New Materialist Pedagogy : A Deleuzo-Bergsonian Image of Thought
- Submitting institution
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The University of Huddersfield
- Unit of assessment
- 32 - Art and Design: History, Practice and Theory
- Output identifier
- 42
- Type
- E - Conference contribution
- DOI
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10.6084/m9.figshare.6104738
- Title of conference / published proceedings
- Transimage 2018 : Proceedings of the 5th Biennial Transdisciplinary Imaging Conference 2018
- First page
- 415
- Volume
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- Issue
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- ISSN
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- Open access status
- -
- Month of publication
- April
- Year of publication
- 2018
- URL
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- Supplementary information
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- Request cross-referral to
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- Output has been delayed by COVID-19
- No
- COVID-19 affected output statement
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- Forensic science
- No
- Criminology
- No
- Interdisciplinary
- No
- Number of additional authors
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1
- Research group(s)
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-
- Proposed double-weighted
- No
- Reserve for an output with double weighting
- No
- Additional information
- This paper extrapolates from the philosophies of Henri Bergson and Gilles Deleuze to develop a series of novel pedagogic strategies in the context of design and animation education. It details the philosophical underpinning and rationale for a set of creative and practical pedagogical strategies, explores their effectiveness, and attempts to outline ways of operating creatively in increasingly striated institutions. The paper explores themes of image, technology, temporality and becoming in a design-art pedagogical context. It considers Deleuzo-Bergsonian approaches to the concept of ‘image’ in the broadest sense of the term –firstly through an examination of Gilles Deleuze and Henri Bergson’s shared ontological depiction of the world as a matter-flow of images; secondly, through their collective veneration of art and artistic activity as a mode of becoming, and lastly,through their respective critiques of representational images of thought. Ultimately, through an applied, comparative philosophical approach, it seeks to examine the significance of a Deleuzo-Bergsonian concept of the latent image from a pedagogical perspective, addressing the teaching of the visual arts in the context of the marketisation of education. This leads to the insight that Deleuze and Bergson’s conception of the latent-image emphasises both its connective and transformative potentials. As such, it can illuminate questions of disciplinarity, authorship, and the ethics of image creation in interesting ways -suggesting strategies for operating smoothly in increasingly striated educational environments.
- Author contribution statement
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- Non-English
- No
- English abstract
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