Jan Jagodzinski

• University of Alberta

This essay is a plea to art educators in what is a global climate in a permacrisis both politically and physically. This is a deliberate and persuasive provocation to reorientate art education to avoid a reiteration that is taking place when the 20th and 21st centuries are compared in relation to the striking changes that are taking place in relati...

In this closing section (Chaps. 13 and 14) I reiterate yet another version of my own attempt to imagine an ‘adequate’ education-pedagogy for the post-Anthropocene, but once more very obliquely. I have worked through previous attempts as to what I call a ‘pedagogy of in|difference’ and this is yet another attempt to make education’s apparition appea...

This chapter of the first section introduces the various figures of the child as developed by educators who have questioned the nature-culture distinction. In the chapter I start with Greta Thunberg as a figure of protest and move into paedomorphism.

This chapter looks at various images that have been developed in relation to the post-Anthropocene. These include Gaia, Globe, Earth, Planet, and Gaia 2.0. The vision of Bruno Latour is discussed as is Sloterdijk’s vision of ‘spheres.’ The recent discussion that addresses Gaia in its second revision as 2.0 ends the chapter.

This chapter and the next review the question of what place does quantum thinking play in the post-Anthropocene, as questions of materiality are constantly raised. The quantum is theorized in relation to information, AI, and neurology, all difficult issues without much resolution. The tension is between physics and metaphysics and this is shown thr...

This chapter introduces contemporary clairvoyant societies and the dominance of algorithmic governmentality. I discuss the contradictory theories of both Stiegler and Bataille regarding tool use and sapienization. The theories of Simondon are also addressed along with Deleuze and Guattari’s machinic vision. This is followed by looking back at gramm...

This chapter previews themes that have emerged during the post-Anthropocene era. They include eco-modernism, nature-culture divide, new materialism, anthropocentrism, and speciesism. There is a section on environmental education and speculative pedagogy, as well as commentary of diffraction as a methodology. I also review posthumanism, posthuman an...

This chapter continues the question of machine vision in the previous chapter. The concept of negative machines is examined. The idea of a Dark Universe is raised in relation to racism. I also review the difficulties between the tensions between digital and analog. There is a discussion on the postcinema which raises the importance of C.S. Pierce’s...

This chapter addresses the more esoteric attempts of pedagogy in the post-Anthropocene. Issues of magick, shamanism, witchcraft, and animism (once more) are examined. The concept of aisthesis comes up within the concept of Deleuze and Guattari’s theorizations on affect and the inhuman. These are aspects that relate to the Outside by way of cosmolog...

This chapter continues to question the Neganthropocene. It specifically revisits issues regarding the entropy of a system. Bataille’s ‘accursed share’ is called on to show alternative ways of thinking about the economy. I review a number of socio-philosophers who are engaged in rethinking the post-Anthropocene along economic lines, especially re-ev...

This final chapter is the second part of my proposal for a pedagogy of in|difference. I start with a second generalization (building on the first generalization in the previous chapter) that addresses the limitation imposed by quantum realism, that is, the impossibility for a complete ontological, epistemological, and rational understanding of the...

This chapter continues developing Indigeneity. It does so by developing what has become known as the ontopolitics of ‘becoming indigenous.’ I also develop what is ‘unlearning’ when it comes to such issues. I further develop the issues that surround soil, land, plants, forest, and weeds in relation to the post-Anthropocene and end with a cautionary...

This chapter continues the section on childhoods. It looks at the queer child. Deleuze and Guattari’s idea of becoming-child is also discussed.

This chapter continues exploration into quantum theory. I start with Whitehead’s view of quantum and relate it to Hameroff and Penrose’s orchestrated objective reduction (Orch OR) theory. The next section revisits Barad’s agential realism in more detail than the previous chapter. I especially introduce other quantum theories that challenge or displ...

This chapter reviews the pedagogical landscape of the post-Anthropocene. It explains why I use the ‘post’ and attempts to support the need for a planetary paideia. The idea of the commons is questioned and theoretical query as to why critical theory is no longer sufficient as a philosophical position for this era.

