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

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An Ethics of Creativity for Lifelong Learning cannot—ever know the full range of connections of which they are capable. What matters to the Spinozist is not the false distinction between right and wrong, but the very real distinction between good and bad (Deleuze, 1968b, p. 233).

Intrepid

Errors and Learning appear to have, the point is that becoming and change replace truth as a focus in lifelong learning, drawing our attention to the “powers of the false” in learning generally. By raising the false to power, “l(fā)ife frees itself of appearance as well as truth”, Deleuze claims (2005b, p. 140).

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Creativityfor creativity” (Gibson, 2005, p. 1). Such irony underpins a sincere concern for the disparate and exploitative ways in which creativity is used, not least in educational contexts. As a “rising economic profit zone”, creativity’s expansion is “grotesque” as it encompasses so many disparate fields (R

Aspiration

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中古

An Ethics of Creativity for Lifelong Learningand is not reducible, for example, to inferences about the way desire works to produce the real (Buchanan, 2011). This practical perspective lies at the heart of Deleuze’s Spinozism, and is inseparable from the bold insistence that affective change is a material and embodied phenomenon which express

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