This volume weaves together a variety of perspectives aimed at confronting a spectrum of ethico-political global challenges arising in the Anthropocene which affect the future of life on planet earth. In this book, the authors offer a multi-faceted approach to address the consequences of its imaginary and projective directions. The chapters span the disciplines of political economy, cybernetics, environmentalism, bio-science, psychoanalysis, bioacoustics, documentary film, installation art, geoperformativity, and glitch aesthetics. The first section attempts to flesh out new aspects of current (...) debates. Questions over the Capitaloscene are explored via conflations of class and climate, revisiting the eco-Marxist analysis of capitalism, and the financial system that thrives on debt. The second section explores the imaginary narratives that raise questions regarding non-human involvement. The third section addresses ’geoartisty,’ the counter artistic responses to the speculariztion of climate disasters, questioning eco-documentaries, and what a post-anthropocentric art might look like. The last section addresses the pedagogical response to the Anthropocene. (shrink)

The oral eye is a metaphor for the dominance of global designer capitalism. It refers to the consumerism of a designer aesthetic by the 'I' of the neoliberalist subject, as well as the aural soundscapes that accompany the hegemony of the capturing attention through screen cultures. An attempt is made to articulate the historical emergence of such a synoptic machinic regime drawing on Badiou, Bellmer, Deleuze, Guattari, Lacan, Rancir̈e, Virilio, Ziarek, and Zizek to explore contemporary art (post-Situationism) and visual cultural (...) education. Jagodzinski develops the concept of an 'avant-garde without authority,' 'self-refleXion' and 'in(design)' to further the questions surrounding the posthuman as advanced by theorists such as Hansen, Stiegler and Ziarek's 'force' of art. (shrink)

In this paper I explore Žižek’s stance on ideology. I begin with an overview, move to his understanding of the ‘act’ and then move into the second part of the paper which is a discussion of the first part in relation to his encounter with Deleuze in Organs Without Body. I claim that this was a missed encounter, or rather it will always remain an impossible encounter given that Lacan, Badiou and Žižek’s philosophical embrace of negativity bumps up squarely against (...) Deleuze and Guattari’s affirmative stance. This deadlock does not offer a ‘solution’ as much as the political consequences that emerge from the two paths taken. It is further claimed that these crossroads are separated by two very different understandings of infinity as they are developed in the Kantian antinomy of the mathematical and dynamic sublime. (shrink)

In this essay I bring together Lacan, Žižek, Deleuze and Guattari as mediators and intercessors for one another. The tensions that exist between them still continue to reverberate throughout the academic community. The intent is to query their pedagogies in what they are trying to ‘do’ within the context of capitalism in particular. I have called their pedagogies anomalous in keeping with their thrust of becoming other in their own particular ways through what I take to be three pedagogical conceptual (...) personae: saint, jester and nomad. I try to show how Deleuze and Guattari managed to supplant and perhaps overcome Lacan's own pedagogical project to have psychoanalysis as a way out from capitalism, which has been continued today by Žižek. I do this by showing how Lacan's mathemes, used in his four discourses, can be understood as having been deterritorialised by Deleuze and Guattari to present us with a counter-actualised pedagogy that challenges psychoanalysis as presented by both Lacan and Žižek. Nevertheless, reconciliations between the thought of Deleuze, Guattari and Lacan are possible. The reader will also find that particular door open, yet not fully explored here. (shrink)

The Academy seems to operate with a swarm consciousness; suddenly we find ourselves on a new landscape laden with new percepts and affects to be deciphered as signs, as Deleuze and Guattari might a...

In this essay I bring Gregory Bateson together with Deleuze and Guattari (primarily with the latter) to show their ecological compatibility, especially with Guattari’s ecosophy. I do this against the backdrop of the Anthropocene which presents us not only with a ‘climate’ of post-truth and political corruption, but also with the so-called climate crisis. In the context of these two broad examinations, I ask what can an artisan-artist-designer do given this problematic context? My reply is to call on ‘speculative design’ (...) by an ‘avant-garde without authority’ to expose the symptoms of the Anthropocene era. (shrink)

The interest in the relationship between pedagogy of the classroom informed by psychoanalytic discourse has grown in recent years to the point where there is a critical mass of educators who are utilizing neo-Lacanian and Kleinian psychoanalytic theory in their educational research.

One would have to be too “simple” to believe that thought is a simple act, clear unto itself, and not putting into play all the powers of the unconscious, or all the powers of nonsense in the unconscious.1As someone who has taken out the time to study Deleuze|Guattari’s oeuvre,2 rather than targeting just one book, A Thousand Plateaus in such a superficial way, reading Estelle Jorgensen and Iris M. Yob’s “deconstruction” of this particular work has been a very painful experience, (...) “painful” in the sense the way their text “screams” at them for their outright poetic mystifications, which many scholars have relished but which certainly has caused them great consternation.3 Deleuze|Guattari’s philosophy is discordant... (shrink)

This essay explores Badiou's writings on art and inaesthetics. It reviews his notion of the artistic event, comments on his 15 theses on contemporary art and examines his notion of inaesthetics. What follows is then applied to art and its education in terms of his search for a ‘third position’ that would challenge the extremes of capitalist design innovation and Romantic idealism that in his summation define the contemporary landscape.

This chapter contains sections titled: The Subject of Art Badiou's Five Problems Badiou's Inaesthetic Badiou Exposed Why Art Can't Be Taught—It Can However Educate! Notes References.

This essay attempts to examine the difficult question of sex scandals both in public school settings and in the academy. It raises issues over the way authority in the classroom is unequally exercised by both male and female teachers in terms of power and seduction. However, the Law remains explicit when it comes to judging who is at fault within a-student relationship that collapses into the bedroom. The ethics that surround such sexual affairs is raised through the psychoanalytic and philosophical (...) writings of Jacques Lacan. The essay ends by offering a surprised perspective over the question whether an ethics of diabolical evil is possible, given that such affairs are differentiated as post-Oedipal relationships where age differentiations have become blurred. (shrink)