Titlebook: Deleuze and Lifelong Learning; Creativity, Events a Christian Beighton Book 2015 Palgrave Macmillan, a division of Macmillan Publishers Lim

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書(shū)目名稱(chēng)Deleuze and Lifelong Learning影響因子(影響力)

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Introduction: Deleuze and Lifelong Learning its creative potential. Following Deleuze, it is pedagogy, she argues, that must educate us “in becoming able to feel, to know, and to conceive: that is to create concepts” (Semetsky, 2008a, pp. vii–viii). Deleuze and Guattari describe these concepts as bricks: material blocks of sensations which c

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Making a Differencen ex-nihilo creation resulting from some magical individual or internal homunculus, LC implies that some basic recombinatory rule is at work at the neurological level of perception and appraisal. Some theorists of learning avoid neuroscience on the grounds that its findings are “too specialized” (Il

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Improvising in Researchf the heterogeneity of the real, thus failing to prepare practitioners for it. The heterogeneity they see in complexity demands an ability to respond to the unpredictable by improvising, where improvisation describes the activity of responding creatively to unpredictable events.

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Taking Chances in Pedagogyaws of chance which govern such systems, drawing our attention towards the behaviour of blocs of moving objects and the forces between them rather than the positions or even trajectories of individuals. If outcomes are unpredictable, practice can only participate in this complexity by being creative

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