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David R. Cole [12]David Robert Cole [3]David Randolph Cole [1]
  1.  94
    The Actions of Affect in Deleuze: Others Using Language and the Language That We Make ..David R. Cole - 2011 - Educational Philosophy and Theory 43 (6):549-561.
    The actions of affect are prominent in the philosophy of Gilles Deleuze and can be broken down for the purposes of education into two roles. The first alludes to the history of philosophy and the ways in which affect has been used by Spinoza (Deleuze, 1992) Nietzsche (Deleuze, 1983) or Bergson (Deleuze, 1991). In this role, Deleuze reinvigorates and challenges definitions of affect that would place them into systems of understanding that could take paths to metaphysics or to becoming paradigms (...)
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  2.  8
    Nowhere ǁ Erewhon.David R. Cole - 2019 - Educational Philosophy and Theory 51 (3):255-264.
    What is nowhere? Is it a non-place that has been created by the disappearance of distinct identities in the spread of standardised, global capitalism? Or has it come about as a result of colonialisation and the separation of indigenous cultures from their lands, and their replacement with vacuous, colonised, globalised non-places? This article suggests that ‘nowhere’, which was satirically entitled, ‘Erewhon’ by Samuel Butler due to the inverted action of machines, is still being created today, but by the combined forces (...)
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  3.  9
    Educational Philosophy and ‘New French Thought’.David R. Cole & Joff P. N. Bradley - 2015 - Educational Philosophy and Theory 47 (10):1006-1008.
  4.  10
    Educational Non-Philosophy.David R. Cole - 2015 - Educational Philosophy and Theory 47 (10):1009-1022.
    The final lines of Deleuze and Guattari’s What is Philosophy? call for a non-philosophy to balance and act as a counterweight to the task of philosophy that had been described by them in terms of concept creation. In a footnote, Deleuze and Guattari mention François Laruelle’s project of non-philosophy, but dispute its efficacy in terms of the designated relationship between non-philosophy and science, as had been realised by Laruelle at the time. However, the mature non-philosophy of Laruelle could indicate a (...)
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  5.  44
    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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  6.  11
    Effects of Maturation on Multiscale Porosity in the Eagle Ford Shale.Lawrence Michael Anovitz, David Robert Cole, Julia Meyer Sheets, Alexander Swift, Harold William Elston, Susan Welch, Steve James Chipera, Kenneth Charles Littrell, David Francis Raymond Mildner & Matthew John Wasbrough - 2015 - Interpretation: SEG 3 (3):SU59-SU70.
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  7.  1
    Effects of Maturation on Multiscale (Nanometer to Millimeter) Porosity in the Eagle Ford Shale.Lawrence Michael Anovitz, David Robert Cole, Julia Meyer Sheets, Alexander Swift, Harold William Elston, Susan Welch, Steve James Chipera, Kenneth Charles Littrell, David Francis Raymond Mildner & Matthew John Wasbrough - 2015 - Interpretation 3 (3):SU59-SU70.
    Porosity and permeability are key variables that link the thermal-hydrologic, geomechanical, and geochemical behavior in rock systems and are thus important input parameters for transport models. Neutron scattering studies indicate that the scales of pore sizes in rocks extend over many orders of magnitude from nanometer-sized pores with huge amounts of total surface area to large open fracture systems. However, despite considerable efforts combining conventional petrophysics, neutron scattering, and electron microscopy, the quantitative nature of this porosity in tight gas shales, (...)
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  8.  5
    Notes on Contributorsepat_858 115.. 116.Patrick Carmichael, Prentice T. Chandler & David R. Cole - 2012 - Educational Philosophy and Theory 44 (S1).
  9.  4
    A Pedagogy of the Parasite.David R. Cole, Joff P. N. Bradley & Alex Taek-Gwang Lee - forthcoming - Studies in Philosophy and Education:1-15.
    In the South Korean film, The Parasite, the underling family, in an act of desperation, uses deceptive means to infiltrate the rich family. The term parasite refers nominally to the underling family, and their efforts to befriend and inhabit the class territory and social hierarchy of the rich family. How can this be of use for education? To answer this, we ask: what can we learn from Parasite to inform contemporary philosophy of education? Primarily, this experimental piece written from different (...)
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  10.  3
    Caught Between the Air and Earth: A Schizoanalytic Critique of the Role of the Education in the Development of a New Airport.David R. Cole - forthcoming - Educational Philosophy and Theory:1-14.
  11. Education, the Anthropocene, and Deleuze/Guattari.David R. Cole - 2021 - Brill.
    This book puts forward a radical, unorthodox thesis with respect to the Anthropocene, the philosophy of Deleuze/Guattari and education. This book analyses the Anthropocene for its unconscious drives and develops a parallel mode of education and social change.
     
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  12.  12
    Introduction: The Future of Educational Materialism.David R. Cole - 2012 - Educational Philosophy and Theory 44 (s1):1-2.
  13.  4
    Lost in Data Space: Using Nomadic Analysis to Perform Social Science.David R. Cole - 2013 - In Rebecca Coleman & Jessica Ringrose (eds.), Deleuze and Research Methodologies. Edinburgh University Press. pp. 219.
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  14.  46
    The Reproduction of Philosophical Bodies in Education with Language.David Robert Cole - 2010 - Educational Philosophy and Theory 42 (8):816-829.
    This paper articulates a feminist poststructural philosophy of education by combining the work of Luce Irigaray and Michel Foucault. This acts as an underpinning for a philosophy of desire (McWilliam, 1999) in education, or as a minor philosophy of education where multiple movements of bodies are enacted through theoretical methodologies and research. These methods include qualitative analysis and critical discourse analysis; where the conjunction Irigaray-Foucault is a paradigm for dealing with educational phenomena. It is also a rigorous materialism (Braidotti, 2005) (...)
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  15. Art, Artists and Pedagogy.C. Naughton, G. Biesta & David R. Cole (eds.) - forthcoming - London, UK: Routledge.
    This volume has been brought together to generate new ideas and provoke discussion about what constitutes arts education in the twenty-first century, both within the institution and beyond. Art, Artists and Pedagogy is intended for educators who teach the arts from early childhood to tertiary level, artists working in the community, or those studying arts in education from undergraduate to Masters or PhD level.
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