Roots and Rhizomes--Some Reflections on Contemporary Pedagogy

Autor/in	Munday, Ian
Titel	Roots and Rhizomes--Some Reflections on Contemporary Pedagogy
Quelle	In: Journal of Philosophy of Education, 46 (2012) 1, S.42-59 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8249
DOI	10.1111/j.1467-9752.2011.00825.x
Schlagwörter	Educational Methods; Educational Philosophy; Educational Theories; Hermeneutics; Figurative Language; Vignettes; Classroom Environment; Postmodernism; Theory Practice Relationship; Epistemology + Suchen Sie Ihr Suchwort? Educational method; Erziehungsmethode; Bildungsphilosophie; Erziehungsphilosophie; Educational theory; Theory of education; Bildungstheorie; Hermeneutik; Klassenklima; Unterrichtsklima; Postmoderne; Theorie-Praxis-Beziehung; Erkenntnistheorie
Abstract	During this article, I look at three images of thought which feature in Deleuze and Guattari's "A Thousand Plateaus" and consider their relevance to contemporary pedagogy. Deleuze and Guattari begin by discussing tree-like thought, which involves an insular depiction of the world. I suggest that the performative apparatus, which structures contemporary pedagogy in the comprehensive school, is also tree-like. Deleuze and Guattari's second image of thought is the fascicular root. Here the principle root is aborted leading to a multiplicity, which flows from it. With fascicular thought, the unity, which is aborted in the object, is returned to in the subject who gains control of multiplicities. In this section I provide a reading of a Classics lesson portrayed in "The Secret History" by Donna Tartt and go on to focus on Ronald Barnett's contribution to a debate with Paul Standish, which features in "The Blackwell Guide to the Philosophy of Education." In the third section of the article, I consider Deleuze and Guattari's third image of thought--the rhizome. Rhizomes grow by a process of cloning or lateral spreading; they do not have the central trunk of the tree, with roots and branches extending outwards from this. At the end of this section, I look at two Classics lessons that represent tree-like and rhizomatic pedagogies in turn. I attempt to enrich this discussion by providing a reading of a scene from "The History Boys." (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10