By J. Wallin
This paintings examines the impoverished photo of lifestyles presupposed via the legacy of transcendent and representational pondering that keeps to border the boundaries of curricular thought.
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Extra resources for A Deleuzian Approach to Curriculum: Essays on a Pedagogical Life
Open to the multiplicity of the future, being is no longer simply itself, but a differentiating potential for becoming. In other words, the eternal return is for Deleuze the affirmative and constitutive power of the future. As May (2005) writes, the future is an overflowing “unactualized difference” that “comes to meet us with no pregiven identities [or] preserving constants” (p. 61). indd 36 10/14/2010 9:17:39 PM POWERS OF THE FALSE 37 task for Nietzsche’s Zarathustra (1969). The challenge of the eternal return lies in its willing affirmation of the future as a multiplicity.
Energized” or vital expressions of the plane of immanence are neutralized amidst the “mass entropy of the silent majority” (Massumi, 1987a). While Baudrillard’s theory of the simulacrum repudiates the transcendent ground of modernity, its effect creates a new condition for nihilism. The “real” is evacuated and replaced by signs of the real, provoking a hypercynical approach that embraces a moribund fatalism. Baudrillard’s theory of the simulacrum constrains the potential force of immanence advanced by Deleuze and Guattari (1987).
Spinoza’s ontology of immanence is thus of significant import to the ways in which we approach currere. As Adorno (1966) writes, “Closed systems are bound to be finished” (p. 35). Adorno’s forecast is evident in the epidemic cynicism of contemporary culture. As Nietzsche (2000) writes, at limits of transcendence and ascetic self-discipline, thought collapses into nihilism. As an ungraspable utopia, the founding image of a superior ontological substance miscarries, leaving no stable ground from which the world might emanate (Lyotard, 1979).
A Deleuzian Approach to Curriculum: Essays on a Pedagogical Life by J. Wallin