New Materialist Pedagogy: A Deleuzo-Bergsonian Image of Thought

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

This 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. As we shall see, 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.
LanguageEnglish
Title of host publicationTransImage 2018
Place of PublicationUniversity of Edinburgh
Number of pages13
Publication statusAccepted/In press - 28 Feb 2018
EventInternational Conference on Transdisciplinary Imaging: The Latent Image - University of Edinburgh, Edinburgh, United Kingdom
Duration: 18 Apr 201820 Apr 2018
Conference number: 5
https://transimage2018.net (Link to Conference Website)

Conference

ConferenceInternational Conference on Transdisciplinary Imaging
Abbreviated titleTransImage 2018
CountryUnited Kingdom
CityEdinburgh
Period18/04/1820/04/18
OtherA catalyst for debates about sonic images, invisible networks and relationships between intuition and intelligibility, this conference will raise quantitative and qualitative questions important to any discipline predicated on image production.
Internet address

Fingerprint

Pedagogy
Henri Bergson
Materialist
Thought
Education
Art
Gilles Deleuze
Marketization
Authorship
Connectives
Conception
Disciplinarity
Veneration
Temporality
Teaching
Ontological

Cite this

Roberts, S., & Hardy-Smith, B. (Accepted/In press). New Materialist Pedagogy: A Deleuzo-Bergsonian Image of Thought. In TransImage 2018 University of Edinburgh.
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Roberts, S & Hardy-Smith, B 2018, New Materialist Pedagogy: A Deleuzo-Bergsonian Image of Thought. in TransImage 2018. University of Edinburgh, International Conference on Transdisciplinary Imaging, Edinburgh, United Kingdom, 18/04/18.

New Materialist Pedagogy : A Deleuzo-Bergsonian Image of Thought. / Roberts, Spencer; Hardy-Smith, Brent.

TransImage 2018. University of Edinburgh, 2018.

Research output: Chapter in Book/Report/Conference proceedingConference contribution

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AB - This 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. As we shall see, 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.

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