This chapter supports Mark B.N. Hansen’s thesis developed in Feed-Forward regarding twenty-first-century media. It is suggested that it is an adequate response for a cosmotechnology for the post-Anthropocene. I develop a possible example to illustrate what this may be. This theory is embellished by excursions into Deleuze and Guattari’s position re...

Most of this chapter is devoted to the work of James Ash and his attempt to grasp objects-in-themselves. He is one of the few media researchers who has avoided many of the pitfalls of object-oriented ontology. In this chapter what is particularly useful is Ash’s stance in relation to Bernard Stiegler and Warren Neidich’s neuropower. Ash develops en...

This chapter looks at the vision of Boaventura de Sousa Santos. This includes his support for Indigenous peoples of Americas and attempts to show what an education could be like that is able to bridge North and South—traversing the epistemological abyss. The concept of corazonar is discussed, and issues of deep listening are explored. Postabyssal p...

This chapter is written in specific sections, each section having its own question and search for its temporary closure. The flow of these segments are more staccato-like, each separated by ***. The chapter reviews the many issues that form the backdrop of colonialism, Indigeneity, and current politics. I review some aspects of indigenous education...

This chapter looks at outdoor and environmental education. I utilize Deleuze and Guattari’s toolbox to question what is an ‘event.’ The chapter also looks at childhoodnatures, the term developed by a number of educators to overcome the nature and culture divide. There is a critique of this particular development.

This chapter looks at the symptoms of the post-Anthropocene with the speculation that the capitalist system has brought on the onset of a range of neural disorders via the media and the commodification of the social order. I hypothesize that the autistic spectrum is indicative of the cultures that we live in which have been progressively ‘bubblized...

This chapter reviews Bernard Stiegler’s concept of the Neganthropocene and his pharmacological approach. I look at some of the reviews of this concept and raise what educators have said in relation to Stiegler’s scathing critique of social media. I especially do a close reading of anti-entropy, negentropy, and anti-antropy. I discuss the difficulti...

In this final chapter I return to environmental education and comment on recent postqualitative research, diffractive methodology, identity politics, decolonization, and ‘going native.’ Again, Deleuze comes into prominence regarding assemblage theory and issues of difference. Indigenous representation is brought up, as is land-education. The relati...

This chapter looks at Whitehead philosophy and reason why it has come to play a key role in the post-Anthropocene. I also look at a pedagogy of immersive cartography that utilizes his philosophy. I especially look at ecological aesthetics which is Whiteheadian in intent. ‘What is a pedagogy of the senses’ is explored utilizing the Deleuze and Guatt...

In this chapter I discuss the nano-imaginary and the notion of sensibility by returning to Whitehead and Deleuze. Digital media is again discussed by way of Simondon and cosmotechnics is introduced via Yuk Hui’s tertiary protention. The importance of the recursivity of artificial neural networks (ANNs) is also examined. Algorithmic incomputability...

This chapter continues Chap. 5’s close reading of educators who develop childhoodnatures. What is the posthuman child? There is a section called querying childhoodnature research. I end the chapter with the question ‘is an ‘end to childhood’ upon us as? which is the paradox of a gerontomorphic neoteny.

In this chapter I review technology in education such as the smart classroom. I review the technological innovations in education including gaming and learning management systems, and the like. I also review connectivism in education and the role of algorithms in education that have become prevalent. I end with opening up a long conversation on pos...

This first chapter of this second section starts with an overview of some of the issues that I developed in the first volume. It then proceeds with a discussion of neurology—neurobiology, neuronormality, and neurodiversity, as these will be related to what is happening in the post-Anthropocene in education and the affects of media on education. Thi...

This chapter addresses questions relating to land, land education, becoming indigenous (revisited), animism (revisited), and cosmology (revisited) and questions concerning perspectivism and indigenous mathematics education.

In this essay I bring Gregory Bateson together with Deleuze and Guattari (primarily with the latter) to show their ecological compatibility, especially with Guattari’s ecosophy. I do this against the backdrop of the Anthropocene which presents us not only with a ‘climate’ of post-truth and political corruption, but also with the so-called climate c...

