic and inauthentic leaders. This will be done through a reading of Bill (...)
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  2.  83
    Spinoza and the Feeling of Freedom.Galen Barry - 2016 - Australasian Journal of Philosophy 94 (4):1-15.
    ABSTRACTWe seem to have a direct experience of our freedom when we act. Many philosophers take this feeling of freedom as evidence that we possess libertarian free will. Spinoza denies that we have free will of any sort, although he admits that we nonetheless feel free. Commentators often attribute to him what I call the ‘Negative Account’ of the feeling: it results from the fact that we are conscious of our actions but ignorant of their causes. I argue that the (...)
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  3.  75
    The Distinction Between Reason and Intuitive Knowledge in Spinoza's Ethics.Sanem Soyarslan - 2016 - European Journal of Philosophy 24 (1).
    While both intuitive knowledge and reason are adequate ways of knowing for Spinoza, they are not equal. Intuitive knowledge, which Spinoza describes as the ‘greatest virtue of mind’, is superior to reason. The nature of this superiority has been the subject of some controversy due to Spinoza's notoriously parsimonious treatment of the distinction between reason and intuitive knowledge in the Ethics. In this paper, I argue that intuitive knowledge differs from reason not only in terms of its method of cognition—but (...)
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  4.  9
    Private Thinkers, Untimely Thoughts: Deleuze, Shestov and Fondane.Bruce Baugh - 2015 - Continental Philosophy Review 48 (3):313-339.
    It has gone largely unnoticed that when Deleuze opposes the “private thinker” to the “public professor,” he is invoking the existential thought of Lev Shestov. The public professor defends established values and preaches submission to the demands of reason and the State; the private thinker opposes thought to reason, “idiocy” to common sense, a people to come to what exists. Private thinkers are solitary, singular and untimely, forced to think against consensus and “the crowd.” Deleuze takes from Shestov and Kierkegaard (...)
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  5.  7
    The Eyes of the Fourth Person Singular.Joff Bradley - 2015 - Deleuze and Guatarri Studies 9 (2):185-207.
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  6.  25
    The Dictionaries in Which We Learn to Think.Tim Flanagan - 2015 - Deleuze and Guatarri Studies 9 (3):301-317.
    Taking its title from the discussion of a ‘new Meno’ to be found in Difference and Repetition, through an examination of the link between learning and thinking set out across Deleuze's work this paper charts the important sense in which philosophical thought is characterised by an apprenticeship. The claim is that just as certain aesthetic and biological processes involve inscrutable and non-resembling elements that cannot be known in advance, the experience of learning is one oriented by unforseen encounters. With a (...)
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  7.  14
    The Ontology Wars.Francesca Manning - 2015 - Historical Materialism 23 (1):201-220.
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  8.  10
    Affective Ethologies.Ada Smailbegović - 2015 - Angelaki 20 (3):21-42.
    :Recent attempts to engage and develop modes of ethological practice that avoid deterministic and mechanistic accounts of animal action have often relied on affect as a way of articulating how animal bodies affect and are in turn affected by the animate and inanimate bodies around them. In this context affect has often functioned as an instigating site of change that opens up the experience of a particular animal to new possibilities for action and relation. This paper seeks to bring the (...)
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  9.  12
    Complexity and the Philosophy of Becoming.David R. Weinbaum - 2015 - Foundations of Science 20 (3):283-322.
    This paper introduces Deleuze’s philosophy of becoming in a system theoretic framework and proposes an alternative ontological foundation to the study of systems and complex systems in particular. A brief critique of systems theory and the difficulties apparent in it is proposed as an introduction to the discussion. Following is an overview aimed at providing access to the ‘big picture’ of Deleuze’s revolutionary philosophical system with emphasis on a system theoretic approach and terminology. The major concepts of Deleuze’s ontology—difference, virtuality, (...)
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  10.  18
    On Following Commands: A Philosophical Inquiry Into the Governing Values of Swedish Early Childhood Education.Johan Dahlbeck - 2014 - Studies in Philosophy and Education 33 (5):527-544.
    In this article I will investigate a perceived tension in Swedish early childhood education (ECE) policy between reevaluating certain foundational claims on the one hand and following universal moral commands on the other. I ask the question; how is it that certain commonly held assumptions are being debunked and others left undisturbed in this particular context? To this end, I look at some of the preconditions of framing the educational practice by universal moral commands so as to make visible some (...)
