Educating gnosis/making a difference

The emergent field of educational futures has its beginning in futurology as a relatively new constellation of disciplines having a strong impact on policy in the form of foresight, scenario planning, and new Utopian thinking. This article specifically focuses on Gilles Deleuze's unorthodox app...

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Bibliographic Details
Published inPolicy futures in education Vol. 9; no. 4; pp. 518 - 527
Main Authors Inna Semetsky, Joshua A. Delpech-Ramey
Format Journal Article
LanguageEnglish
Published London, England SAGE Publications 01.08.2011
Symposium Journals
Subjects
Becoming
Deleuze (G)
Educational leadership
Educational Philosophy
Educational planning
Educational Trends
Epistemology
Experiential learning
Futures (Of society)
Globalisation
Gnosis
Integration
Intuition
Knowledge economy
Knowledge level
Mathesis
Nomadic education
Rhizomatics
Self concept
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Summary:The emergent field of educational futures has its beginning in futurology as a relatively new constellation of disciplines having a strong impact on policy in the form of foresight, scenario planning, and new Utopian thinking. This article specifically focuses on Gilles Deleuze's unorthodox approach to epistemology as future-oriented and creative and emphasises his attention to experimental and experiential becomings. While educational system is traditionally limited to acquiring the factual knowledge of the external world, inner knowledge or gnosis is not addressed in a habitually secular context. In contrast to the prevailing episteme, this article positions gnosis within the universal science of life, mathesis. The political impulse of Deleuze's thoughts on mathesis is related to new educational leaders as 'people to come'. [Author abstract]
Bibliography:Refereed article. Includes bibliographical references.
Policy Futures in Education; v.9 n.4 p.518-527; 2011
ISSN:1478-2103
1478-2103
DOI:10.2304/pfie.2011.9.4.518