What can the arts ‘do’ in the Anthropocene? The shift toward immanence, materiality, sensation and performance by what appears to be a new Kunstwollen, directly addresses such a question. I develop the notion of the cosmic-eco-artisan, influenced by the work of Deleuze and Guattari to further address such a question.

This essay attempts to shift the ontological ground for art education to think along a cosmology that is adequate for the Anthropocene era. The cosmic-eco-artisan (without authority) is forwarded as an exemplar of what Deleuze and Guattari would call ‘conceptual personae’. Their cosmic geo-philosophy plays a dominant role in this essay. The point i...

This chapter sets out the context for imagining the cosmoecoartisan in relation to the Anthropocene. The procedure for doing so is “diagrammatic,” where three diagrams that Lacan developed in Seminar XI are reworked along Deleuzian lines to illustrate the complexity of an “event” as happening at the boundaries and limits of non-representation and r...

We now live in the geological epoch called the Anthropocene (Crutzen & Stoermer, 2000; Steffen et al., 2011; Zalasiewicz et al., 2008; Steffen et al., 2016; Morton, 2016; Sørlin, 2017; Ellis, 2018). In this age, Anthropos, through human activities, technologies and alterations of the global environment have begun to affect the whole life-critical z...

We end this book by presenting three different perspectives on how we see the future of the Earth and the future of Anthropocene pedagogies, what is likely to happen, what is needed and what can we hope for?

The Anthropocene presents new challenges for the Homo sapiens species where extinction is highly probable. I first review the imaginary attempts to project some sort of planetary consciousness to change things via ecomodernity. The pedagogical tensions between posthumanism and posthuman are then explored. This sets up an exploration of the cosmolog...

This essay engages the vicissitudes of new materialism at the quantum level, attempting to differentiate what I take to be fundamental differences in the theoretical positions of vitalist theories as developed by Karen Barad and Deleuze and Guattari in relation to the Anthropocene. I treat matter at the quantum level to differentiate conceptions of...

Much has been written about the Anthropocene but surprising little about its implications for education. This book tackles that fundamental issue head-on. The defi nitions and interpretations of the Anthropocene are vast, but they all point towards the same formidable challenge-we need to examine who we are and what relationship we should have with...

This chapter attempts to provide a broad understanding of post-digital and post-Internet problematic drawing on the state of screen culture, digitalization, and networked art. It calls on the theories of Paul Virilio and Bernard Stiegler to highlight some of the difficulties and malaise they have articulated related to the speed of technologies and...

Life can be theorised actively (liveliness) or passively, or as entangled. What does this mean for pedagogy within the Anthropocene? This essay speculatively develops the concept immanent pedagogy of in|difference to explore such a question. This involves an engagement with various expressions of new materialisms, presenting a case as to how the pa...

This chapter explores the importance of bioart within the historical moment of the Anthropocene. It raises questions as to why artists and art educators need to pay attention to such developments, although they seem marginal and minor. To do so, I turn to the early works of Eduardo Kac and Tissue Culture and Art Project (TC&A) and Natalie Jeremijen...

In this chapter, I review the field known as visual culture studies (VCS) as it relates to art|education within the even larger field of cultural studies. I critique the representational orientation of VCS and try to dislodge this view by turning to Deleuze and Guattari’s concept of affect, difference, and singularity. The challenge to visual cultu...

Digitalization has changed the meaning and perception of the image. As a result, time and body have become issues to rethink the way we are affected by screen cultures. This chapter explores this change and attempts to question what this means for art education by exploring the changes that eventually led up to the digital image: photography, then...

In this introduction, I attempt to map out what I have previously called ‘designer capitalism.’ The way media and technologies in a digitalized world structure existence in what Gilles Deleuze called ‘control societies’ and theorists like Bernard Stiegler continue to develop through an expansive theory of technics, more specifically through his two...

Deleuze|Guattari’s philosophical oeuvre has become increasingly known in East Asia as scholars recognize their importance for virtually all disciplines. In this chapter, I try to show why representational thought, which they overturn, continues to retain its force over us. By introducing concepts, which they developed, such as simulacrum, powers of...