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  11.  72
    Towards a Pure Ontology: Children's Bodies and Morality.Johan Dahlbeck - 2014 - Educational Philosophy and Theory 46 (1):1-16.
    Following a trajectory of thinking from the philosophy of Spinoza via the work of Nietzsche and through Deleuze’s texts, this article explores the possibility of framing a contemporary pedagogical practice by an ontological order that does not presuppose the superiority of the mind over the body and that does not rely on universal morals but that considers instead, as its ontological point of departure, the actual bodies of children and pedagogues through what has come to be known as affective learning. (...)
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  12.  7
    Reading with Love: Reading of Life Narrative of a Mother of a Child with Cerebral Palsy.Daniela Mercieca & Duncan P. Mercieca - 2014 - Ethics and Education 9 (3):264-275.
    This paper draws upon Deleuze and Guattari's ideas to suggest a different kind of reading of a narrative of a mother of a child with severe disability, and thus a different kind of ethical response to them. This reading gives readers the possibility of opening up experiences of parents and children with disability, rather than compartmentalising such stories. The reader becomes, is transformed, through reading these narratives and through engaging with the intensities which are recognised in the text, asking the (...)
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  13.  23
    Images of Time in Deleuze; Naked Life, Dumb Life, A Life; How to Live Alone.Peter Pál Pelbart - 2014 - Deleuze and Guatarri Studies 8 (1):111-140.
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  14.  8
    Spinoza, Feminism and Privacy: Exploring an Immanent Ethics of Privacy.Janice Richardson - 2014 - Feminist Legal Studies 22 (3):225-241.
    In this article I explore the usefulness of Spinoza’s ethics for feminism by considering ways in which it allows feminists to rethink privacy. I draw upon some of Spinoza’s central ideas to address the following question: when should information be classed as private and when should it be communicated? This is a question that is considered by the common law courts. Attempts to find a moral underpinning for such a tortious action against invasions of privacy have tended to draw upon (...)
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  15.  8
    Response to Bogue.Inna Semetsky - 2014 - Studies in Philosophy and Education 33 (5):571-574.
    Professor Bogue is one of the major commentators on Gilles Deleuze, whose philosophical legacy constitutes an important influence on my scholarship. I am grateful to Bogue for acknowledging my usage “of Deleuze, and of so many other thinkers across a host of disciplines, [as] intriguing and powerful”. My book not only aims to demonstrate that Tarot represents edusemiotic pedagogy, but also to achieve a new understanding of its functioning. Early in the Prologue I quote Gettings (1973): “no-one has ever been (...)
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  16.  9
    Rethinking Structure and Conjuncture in Althusser.Panagiotis Sotiris - 2014 - Historical Materialism 22 (3-4):5-51.
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  17.  37
    The Susceptibility of Intuitive Knowledge to Akrasia in Spinoza's Ethical Thought.Sanem Soyarslan - 2014 - British Journal for the History of Philosophy 22 (4):725-747.
    Spinoza unequivocally states in the Ethics that intuitive knowledge is more powerful than reason. Nonetheless, it is not clear what exactly this greater power promises in the face of the passions. Does this mean that intuitive knowledge is not liable to akrasia? Ronald Sandler offers what, to my knowledge, is the only explicit answer to this question in recent Spinoza scholarship. According to Sandler, intuitive knowledge, unlike reason, is not susceptible to akrasia. This is because, intuitive knowledge enables the knower (...)
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  18.  22
    Image, Measure, Figure: A Critical Discourse Analysis of Nursing Practices That Develop Children.Rochelle Einboden, Trudy Rudge & Colleen Varcoe - 2013 - Nursing Philosophy 14 (3):212-222.
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  19.  8
    Translating Deleuze: On the Uses of Deleuze in a Non-Western Context.Yu-lin Lee - 2013 - Deleuze and Guatarri Studies 7 (3):319-329.
    This paper aims to explore the appropriation of Deleuzian literary theory in the Chinese context and its potential for mapping a new global poetics. The purpose of this treatment is thus twofold: first, it will redefine the East–West literary relationship, and second, it will seek a new ethics of life, as endorsed by Deleuze's philosophy of immanence. One finds an affinity between literature and life in Deleuze's philosophy: in short, literature appears as the passage of life and an enterprise of (...)
