들뢰즈의 인식론의 교육학적 의미 탐색 -인식능력의 차이생성이론을 중심으로- = A study on the educational implications of Gilles Deleuze`s differential theory of faculty

다국어 초록 (Multilingual Abstract)

This study is to examine the meaning of Gilles Deleuze``s epistemology, differential theory of faculty and to clarify its implications for education. Deleuze`s differential theory of faculty is based on a generative thinking pursuing learning or apprentice, being critical of the representational thinking operating under the guidance of the image of thought. Deleuze emphasizes the importance of a generative thinking, which can be triggered only by the accidental encounter with things or events. The former part of the study deals with the characteristics of the accidental encounter with things or events. First, accidental encounter provides us with senses which can be felt only by our body. Secondly, it provides us with differential memory through setting up the problematics which can be made possible only by the accidental encounter with things or events. Thirdly, it provides us with the experience in which impotence of thought can be reached in the midst of the break-up of identity and in which the power of thought is strengthened to produce a newness or difference. The latter part of the study describes the implications of Deleuze`s differential theory of faculty for education. First, education should be directed toward the production or creation of the new frame of thinking. Secondly, education has to be directed toward a voluntariness in which learner is forced to love to think. Thirdly, education should be permissive so that the experiment of zero point of thought can be tried in school.

참고문헌 (Reference)

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