This is a sweeping chapter that charts the filmography of Kim Ki-duk as he explores the many symptoms of Korean society. I follow Deleuze in his approach to cinema where he maintains that the artist is a symptomologist of his or her culture. Kim Ki-duk is such a figure. His films solicit either complete rejection by fellow citizens, as well as comp...

As a visual and media educator who does not speak Korean, I explore in this chapter and the next the complexity of Korean popular culture and wonder what are the limitations of such an approach? Is it possible to offer some insights despite my linguistic limitation? This raises the difficulty of cross-cultural research in general. How are we to und...

In this chapter, I argue that creativity has been exploited by the creative industries of designer capitalism. I try to show how a different formulation of creativity might be conceptualized by drawing on the nomadic philosophy of Deleuze and Guattari. I end this essay with a speculation as to where art|education might invest its energies as a fiel...

This chapter furthers the question of creativity as introduced in my previous chapter. I argue that by-and-large creativity in art and its education is being rethought to meet the requirements of our current economic condition that supports designer capitalism. The creative industries have successfully generated a subject position that demands a co...

What would it mean to explore such a title: ‘Art Education at the ‘End of the World’? And why at the ‘end’ of the world? It seems somewhat foreboding and disturbing. We live in a time of extraordinary complexity, made possible by the technological advances that have their nascent beginnings during the computer age in the 1950s just after World War...

In Chapter 10.1007/978-3-030-48618-1_3, as an ‘outsider’ to Korean culture, I attempted to understand various popular cultural movements in Korea based on my understanding of the country’s socio-historical developments. As an ‘experiment’ in cross-cultural understanding, I do not claim what I am presenting is ‘the’ correct perspective, rather it is...

What is ‘human’ is modulated by inhuman (inorganic) and nonhuman (organic) forces, which provides an understanding of the posthuman. This is the process of technogenesis. In this chapter, I draw on Deleuze and Guattari’s understanding of control societies to question Big Data, and how it impacts art|education, especially the field of design in ‘des...

This book problematizes the role of education in an increasingly mediatized world through the lenses of creativity, new media, and consumerism. At the core of the issue, the author argues, creativity in art education is being co-opted to serve the purposes of current economic trends towards designer capitalism. Using an East meets West approach, ja...

While there are many well-known excessive performance artists like Mariana Abramović and the pioneering work of Sterlac, Tehching Hsieh, a Taiwan-American citizen, is an exceptional case in articulating the worth of what has become the ‘fringe’ in the legitimated world of art. This chapter addresses durational performance art as to what exactly can...

The Broken Circle Breakdown is a story of love and loss. Here I develop a nomadic reading by exploring what Deleuze called the singularity of ‘A Life.’ In this schizoanalytic venture, I dwell on what is ‘hillbilly’ culture outside the city of Ghent where Bluegrass music provides a way to develop Deleuze and Guattari’s concept of the ritournelle (in...

In this chapter, I explore the question of speculation as developed by the Object-Oriented Ontologies in relation to contemporary art as well as the precarity of the earth, which directly involves the Anthropocene. The pedagogy of art and design is raised in relation to these developments.

This chapter is a prelude to the next as it provides some of the more interesting theoretical work when it comes to thinking through identity politics. What is of special interest is to rethink the immigrant in terms of Deleuzian nomadology, attributed to the writings of Rosi Braidotti.

Last Resort presents a schizoanalytic exploration that challenges the usual identity politics of ‘whiteness studies,’ exploring the various assemblages that emerge in the film where desire is thwarted. I develop the three ‘lifelines’ to follow the circuits of libidinal investments in this film through its various characters that Deleuze and Guattar...

Given the explication of Deleuzian time and the time-image in the previous chapter, I now undertake a third analytical iteration of The Butterfly Effect attempting to differentiate this approach from a Lacanian one by dwelling on the ‘ending’ provided by the director’s cut. A number of scenes are analyzed as we follow the film’s narrative.