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  20.  36
    Deleuze and the Queer Ethics of an Empirical Education.Paul Andrew Moran - 2013 - Studies in Philosophy and Education 32 (2):155-169.
    Axiomatic and problematic approaches to ontology are discussed, at first in relation to the work of Badiou and Deleuze in mathematics. This discussion is then broadened focussing on problematics in Deleuze and Guattari’s critiques of capitalism and psychoanalysis which results in an analysis of the implications of this discussion for education. From this, education as being already there, which is an assumption in some strands of philosophy of education, following Deleuze’s critique of axiomatic presentations of ontological identities, is described as (...)
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  21.  12
    The Relationship Between Identity Crises and Crises of Control.Mollie Painter-Morland - 2013 - Journal of Business Ethics 114 (1):1-14.
    Corporate governance is a theme that is important to Business Ethicists for various reasons. It relates to how and for whose benefit corporations are governed, to how important corporate decisions are taken, and to how organizational cultures are “managed.” In this article, it will be argued that in each of these respects, corporate governance relies on particular identity constructs that need to be questioned. In fact, it will be argued that the way in which corporate governance initiatives address the various (...)
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  22.  11
    Netting Fins: A Deleuzian Exploration of Linguistic Invention in Virginia Woolf's The Waves.Jason Skeet - 2013 - Deleuze and Guatarri Studies 7 (4):475-495.
    Linguistic invention is a key feature of Virginia Woolf's novel The Waves. An exploration of its innovative verbal and syntactic procedures can add to an understanding of Woolf's importance for the philosophical thought of Gilles Deleuze . In A Thousand Plateaus, The Waves is used to exemplify an ontology of becoming. However, in their reference to The Waves, Deleuze and Guattari only draw attention to what they term the ‘vibrations, shifting borderlines’ between and across characters in the novel. Given Deleuze's (...)
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  23.  48
    Deleuze and Badiou on the Nature of Events.Brent Adkins - 2012 - Philosophy Compass 7 (8):507-516.
    While any number of topics would serve to compare and contrast Deleuze and Badiou, this article will focus on the event. Focusing on the event serves several purposes. First, it provides a vantage point from which to elucidate a number of key topics in both philosophers. Second, while Badiou’s most recent work is already organized around his conception of the event, Deleuze’s discussion of the event is more diffuse. Thus, a discussion of the event in Deleuze will serve as heuristic (...)
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  24.  20
    Materialism and the Mediating Third.Joff Bradley - 2012 - Educational Philosophy and Theory 44 (8):892-903.
    This article proffers a critical reading of multiliteracy pedagogy and a materialism of the multimodal and machinic. A critical stance is taken against the mesmerising modes of representation that run rampant across our ocular territories. The article assesses the dangers of fetishizing technologies. To this end, Multiple Literacies Theory (MLT) is read through a Guattarian theoretical prism to emphasise four chief points: (1) the role of the unconscious, (2) the role of affect (affectus in the Spinozian sense; contrary to feeling (...)
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  25.  42
    Substantial Powers, Active Affects: The Intentionality of Objects.Levi R. Bryant - 2012 - Deleuze and Guatarri Studies 6 (4):529-543.
    What can Dungeons & Dragons teach us about the being of beings? This article argues that Dungeons & Dragons introduces us to a world composed of objects or entities, where the being of objects is defined not by their qualities, but rather by their powers, capacities or affects. Drawing on the thought of Spinoza, Deleuze and Molnar, objects are seen to be defined by what they can do or their capacities to act, such that qualities are effects of these acts. (...)
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  26.  23
    Freedom of Speech as an Expressive Mode of Existence.Alexander Carnera - 2012 - International Journal for the Semiotics of Law - Revue Internationale de Sémiotique Juridique 25 (1):57-69.
    This paper adopts Deleuze’s reading of Spinoza’s expressionism and pure semiotics to argue that Spinoza’s Ethics offers an alternative notion of freedom of speech that is based on the potentia of the individual. Its aim is to show how freedom of thought is connected to the problem of individuation that connects our mode of being with our power to speak and think. Rather than treating freedom of speech as an enlightened idea that is in opposition to, for example, religious authority, (...)
