Skip header navigation

University of Stirling

×

Article

Affective Teaching for Effective Learning: A Deleuzian pedagogy for the (corporate era and) Chinese context

Citation
Fleming D (2014) Affective Teaching for Effective Learning: A Deleuzian pedagogy for the (corporate era and) Chinese context. Educational Philosophy and Theory, 46 (10), pp. 1160-1173. https://doi.org/10.1080/00131857.2013.803239

Abstract
In this article I explore the pedagogical value of Gilles Deleuze and Fe´lix Guattari’s philosophical concepts for helping make an ‘event’ of thought, with a view towards fostering deep learning in Chinese students’ learning theory and criticism in a second language. Paying attention to the qualitative role of bodies, humour and creativity alongside an expanded trans-personal concept of ‘educational life forms’ that stretches out to include an affective assemblage of inhuman elements (such as art and technology), I explore how Deleuze and Guattari’s philosophical models provide a ethical alternative to corporate, Confucian and Cartesian models otherwise inhibiting students and teachers in the modern Sino-international university context.

Keywords
Deleuze; Guattari; Chinese students; affective teaching; second language learning; body; intersubjective;

Journal
Educational Philosophy and Theory: Volume 46, Issue 10

StatusPublished
Author(s)Fleming, David
Publication date31/12/2014
Publication date online14/06/2013
URLhttp://hdl.handle.net/1893/26751
PublisherTaylor and Francis
ISSN0013-1857
Scroll back to the top