This chapter is a prelude to the next as it sets up the analysis that will follow. I venture a schizoanalysis of the film The Butterfly Effect, the 2004 film directed by Eric Bress and J. Mackye Gruber. Both Patricia Pisters, a Deleuzian film theorist, and Todd McGowan, whose theoretical orientation is Lacanian, have commented on this film. In this...

The title, Schizoanalytic Ventures At the End of the World: Film, Video, Art, and Pedagogy, addresses the state of affairs in what is a precarious condition for our species living on the Earth, in terms of both an ecological crisis and a political crisis that shape contemporary global dynamics. While ‘end of the world’ sounds very dramatic, it is a...

This chapter explores the machinic working of synopticon (as opposed to the panopticon) in the digital age that captures libidinal desire through two major forms—(violent) war videos and edutainment, which are developed in the next chapter. I draw on Lacanian psychoanalysis given that desire as lack is most evident through what the philosopher Robe...

This chapter has three developmental aspects: the first is to historically locate a fundamental tension between art & design in relation to the economic impact of monopoly capitalism, which has today evolved into global capitalism. The second aspect is then to develop how design pedagogy is hegemonically dominated by the “designer industries,” whic...

This chapter attempts to juxtapose desire as lack, which pervades designer capitalism, against more affirmative notions of desire as developed by Deleuze and Guattari. The framing of this tension is placed against the separate spheres of art & design, which historically have been at odds. Given the urgency of the global ecological crisis surroundin...

This book provides a thorough application of theoretical ideas from Deleuze and Guattari to a series of examples drawn from contemporary film and new media arts. Chapters demonstrate examples of how to do schizoanalysis in philosophically informed cinema studies, new media, and arts based education. Schizoanalysis, as proposed by Deleuze and Guatta...

Given the previous chapter, I explore first person and war video games followed by edutainment video games. I recall the discussion of interpassivity and apply it to these two developments. I am particularly concerned with the limitations that manifest themselves when it comes to learning.

A schizoanalysis of the Batman Trilogy is ventured here. I explore an ethics of evil in relation to the Law and the rise of Trump’s America First policies. There is a schizophrenic struggle, a conflict between Gothic fear and heroic justice, a thread that I follow through these three films. My intention in this venture is to show how the schizo-par...

In this chapter, the complex relationship between the analog and the digital is explored. I draw on Alexander Galloway’s interesting analysis of this relationship when discussing the non-philosophy of François Laurelle. I then juxtapose Massumi’s Deleuzian analysis of the ‘superiority’ of the analog so as to explore two digital art installations: L...

One hopes that this is another ‘untimely’ book that adds to the many voices of artists, poets, academics, politicians, and leaders around the world who have embraced the necessity of addressing the precarity of the Earth and the crisis of our species in what it has been arguably termed the Anthropocene; its euphemism, ‘climate change’ is certainly...

Using the trope of the reluctant and resistant student who refuses to watch a particular film in my media syllabus, this chapter explores the question of paranoia from the theoretical perspectives of Jacques Lacan, Gilles Deleuze and Félix Guattari. I bring up the notion of the gaze (Lacan) and the notion of the simulacrum (Deleuze) to worry the ps...

This volume weaves together a variety of perspectives aimed at confronting a spectrum of ethico-political global challenges arising in the Anthropocene which affect the future of life on planet earth. In this book, the authors offer a multi-faceted approach to address the consequences of its imaginary and projective directions. The chapters span th...

The Precarious Future of Education presents the paradox of the future itself. It is based on a series of talks titled After the Future of Education held at the Department of Secondary Education, University of Alberta, in the winter semester of 2014. The title is more in keeping with the Möbius twist that is the future. At one point the future meant...

This book draws its inspiration from the problematic raised by Deleuze and Guattari in their last book together, What is Philosophy?, which has been influential across many sectors of the academy due to the breadth of domains it addresses. Philosophy, science and art are each accounted for, and each discipline is attributed with its own distinct me...

This chapter continues questioning the basis of arts-based research that began with a co-edited book with Jason Wallin. I attempt to address critics of the work as well as question what art research is from the perspective of Deleuze and Guattari. I further question the developments in post-qualitative research as well as return to Deleuze and Guat...