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  27.  22
    Matter in Motion: The Educational Materialism of Gilles Deleuze.David R. Cole - 2012 - Educational Philosophy and Theory 44 (s1):3-17.
    This paper critically examines the materialism that Gilles Deleuze espouses in his oeuvre to the benefit of educational theory. In Difference and Repetition, he presented transcendental empiricism by underwriting Kant with realism (Deleuze, 1994). Later, in Capitalism & Schizophrenia I & II that were co-written with Félix Guattari (1984, 1988) and that they named Anti-Oedipus and A Thousand Plateaus, Deleuze's philosophical approach is realigned into what I term here as transcendental materialism, and latterly as immanent materialism; that I claim effectively (...)
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  28.  23
    Play as an Affective Field for Activating Subjectivity: Notes on The Machinic Unconscious.F. J. Colman - 2012 - Deleuze and Guatarri Studies 6 (2):250-264.
    How often does an interest or pleasure in your life become something that has to be managed, given a hierarchical position amongst other tasks, and thus becomes a chore alongside other chores? When content and possibility are stripped by scheduling and the demands of capitalist required labour mean that free play or time required for speculative and/or creative thought is removed in the interests of deadlines, what happens to the compassionate, generous and intimate functioning of thought and life? This paper (...)
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  29.  17
    Can You Starve a Body Without Organs? The Hunger Artists of Franz Kafka and Steve McQueen.Zach Horton - 2012 - Deleuze and Guatarri Studies 6 (1):117-131.
    This essay examines the anti-producing human body in its limit case of public self-induced starvation, as figured in Franz Kafka's short story ‘A Hunger Artist’ and Steve McQueen's film Hunger. Both works represent the fasting body as hollowed out, a resistance to capitalist-spectator capture that spatialises itself as a smoothing, a relative reconfiguration of parts to whole through the evacuation of flows. In both works the human body becomes a local body without organs, paradoxically disarticulated from the more complex assemblages (...)
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  30.  18
    Becoming-Teachers: Desiring Students.Duncan Mercieca - 2012 - Educational Philosophy and Theory 44 (s1):43-56.
    This article proposes a reading of the lives of teachers through a Deleuzian-Guattarian materialistic approach. By asking the question ‘what kind of life do teachers live?’ this article reminds us that teachers sometimes welcome the imposed policies, procedures and programmes, the consequences of which remove them from students. This desire is compared to another desire—the desire for children. Teachers are seen as machines rather than singular organisms, so that what helps a teacher in her becoming are her connections to students. (...)
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  31.  43
    Jung's Psychology and Deleuze's Philosophy: The Unconscious in Learning.Inna Semetsky & Joshua A. Delpech-Ramey - 2012 - Educational Philosophy and Theory 44 (1):69-81.
    This paper addresses the unconscious dimension as articulated in Carl Jung's depth psychology and in Gilles Deleuze's philosophy. Jung's theory of the archetypes and Deleuze's pedagogy of the concept are two complementary resources that posit individuation as the goal of human development and self-education in practice. The paper asserts that educational theory should explore the role of the unconscious in learning, especially with regard to adult education in the process of learning from life-experiences. The integration of the unconscious into consciousness (...)
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  32.  11
    Transversalising the Ecological Turn: Four Components of Félix Guattari's Ecosophical Perspective.John C. Tinnell - 2012 - Deleuze and Guatarri Studies 6 (3):357-388.
    Arguably, two of the most important forces affecting contemporary global culture are the growing awareness of ecological crises and the rapid spread of digital media. Félix Guattari's unfinished concept of ecosophy suggests the basis of a theoretical framework for constructing productive syntheses between the ecological and the digital. Moreover, a Guattarian rethinking of the ecological turn in the humanities challenges the philosophical basis of the pedagogy of Nature appreciation that has characterised the eco-humanities landscape since the 1970s. Guattari's ecosophy gestures (...)
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  33. Beyond Compassion: On Nietzsche's Moral Therapy in Dawn. [REVIEW]Keith Ansell-Pearson - 2011 - Continental Philosophy Review 44 (2):179-204.
