POR ESTE RIO ACIMA RAR FREE

POR ESTE RIO ACIMA RAR FREE

And this is what Deleuze helps us to understand, because his great objective is to free the difference from the ancient representation meshes. Therefore education, in its univocity, does not exclude multiplicity.

To examine how education is a reality, in order to be able to socialize and train people for the becoming, an never-ending toil, like reality, education is never finished, because both - we repeat: reality and education - are open and multiple.ĭeleuze is one of the philosophers who made us think and create concepts that are attached to the question of difference, and, thus, with the ability to free thought from its re-cognitive function and to make it a creative power that is so necessary for the educational problem.Įducation takes care of multiple beings, and therefore it is unequivocal, in other words, it expresses a single voice for the entire multiplicity of beings, so that everyone speaks the same way, but with their own difference. Translation from Portuguese of: “Busquemos como buscam os que ainda não encontraram, e encontremos como encontram os que ainda buscarão”. ¿Qué es investigar? The Xavier Zubiri Review, 7, 5-7.: We will seek, what is sought for by those who have not yet found it 4 4 Education, therefore, seeks to socialize and train people for the future, whose daytime toil can be based on the famous phrase of Agostinho de Hipona, collected by Xavier Zubiri (2005) Zubiri, X. Education, as a reality to which it is attached, is open and multiple, and therefore it is necessary to look for thoughts that are loyal to the becoming, with the ability to think differently without representing it a priori, due to the fact that the becoming in its pure form is rebellious to the mediating links of representation, as we do not re-present, whereas its chaotic nature does not provide an image that is kept for us in quiescence to be re-recognized. Now, education, given its nature, brings and expresses problems for us regarding various ways of socializing and training people for the becoming in ways that are not obliterated and diminished - or even eliminated - an existing singularity in the becoming in every being who is currently alive. Why should we call on Gilles Deleuze (1925-1995) to dedicate himself to think about education, since he tends not to think directly about problems related to education unless in a very marginal way? And by means of a bizarre, hermetic, difficult, erratic philosopher, a nomad to his own philosophy?

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