Download Complete Ebook By email at etutorsource@gmail.com
PALGRAVE STUDIES IN
EDUCATIONAL FUTURES
Pedagogical Encounters
in the Post-Anthropocene,
Volume 2
Technology, Neurology,
Quantum
jan jagodzinski
Download Complete Ebook By email at etutorsource@gmail.com
We Don’t reply in this website, you need to contact by email for all chapters
Instant download. Just send email and get all chapters download.
Get all Chapters For E-books Instant Download by email at
etutorsource@gmail.com
You can also order by WhatsApp
https://api.whatsapp.com/send/?phone=%2B447507735190&text&type=ph
one_number&app_absent=0
Send email or WhatsApp with complete Book title, Edition Number and
Author Name.
Download Complete Ebook By email at etutorsource@gmail.com
Palgrave Studies in Educational Futures
Series Editor
jan jagodzinski
Department of Secondary Education
University of Alberta
Edmonton, AB, Canada
Download Complete Ebook By email at etutorsource@gmail.com
Download Complete Ebook By email at etutorsource@gmail.com
The series Educational Futures would be a call on all aspects of education,
not only specific subject specialists, but policy makers, religious education
leaders, curriculum theorists, and those involved in shaping the educational imagination through its foundations and both psychoanalytical and
psychological investments with youth to address this extraordinary precarity and anxiety that is continually rising as things do not get better but
worsen. A global de-territorialization is taking place, and new voices and
visions need to be seen and heard. The series would address the following
questions and concerns. The three key signifiers of the book series title
address this state of risk and emergency:
1. The Anthropocene: The ‘human world,’ the world-for-us is drifting toward a global situation where human extinction is not out of
the question due to economic industrialization and overdevelopment, as well as the exponential growth of global population. How
to we address this ecologically and educationally to still make a
difference?
2. Ecology: What might be ways of re-thinking our relationships with
the non-human forms of existence and in-human forms of artificial
intelligence that have emerged? Are there possibilities to rework the
ecological imagination educationally from its over-romanticized
view of Nature, as many have argued: Nature and culture are no
longer tenable separate signifiers. Can teachers and professors
address the ideas that surround differentiated subjectivity where
agency is no long attributed to the ‘human’ alone?
3. Aesthetic Imaginaries: What are the creative responses that can
fabulate aesthetic imaginaries that are viable in specific contexts
where the emergent ideas, which are able to gather heterogeneous
elements together to present projects that address the two former
descriptors: the Anthropocene and the every changing modulating
ecologies. Can educators drawn on these aesthetic imaginaries to
offer exploratory hope for what is a changing globe that is in constant crisis?
The series Educational Futures: Anthropocene, Ecology, and Aesthetic
Imaginaries attempts to secure manuscripts that are aware of the precarity
that reverberates throughout all life, and attempts to explore and experiment to develop an educational imagination which, at the very least, makes
conscious what is a dire situation.
Download Complete Ebook By email at etutorsource@gmail.com
Download Complete Ebook By email at etutorsource@gmail.com
jan jagodzinski
Pedagogical
Encounters in the
Post-Anthropocene,
Volume 2
Technology, Neurology, Quantum
Download Complete Ebook By email at etutorsource@gmail.com
Download Complete Ebook By email at etutorsource@gmail.com
I dedicate this book to
Jess Beier
whose journey has just begun
and
Jason Wallin
whose journey continues to unfold in spectacular directions
and
to my son Jeremy
whose journey continues to be one of difficulty but not without its hopes
Download Complete Ebook By email at etutorsource@gmail.com
Download Complete Ebook By email at etutorsource@gmail.com
Preface
I have been teaching in a university setting since 1980. Before that, I had
hung up my shingle to sell art after a successful BFA and a somewhat failed
start at an MVA. It didn’t take long to figure out I wasn’t going to make
a living through my art. I found education or education found me. One
never knows how these decisions truly come about. Often it seems accidental. I taught visual art in elementary, junior high and high school. It
came to a point where this was no longer satisfying enough, although the
students were fun and challenging. They made me angry; they gave me
great joy; and at times, they made me cry from the stories they told. I
thought, “that’s enough” and entered graduate school. I taught at university until 2021. The COVID-19 pandemic set in and online teaching of
visual art education—well—it was less than satisfying. Students knew it as
well and had to go through 2 years of screen misery that delighted instructional technicians and, at the same time, overwhelmed them with work.
The Academy bestows its titles. Mine was Professor of Visual Art and
Media Education. The ‘media’ part of the title came later as it became so
apparent that screen culture needed to be taken seriously. After 41 years of
university teaching, I became something called Professor Emeritus, the
fancy word for ‘retirement,’ whatever that means these days.
Looking back, I feel I was always a faux artist and a faux pedagogue. To
this day, I do not have a strong grasp as to what ‘art’ is or what media ‘is’.
I have lived through extraordinary changes over those 40 years in each of
those fields. I finally recognized that each field has its own dynamic—
everything changes, and one tries to understand why. The same goes for
education and pedagogy. To this day, I don’t have an assured answer as to
vii
Download Complete Ebook By email at etutorsource@gmail.com
We Don’t reply in this website, you need to contact by email for all chapters
Instant download. Just send email and get all chapters download.
Get all Chapters For E-books Instant Download by email at
etutorsource@gmail.com
You can also order by WhatsApp
https://api.whatsapp.com/send/?phone=%2B447507735190&text&type=ph
one_number&app_absent=0
Send email or WhatsApp with complete Book title, Edition Number and
Author Name.
Download Complete Ebook By email at etutorsource@gmail.com
viii
PREFACE
what a teacher ‘is’ and what education ‘is’ about. Sure, I have ideas, but I
know that the field will change as technology changes, as politics change,
as … as … as. Well, you know what I mean. There is an impossible gap
between the written curricula and how those curricula are acted out in
school and university settings by teachers and professors engaged in pressing questions. There are only questions. The best ‘teachers’ only ask questions and share what and why they have come to the point they expo(u)se.
Sometimes they are reprimanded for it, sometimes fired and let go; other
times, they simply leave ‘the profession,’ as it is too unbearable to teach
nonsense to their students with beliefs that they are told to. Teaching is an
exchange of rhetoric, conviction, compelling stories, belief in one’s mission, empathy for students, and knowing full well that there is no ultimate
answer, only the journey with students who enable ways to face the passions and celebrate the joys of uncontrollable life.
These two volumes as ‘pedagogical encounters’ were written in the past
number of years when there was more time as an emeritus. There is some
overlap between them. Some themes are elaborated in the second volume
that are introduced in the first. While I address pedagogy, the meaning of
the term is rather nebulous, as there is no specific definition given. It
shows itself where it may in these works. These encounters are written
under the cover of, what some may find irritating, the signifier: post-­
Anthropocene. The ‘post’ is a nasty prefix, but I keep it as the event of the
Anthropocene has been recognized, although there is enough critique as
to its misnomer. As I wrote this preface, COP28 was taking place in Dubai.
As I listened now and again and read the latest discussions, it is a reminder
that nothing will happen unless there is an attempt to convince planetary
leaders that ecological thinking, under the color green for symbolic purposes, will happen unless the industry finds a profit in it. The incentive for
profit is what drives its machinery. No bullshit about each citizen doing his
or her part is going to be compelling enough to see that message spread
because of the goodness of citizens’ hearts to become planetary citizens.
If electric cars are profitable and the advertisement industry works to convince the buyer that the purchase will ‘save the planet,’ there is some likelihood that there may be change and that providing profit will continue. If
you can harness and reform capitalism—with jobs, jobs, jobs—and maintain economic growth, well then, maybe. The rich will become richer, and
the poor will become poorer. There is no need to hide my cynicism. We
see this globally already. The COP28 key agreement is an economic ‘slush’
fund provided by rich polluting-energy devouring countries to help those
Download Complete Ebook By email at etutorsource@gmail.com
Download Complete Ebook By email at etutorsource@gmail.com
PREFACE
ix
countries that are in need. What is more likely to change the post-­
Anthropocene era is a significant war that surpasses Putin’s Russian invasion of Ukraine and the Israeli genocidal aggression against Palestinians.
The continued rise of fascism stroke the growing fear of climate migrants
and refugees ‘banging’ on the walls that are being resurrected on the borders. The belief in a technological ‘fix’ will grow stronger as the projected
3C degree of climate warming at the end of the twenty-first century is
reached, where livable land is reduced to the point where there is the historical repeat as to why wars were fought over land to feed the populace.
Of course, you say. It doesn’t have to be this way. The future is open; the
projections can change. We can invent fusion energy in the next ten years
and change the planet’s energy distribution toward a post-capitalist world.
All will change. Sure.
The labor of these two volumes has been to encounter a number of
broad areas that shape the forces of the post-Anthropocene, where education and pedagogy are treated at times explicitly as to what is being done
but most of the time obliquely as a desire what can or might be done. The
explicit and implicit way of looking at education and pedagogy is uneven
throughout these two works. The first volume looks at three broad areas:
educationally rethinking the child and youth, environmental education,
and the question of Indigeneity. These three areas are explored via the
spate of new materialist philosophies that have been introduced to face the
problematic of human anthropogenic influences on the planetary system.
The reader will find constant reference to this proliferation philosophies
that have emerged that question, in their own way, a ‘materialistic and
affective’ turn. From the ‘new (feminist) materialism,’ speculative and
processes philosophies of various kinds, object-orientated ontology,
and non-philosophy, to the difficult questions that quantum theory has
introduced when it comes to a fundamental understanding of reality.
Throughout the two volumes, it will be clear that my own preferences
have been a turn to the literature that builds on the philosophical writings
of Deleuze and Guattari.
The second volume continues to encounter the ‘post’ of the
Anthropocene through an in-depth attempt to engage in the vast territory
of technology that preoccupies both education and cosmotechnology.