    In this essay I seek to show that a philosophy of modesty informs core aspects of both Nietzsche’s critique of morality and what he intends to replace morality with, namely, an ethics of self-cultivation. To demonstrate this I focus on Dawn: Thoughts on the Prejudices of Morality, a largely neglected text in his corpus where Nietzsche carries out a quite wide-ranging critique of morality, including Mitleid. It is one of Nietzsche’s most experimental works and is best read, I claim, as (...)
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  34.  57
    Deterritorialisation and Schizoanalysis in David Fincher's Fight Club.David H. Fleming & William Brown - 2011 - Deleuze and Guatarri Studies 5 (2):275-299.
    Taking a schizoanalytic approach to audio-visual images, this article explores some of the radical potentia for deterritorialisation found within David Fincher's Fight Club (1999). The film's potential for deterritorialisation is initially located in an exploration of the film's form and content, which appear designed to interrogate and transcend a series of false binaries between mind and body, inside and outside, male and female. Paying attention to the construction of photorealistic digital spaces and composited images, we examine the actual (and possible) (...)
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  35.  17
    What is Pharmacoanalysis?Gregg Lambert - 2011 - Deleuze and Guatarri Studies 5 (Suppl):21-35.
    In A Thousand Plateaus, Deleuze and Guattari call for what they term a ‘pharmacoanalysis’ as an ancillary, but nevertheless related, component of schizoanalysis. Employing Spinoza's theory of affections, they argue that if desire is only the conscious idea of the effect of an external body on our own, then especially around the question of drugs psychoanalysis fails to provide an adequate idea of the real effective bodies that act on our bodies and our minds. Instead, it conceals these real and (...)
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  36.  42
    'Disempowered by Nature': Spinoza on The Political Capabilities of Women.Beth Lord - 2011 - British Journal for the History of Philosophy 19 (6):1085 - 1106.
    This paper examines Spinoza's remarks on women in the Political Treatise in the context of his views in the Ethics about human community and similitude. Although these remarks appear to exclude women from democratic participation on the basis of essential incapacities, I aim to show that Spinoza intended these remarks not as true statements, but as prompts for critical consideration of the place of women in the progressive democratic polity. In common with other scholars, I argue that women, in Spinoza's (...)
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  37.  23
    Aesthetics, Affect, and Educational Politics.Alex Means - 2011 - Educational Philosophy and Theory 43 (10):1088-1102.
    This essay explores aesthetics, affect, and educational politics through the thought of Gilles Deleuze and Jacques Rancière. It contextualizes and contrasts the theoretical valences of their ethical and democratic projects through their shared critique of Kant. It then puts Rancière's notion of dissensus to work by exploring it in relation to a social movement and hunger strike organized for educational justice in Chicago's Little Village neighborhood. This serves as a context for understanding how educational provisions are linked to the aesthetic (...)
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  38. Time, Duration and Eternity in Spinoza.Bruce Baugh - 2010 - Comparative and Continental Philosophy 2 (2):211-233.
    I use Jonathan Bennett’s, Gilles Deleuze’s and Pierre Macherey’s interpretations of Spinoza to extract a theory of time and duration from Spinoza. I argue that although time can be considered a product of the imagination, duration is a real property of existing things and corresponds to their essence, taking essence (as Deleuze does) as a degree of power of existing. The article then explores the relations among time, duration, essence and eternity, arguing against the idea that Spinoza’s essences or Spinoza’s (...)
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  39.  42
    Desire, Apathy and Activism.Simone Bignall - 2010 - Deleuze and Guatarri Studies 4 (Suppl):7-27.
    This paper explores the themes of apathy and activism by contrasting the conventionally negative concept of motivational desire-lack with Deleuze and Guattari's positive concept of ‘desiring-production’. I suggest that apathy and activism are both problematically tied to the same motivational force: the conventional negativity of desire, which results in a ‘split subject’ always already ‘undone’ by difference. The philosophy of positive desiring-production provides alternative concepts of motivation and selfhood, not characterised by generative lack or alienation. On the contrary, this alternative (...)
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  40.  24
    The Folds of Experience, Or: Constructing the Pedagogy of Values.Inna Semetsky - 2010 - Educational Philosophy and Theory 42 (4):476-488.
    This paper situates moral education in the context of Gilles Deleuze's philosophy and as embedded in lived experience qualified by three dimensions, namely critical, clinical, and creative ('3C'). The construct of '3C' education will be enriched by reference to the theoretical corpus of Nel Noddings, specifically her 2006 book Critical Lessons: What our schools should teach . The paper argues that only as embodying all three 'C's in experience can education become genuinely moral and bring the missing element of values (...)
