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ERIC Number: EJ832893
Record Type: Journal
Publication Date: 2007-Dec
Pages: 12
Abstractor: As Provided
Reference Count: 11
ISSN: ISSN-1683-1381
An Apprenticeship in Resistance May '68 and the Power of Vincennes (Universite de Paris VIII)
Dolphijn, Rick
New Horizons in Education, v55 n3 p22-33 Dec 2007
Background: The riots in Paris '68 marked among others, the creation of a "Centre universitaire experimental" in Vincennes of which especially the philosophy faculty became the testing laboratory for educational reform. There, scholars like Michel Foucault, Gilles Deleuze, Alain Badiou and Jean-Francois Lyotard developed new ideas on education that was most of all featured by the absence of a program. Aims or focus of discussion: This philosophy faculty proved itself to be very creative and revolutionary, a claim not in the least place supported by the fame of the above mentioned professors more than thirty years after. Since most of its professors earned their fame while teaching at the philosophy department in Vincennes, studying the education theories they practiced might also give us some insights in how their original approach can at least partly be explained by a thorough understanding of their teaching methods. By giving special attention to the work of Lyotard and Deleuze, the two most prominent scholars residing at Vincennes, this article intends to find out what the power of Vincennes was about, and how the connection between the institute's radical educational program and its most successful professors can be theorized. Arguments: The educational consequences of not working with a program can be summarized in two principles: naive philosophy and of teaching the manifold, which we can roughly translate as an interest in philosophy not biased on the existing history of philosophy and all its interpretations, and by a non-linear and anti-hierarchical way of creating arguments. The goal in this article is to find out in what way these two principles compose a new type of teaching: what are its consequences for the texts to be discussed, what are its consequences for the students and, finally, what is the role of the teacher. Conclusion: The faculty of philosophy in Vincennes created a new way of teaching but also a new way of doing research. But although the theories of its scholars are nowadays fully incorporated in our teaching, their thoughts on how they should be taught are missing. In fact, the past thirty years of educational renewals seem to prevail against the much more rigid and hierarchic structures that people like Deleuze and Lyotard fought about. Even in Vincennes itself, a new "Centre universitaire experimental" is therefore desperately needed. (Contains 2 footnotes.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: France (Paris)