The discussion is far ranging, covering important proposals made by
Bernard Stiegler’s neganthropocene thesis and the question of what might
be a pharmacological approach to technology. This broad theme segues
into neurology and an in-depth examination of issues that bring quantum
Download Complete Ebook By email at etutorsource@gmail.com
Download Complete Ebook By email at etutorsource@gmail.com
x
PREFACE
theory into the discussion. I end Volume 2 with my own projection on
technology, which I call Lassen technologies (as opposed to Macht) and
pedagogical forcework that riffs on the tensions that Deleuze’s philosophy
of difference has initiated in relation to the Earth’s indifference to our
existence as we, as a species, continue to pollute the environment with the
energy of ‘distinct creatures,’ which, following our own extinction, will be
followed by yet another species. There are no sure answers, and the map I
chart is not the territory.
Edmonton, AB, Canada
jan jagodzinski
Download Complete Ebook By email at etutorsource@gmail.com
Download Complete Ebook By email at etutorsource@gmail.com
Praise for Pedagogical Encounters in the Post-­
Anthropocene, Volume 2
“This is one of the most original books within contemporary posthuman pedagogical thought, both beyond and up to date with our current ecological crisis.
Through its conceptual courage and innovations, jan jagodzinski, in an exciting
way, moves educational thinking into new terrain, tackling the difficulties of our
age of environmental and societal disaster head on. In this two-volume book, jagodzinski has created a new classic for the future, gathering his thoughts from a
lifelong engagement with art, education, political ecology, capitalism, media and
the (post) Anthropocene into a baffling masterpiece. If you want to engage seriously with finding new ways out of the miserable ecological and societal situation
we face today within pedagogy, as elsewhere, this is doubtless a book for you.”
—Michael Paulsen, Associate Professor and Head of CUHRE—Center for
Understanding Human Relationships with the Environment, University of
Southern Denmark
“The scope of this work is extensive in its attempt to ‘turn away’ from education
as it exists within its institutionalised formats that are driven largely by the values
of capitalist economies and to argue for education and approaches to pedagogy
that try to recognise and work with the complex issues confronting people today
in what are called post-Anthropocene times … times in which new values are
required, new subjectivities, new assemblages of practice that try to appreciate
(though this may be impossible) and work with local and global problematics
towards, we might say, a convivial future.
The striking feature across all of this work is its depth and range of scholarship
as well as its extensive reference to and critical discussion of numerous problematics covering a number of surfaces including education, pedagogy, numerous philosophical fields, social and cultural studies, anthropology, local and global politics,
ethics. It is a text, which in Deleuze and Guattari’s terminology, is attempting to
‘become with a world’ and in doing so registers the enormous and unending problematics of such becoming without pretending to offer solutions, rather it faces
our difficulties with concern in the Quaker sense of this term (as employed by
whitehead).
I know of no other text in the domain of educational or pedagogic work
(though the scope is much wider than this) that is tackling our current difficulties
head on. The critical discussion of theoretical work in the many fields that are
Download Complete Ebook By email at etutorsource@gmail.com
Download Complete Ebook By email at etutorsource@gmail.com
covered is comprehensive and may be somewhat daunting to some, but this feeling
only then emphasises the complexities that the work is attempting to engage with
in a serious manner.”
—Dennis Atkinson, Professor Emeritus, Goldsmiths University of London, UK
“jagodzinski’s two volume work presents encounters with a number of areas that
address the topology of the post-Anthropocene: childhood, environment,
Indigeneity, technology, neurology and his own attempt that projects a possible
future path for education to confront the phase change of the Earth. While no
solutions are offered, the right problems are put into focus through an in-depth
and comprehensive discussion concerning this problematic as undertaken by
numerous philosophical fields. Calling predominately on the theoretical tool kit of
Deleuze and Guattari, the recognition of creative destruction cannot be dismissed.
Education, he suggests, needs to address the disruptive potential of the planet’s
physical change that offers no redemptive anthropomorphization. An important
book in these dark times.”
—Bernd Herzogenrath, Institute for English & American Studies, Goethe
Universität, Frankfurt am Main, Germany
Download Complete Ebook By email at etutorsource@gmail.com
We Don’t reply in this website, you need to contact by email for all chapters
Instant download. Just send email and get all chapters download.
Get all Chapters For E-books Instant Download by email at
etutorsource@gmail.com
You can also order by WhatsApp
https://api.whatsapp.com/send/?phone=%2B447507735190&text&type=ph
one_number&app_absent=0
Send email or WhatsApp with complete Book title, Edition Number and
Author Name.
Download Complete Ebook By email at etutorsource@gmail.com
Contents
1 By
Way of Introduction 1
The Question of Education and Its Technologies 7
A Look Back: Grammatological Pedagogy 8
Lacan’s Pedagogical Affects 12
References 18
Part I Technogenetic Assemblages of Education 25
2 Synthetic
Politics: Responding to Algorithms of Education 27
Connectivist Education 32
Postphenomenology in Education 35
Designed Interfaces of Postphenomenology 36
Animistic Technologies 39
An Adequate Pedagogy for Twenty-­First-Century Technologies? 43
A Closing Speculation 48
References 52
3 To
the Objects Themselves 57
Smart Objects 60
Smart Objects: Algorithms and Envelope Power 65
Phase Space and Time 68
Politics and Ethics, Not Aside 72
xiii
Download Complete Ebook By email at etutorsource@gmail.com
Download Complete Ebook By email at etutorsource@gmail.com
xiv
CONTENTS
Facing Limits 75
References 77
4 Intensifying
Postphenomenology: Through Algorithms of
the Twenty-First Century 81
Nano-Imaginary 81
Sensibility 84
Whitehead with Twenty-First-Century Media 91
Toward Incomputability: Deep Learning 94
Pushing Algorithms 98
Thinking over the Edge 102
References 104
5 A
Cosmotechnology for the Post-Anthropocene?109
A Cosmotechnical Example 114
Algorithms for Other Educators: Subversions 117
Blind Vision? 119
Vision Blind! 121
References 126
6 R
acialized Negative Machines131
Generic Human 137
Negative Machines in Context 140
Digital—Analog 142
References 149
7 Education
in the Neganthropocene: A Pharmacological
Search153
Stiegler’s Vision 153
Issues 157
Negentropic Concerns 160
Anti-entropy and Anti-antropy 163
Educational Quandaries 167
Back to Cosmotechnics 169
Coda 172
References 174
Download Complete Ebook By email at etutorsource@gmail.com
Download Complete Ebook By email at etutorsource@gmail.com
CONTENTS
xv
8 The
Neganthropocene Revisited: Entropy, World, Earth179
Entropy … Again 179
Technosphere Tensions 185
Heidegger Again? 190
References 194
Part II Neurology, Epigenesis, Quantum Mind, and
Symptomologies of Post-Anthropocene 197
9 Neuroscience
with New Materialism199
An Overview 199
Plasticity in Context 201
Neurobiology: The Question of a Void 202
Vector Change 208
References 214
10 Quantum
Mind: Part 1217
Realism, Nonrealism, Void 219
Questioning Agential Realism: Part 1 228
Quantum Object-Orientated Ontology 232
Orch OR Theory: Part 1 237
Unresolved and Unresolving 242
References 244
11 Quantum
Mind: Part 2249
Quantum Whitehead 249
Agential Realism: Part 2 253
Bohr–Heisenberg Revisited 257
Orch OR Theory: Part 2 263
Quantum Brain 265
References 269
12 Symptomologies of Post-Anthropocene273
Hikikomori 273
Dopamine 276
Autism and Post-Anthropocene 281
Neurodiversity 284
References 287
Download Complete Ebook By email at etutorsource@gmail.com
Download Complete Ebook By email at etutorsource@gmail.com
xvi
CONTENTS
Part III The In|difference of Anorganic Life (An Apparition
of Education) 293
13 The
State of Play295
Review 295
Generalization 1: Difference 299
Difference In-Itself 303
Pedagogical Forcework 304
Lassen Technologies 306
References 308
14 In|difference313
Generalization 2: Indifference 313
Materiality|Ideality 317
Non|Life 320
Life|Death 322
Destructive Creativity: How the Earth ‘Thinks’ 325
Paideia of In|difference 327
References 328
Index333
Download Complete Ebook By email at etutorsource@gmail.com
Download Complete Ebook By email at etutorsource@gmail.com
About the Author
jan jagodzinski is Emeritus Professor of Visual Art and Media Education,
University of Alberta in Edmonton, Alberta, Canada, where he taught for
42 years, and series editor for Educational Futures (Palgrave-Springer).
Until the present, the all too boastful account of service to the field consists of 22 books, 95 book chapters, and 137 refereed articles, and too
numerous to count international presentations and keynote addresses.
The recent decade has been spent on post-­Anthropocene issues. Most
recent titles include jagodzinski, j. ed. Interrogating the Anthropocene:
Ecology, Art, Pedagogy, the Future in Question (Springer-Palgrave, 2018);
Schizoanalytic Ventures at the End of the World: Film, Video, Art and
Pedagogy (Springer-Palgrave, 2019); Pedagogical Explorations in a
Posthuman Age: Essays on Designer Capitalism, Eco-Aestheticism, Visual
and Popular Culture as West-East Meet (Springer-Palgrave, 2020); Jessie
Beier and jagodzinski, eds., Ahuman Pedagogy: Multidisciplinary
Perspectives for Education in the Anthropocene (2022, Springer);
M. Paulsen, j. jagodzinski, S. Hawke, eds., Pedagogy in the Anthropocene:
Re-Wilding Education for a New Earth (Palgrave-Springer, 2022); two
volumes: jan jagodzinski, Pedagogical Encounters in the Post-Future
Anthropocene (Springer-Palgrave, 2024); and Speculations on Pedagogy for
the Post-­Anthropocene (forthcoming in 2025).
xvii
Download Complete Ebook By email at etutorsource@gmail.com
We Don’t reply in this website, you need to contact by email for all chapters
Instant download. Just send email and get all chapters download.
Get all Chapters For E-books Instant Download by email at
etutorsource@gmail.com
You can also order by WhatsApp
https://api.whatsapp.com/send/?phone=%2B447507735190&text&type=ph
one_number&app_absent=0
Send email or WhatsApp with complete Book title, Edition Number and
Author Name.
