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The class as a creation machine: Teaching for, with and within transversality
Author(s) -
Duobliene Lilija
Publication year - 2021
Publication title -
journal of philosophy of education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.501
H-Index - 41
eISSN - 1467-9752
pISSN - 0309-8249
DOI - 10.1111/1467-9752.12479
Subject(s) - transversality , class (philosophy) , sociology , mathematics education , epistemology , mathematics , pure mathematics , philosophy
Philosophers of education as well as philosophers, sociologists and other theoreticians are searching for new models and interpretations of teaching, using new concepts, transversality being one of them. Some treat the new ways based on transversal competence as an augmentation of neoliberal power and its influence at school, some, on the contrary, struggle with the influence and creation of absolutely new modes. Following the latter approach developed by Wallin (2014), Cole (2013, 2018) and Bradley (2018), applying the Deleuzean and Guattarian philosophy to education as regards the concept of transversality, as well as abstract machine, line of flight, people‐yet‐to‐come and other concepts, I examine the educational capacity to apply new updated ways for educating the young generation. I present a multi‐modal experiment in a class using transversality. It is a practical teaching/learning method using multi‐modality in a philosophy class and integrating art. In practice, transversality is interpreted in two ways: radical, which means working with and within transversality in the creational machine, and soft, which refers to working for transversality, that is, the creation of circumstances for new possibilities.