Intensive Resonances: A Deleuzian Pedagogy of Difference in Philosophical Inquiry with Children: Philosophy of Childhood
Autor Arthur C. Wolfen Limba Engleză Hardback – 12 oct 2026
In this book, Arthur Wolf uses the philosophy of Gilles Deleuze to develop a more inclusive pedagogy, especially focusing on the implications of affective thinking. The exclusion of the affective in what it means to think directly impacts the lives of children by limiting their existential sensibilities and capacity to sense the world as immanently given. The conceptualization of affective thinking and its relation to pedagogy has not been sufficiently developed, leading to the question of how to relate the affective to thinking and how to develop its consequences for pedagogy.
Two ideas that are paramount to Deleuze's project in theorizing what it means to think are "affect"-used to describe an impingement on, or modulation of, a body's intensity of existing-and "immanence"-used as an ontological commitment that this intensity of existing is univocal, expressive, and relational. By analyzing Deleuze's theory, Wolf shows the ways in which Matthew Lipman's Philosophy for Children approach and its pedagogical cornerstone, the Community of Philosophical Inquiry, can be expanded and brings his ideas into the pedagogical realm.
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Specificații
ISBN-13: 9781666971668
ISBN-10: 1666971669
Pagini: 256
Ilustrații: 8 bw illus
Dimensiuni: 152 x 229 x 25 mm
Greutate: 0.45 kg
Editura: Bloomsbury Publishing
Colecția Bloomsbury Academic
Seria Philosophy of Childhood
Locul publicării:New York, United States
ISBN-10: 1666971669
Pagini: 256
Ilustrații: 8 bw illus
Dimensiuni: 152 x 229 x 25 mm
Greutate: 0.45 kg
Editura: Bloomsbury Publishing
Colecția Bloomsbury Academic
Seria Philosophy of Childhood
Locul publicării:New York, United States
Cuprins
Acknowledgments
List of Figures
List of Relays
Part I: The Pedagogical Problem and a New Heuristic
Introduction: Setting the Horizon
1. A Practical Heuristic to Track Resonances across Inquiries
2. Lipman's Approach: Roots and Problems
3. Gilles Deleuze and the Power of Life
Part II: Deleuze's Conceptual Toolbox
4. Difference and the Production of Sense
5. Embracing Immanence and the Process of Becoming
6. Affect
7. The Erogeneity of Bodies
8. Learning
9. Ideas: When Questions Think Us
10. Intensive Time and the Tick of the Clock
11. Thinking with the Earth
Part III: Pedagogy of Difference
12. Events of Learning and Micropolitics
13. The Image of Thought
14. An Affective Conception of Thinking
References
Appendix A
Appendix B
Index
List of Figures
List of Relays
Part I: The Pedagogical Problem and a New Heuristic
Introduction: Setting the Horizon
1. A Practical Heuristic to Track Resonances across Inquiries
2. Lipman's Approach: Roots and Problems
3. Gilles Deleuze and the Power of Life
Part II: Deleuze's Conceptual Toolbox
4. Difference and the Production of Sense
5. Embracing Immanence and the Process of Becoming
6. Affect
7. The Erogeneity of Bodies
8. Learning
9. Ideas: When Questions Think Us
10. Intensive Time and the Tick of the Clock
11. Thinking with the Earth
Part III: Pedagogy of Difference
12. Events of Learning and Micropolitics
13. The Image of Thought
14. An Affective Conception of Thinking
References
Appendix A
Appendix B
Index
Recenzii
Arthur C. Wolf's Intensive Resonances is a creative, remarkable, and rigorous study that nurtures itself mainly from two fields: the so-called continental European philosophy (most specifically, the work of French philosopher Gilles Deleuze) and the already consolidated field of philosophy for children, contemporarily founded by Matthew Lipman and Ann Margares Sharp. For those scholarly interested in the work of Gilles Deleuze, the book opens many unexpected windows in terms of the educational unfoldings of his work. For those interested and working in philosophy for children, it is possible to not only deepen and put into question the foundation of the enterprise, but also to acknowledge and imagine different possibilities of practices. In effect, these 'intensive resonances' have multiple implications, intersections, and crossings with practitioners and scholars focused on the relationships between education, philosophy, and community. In a time when thinking is more attacked and needed than ever, Intensive Resonances is an indispensable source of inspiration not only for scholars in the humanities but also for teachers, artists, and all sorts of practitioners who are not disposed to give up thinking.
Intensive Resonances is both a much-needed and a most unusual book. Tracing the deep-seated historical dichotomy between affect and thinking, Arthur Wolf develops the implications of an affective theory of thinking. With Deleuze as his principal interlocutor, he neither shies away from philosophical depth nor loses sight of concrete experience. Moving deftly between philosophical reflection and pedagogical practice, Wolf does more than argue that affect and thinking are intertwined: he demonstrates how thinking and affect are two sides of one movement.
The result is a playful and compelling back and forth between the historical unraveling of dualism and the immediate question of what its undoing might mean for our everyday encounters with students in the classroom. Rather than diminishing philosophical depth, the concrete dialogues and pedagogical examples draw us into deeper thinking, inviting us to become participants rather than remote bystanders. Conversely, the philosophical excursions never lose touch with lived experience: with what is authentically felt, how we relate to one another, and how we inhabit the world as democratic citizens. In this way, Intensive Resonances succeeds in bringing philosophy and pedagogy into a genuinely productive resonance, where each transforms and intensifies the other.
Intensive Resonances is both a much-needed and a most unusual book. Tracing the deep-seated historical dichotomy between affect and thinking, Arthur Wolf develops the implications of an affective theory of thinking. With Deleuze as his principal interlocutor, he neither shies away from philosophical depth nor loses sight of concrete experience. Moving deftly between philosophical reflection and pedagogical practice, Wolf does more than argue that affect and thinking are intertwined: he demonstrates how thinking and affect are two sides of one movement.
The result is a playful and compelling back and forth between the historical unraveling of dualism and the immediate question of what its undoing might mean for our everyday encounters with students in the classroom. Rather than diminishing philosophical depth, the concrete dialogues and pedagogical examples draw us into deeper thinking, inviting us to become participants rather than remote bystanders. Conversely, the philosophical excursions never lose touch with lived experience: with what is authentically felt, how we relate to one another, and how we inhabit the world as democratic citizens. In this way, Intensive Resonances succeeds in bringing philosophy and pedagogy into a genuinely productive resonance, where each transforms and intensifies the other.