Download Complete Ebook By email at etutorsource@gmail.com
CHAPTER 1
By Way of Introduction
The question of technology overwhelming saturates contemporary ‘clairvoyant societies’ of the twenty-first century (Neyrat, 2018); societies that
have, in one sense, superseded Deleuze’s (1990) ‘control societies’ in their
intensification of the electronic environment that surrounds and penetrates us through their ambient intelligence. The tipping point toward
such societies has been the ubiquitous computing ability that enables algorithms to make decisions autonomously and to perform calculations that
supersede human understanding. Dividuals now have become multi-­
dividuals compressed together in virtual clouds to predict probabilities of
their actions. It seems that controlled modulation in ‘distributed networks’ (Galloway, 2006) remains the dominant form of ‘algorithmic governmentality’ (Rouvroy, 2012; Rouvroy & Berns, 2013) that robs
individuals of their potentiality by actualizing the probability of their
behaviors. The destructive effects of such ‘disindividuation’ persist as neoliberalism’s once ‘hypersubject,’ which demanded a self-reflective reiteration of self-control, self-entrepreneurship, and constant self-evaluation to
achieve fulfillment, has been replaced by a calculable ‘intra-individual,’
who is positioned within a predictable group of relations. His or her profile becomes a ‘supra-individual’ constructed by machinic pattern analysis.
While a different form of modulation can be envisioned, one developed by
both Gilbert Simondon and Deleuze, where the tensions of becoming can
lead to open-ended aims, recovering subjective potentiality, it is the
1
j. jagodzinski, Pedagogical Encounters in the Post-Anthropocene,
Volume 2, Palgrave Studies in Educational Futures,
https://doi.org/10.1007/978-3-031-54783-6_1
Download Complete Ebook By email at etutorsource@gmail.com
Download Complete Ebook By email at etutorsource@gmail.com
2
J. JAGODZINSKI
former modulation of control that sets the agenda for a ‘clairvoyant society’ in the twenty-first century (Hui, 2015). Erich Hörl (2013a) even calls
for a fourth ‘ecological encyclopaedism’ to think through this emergent
techno-ecological future. It suggests a technological unconscious or technological condition that is pervasive, as surveyed by Erich Hörl
(2013b, 2015).
The fundamental assumption concerning technology in the West has
been a cosmological narrative wherein the materiality of external forces, as
mediated by techné, has shaped the species-becoming of the Hominidae ever
since it is speculated that Australopithecines picked up eoliths (stones) that
caught their interest. What was it about a particular stone’s characteristic
that caught their attention? There is now a great deal of interest in such a
simple but grounding question, as it raises issues of animism and agency of
an inert object, as well as its aesthetics (Scarre, 2009; Cohen, 2015;
Govaerts, 2020, 2021). Suddenly, contra to Heidegger, stones have a
world (of sorts). Or, more powerfully anthropomorphized: “It is I, stone,
who made you human” (jagodzinski, 1989). Why did tool use, especially
the hand axe, not change for countless millions of years? What in the environment enabled a shift toward a new technology? Such questions remain
open and speculative. The becomings of sapienization can be thought of
as a series of creative metastable involutions-evolutions through technologies. The external potential of form and matter ‘mold’ together in synthesis with internal modulation of their tensions, what Gilbert Simondon
(2020) called ‘disparation’ (disparity), leading to ‘retriculations’ of the
world (Simondon, 2017, p. 182). This produces a constant process of species modification, a hybridic form of modeling (modelage) where natureculture are in constant entanglement. Sapien development has been
speculated by a long line of philosophical anthropologists (André Leroi-­
Gourhan, Bertrand Gille, Helmut Plessner) and philosophers (Gilbert
Simondon, N. Katherine Hayles, Michel Serres, Deleuze and Guattari,
Derrida, Bernard Stiegler). Terms such as technogenesis, epigenesis, and
epiphylogenesis have been coined to characterize these processes. The latest reiteration of this lineage has been credited to Catherine Malabou’s
(2022) explorations of neurological plasticity, adding to the claim that the
human is more like the ahuman, always an open-ended process.
Such an account that equates technics with hominization (as ‘originary
technicity’) is especially attributed to Stiegler’s (1998, 2008, 2010a)
three-volume opus, Technics and Time, more so than to Derrida, who also
forward a cognizant, thinking subject as the arbiter of technology. It
Download Complete Ebook By email at etutorsource@gmail.com
Download Complete Ebook By email at etutorsource@gmail.com
1
BY WAY OF INTRODUCTION
3
should be noted that Stiegler’s call on the myth of Prometheus (foresight)
and Epimetheus (hindsight) is a story of human ‘lack’ in regard to technology, necessary for survival and change. Technology supplements or
supplants deficiencies in human life forms. This is opposed, for instance,
to Georges Bataille (1992), where the first tool marks represent a loss of
intimacy with the world to no longer live “like water in water” (19). Tools
mark a distancing, a divide, a split world to which humanity seeks to rejoin
fully and finally. In brief, for Bataille, it is the instrumentalism of technology that alienates us from the world. Hence, the tool is the “nascent form
of the non-I” (27). To follow Bataille, as several ‘new materialists’ have
embraced (Jane Bennett, 2010; Hans Ulrich Gumbrecht, 2004), is to
maintain that ‘nature’ has been ‘lost’; that we now live in a technologically
mediated and alienated world as a secular disenchantment has happened
away from ‘things.’ Such a technical apriori presents a ‘second nature’
(Hui, 2017) as, for instance, Google Earth, where world-as-map and map-­
as-­world are seamlessly one. Or, more dramatically, choosing which queer
sex-gendered position suits you.
There is an interesting meditation on this line of thought taken by
Stefan Herbrechter (2022), who, in his ‘interlude 5, discusses Bataille’s
fixation on the art of Lascaux as the ‘cradle of humanity.’ Bataille develops
a powerful metaphysics of art as the primal force of hominization. To
return to my eolith example, it is the stone’s aesthetic characteristics that
are prioritized and not its shape as a tool to smash bone that is originary.
Paradoxically, art is before humanity; it is what makes us human and at the
same time retains our link to the inhuman. Art is both an exit from and a
connection to sapien animality. This is a position taken by both Deleuze
and Guattari in a Thousand Plateaus and developed more fully by Elizabeth
Grosz (2008). Bataille’s speculative narrative moves away from the stricter
originary tool-use hypothesis of Stiegler or Leroi-Gourhan by elevating
the transgressive power of art as a transcendental or spiritual disruptive
force. Bringing tools and art together modifies techne ̄ by way of design.
This may well be the more promising speculation. The Greek notion
techne ̄ is inflected with poiesis or ‘bringing forth,’ as well as referring to
technology. This is surely a Westernized perspective; however, the relationship between nature, humans, and technical objects is that much
closer to the artisan than it is in industrialization where there is a loss of
that continuity through the mechanization of industry and the lament of
labor on numerous levels. The emphasis on ‘materiality’ in the post-­
Anthropocene has been one response to this.
Download Complete Ebook By email at etutorsource@gmail.com
Download Complete Ebook By email at etutorsource@gmail.com
4
J. JAGODZINSKI
Simondon’s (2017) magical unity, where humans are immersed in a
totalizing and harmonious universe prior to religion and technogenesis, is
closer to this Bataillean position. The magic of aesthetics pervades technology, which is a form of ‘techno-animism’ (Marenko, 2020). Moreover,
such a trajectory that forward magic as the first phase seems to vivify indigenous cosmologies and the ‘magical child’ (as discussed in the first volume), where according to Simondon (2017), “The magical universe is
structured according to the most primitive and meaningful of organizations: that of the retriculation of the world into privileged places and privileged moments” (178, added italics). These key places are “points of
contact and of mutual, mixed reality, places of exchange and of communication because they are formed from a knot between both realities” (178).
“The magical universe is made of a network of access points to each
domain of reality: thresholds, summits, limits, and crossing points,
attached to one another through their singularity and their exceptional
nature” (180). Techno-animism, techno-magic, and the technological
unconscious characterize the perceptual and sensorial impact of algorithms, as Betti Marenko (2009, 2014, 2015, 2017, 2020; Marenko &
van Allen, 2016) has so richly developed. Such a characterization succinctly captures clairvoyant societies, the formulation of a second nature
that pervades the post-Anthropocene, perhaps yet another name to be
added to the list: Algoricene.
There is a tension in the post-Anthropocene between the way technology is to play itself out. In Chaps. 7 and 8, I review Stiegler’s more dystopic view of technology and his call for the Neganthropocene. In
distinction, I will also call on the more positive potential of technology
that Simondon theorized, which has been embraced more so by media
theorists such as Mark B.N. Hansen. In the case of Stiegler and Derrida,
Arthur Bradley (2006) points to a complicity with their residual anthropological and anthropocentric account. Anthropos is brought back through
the backdoor. Nonhuman ‘tool-being’ and the way technics has its own
ontological intentions and agency (‘sentience’) are undertheorized in relation to Gilbert Simondon’s (2017) realist non-anthropological account of
technological ontogenesis. Jae-Hee Kim (2019) makes the same claim.
Kim’s contention is that Simondon has a quite different understanding of
transindividuation. For Simondon, transindividual relationships are not
social relationships. “They are constructed when new emotional solidarity
is realized among individuated humans through technical objects that
bear the potentials of preindividual nature” (325). This is a nonhuman
Download Complete Ebook By email at etutorsource@gmail.com
Download Complete Ebook By email at etutorsource@gmail.com
1
BY WAY OF INTRODUCTION
5
perspective, and the stress is placed on “the collective relationships that are
formed through the communication of preindividual potentials with technical objects” (337). This amounts to a posthumanistic vision “in that it
assumes the capacity of technology to mediate between the preindividual
and the transindividual beyond technical instrumentalism” (ibid.). It
opens up a transductive relationship along Guattarian lines among humans
and nonhumans (nature and technology) on an affective-emotional level
(Kim, 2017). Stiegler, in contrast, is cognitive in his understanding of transindividuation. “Stiegler emphasizes the simultaneous relationships of
indetermination among the three levels of the psychic, collective, and
technical, once again establishing networked technical system themselves
as constituting a preindividual environment of human life” (332). This
does not transcend the framework of philosophical anthropology. Such a
position, however, has been contested. Stephen Barker (2013), a translator of two volumes of Stiegler, presents the opposite view, arguing that
Stiegler draws from Simondon, especially his mediating concept of transduction. Either way, the overarching claim by Stiegler is that hyper-­
industrialization has destroyed transindividual collectivization of human
society. This bleak view, then, is challenged by a rethinking of the entelechy of technology by Marenko and Hansen.
