Date: Fri, 1 Mar 1996 06:01:52 -0500
From: owner-deleuze-guattari


Date: Wed, 28 Feb 1996 18:56:41 -0500 (EST)
From: "Bryan A. Alexander" <bnalexan-AT-umich.edu>
To: deleuze-guattari-AT-jefferson.village.Virginia.EDU
Subject: Re: DE: bug

Who needs marching orders?
=09But is there a nomadic teacher?  Tribes have folks who do this -
but more data would help.


Bryan Alexander=09=09=09=09=09Department of English
email: bnalexan-AT-umich.edu=09=09=09University of Michigan
phone: (313) 764-0418=09=09=09=09Ann Arbor, MI  USA    48103
fax: (313) 763-3128=09=09=09=09http://www.umich.edu/~bnalexan

On Wed, 28 Feb 1996, Paul Bains wrote:

> Greg writes:
> >It's pedagogy, after all, that D+G say will prevent us
> >from falling from the heights of the encyclopedia into the arms of those
> >disastrous "ideas men" (WiP? pp.10-12). Too bad D+G didn't leave us better
> >marching orders before they themselves exited.  But, then, marching orders
> >were never exactly their point.
>
> One pointer Guattari gives with respect to the literature on 'institutional
> pedagogy' is the book by René Lafitte, Une journeé dans une classe
> coopérative: le désir retrouvé, (Syros, Paris, 1985). I've never read it but
> maybe someone out has.
> "Today our societies have their backs up against the wall; to survive they
> will have to develop research, innovation and creation still further - the
> very dimensions which imply an awareness of the strictly aesthetic
> techniques of rupture and suture. Something is detached and starts to work
> for itself, just as it can work for you if you can 'agglomerate' yourself to
> such a process. Such requestioning concerns every institutional domain, e.g.
> the classroom. How do you make a class operate like a work of art? What are
> the possible paths to its singularisation, the source of a 'purchase on
> existence' for the children who compose it?" (Chaosmosis, p.132/3).
> Paul.
>
>



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