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

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Dr David Fleming

Senior Lecturer, Communications, Media and Culture