Propositions for a Radical Pedagogy, or How to Rethink Value

Abstract

This chapter proposes a pedagogical process that starts in the middle. Such a process has much more difficulty discerning who is doing the teaching and who is doing the learning, and value is invented in the process. The author expresses such a process through the SenseLab’s activity of thinking–doing research–creation, where participants have asked: How can the rethinking of how knowledge is created in the context of artistic practice become an opening to thinking philosophy itself as a practice? How, following Gilles Deleuze (1989) , might a resituating of research–creation as a practice that thinks provide us with the vocabulary to take seriously the idea that “philosophical theory is itself a practice, just as much as its object?” This is radical pedagogy: The commitment to the creation of practices that foreground how learning creates its own value.

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