One could say and should say that Stiegler’s notion of the pharmakon
(and its synonyms ‘psychopolitics,’ ‘noopolitics,’ and ‘neganthropology’)
has some redeeming features to keep the question open. In Chaps. 7 and
8, I come back to this query. Supportive of the animation affective side of
the algorithmic developments are the writings of Luciana Parisi. Luciana
Parisi (2013) refers to such technological sentience as ‘soft thought,’
which is “autonomous from [human] cognition and perception” (169).
There is room here for Bataille to be pried in by an ‘inhumanist aesthetic’
that pervades the agency of technogenesis (Marenko & Van Allen, 2016).
Algorithmic performative acts as more-than-human ontologies will be
developed throughout this first section. I call on especially the research of
James Ash, who develops his own distinct understanding of ‘smart technology,’ and on the oeuvre of Mark B.N. Hansen who rewrites Alfred
North Whitehead’s process philosophy to rethink algorithmic technology
in a distinctly new way. In Ash’s case, the ‘smart object’ is forwarded to
help us grasp how ‘it thinks.’ In Hansen’s case, he forwards how the classical liberal humanist subject—mind, consciousness, agency—both loses
and gains its position of privilege as a sight for technological critique
within twenty-first-century digitalized technologies.
Download Complete Ebook By email at etutorsource@gmail.com
We Don’t reply in this website, you need to contact by email for all chapters
Instant download. Just send email and get all chapters download.
Get all Chapters For E-books Instant Download by email at
etutorsource@gmail.com
You can also order by WhatsApp
https://api.whatsapp.com/send/?phone=%2B447507735190&text&type=ph
one_number&app_absent=0
Send email or WhatsApp with complete Book title, Edition Number and
Author Name.
Download Complete Ebook By email at etutorsource@gmail.com
6
J. JAGODZINSKI
The questions of technology are further complicated by way of philosophy, which sets out to define its ontologies. Prometheus, for instance, is a
Western myth, ‘forged’ as it were in a particularized cosmological context.
Technics is a philosophical category subject to a history as a series of displacements. Most of this scholarship pays allegiance to Martin Heidegger’s
sweeping accusation of technology as fundamentally Enframing (Gestell).
The social logic of ‘derivative funds’ is surely the most pernicious use of
algorithms when it comes to such framing (Martin, 2013). As Yuk Hui
(2016) argues, a new cosmotechnic is required to escape from the sweeping ‘universality’ that shapes a bioeconomic epistemology of adaptation
and survival that preserves its colonial past. The post-Anthropocene would
require a reconciliation between nature and technology, not unlike overcoming the bifurcation of nature and culture (naturalism) has already
taken place. Hui (2017) has made a motion in this direction by acknowledging the ‘ontological turn in anthropology’ (as has been explored in the
first volume) where indigenous cosmo-technologies provide the opening
for other cosmological origin myths as have been exposed by Philippe
Descola, Eduardo Viveiros de Castro, Barbara Glowczewski, Déborah
Danowski, and Roberto Esposito. This particular trajectory has been followed by what is called ‘new animism’ (Harvey, 2014; Luisetti, 2016;
Vetlesen, 2019; Conty, 2021). By calling on cosmological ‘machinic animism,’ as developed by the late work of Félix Guattari (Melitopoulos &
Lazzarato, 2012), sorcery plays a role as a foil to instrumentalist capitalism
(Genosko, 2022). As authors of a special issue of Angelaki (Lemmens,
2020), who engage with Hui’s concept of cosmotechnics, maintain, it is
not a question of latching on to indigenous cosmologies (‘going native’)
or exploring ancient cosmological frameworks—a look back into the past.
Rather. it may mean a search for new cosmotechnics as we are leaving the
Holocene. It is my contention that such a cosmotechnics for the post-­
Anthropocene for the West surrounded by the ubiquity of a technosphere
has a nascent form in the opening that Mark Hansen’s writing on technology provides regarding ‘worldly sensibility.’ Digital ecologies can potentially open up new worldly dimensions but must be tempered as explored
by Patricia Clough (Clough et al., 2015; Clough, 2018, 2021), who is
much more cautious in her approach to ‘datafication.’ Hansen (2012)
possibly provides a technological modulation that leans away from control
societies, as he engages with Simondon to find ways that twenty-first-­
century media can amplify the potentiality of the preindividual, escaping
Download Complete Ebook By email at etutorsource@gmail.com
Download Complete Ebook By email at etutorsource@gmail.com
1
BY WAY OF INTRODUCTION
7
the straitjacket of algorithmic governmentality through transindividuation. This is the same line of tact taken by Jae-Hee Kim.
The Question of Education and Its Technologies
While this chapter addresses education in various sections throughout, the
tragedy of the twenty-first-century curriculum is ‘enframed’ by technologies that straightjacket its potential to offer visions other than a ‘governmental algorithmic management model’ to help steer global capitalism,
euphemistically hiding under the signifier of ‘globalization.’ As projected
by global educational initiatives by OECD, which have a wide appeal for
sustainability, human rights, and social justice to promote the well-being
of children as promoted by UNICEF, they do not deliver on their promises (Shirley, 2017). There is a disconnect between the ideal and the real.
Public and university systems have been invaded by computer-tech industries to ensure that the future stays on track despite the growing discontent that reverberates with youth who have weathered the worst of COVID
through the ‘zoomification’ of online education. As problematic as
Stiegler’s (2010b) book is in its assertions, Taking Care of Youth and
Generations provides an overview of the crisis of education quite at odds
with all the talk of the ‘creative’ classroom and the ‘creative industries’ it
promotes, as Joff Bradley (2015) pointedly shows in both support and
contrast to the excessive claims of stifling creativity famously orated by Sir
Ken Robinson in his 2006 TED talk.
Unquestionably, learning and technology are linked in ways that will
always remain speculative as the neuroplasticity of the brain is linked with
the sensorimotor patterns of the body, which are both linked to and
enfolded within an ecological ‘outside,’ forming a complex unresolvable
puzzle that persists as a problematic of corticalization. There are indications, for instance, that the brain area that controls the fine-motor of the
working of thumbs changes in youth who are excessive in their cellphone
texting (Gindrat et al., 2015). The current state of AI in education embedded throughout the electronic age of computerization emerges from the
technological developments of the electrical age: recording, photography,
cinema and television, or, in Friedrich Kittler’s (1999) earlier formulation,
the triad of gramophone, film, and typewriter. These technologies begin
to creep into the classroom, as the influence of media outside the four
walls of the school could no longer be ignored in and around the
mid-­1980s. This was the height of color television. In comparison, the
Download Complete Ebook By email at etutorsource@gmail.com
Download Complete Ebook By email at etutorsource@gmail.com
8
J. JAGODZINSKI
digital television transition began in the late 1990s and into the twenty-­
first century, while smart interactive TV is more recent—approximately
2015. A generalized genealogical sequence of technologies begins with a
recording or documentation of ‘reality’ via text (printing press), voice
(gramophone and radio), and image (camera, television) and then moves
to the so-called new digitalized media that give rise to virtual reality (VR)
via computerization and the Internet. Most recently, ‘reality’ has become
augmented (AR), via cellphone and VR technologies, and has moved into
AI big-data algorithms or algorithmic media, which have (once more)
changed the ontology as to what is ‘real.’ Justin Grandinetti and Charles
Ecenbarger (2018; Zhang, 2016) have gone as far as to suggest that AR
could be an affirmative potential space for imaginative educational exploration, existing in the space-time of a ‘fourth media ecology, ’an ‘interology’ that is synonymous with Deleuze’s notion of the ‘AND’ that opens
up the ‘middle’ where things pick up speed. The harbinger of such potential is Pokémon Go. In each of these technogenetic phases, ‘reality’ itself
undergoes transformation. There is now a machinic reality that escapes
human consciousness. It is this last phase that is of greatest concern for
educational futures.
A Look Back: Grammatological Pedagogy
I start with a broad overview to make my way concerning the contemporary situation of AI as it relates to the post-Anthropocene of clairvoyant
societies. The postmodernity at the end of the twentieth century was characterized by a ‘grammatological pedagogy’ (Ulmer, 1985) informed by
the ‘linguistic turn’ of poststructuralism, which highlighted memory and
spacing, as Derrida’s deconstruction was to show: an intervention if not a
reversal of the phoneticization process took place. Grammatization, succinctly put, is the translation of information or media from temporal to
spatial registers through the creation of a series of discrete marks. Writing
is taken as the originary ‘technology’: speech is translated into discrete
symbols (letters, characters, pictograms) onto a surface. By this definition,
a CD is also ‘writing’ as the temporal flow of music is recorded and stored
as digital data on a plastic disc. With deconstruction, a new importance
was given to the nonphonetic elements of writing: ‘hieroglyphic writing’
supplemented verbal discourse with ideographic and pictorial elements, a
designer aesthetic that included the play of fonts, spacing, models, graphic
novel layouts, and web pages as visual display became increasingly
Download Complete Ebook By email at etutorsource@gmail.com
Download Complete Ebook By email at etutorsource@gmail.com
1
BY WAY OF INTRODUCTION
9
necessary to meet the speed of information processing. Such spacing also
applied to the cinema of the time image, as Deleuze theorized it; cinematic
spacing was situated in the interstice (as an irrational cut) between
two images.
