Educational Philosophy and Theory 48 (3) (2016)
AbstractIn response to the growing emphasis on learning outcomes, life-long learning, and what could be called the learning society, scholars are turning to alternative educational logics that problematize the reduction of education to learning. In this article, we draw on these critics but also extend their thinking in two ways. First, we use Giorgio Agamben and Gilles Deleuze to posit two educational logics—tinkering and hacking, respectively—that suspend and render inoperative learning logics, expectations, and evaluative metrics. Second, we argue that contemporary artists and designers such as Katerina Kamprani and Grupo de Arte Callejero have much to offer educational philosophers and theorists interested in practices of suspension. In conclusion, we suggest ways in which educators can tinker with and hack into the curriculum by playing with the quintessential embodiment of learning: the test.
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References found in this work
A Thousand Plateaus: Capitalism and Schizophrenia.Gilles Deleuze - 1987 - Athlone Press.
The Ignorant Schoolmaster: Five Lessons in Intellectual Emancipation.Jacques Rancière - 1991 - Stanford University Press.
The Time That Remains: A Commentary on the Letter to the Romans.Giorgio Agamben - 2005 - Stanford University Press.