The centrality of Walter Benjamin’s ‘educative experience’ concept differentiates his work from other critical theorists, suggesting points of contact with the liberal and pragmatic tradition, while pointing to a distinctive practice of teaching and learning (transdisciplinarity, teaching-led research, mimetic education). Nonetheless this concept needs to be problematized, it will be cautioned, in light of changed political and historical circumstances.
All are welcome to join this Philosophy at the Institute of Education seminar; booking is not required.
5:00 pm to 7:15 pm, 19 June 2019
If there were correspondences between the haikai no renga and Soseki’s work, we’d have a way to think about a modern literary updating of this tradition of the comic, satirical, grotesque that would expand Deleuze’s empiricism. I was interested in whether Zizek and Deleuze’s claim about the fourth person singular provided a way of connecting the temporal perspective of the haiku-event with the impersonal and detemporalized narrative voice of jokes: “Man walks into a bar…”. I was also reading Nuar Alsadir’s poetry in connection to this (https://granta.com/fourth-person-singular/):
I was trying to develop these thoughts in a way that would allow me to connect this comic tradition back to Benjamin’s alternative version of modernism (non-auratic, destructive, cheerful, collective, inhuman, etc.) but in the end I had to remove these discussions from the book because they were too much of a digression from the central argument. They raise lots of interesting questions – about Benjamin/Brecht and the English tradition, Benjamin/Brecht and comedy, Benjamin/Brecht and the modern European reception of Buddhism, etc. – that I’ve touched on in places before that I feel largely ignorant about and wish I had the time to develop more fully. They might resurface in the background of a new research project I’m about to start on the category of the grotesque, but this will focus on education rather literature.