Creativity, as explored through Derrida’s (1976) theory of ‘writing as
invention,’ forwarded différance, the difference and deferral of language
that led to arche-writing, a reference to Anaximander’s apeiron—indeterminate, unlimited, and indefinite ground. The paradoxical presence and
absence of the ‘trace’ of writing as Derrida conceptualized it amounts to
the abyss of the unknowable Real, an imaginary placeholder, such as imaginary numbers in quantum physics for the given ‘as given’ that is material,
spatial, and temporal. Arche-writing is the aporetic ‘logic’ of the condition
of possibility for both speech (ideal) and writing (material). The trace is
the aporia of origin. Equally ungraspable is différance: a spatiotemporal
disjunction as the becoming-space of time and the becoming-time of
space. The grammatological classroom was to function in the manner of
hypomnesis: the making technical of memory (as opposed to anamnesis,
simple memorizing). Stiegler anamnesis (memory recall) and hypomnesis
(the making technical of memory) are not bifurcated endeavors, but their
intra-relations lead to the prosthesis of tertiary memory, which he labels
epiphylogenesis—memory that is stored in technological artifacts, the
other two being genetic memory (DNA) and epigenetic memory that are
acquired throughout one’s lifetime. In this view, technics has the nature of
‘pros-thesis.’ As Stiegler (1998) puts it: “Pros-thesis means ‘placed-there-­
in-front.’ Pros-theticity is the being-already-there of the world, and, consequently the being-already-there of the past. Pros-theis can be literally
translated as a pro-position. A prosthesis is what is proposed, placed in
front, in advance; technics is what is placed before us” (235, original
emphasis). Technics is a form of learning (mathesis) that happens in us, yet
without us, in the sense that we are unaware of its effects. Stiegler evokes
the Aristotelian metaphor that technology is our water, the human mind
exteriorized contra to Bataille’s characterization. Technics have the potential to retain memories of the past, especially auto-affective processes such
as imagination, perception, and time. The type of retentions of the past
becomes political, as learning in this case is a passive occurrence.
In Stiegler’s view, epiphylogenesis has led to the ‘proletarization’ of an
enforced forgetting as tertiary memory is in the control of industrial hands
through archival data sets. It makes revisionist history that much easier.
Stiegler’s understanding of proletarization is quite different from the class
Download Complete Ebook By email at etutorsource@gmail.com
Download Complete Ebook By email at etutorsource@gmail.com
10
J. JAGODZINSKI
pauperization of the nineteenth century and its second iteration in the
twentieth century when skilled workers with technical knowledge became
servants to the machine through the mechanization of production. Analog
technology shaped this second iteration. This third iteration is based on
the consumer by way of marketing and mnemo-technologies that support
the culture industry that mines the psyches of individuals (Deleuze’s
‘dividuals’) preventing any sustained semblance of transindividuation
(constituted social meaning). Stiegler calls this process in its oppositional
term ‘trans-dividuation.’ Consumers and producers collapse to become
their own marketing agents. Such proletarization is made possible through
the grammatization of hypomnemata, which includes all kinds of memory
substitutes and externalizations such as writing, photography, commentary tablets, and diaries—extended now to smart objects, key among them
being mobile phones.
Grammatological presentations are neither reproductions of reality nor
revelations of the real. They involve a displacement of educational transmissions from the domain of truth to that of invention, which, in the
social platforms of clairvoyant societies, amount to the simulacra of rhetorical play. Any notion of Heidegger’s aletheia as a ‘disclosure of truth’
by way of ‘revealing’ or ‘unveiling’ seems rather dated, once upon a
‘Platonic time,’ attributed to memory recall (anamnesis). Mediated surface appearances have all but taken over. The selfie has emerged as the
iconic reaction to the algorithmic processes of dividuation. A sort of desperate attempt, exemplified by the rise of ‘influencers,’ to assert the expressiveness of the self; ironically only to be robbed of any lasting impact by
becoming looped back as part of more data to sustain the desperation of
product placement and the need to be ‘followed.’ Nietzsche’s prophetic
vision of nihilism two centuries ago seems to have arrived.
The ‘space’ in which the discourse of ideas took place in the 1980s and
1990s became highlighted through the popularity of Foucauldian discourse theories exemplified by a power-knowledge couplet. The new technologies of education attempted to prosthetically strengthen this ‘space’
through visualization technologies. Displays entered the ‘scene’ of teaching (like Derrida’s (1972) ‘scene’ of writing). Visualization became a pedagogical concern as a supplement to reading and writing as the new screen
technologies penetrated the classroom: theater as opposed to discourse,
the performativity of speech as opposed to all forms of discursive representation (mimesis). The entire new field of ‘visual studies’ became paradigmatic in the 1990s. For Stiegler (1998), life becomes ‘cinematic,’ as it
Download Complete Ebook By email at etutorsource@gmail.com
We Don’t reply in this website, you need to contact by email for all chapters
Instant download. Just send email and get all chapters download.
Get all Chapters For E-books Instant Download by email at
etutorsource@gmail.com
You can also order by WhatsApp
https://api.whatsapp.com/send/?phone=%2B447507735190&text&type=ph
one_number&app_absent=0
Send email or WhatsApp with complete Book title, Edition Number and
Author Name.
Download Complete Ebook By email at etutorsource@gmail.com
1
BY WAY OF INTRODUCTION
11
becomes identified with processes of editing, revision of daily rushes, special effects, accelerations and decelerations, and the effects of time consciousness itself. The hyperreal of simulacra (Baudrillard, 1983), which
aestheticized reality, eventually entered pedagogy via videogame (gaming)
technologies as ‘edutainment,’ a trend that has enthusiastically continued
as ‘cross-platform learning,’ combining TV series, digital games, iPads,
and so on (for a review, see Jarvin, 2015). The displacement of a ‘master’
teacher became a ‘signature effect’ in some sectors where autoethnography (N = 1) in the ‘third person’ was forwarded as a research strategy that
drew on personal ‘authentic’ memories as well as fabulated ones, as in the
recall of anecdotes. The controversies of such subjective empirical research
persist. This development was influenced by rethinking the body as a
mime, as Derrida (1981) developed this in his “Double Session.” Mime
characterized the performativity of education as a ‘signature event.’ Mime
is a body whose silent gestures are not merely spontaneous but do not follow any prior verbal discourse; there is no prior body that is being copied—it is said to be purely phantasmatic. Body gestures are suspended
from representational discursive framing; there are only plays of facial
expressions and body movement for a mime to inscribe ‘itself.’ Mime also
provides the functional uncoupling of writing and display, which is paradigmatic of digital environments. The technology that inscribes (records)
the information has no direct link to that which represents it. Indexicality
wanes if not but disappears. This goes for the time-image in Cinema 2
(Deleuze, 1989), which too is ‘disembodied’; the camera linking the normative and expected comportment of the body in the ‘movement-image’
is suspended, opening up ‘time’ for thought. Analogously, educational
discourse, following the ground-breaking work on ‘gender trouble’ by
Judith Butler (1990), became engaged with the grammatology of poststructuralism where text (as ‘writing’) dominated. The performativity of
expression to play with reality explored by the emerging field of ‘cultural
and media studies’ dominated the humanities.
Grammatological presentations were not reproductions of reality, and
they were not Heideggerian revelations of it (aletheia). It was not ‘truth’
that was transmitted but invention (fabulation) of its own space putting
into question the Marxist notion of ideology into disarray. Derrida (1979)
speaks of ‘hieroglyphic writing,’ the translation of thought that is visualized in multiple ways, a ‘linguistic scribble’ that is given life-form.
Historical style became coded and aestheticized as the ‘look’ of a historical
period or era—‘architectural postmodernism’ that was embraced in the
Download Complete Ebook By email at etutorsource@gmail.com
Download Complete Ebook By email at etutorsource@gmail.com
12
J. JAGODZINSKI
1980s by architects such as Michael Graves, Charles Moore, Philip
Johnson, and Frank Gehry. Like their buildings, it became possible to
present hybrid histories as in fabulated science-fiction stories. A text could
be stylized in any genre to convey and impact new meanings. Word presentations could be taken back to thing-representations that corresponded
to them (like Freud’s dreamwork). Grammatological education became
simulacrum or mime—where the reference to truth became unhinged:
multiple perspectives with multiple scenes emerge (reality effects). Subject
‘positions’ of texts were identified, a preoccupation of cultural studies
beginning in the 1990s. Knowledge as ‘fact’ or ‘science’ was put in quotation marks as fact|fiction began to collapse, as did truth|lie, a dilemma that
remains a contemporary problematic issue as belief is shaped through performative social media platforms. This trajectory has led to issues that
surround the current ‘post-truth’ era (e.g., Boler & Davis, 2018, 2021).
In Cinema 2, Deleuze’s (1989) concept of the ‘powers of the false’
received traction: writing became a technology of undoing the self and
subjectivity, opening up and fabulating narratives. Feminine écriture (the
body as a pictogram, to ‘sign’ this missing body back into semiosis and give
it voice) developed by Hélène Cixous (along with Luce Irigaray and Julia
Kristeva) was exemplary here. This has now exploded into the controversies of queer representations.
Lacan’s Pedagogical Affects
Lacan was perhaps the apotheosis of a grammatological pedagogy of the
electric age where photography had given way to cinema as a ‘moving
image.’ A sector of educators took up his call (jagodzinski, 2002). Lacan’s
pedagogy is to enact the ‘subject-that-is-supposed-to-know’ but doesn’t
know! It purports to be a non-magisterial style where the analyst says
more than s/he knows. “Was will das Weib?” presents the extreme version
possible of such an impossible question: the bliss of a woman as the impossible knowledge of the Other, which Luce Irigaray was to undertake to
mentor Lacan’s blatant phallogocentrism that claimed to be descriptive
rather than prescriptive. Pedagogy instills and fosters the love of knowledge (and wisdom) by accepting ignorance in oneself. Analytic discourse,
for Lacan, ideally was to speak of love, which in itself was bliss (jouissance),
the painful pleasure of the search for the impossible truth, directed at that
which remains hidden and seemingly unknowable.
