Without Criteria: Art and Learning and the Adventure of Pedagogy

A key aim of this article is to present a discursus on learning and teaching in the context of art education that softens transcendent historical and ideological framings of art education and its purpose. In contrast it places emphasis upon the immanence and necessary transcendence of local events of learning that occur in whatever framing and which have the potential to extend our comprehension of what art and learning can become. It recommends a ‘pedagogical reversal’ whereby external transcendent lenses and their respective knowledge and criteria for practice are relaxed and proposes a pedagogy ‘without criteria’. A key pedagogical issue revolves around ‘how something matters’ for a learner in his or her experience of a learning encounter and trying to comprehend this ‘mattering’ constitutes a pedagogical adventure for a teacher. The notion of mattering in the context of art practice and learning cannot be divorced from the force of art which is the motive force that precipitates a potential for learning and can expand our understanding of what art and learning can become. The article is therefore premised on the idea that it is not a case of coming to understand art through established knowledge and practice but the force of art challenging us to think. The force of art, or art's event, can be conceived therefore as a process with a potential for the individuation of new worlds or to see that other worlds might be possible.     

Number sense and the calculating child: Measure,multiplicity and mathematical monsters

ABSTRACT

Children and animals of all kinds are said to develop some degree of number sense. The search for ‘number neurons’ and neural correlates of computational thinking aims to identify biological primitives to explain the emergence of number sense. This work typically looks for the sources of number sense in organisms, but one might extend this search and study the possibility of a calculating matter more generally. Such a speculative project explores the implications of the non-human turn within the posthumanities. In this paper, I draw primarily on the work of Vicky Kirby and Gilles Deleuze in order to focus on becoming-monster through calculation. I show how calculation, as a machinic and empirical act that both serves and troubles images of mathematical truth, has always played a unique role in the production of mathematical monsters. I then discuss calculating children who participate in abacus clubs and annual abacus competitions, calculating at inhuman rates with imaginary abacuses. I argue that a new materialist philosophy of immanence demands a radically new approach to number sense.     

我国证券监管体制的发展与完善

我国证券市场经过十多年的发展，已经取得了巨大的成绩，但是也存在着许多不规范、不成熟的地方。通过回顾我国证券监管体制的历史演变，为进一步促进证券市场的良性发展提出了若干行之有效的办法。     

Towards a Metaphysics of Complexity

In this paper I combine aspects of process philosophy and elements from philosophies of difference in order to give some indication of how we might begin to construct a metaphysics of contemporary science. I will focus on the work of Whitehead and Deleuze as representatives of each respective tradition and try to show how their work can be fruitfully articulated together in the context of complexity theory.     

藏族传统体育文化的地域特征与开发

本文对藏民族传统体育文化的内涵特征进行了较为全面深入的诠释和解读，并在此基础上提出了产业化发展的基本设想，为藏区的经济社会发展和构建和谐社会的战略决策提供了参考依据。     

游苔莎——女性内在性的超越和自我身份的寻求——对哈代《还乡》女主角的另一种解读

文章认为哈代作品《还乡》的女主人公游苔莎充满了朦胧的现代意识,她的行动背离了男权社会对传统女性的期待和道德规范,张扬了女性确立自我,肯定自我的精神,体现了女性超越自身内在性,寻求自我身份的主体性追寻和女性意识的觉醒,是哈代女性角色中最为坚定的反叛者。     

A Walk in the Park: Considering Practice for Outdoor Environmental Education Through an Immanent Take on the Material Turn

This article considers practice for environmental education from the perspective of the material turn by taking the reader along on an outdoor learning session in a park. We present a fictional walk where we encounter plants, trees, wasp-orchids, stones, walking sticks, plastic bags, people, weather, and kites, each of which has a story to tell that demonstrates ontological immanence and the material process of being alive. These stories help suggest some practical ways in which environmental education can be reoriented from an essentialist paradigm to one of becoming, tackling prevailing conceptions of the human mind as disembodied from the world.     

Educational non-philosophy

Abstract

The final lines of Deleuze and Guattari’s What is Philosophy? call for a non-philosophy to balance and act as a counterweight to the task of philosophy that had been described by them in terms of concept creation. In a footnote, Deleuze and Guattari mention François Laruelle’s project of non-philosophy, but dispute its efficacy in terms of the designated relationship between non-philosophy and science, as had been realised by Laruelle at the time. However, the mature non-philosophy of Laruelle could indicate a resolution to the problematic relationship between science and educational philosophy that we have inherited due to the poststructural theories of Foucault, Derrida and Deleuze. Non-philosophy suggests a framework for thought that includes science in a non-positivist style and provides the means to view education as a performative practice. This article explores the non-philosophy of Laruelle in education as a means to view education under the conditions of strict immanence and in line with an anti-phenomenological metaphysics of non-representation. Laruelle is perhaps one of the most important critics of Deleuze in France, and as such, his insights into the Deleuzian oeuvre reveal a way forward for education as a practice that analyses science, philosophy and politics through non-philosophy.     

双重的"传奇","相煎"的主题——张爱玲笔下的女性人物关系解读

完整的性别关系应包括女性之间的关系、男性之间的关系以及男性与女性之间的关系,三个方面是紧密联系、不可分割的整体。以往的研究主要关注男性与女性之间的关系,而对女性之间的关系关注较少。即使是对女性之间关系的研究,也往往忽视或回避女性之间的“相煎”关系,而强调女性之间的“姐妹情谊”关系。本文以女性关系为研究视角,由张爱玲人生的“传奇”进入其作品“传奇”的解读。试图探讨张爱玲笔下的矛盾冲突主题——“女性相煎”关系。