I’m seeing more and uses of blogging to support or assist in university courses and lectures.
The latest is this one from Royal Holloway, with some remarks on Deleuze and the Anti-Oedipus.
Foucault wrote the introduction to that volume, and this is what he said:
Anti-Œdipus is an introduction to the nonfascist life … not only historical fascism, the fascism of Hitler and Mussolini … but also the fascism of all of us, in our heads and in our everyday behaviour, the fascism that causes us to love power, to desire the very thing than dominates and exploits us. [xiii]
Foucault goes on that ‘the art of living counter to all forms of fascism’ carries with it certain principles, which are at the heart of Deleuze’s philosophical project: the need ‘to develop action, thought and desires by proliferation, juxtaposition, and disjunction, and not by subdivision and pyramidical hierarchization’ and above all, the imperative:
Withdraw allegience from the old categories of the Negative (law, limit, castration, lack, lacuna), which Western thought has so long held sacred as a form of power and access to reality. Prefer what is positive and multiple, difference over uniformity, flows over entities, mobile arrangements over systems. Believe that what is productive is not sedentary but nomadic. [xiii]
This is from a course of theories of laughter (sounds fun!).
But blogging as an educational activity…how successful really can this be? It invites, by being public, a certain irreducible amount of performance and this as deterrent from commenting (as do listservs and other public discussions).
What we need is a deconstruction of the Habermasian assumptions of the public sphere, not in the sense of a rejection of it, but the very assumptions that the internet/web is or can be a space of emancipatory discussion. We could start with classroom blogs?