Download Complete Ebook By email at etutorsource@gmail.com
Download Complete Ebook By email at etutorsource@gmail.com
1
BY WAY OF INTRODUCTION
13
The pedagogical effect psychoanalysis sought was an evocation of the
unknowable; the desire to know only emerges when students, or an audience of interested listeners, take on a measure of ignorance, as does the
teacher, in an exchange that becomes fecund once desire is openly explored
between them, evoking the discourse of the analyst. The leveler is ‘unknowledge’ of the unconscious itself. Lacanian psychoanalysis exhausts itself
chasing the Real through linguistic signifiers, as the elusive object (objet a)
(that is not an object) ‘frames’ the imaginary as it is partially articulated
through symbolic language. This is said to be the ‘truth’ of the subject (Je)
as opposed to how the subject defines ‘itself’ (ego ideal, or moi) or how
society (symbolic order) defines the self (Ideal Ego). Unconscious desire
can be revealed (if only indirectly) through various forms of hypomnema
(as opposed to ‘living memory’—epigenesis or anamnesis). What is ‘hidden’ from the self, or what appears as an unknown ‘truth’ of oneself, is
already ‘written’ down if we analyze the body via the structure of language
as to its symptoms, archival documents (childhood memories, images,
photographs), personal vocabularies used (hints of style and character),
traditions (narratives, stories), and traumas experienced. These are external sources that provide hints of internalization. Lacan offered educators a
technology of writing in an attempt to engage with student desires
(Bracher, 1999). Slavoj Žižek’s (1989) popularization of Lacan opened
new possibilities when it came to viewing popular culture that had infiltrated classrooms. A short book attempting to capture Žižek’s educational
influences, ambivalently successful by Tony Wall and David Perrin (2015),
and my own attempt to situate him in relation to Lacan and Guattari educationally (jagodzinski, 2015), have had questionable influence. To what
degree Lacan remains relevant ‘now’ is left unsaid, as Franz Fanon and Lee
Edelman, both inspired by Lacanian psychoanalysis, remain key figures to
rethink the colonial legacy and queer identities.
Conscious language is a question of sensation, and its unconscious
truth is revealed through its intertwined levels, the four being sense, nonsense, common sense, and jouis-sense. Hints of the excesses of language
belong to lalangue: foremost being the pun, which includes homophony,
homosemy, homography, and double-entendres. Lacan’s use of mathemes
and topological ‘knots’ was a strategy to pull language into unexplored
‘di-mentions’—coaxing it to say and exceed what the signifier commonly
represents. Such linguistic exploration is complemented by Derridean
‘paleonymics’: the deliberate retention of old words after having had new
meanings ‘grafted’ onto them. Lacan’s interest in cybernetics is well
Download Complete Ebook By email at etutorsource@gmail.com
Download Complete Ebook By email at etutorsource@gmail.com
14
J. JAGODZINSKI
documented (Liu, 2011), a grammatology of a ‘signifying system’ where
“the unconscious is structured like a language.” His use of mathemes and
paradoxical topological figures targeted the unknowable realm beyond
image and language, punningly called the Real. In this sense, language was
a ‘technology.’ It was ‘machinic’ in Gilles Deleuze and Félix Guattari’s
terms, as they broke their allegiance to Lacan, who bitterly complained
that they had ‘stolen’ his term (Roudinesco, 1999).
Lacan’s overemphasis on the symbolic (the unconscious as the discourse of the Other) limited his ability to grasp the affective materiality of
the Real. In his view, while there was no metalanguage, there was also no
prediscursive reality. He wrote in his XX Seminar, Encore (1972–1973),
“Each reality founds itself on and defines itself by discourse” (1999,
p. 33). Lacan’s grasp of the phenomenology of the body was inadequate,
rather ironic for an analyst given that transference is all about affect. As is
well known, Deleuze and Guattari exploit and push the ‘grammatology’ of
Derrida and Lacanian psychoanalysis in other directions in the 1970s and
1980s. The linguistic structuralism of Saussure, which Lacan championed,
was replaced by Hjelmslev semiotics that led to the machinic theory of
assemblages of desire; psychanalysis is replaced by schizoanalysis, where
the artistic imaginary is furthered, cut loose from the desire of the Other,
a development Lacan (2015) came late in his life to embrace with his Joyce:
the Symptom seminar XXIII in 1975–1976, developing his own idea of
sinthome as a radical unknotting of the symbolic, partly in response to the
wrath of Luce Irigaray at this time.
Posthuman Tensions
This brief look back at ‘grammatological education’ that was developed
under the posthuman signifier deconstructed traditional humanism and
the human subject. Poststructuralism theorized that the human being was
not absolute but produced in relation to discursive power as constructed
in a particular historical situation. The neoliberal, self-regulating individual was constituted by the effects produced by the formulation and exclusion of the Other. What emerged was a string of signifiers that could be
combined in any number of ways to claim subjective identity.
Intersectionality entered discourse theory. Foucault’s reception into the
Anglo context overlooked or downplayed the more imagistic-affective side
of discourse that Lyotard (2011) tried to bring into the conversation via
his doctorate thesis, a dimension that has now been thoroughly explored
Download Complete Ebook By email at etutorsource@gmail.com
Download Complete Ebook By email at etutorsource@gmail.com
1
BY WAY OF INTRODUCTION
15
by Lisa Blackman (2013). Lyotard tried to bring phenomenology and
psychoanalysis together to point to this ‘other side’ of textual discursivity.
This dismissal of affect by the poststructuralist wave was not unlike Lacan’s
weakness for the affective prediscursive dimension, or put another way—
the ‘irrational’ affective side of discourse where the most unexplainable
effects of magic and aesthetics that shape belief systems are in play. Lacan
distilled this as jouissance. All well and good, but it ended up in the extreme
libidinal specificity of pain-pleasure, missing the mark of how bodies are
relationally affected and transformed. The ‘attraction’ to the Real remains
inexplicable. Embodiment was not the priority. While the flamboyancy of
Žižek did much to bring Lacan into media, his Hegelian-inflected Lacanian
position dismissed Deleuze. Both Deleuze and Žižek (in his own way via
the drives) explored what was missing in poststructuralism: the prediscursivity of the virtual. The affective dimension in Žižek’s work—drive (Trieb)
and not desire (Begehren)—can be summed up in two key sayings: “Enjoy!”
and his disavowal hypothesis: “For They Know What They Do.” Žižek’s
grasp of the technology of the media remains weak. His interest remained
discursively psychoanalytic. Aesthetics, by and large, is not part of his sensibilities in the sense that they are a ‘suspended aesthetic’—superseded
primarily by panethics (i.e., Bird, 2004).
Since the beginning of the twenty-first century, there has been a GNR
Revolution (genetic engineering, nanoengineering, and robotics revolution). Jeremy Rifkin (1999) called it the Biotech Century. The coming
together of Nano-Bio-Info-Cogno technologies (NBIC) leads to fundamental convergence between humans and machines, poised for transhuman evolution. There is also the quip made by Foucault that this was to be
a ‘Deleuzian Century?’ The joke was meant to make people either ‘laugh’
(scoff) at this or make them ‘livid.’ Deleuze’s condemnation of cyberneticism is well known and studied (Faucher, 2013). However, clairvoyant
societies present challenges that require a new relationship with technology rather than either the one Deleuze warns us about or even what
Katherine Hayles (1999) proposed at the turn of the century where ‘distributed cognition’ is still embodied in a form of humanism. That is, the
difference between ‘dematerialized information’ and an embodied entity
cannot be ‘informationalized.’ It still ends up as a form of anthropocentric
humanism where humans are extended by using machines.
Clairvoyant societies have entered a new technological phase where
algorithmic architectures have surpassed the digital modeling based on the
principle of the Universal Turing Machine. Material computation has
Download Complete Ebook By email at etutorsource@gmail.com
We Don’t reply in this website, you need to contact by email for all chapters
Instant download. Just send email and get all chapters download.
Get all Chapters For E-books Instant Download by email at
etutorsource@gmail.com
You can also order by WhatsApp
https://api.whatsapp.com/send/?phone=%2B447507735190&text&type=ph
one_number&app_absent=0
Send email or WhatsApp with complete Book title, Edition Number and
Author Name.
Download Complete Ebook By email at etutorsource@gmail.com
16
J. JAGODZINSKI
shifted to design thinking based on the convergence between evolutionary
biology and non-standard geometry or topology. Inductive reasoning,
intuitive formulations, and forms of ‘divination’ emerge as incomputability presents the challenge of indeterminism, contingency, and unknowability (Parisi, 2014). As Kostas Terzidis (2003) describes this development:
“In making determinations, neural networks use several principles, including gradient-based training, fuzzy logic, genetic algorithms, and Bayesian
methods. What distinguishes these algorithmic processes from common
algorithms is that their behavior is often non-predictable and that frequently they produce patterns of thought and results that amaze even
their own creators” (68). Deleuze and Guattari provide a rich source for
such developments, especially with Deleuze’s philosopheme of the virtual
and Guattari’s development of diagrammatics, especially the meta-­
diagram. As Joshua Ramey (2012) puts it: “All genuine diagrams ‘divine,’
in the sense that they prophesy worlds by presenting a synecdoche of the
imperceptible forces animating percepts and affects” (164). This development will be further explored in the following chapters.
Deleuze and Guattari present technological development as fundamentally conducive to the emancipation of desire. In the broadest sense, technological developments are theorized in terms of deterritorialization
(n-1 in their terms), which release flows of desire within assemblages.
Technology in their view is an assemblage of emancipation as well as capture. Deleuze did not write much about the new technologies of the digital assemblages. He stopped short and projected what video technologies
might bring in the closing sections of his cinema book on the ‘time-image,’
hinting that “the brain is the screen,” a development that Patricia Pisters
(2012) has developed in terms of the ‘neuro-image’ for the digital age that
addresses the time frame of the future in relation to brain studies.
Education as a field has taken up brain scanning technologies (developed
further in chapters that follow), such as functional magnetic resonance
imaging (fMRI) and wearable brain-wave sensors, to introduce cognitive
neuroscience into the classroom and enhance learning, which raises questions of control of specific neural circuits. Deleuze is perhaps best known
for his brief essay on ‘control societies,’ which maps out the dangers of
cybernetic theory as applied to modulating behavior without strict and
obvious disciplinary control through the invisibility of surveillance.
