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

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Taking Chances in Pedagogyce which is actualized in events where chance plays a key part. Deleuze’s ideas work in dialogue with some of the conclusions made about chaotic, far-from-equilibrium systems (Prigogine and Stengers, 1986). Elsewhere, Prigogine (1986, pp. 42–44) points out that chaotic and complex systems cannot be

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Errors and Learningeleuze’s perspective, a fear of falsification, or error, suggests a counterproductive attitude to change which relies on unrealistic expectations of life itself. When Parker (2009, p. 31) asserts that the attributes of given entities cannot and should not be understood as being limited to those they

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Conclusion: Counter-actualizatione. Is it not best to simply leave Deleuze’s texts to speak for themselves? I like to hope that may have already happened, and to hope that it may continue to happen. But I also like to think that a more pragmatic focus on the implications of the points above for practice in lifelong learning is poss

dissent

contemporary topic using cinematic parallels. Discussing Deleuze‘s difficult notion of ‘counter-actualization‘ as a form of creative practice, it draws practical consequences for those across a diverse sector.978-1-349-50277-6978-1-137-48080-4

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J. Krieg,I.-T. Bäckert-Sifeddine,L. Kieseled any light on what everyone already seems to know. We need the (im)modesty of the fool to do this, to foolishly assert that we do not know. French philosopher Gilles Deleuze’s work proclaims this foolishness, and, although its contribution to learning is being increasingly examined by educators, t

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Die Gödel‘schen Unvollständigkeitssätzefor 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

Priapism

,Übergangs- und Schlussvorschriften, these terms? Certainly, they make ideas such as “Big C” (BC) or “exploratory” creativity hard for educators to envisage. BC has been linked with “genius” level or societal change, which corresponds to the forms of innovation that produce genuinely new concepts and introduce a discontinuity into a s

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