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  41.  30
    Bernd Herzogenrath (Ed.) (2009) Deleuze/Guattari and Ecology, Basingstoke: Palgrave Macmillan, 290pp. [REVIEW]John Tinnell - 2010 - Deleuze and Guatarri Studies 4 (1):145-151.
  42. Spinoza Today: The Current State of Spinoza Scholarship.Simon B. Duffy - 2009 - Intellectual History Review 19 (1):111-132.
    What I plan to do in this paper is to provide a survey of the ways in which Spinoza’s philosophy has been deployed in relation to early modern thought, in the history of ideas and in a number of different domains of contemporary philosophy, and to offer an account of how some of this research has developed. The past decade of research in Spinoza studies has been characterized by a number of tendencies; however, it is possible to identify four main (...)
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  43.  71
    Spinoza as Educator: From Eudaimonistic Ethics to an Empowering and Liberating Pedagogy.Nimrod Aloni - 2008 - Educational Philosophy and Theory 40 (4):531-544.
    Although Spinoza's formative influence on the cultural ideals of the West is widely recognized, especially with reference to liberal democracy, secular humanism, and naturalistic ethics, little has been written about the educational implications of his philosophy. This article explores the pedagogical tenets that are implicit in Spinoza's writings. I argue (1) that Spinoza's ethics is eudaimonistic, aiming at self-affirmation, full humanity and wellbeing; (2) that the flourishing of individuals depends on their personal resources, namely, their conatus, power, vitality or capacity (...)
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  44.  17
    Folding The Flesh Into Thought.Anna Hickey-Moody - 2006 - Angelaki 11 (1):189-197.
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  45.  19
    Close (Vision) is (How We) Here.Karen L. F. Houle & Paul A. Steenhuisen - 2006 - Angelaki 11 (1):15 – 24.
    What has not yet been imagined in thought is: how to remain together while still being two, how to be and become subjectively two, how to discover a way of coexisting as two beings … a way of living and thinking and loving as two beings without one being reduced to the other? … [t]hanks to the respect that I feel for the other as other, to articulate both attraction and restraint with respect to him. I go out from and (...)
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  46. The Productive Power of Ambiguity: Rethinking Homosexuality Through the Virtual and Developmental Systems Theory.Ann Burlein - 2005 - Hypatia 20 (1):21-53.
    This paper juxtaposes Deleuze's notion of the virtual alongside Oyama's notion of a developmental system in order to explore the promises and perils of thinking bodily identity as indeterminate at a time when new technologies render bodily ambiguity increasingly productive of both economic profit and power relations.
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  47.  17
    The Productive Power of Ambiguity: Rethinking Homosexuality Through the Virtual and Developmental Systems Theory.Ann Burlein - 2005 - Hypatia 20 (1):21-53.
  48.  9
    Time, Human Being and Mental Health Care: An Introduction to Gilles Deleuze.Marc Roberts - 2005 - Nursing Philosophy 6 (3):161-173.
  49.  23
    Interfacing the Environment: Networked Screens and the Ethics of Visual Consumption.Kirsty Best - 2004 - Ethics and the Environment 9 (2):65-85.
    : The screen continues to be the primary generator of visual imagery in contemporary culture, including of the natural world. This paper examines the screen as visual interface in the construction and consumption of physical environments. Screens are increasingly incorporated in our daily habits and imbricated into our lives, especially as mediating technologies are embedded into the surfaces of our physical surroundings, shaping and molding our interactions with and perceptions of those environments. As screens become increasingly portable and digitized, they (...)
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    Interfacing the Environment:Networked Screens and the Ethics of Visual Consumption.Kirsty Best - 2004 - Ethics and the Environment 9 (2):65-85.
    The screen continues to be the primary generator of visual imagery in contemporary culture, including of the natural world. This paper examines the screen as visual interface in the construction and consumption of physical environments. Screens are increasingly incorporated in our daily habits and imbricated into our lives, especially as mediating technologies are embedded into the surfaces of our physical surroundings, shaping and molding our interactions with and perceptions of those environments. As screens become increasingly portable and digitized, they further (...)
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