Guattari for his part, in his second chapter in Chaosmosis (1995), also
addressed the dangers of media technologies. However, he was more optimistic as to what they might be able to accomplish. Could other
Download Complete Ebook By email at etutorsource@gmail.com
Download Complete Ebook By email at etutorsource@gmail.com
1
BY WAY OF INTRODUCTION
17
modulations come into existence other than the ones that control? “The
reproducibility of the machine is not a pure programmed repetition. The
scansions of rupture and indifferentiation, which uncouple a model from
any support, introduce their own share of both ontogenetic and phylogenetic difference. It is in this phase of passage to a diagrammatic state, a
disincarnate abstract machine, that the ‘supplement of the soul’ of the
machine mode are distinguished from simple material agglomerates”
(Guattari, 42). Such a position, a minor one against the edifice of technological instrumentalism, raises just what a new cosmotechnology could be
and how the animism of technologies and the aesthetics of computing
need accounting. The fascination with the ‘magic’ of technology in clairvoyant societies is undeniable. What should educators do with it? What
remains especially significant in Deleuze and Guattari’s approach is the
blurring of the human and machine, a new sense of technology that is not
embraced by many strands of educational technology. This marks a signifying break from posthumanist technology as ‘technesis,’ queried by Mark
B.N. Hansen (2000) in his Embodying Technesis: Technology beyond
Writing. The ‘human’ and machine remain separated and are still largely
understood in textual terms within the grammatological paradigm outlined above. In contrast, posthuman or ahuman technologies as technogenesis maintain a coevolution and future cooperation between humans
and machines. Gilbert Simondon thought that a ‘technical culture’ could
be established where the human and AI would be on equal terms, a mutually cooperative relationship that moved away from the master-slave narrative that characterized the dominant instrumentalist narrative by the
Frankfurt School. In Simondon’s proposal, the interactive distance
between human and inhuman (nature and technology) collapses (as in VR
environments) or becomes nonexistent (as bit parts in big data). His view
called on a new form of subjectivity based on the actualization of the ‘pre-­
individual potential’ that coalesces around ‘technical objects.’ The invention of a new technology is able to form new transindividual relations, that
is, new psychological-collective individuations, to resolve problems, opening up new forms of communication (Kim, 2017). An important contribution to Simondon’s vision is offered by Hansen (2012), who vivifies the
crucial role that potentiality plays in the paradigm of the twenty-first media
beyond and to some extent against Whitehead’s cosmological account.
The stress on the potentiality of individuation moves away from identity
and privileges relationality that enables solutions to a problem (a ‘problematic’) at different levels so that it remains open to question. This
Download Complete Ebook By email at etutorsource@gmail.com
Download Complete Ebook By email at etutorsource@gmail.com
18
J. JAGODZINSKI
empowers others in formulating a transindividuation around such a problematic to take place, held together by the problematic itself. Jae-Hee Kim
(2017) extends this trajectory of thought by calling on the transversality
of Guattari as a warning that even ‘subject groups’ (as opposed to ‘subjugated groups’ in Guattari’s division) require vigilance of not falling into a
fixed homogeneity. Transversality is always seeking to break up any identity fixations by opening up contact and communication, opening the
body to be affected. Kim (410) calls for the possibility of a new relationship to technology where ‘transindividual resonance’ and ‘transversal
communication’ are in relation to each other.
Why this remains crucial for education is that twenty-first-century technologies affect this preindividual domain directly and autonomously before
any of this potential is actualized and produced. This sets up a contrast or
disturbance, or at the very least a questioning of the world as it already
actualized, enabling a subjective change to take place through the intensity
of the contrast. In this way, the affective embodiment, Deleuze and
Guattari’s ‘body without organs’ (BwO), is reorganized. A ‘subject’ is
formed through the intensity or force that emerges from the potentiality of
the preindividual. This potentiality is virtual; it is traversed by uncertainty,
contingency, and indeterminacy. Hansen’s modification of Deleuze,
Simondon, and Whitehead is taken up further in Chap. 7 as it raises issues
with Stiegler’s more pessimistic account. In the following chapters, I raise
questions about whether human cognition in schools and tertiary educational institutions is overshadowed by synthetic machine knowledge. To
question this state of affairs is crucial for the post-Anthropocene for the
future of education. What should take place under its signifier, while contested by a minority, is already well funded and steered by mandated curricula. In what ways is the institution of education dominated by the
Heideggerian Gestell, as technologies of Macht? Is there another trajectory
to be followed as has been suggested?
References
Barker, S. (2013). Techno-pharmo-genealogy. In C. Howells & G. Moore (Eds.),
Stiegler and Technics (pp. 259–275). Edinburgh University Press.
Bataille, G. (1992). Theory of Religion. Trans. R. Hurley. Zone Books.
Baudrillard, J. (1983). Simulations., Trans. P. Patton & P. Beitchman. Semiotext(e).
Bennett, J. (2010). Vibrant Matter: A Political Ecology of Things. Duke
University Press.
Download Complete Ebook By email at etutorsource@gmail.com
Download Complete Ebook By email at etutorsource@gmail.com
1
BY WAY OF INTRODUCTION
19
Bird, R. (2004). The Suspended Aesthetic: Slavoj Žižek on Eastern European
Film. Studies in East European Thought, 56, 357–382.
Blackman, L. (2013). Immaterial Bodies: Affect, Embodiment, Mediation. Sage
Publications.
Boler, M., & Davis, E. (2018). The Affective Politics of the ‘Post-truth’ Era: Feeling
Rules and Networked Subjectivity. Emotion, Space and Society, 27, 75–85.
Bracher, M. (1999). The Writing Cure: Psychoanalysis, Composition, and the Aims
of Education. Southern Illinois University Press.
Bradley, A. (2006). Originary Technicity? Technology & Anthropology. In
L. Armand & A. Bradly (Eds.), Technicity (pp. 86–100). Litteraria Pragensia.
Bradley, J. P. N. (2015). Stiegler Contra Robinson: On the Hyper-solicitation of
Youth. Educational Philosophy and Theory, 47(10), 1023–1038.
Butler, J. (1990). Gender Trouble: Feminism and the Subversion of Identity.
Routledge.
Clough, P. T. (2018). The User Unconscious: On Affect, Media, and Measure.
University of Minnesota.
Clough, P. (2021). Worldly Sensibility Digital Media. Cultural Critique,
111(Spring), 159–167. https://doi.org/10.1353/cul.2021.0016
Clough, P. T., Gregory, K., Haber, B., & Joshua Scannell, R. (2015). The
Dialogical Turn. In P. Vannini (Ed.), Non-Representational Methodologies:
Re-Envisioning Research (pp. 146–164). Routledge.
Cohen, J. J. (2015). Stone: An Ecology of the Inhuman. University of Minnesota Press.
Conty, A. (2021). Animism in the Anthropocene. Theory Culture & Society, 39(5),
1–27. https://doi.org/10.1177/026327642110392
Deleuze, G. (1989). Cinema 2: The Time-Image. Trans. H. Tomlinson and
R. Galeta. University of Minnesota Press. [1985].
Deleuze, G. (1990). Postscript on Control Societies. October, 59(Winter), 3–7.
Derrida, J. (1972). Freud and the Scene of Writing. Yale French Studies, 48, 74–117.
Derrida, J. (1976). Of Grammatology. Trans. G. C. Spivak. John Hopkins
University Press.
Derrida, J. (1979). Scribble (Writing-Power). Yale French Studies, 58, 117–147.
Derrida, J. (1981). The Double Session. In Disseminations., Trans. B. Johnson
(pp. 187–316). Chicago University Press.
Faucher, K. X. (2013). Metastasis and Metastability: A Deleuzian Approach to
Information. Sense Publishers.
Galloway, A. (2006). Protocol: How Control Exists after Decentralization.
MIT Press.
Genosko, G. (2022). Schizoanalysis and Magic. Deleuze and Guattari Studies,
16(4), 529–544.
Gindrat, A.-D., Chytiris, M., Balerna, M., Rouiller, E. M., & Arko, G. (2015). Usedependent Cortical Processing from Fingertips in Touchscreen Phone Users.
Current Biology, 25(1), 109–16. https://doi.org/10.1016/j.cub.2014.11.026.
Epub 2014 Dec 23. PMID: 25542777.
Download Complete Ebook By email at etutorsource@gmail.com
Download Complete Ebook By email at etutorsource@gmail.com
20
J. JAGODZINSKI
Govaerts, B. (2020). Prehistoric Aesthetics: An Ontology of Stone Age Art from the
Lower Paleolithic until the Neolithic. Unpublished Doctoral Dissertation.
University of Oxford.
Govaerts, B. (2021). The Animacy of Stone: A Whiteheadian Perspective. Process
Studies, 50(1), 7–27.
Grandinetti, J., & Ecenbarger, C. (2018). Imagine Pokémon in the ‘Real’ World:
A Deleuzian Approach to Pokémon GO and Augmented Reality. Critical
Studies in Media Communication, 35(5), 440–454. https://doi.org/10.1080/
15295036.2018.1512751
Grosz, E. (2008). Chaos, Territory, Art: Deleuze and the Framing of the Earth.
Columbia University Press.
Guattari, F. (1995). Chaosmosis: An Ethico-aesthetic Paradigm. Trans. P. Bains &
J. Pefanis. Indiana University Press.
Gumbrecht, H. U. (2004). Production of Presence: What Meaning Cannot Convey.
Stanford University Press.
Hansen, M. B. N. (2000). Embodying Technesis: Technology Beyond Writing. The
University of Michigan Press.
Hansen, M. B. N. (2012). Engineering Pre-individual Potentiality: Technics,
Transindividuation, and 21st Century Media. SubStance, 41(3), 32–59.
Harvey, G. (Ed.). (2014). The Handbook of Contemporary Animism. Routledge.
Hayles, K. (1999). How We Became Posthuman: Virtual Bodies in Cybernetics,
Literature and Informatics. Chicago University Press.
Herbrechter, S. (2022). Before Humanity: Posthumanism and Ancestrality. Brill.
