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Breaking the rules ethically

Breaking the rules ethically. Sue Grieshaber Professor, Early Years Education School of Early Childhood Queensland University of Technology Brisbane, Australia. Difference ….

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Breaking the rules ethically

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  1. Breaking the rules ethically Sue Grieshaber Professor, Early Years Education School of Early Childhood Queensland University of Technology Brisbane, Australia

  2. Difference … • “the concept of life that Deleuze spends his entire philosophical life creating is the concept of difference: it is possible to intuit life as difference…life as the power to differ” (Colebrook, 2006, p. 1). • “For life, when thought properly, is a power or potential to create (and) not the creation of some proper or destined end” (Colebrook, 2006, p. 4).

  3. Morality • …is any set of constraining rules (such as a moral code) that is used to judge actions in relation to transcendent values of good and evil

  4. Morality and ethics • Morality suggests we should “judge ourselves on what we are and should be; whereas ethics implies that we do not yet know what we might become” (Marks, 2010, p. 88). • “The fundamental question of ethics is not “What must I do (which is a question of morality), but rather “What can I do, what am I capable of doing? (which is the proper question of an ethics without morality)…what are my capabilities and capacities?...How can I go to the limit of what I “can do”?” (Deleuze, 1994, p. 41, Difference and repetition).

  5. Transcendence • “transcendence is the fundamental problem of ethics, [and] what prevents ethics from taking place…[which means]…we can actually desire our own repression, a separation from our own capacities and powers” (Smith, 2011, p. 126). • “What would it be possible to think without assuming some pre-given (or transcendent) model?” (Colebrook, 2002, p. xvi).

  6. Vignettes • 2 selected because they emerged or stood out during the course of a year long action research project (tree climbing; eating where and when hungry) • 1 selected because of the existence of an alternative school that is characterised as different by community members

  7. Question • How can (and should we) encourage early childhood educators to consider: • What can I do, what am I capable of doing? How can I go to the limit of what I “can do”? (even if it means becoming different)

  8. References • Colebrook, C. (2006). Deleuze: A guide for the perplexed. London: Continuum. • Colebrook C. (2002). Understanding Deleuze. Crows Nest, NSW: Allen &Unwin. • Deleuze, G. (1994). Difference and repetition (Trans. P. Patton). New York: Columbia University Press. • Marks, J. (2010). Ethics. In A. Parr (Ed.), The Deleuze dictionary (Rev ed.) (pp. 87-89). Edinburgh: Edinburgh University Press. • Smith, D. W. (2011). Deleuze and the question of desire: Towards an immanent theory of ethics. In N. Jun and D. W. Smith (eds.), Deleuze and ethics (pp. 123-141). Edinburgh: Edinburgh University Press.

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