Deleuze Page
My commentary for
what it is worth, drawing on notes below [still
under completion]
My notes
on Deleuze himself:
Bergsonism
Cinema1
Cinema 2
Logic of Sense
The Brain is the
Screen
Electronic
Read Deleuze on the Society of Control for
yourself here
(it's very short). It read a bit like Althusser
I thought.
You can also read the lengthy lectures on
Spinoza here,
or my abridged version ( which is a bit shorter)
here
There is also an admirable summary and overview
by C Stivale of the TV interview with Deleuze L'Abécédaire
here -- it's quite informative, easy to
grasp , light even!
My notes on
Deleuze and Guattari:
Anti-Oedipus
Thousand
Plateaus
What is
Philosophy
My notes on
commentaries:
Badiou -- Deleuze as
a philosopher of the One, not the anarchist
people think he is. Being is the key concern of
Deleuze's work, he theorizes it inconsistently,
and you don't need it anyway to explain the
multiple (!)
Baudrillard -- Forget
Foucault (and Deleuze) Marvellous scathing
and scandalous criticism, mostly of Foucault,
for merely talking up 'the real'. Shows deep
connections between Deleuze and Foucault so
power and desire are mirror images of each
other. In my view, both are so general that they
lose specificity anyway so you can't distinguish
between desire for Freedom and desire for a new
bathplug.
DeLanda -- Intensive
Science and Virtual Philosophy (a
very demanding read but well worth it --
achieves considerable clarity and provides
excellent examples in this [meticulously
referenced] 'reconstruction of Deleuze's
world'. Indispensable in my view.)
DeLanda -- war
and machines. Develops history
of military using Deleuzian notions of machines
and machinic phylum
DeLanda --Deleuze
and the Open-Ended Becoming of the World
(Deleuze is not a
social constructivist) (nice and short!)
Delanda social
assemblage theory Applied controversially
to sociology -- further 'realist' arguments.
Excellent basis for interdisciplinarity to tackle
heterogeneity.
Massumi -- a user's
guide (diverges from D&G as he admits).
Much-quoted introduction. Very helpful notes
.Good for wacky politics and a constant sad
oscillation between hope and despair with the
politics (comes with basing politics on absurd
philosophical generalities in my view) .
Odd how Deleuzians abandon Foucault's
notion of power for humanist marxism -- or
equate the two?.
Zizek -- Organs Without
Bodies (only brief
notes-- I was in a rush). One of several,
including Baudrillard, to suggest that Deleuze
is closer to modern capitalist notions of 'flow'
than he thinks.
See also
this nice article/lecture by Smith on Deleuze
and Leibniz here.
I just haven't the energy to pursue the link
with Leibniz at the moment but this one is very
good at least in showing what Deleuze is always
banging on about -- the importance of the
discovery of the calculus in helping think out
the notion of a 'pure relation'. There are also
hints about what Deleuze might mean by
'indiscernibility' in a Leibnizian context too.
'Applications'
Negri and
Hardt Empire
Various writers on education -- Gale (here
and here),
Hodgson and Smith (here),
Semetsky ( here),
St Pierre (here).
You can also download Semetsky's
2006 ebook here (the link points to Scribd
but you can get it elsewhere as well). I thought
it had a few useful clarifications of Deleuze,
such as the argument that denying the human
subject is intended as a hopeful and liberating
thing, since all the fixities and reifications
are ended too, and subjectivity becomes a
process, an accomplishment one might say. The
learning paradox is well explained, as in the
article above, and the answer -- the triadic
combination of percept, affect and concept -- is
contexted a bit in general processes like
becoming. The formal links with Peirce and Dewey
are explained (and then rather taken for granted
as indicating no differences with Deleuze). The
thing ends with a paean of praise for good old
progressive education,although it is decorated
with Deleuzian terms (slightly less well used
than the Deweyan ones): children as whole people
( because affects and spirituality are
included); teacher as facilitators ( who de- and
reterritorialize, ethically, of course);
learning from experience (kids become, they are
nomads, they follow rhizomes etc).All the
qualities of Being are translated as qualities
of actual human beings?
|
|