Hörl, E. (2013a). A Thousand Ecologies: The Process of Cyberneticization and
General Ecology (J. Kirkwood, J. Burton, & M. Vlotides, Trans.). In
D. Diederichsen & A. Franke (Eds.), The Whole Earth. California and the
Disappearance of the Outside (pp. 121–130). Sternberg Press.
Hörl, E. (2013b). The Artificial Intelligence of Sense: The History of Sense and
Technology After Jean-Luc Nancy (By Way of Gilbert Simondon). Parrhesia,
17, 11–24.
Hörl, E. (2015). The Technological Condition. Trans. A. Enns, Parrhesia, 22, 1–15.
Hui, Y. (2015). Modulation After Control. New Formations, 84(85), 79–91.
Hui, Y. (2016). The Question Concerning Technology in China: An Essay in
Cosmotechnics. Urbanomic.
Hui, Y. (2017). On Cosmotechnics: For a Renewed Relation between Technology
and Nature in the Anthropocene. Techné: Research in Philosophy and Technology,
21(2–3), 319–341.
jagodzinski, j. (1989). Narrating the ‘O’ Between Hominoids and the Hominids:
The Protocultural Evolution of Aesthetic Experience (Unpublished Manuscript).
jagodzinski, j (Ed.). (2002). Pedagogical Desire: Authority, Seduction, Transference,
and the Question of Ethics. Praeger.
Download Complete Ebook By email at etutorsource@gmail.com
We Don’t reply in this website, you need to contact by email for all chapters
Instant download. Just send email and get all chapters download.
Get all Chapters For E-books Instant Download by email at
etutorsource@gmail.com
You can also order by WhatsApp
https://api.whatsapp.com/send/?phone=%2B447507735190&text&type=ph
one_number&app_absent=0
Send email or WhatsApp with complete Book title, Edition Number and
Author Name.
Download Complete Ebook By email at etutorsource@gmail.com
1
BY WAY OF INTRODUCTION
21
jagodzinski, j. (2015). Saints Jesters, Nomads: The Anomalous Pedagogies of
Lacan, Žižek, … Deleuze and Guattari. Deleuze and Guattari Studies,
9(3), 356–381.
Jarvin, L. (2015). Edutainment, Games, and the Future of Education in a Digital
World. New Directions for Child and Adolescent Development, 147, 33–40.
Kim, J.-H. (2017). Transindividual-Transversal Subjectivity for the Posthuman
Society. Kriterion, 58(137), 391–411.
Kim, J.-H. (2019). Transindivuality and Post-Labor Based on Simondon and
Stiegler. Kriterion, 60(143), 319–338.
Kittler, F. (1999). Gramophone, Film, Typewriter. Trans. G. Winthrop-Young &
M. Wutz. Stanford University Press.
Lacan, J. (1999). The Seminar of Jacques Lacan, 1972–1973, XX, Encore: On
Feminine Sexuality, the Limits of Love and Knowledge. Trans. B. Fink.
W.W. Norton.
Lacan, J. (2015). The Seminar of Jacques Lacan, 1975–1976, XXIII, Le Sinthome.
Trans. C. Gallagher. Karnac Books.
Lemmens, P. (2020). Cosmotechnics and the Ontological Turn in the Age of the
Anthropocene. Angelaki, 25(4), 3–8.
Liu, L. (2011). The Freudian Robot: Digital Media and the Future of the
Unconscious. University of Chicago Press.
Luisetti, F. (2016). Decolonizing the State of Nature: Notes on Political Animism.
In D. Banerji & M. R. Paranjape (Eds.), Critical Posthumanism and Planetary
Futures (pp. 215–224). Springer.
Lyotard, J.-F. (2011). Discourse, Figure. Trans. A. Hudek, M. Lydon. Inro.
J. Mowitt. University of Minnesota Press,
Malabou, C. (2022). Plasticity: The Promise of Explosion. Edinburgh University Press.
Marenko, B. (2009). Object -Relics and their Effects: For a Neo-Animist Paradigm.
In B. Darras & S. Belkhamsa (Eds.), Médiation et Information (MEI), 30–31,
Object & Communication (Special Issue), (pp. 239–253). Editions de
l’Harmattan.
Marenko, B. (2014). Neo-Animism and Design: A New Paradigm in Object
Theory. Design and Culture, 6(2), 219–241.
Marenko, B. (2015). Digital Materiality, Morphogenesis and the Intelligence of
the Technological Object. In B. Marenko & J. Brasett (Eds.), Deleuze and
Design (pp. 107–138). Edinburgh University Press.
Marenko, B. (2017). Filled with Wonder: The Enchanting Android from Cams to
Algorithms. In L. Alzmon & P. Boradkar (Eds.), Encountering Things: Design
and Theories of Things (pp. 19–34). Bloomsbury.
Marenko, B. (2020). Algorithm Magic: Gilbert Simondon and Techno-Animism.
In S. Natale & D. W. Pasulka (Eds.), Believing in Bits: Digital Media and the
Supernatural (pp. 213–228). Oxford University Press.
Download Complete Ebook By email at etutorsource@gmail.com
Download Complete Ebook By email at etutorsource@gmail.com
22
J. JAGODZINSKI
Marenko, B., & van Allen, P. (2016). Animistic Design: How to Reimagine Digital
Interaction between the Human and the Nonhuman. Digital Creativity, 27(1),
52–70. https://doi.org/10.1080/14626268.2016.1145127
Martin, R. (2013). After Economy? Social Logics of the Derivative. Social Text,
31, 83–106.
Melitopoulos, A., & Lazzarato, M. (2012). Machinic Animism. Deleuze Studies,
6(2), 240–249.
Neyrat, F. (2018). Occupying the Future, Time and Politics in the Era of
Clairvoyance Societies. In S. Witzgall & K. Stakemeier (Eds.), The Present of the
Future, Diaphanes (pp. 79–90). https://www.diaphanes.com/titel/
occupying-­the-­future-­5423
Parisi, L. (2013). Contagious Architecture: Computation, Aesthetics, and Space.
MIT Press.
Parisi, L. (2014). Automated Architecture: Speculative Reason in the Age of the
Algorithm. In R. Mackay & A. Avanessia (Eds.), Accelerate (pp. 401–424).
Urbanomic.
Pisters, P. (2012). The Neuro-Image: A Deleuzian Film-Philosophy of Digital Screen
Culture. Stanford University Press.
Ramey, J. (2012). The Hermetic Deleuze: Philosophy and Spiritual Ordeal. Duke
University Press.
Rifkin, J. (1999). The Biotech Century: Harnessing the Gene and Remaking the
World. TarcherPerigee.
Roudinesco, E. (1999). Jacques Lacan: An Outline of a Life and History of a System
of Thought. Trans. B. Bray. Polity Press.
Rouvroy, A. (2012). The End(s) of Critique: Data Behaviourism versus Due
Process. In M. Hildebrandt & K. De Vries (Eds.), Privacy, Due Process and the
Computational Turn: Philosophies of Law Meet Philosophies of Technology
(pp. 143–167). Routledge.
Rouvroy, A., & Berns, T. (2013). Algorithmic Governmentality and Prospects of
Emancipation. Trans. L. Carey-Libbrecht, Réseaux, 177(1), 163–196.
Scarre, C. (2009). Stones with Character: Animism, Agency and Megalithic
Monuments. In B. O’Connor, G. Cooney, & J. Chapman (Eds.), Materialitas:
Working Stone, Carving Identity (pp. 9–18). Oxbow Books.
Shirley, D. (2017). The New Imperatives of Educational Change: Achievement with
Integrity. Routledge.
Simondon, G. (2017). On the Mode of Existence of Technical Objects. Trans.
C. Malaspina & J. Rogove. Univocal.
Simondon, G. (2020). Individuation in Light of Notions of Form and Information.
Trans. T. Atkins. University of Minnesota Press.
Stiegler, B. (1998). Technics and Time: The Fault of Epimetheus, Vol. 1, Trans.
R. Beardsworth & G. Collins. Stanford University Press.
Download Complete Ebook By email at etutorsource@gmail.com
Download Complete Ebook By email at etutorsource@gmail.com
1
BY WAY OF INTRODUCTION
23
Stiegler, B. (2008). Technics and Time: Disorientation, Vol. 2. Trans. S. Barker.
Stanford University Press.
Stiegler, B. (2010a). Technics and Time: Cinematic Time and the Question of
Malaise, Vol. 3. Trans. S. Barker. Stanford University Press.
Stiegler, B. (2010b). Taking Care of Youth and the Generations. Trans. S. Barker.
Stanford University Press.
Terzidis, K. (2003). Expressive Form: A Conceptual Approach to Computational
Design. Spon Press.
Ulmer, G. (1985). Applied Grammatology: Post(e)-Pedagogy from Jacques Derrida
to Joseph Beuys. The John Hopkins University Press.
Vetlesen, A. J. (2019). Animism—Panpsychism in Practice. In A. J. Vetlessen
(Ed.), Cosmologies of the Anthropocene: Panpsychism, Animism, and the Limits of
Posthumanism (pp. 150–207). Routledge.
Wall, T., & Perrin, D. (2015). Slavoj Žižek: A Žižekian Gaze at Education. Springer.
Zhang, P. (2016). The Four Ecologies, Post-evolution and Singularity. Explorations
in Media Ecology, 15(3–4), 343–354.
Žižek, S. (1989). Sublime Object of Ideology. Verso.
Download Complete Ebook By email at etutorsource@gmail.com
Download Complete Ebook By email at etutorsource@gmail.com
PART I
Technogenetic Assemblages of
Education
Download Complete Ebook By email at etutorsource@gmail.com
We Don’t reply in this website, you need to contact by email for all chapters
Instant download. Just send email and get all chapters download.
Get all Chapters For E-books Instant Download by email at
etutorsource@gmail.com
You can also order by WhatsApp
https://api.whatsapp.com/send/?phone=%2B447507735190&text&type=ph
one_number&app_absent=0
Send email or WhatsApp with complete Book title, Edition Number and
Author Name.