Thinking with the world – to explore the becoming of phenomena
This article discusses how it is possible to think with the world in educational research. How can this thinking with the world generate knowledge about the becoming of phenomena? To answer this question this paper undertakes a diffractive reading of selected texts from Niels Bohr, Karen Barad, Gilles Deleuze, Felix Guattari, Donna Haraway, and Michel Serres. This diffractive reading reveals that the world becomes with itself contributing to an internal principle or an inner self-differentiation. This means that all phenomena can be understood as related to the world in one way or another. This paper contends that the researcher body is important to investigations of the becoming of phenomena with the world, therefore a haptic sensorium is developed as a means to visualize bodily affects and to recognize limit values to the world, for example, background noise. The article concludes with a discussion about creating knowledge of this process as a rhizome. The article attempts to illustrate that thinking with the world can generate new knowledge to understand the becoming of phenomena, which can contribute to the development of educational research.
Alaimo, S. (2010). Bodily natures: Science, environment, and the Material Self. Indiana University Press.
Anderson, B. & Harrison, P. (2010). Taking-place: Non-representational theories and geography. Routledge.
Barad, K. (2003). Posthumanist performativity: Toward an understanding of how matter comes to matter. Signs, 28(3), 801-831. https://doi.org/10.1086/345321
Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Duke University Press. https://doi.org/10.2307/j.ctv12101zq
Barad, K. (2010). Quantum entanglements and hauntological relations of inheritance: Dis/continuities, spacetime enfoldings, and justice to come. Derrida Today, 3(2), 240-268. https://doi.org/10.3366/drt.2010.0206
Barad, K. (2012). On touching – The inhuman that therefore I am. Differences: A journal of feminist cultural studies, 23(3), 206-223. https://doi.org/10.1215/10407391-1892943
Bayley, A. & Taylor, C. A. (Eds.) (2018). Posthuman pedagogies. Parallax, 24(3), 243-253. https://doi.org/10.1080/13534645.2018.1496576
Bennett, J. (2010). Vibrant matter: A political ecology of things. Duke University Press. https://doi.org/10.1515/9780822391623
Bergstedt, B. (Ed.) (2017a). Posthumanistisk pedagogik, Teori, undervisning och forskningspraktik, Gleerups.
Bergstedt, B. & Herbert, A. (2017b). Pedagogik för förändring. Röster som utmanat kunskap och samhälle, Studentlitteratur.
Bergson, H. (1979). Creative mind: Introduction to metaphysics. Rowman & Littlefield.
Bohr, N. (2013). Filosofiska skrifter: Bind I–III. Forlaget Philosophia.
Braidotti, R. (2013). The Posthuman. Polity Press.
Christensen, I. (2018). Verden ønsker at se sig selv. Gyldendal.
Colebrook. C. (2010). Deleuze and the meaning of life. Continuum. https://doi.org/10.5040/9781472546289
Danielsson, U. (2020). Världen själv. Fri Tanke förlag.
Deleuze, G. & Guattari, F. (2015). Tusen platåer. Tankekraft.
Favrholdt, D. (2009). Filosoffen Niels Bohr. Informations Forlag.
Grosz, E. (2018). The incorporeal: Ontology, ethics and the limits of materialism. Colombia University Press.
Grusin, R. (Ed.) (2015). A Nonhuman Turn. University of Minnesota Press.
Haraway, D. (1991). Simians, cyborgs and women: The reinvention of nature (149-181). Routledge.
Haraway, D. (2004/1992). The promises of monsters: A regenerative politics for inappropriate/d others. In The Haraway Reader (63-124). Routledge.
Haraway, D. (2004). The Donna Haraway reader. Routledge.
Haraway, D. (2016). Staying with the trouble. Duke University Press. https://doi.org/10.1215/9780822373780
Ingold, T. (2011). Being alive: Essays on movement, knowledge and descriptions. Routledge. https://doi.org/10.4324/9780203818336
Juelskjær, M. (2019). At tænke med Karen Barads agential realisme. Samfundslitteratur.
Juelskjær, M. (2020). Mattering pedagogy in precarious times of (un)learning. Matter: Journal of new materialist research, 1(1), 52-79. https://doi.org/10.1344/jnmr.v1i1.30067
Latour, B. (1993). We have never been modern. Harvard University Press.
Lyngsø, N. (1994). En eksakt rapsodi: Om Michel Serres' filosofi. Borgens Forlag.
Massumi, B. (2002). Parables for the virtual: Movement, affect, sensation. Duke University Press. https://doi.org/10.1215/9780822383574
Otterstad, A. M. (2018). Å stå i trøbbelet. Kartograferinger av barnehageforskningens metodologier. Postkvalitativa passager og (ny)emipriske brytninger. Dr.Philos avhandling. Universitetet i Oslo. https://www.duo.uio.no/bitstream/handle/10852/65587/PhD-Otterstad--2018.pdf?sequence=4
Rawlings, A. (2019). Sound of mull. Laboratory for Aesthetics and Ecology.
Serres, M. (1993). Naturpagten. Rhodos.
Serres, M. (1997). The troubadour of knowledge. The University of Michigan Press. https://doi.org/10.3998/mpub.9722
Serres, M. (1998). Genese. Gyldendal.
Serres, M. (2007). The parasite. University of Minnesota Press.
Sjögren, H. (2016). Sustainability for Whom? The Politics of Imagining Environmental Change in Education. Linköping University, Dr- Philos. Department of Thematic Studies. https://doi.org/10.3384/diss.diva-127393
Spinoza, B. (2001). Etiken. Bokförlaget Thales.
Staunæs, D. & Krejsler, J. (2013). Editorial: Desire and (self-)management: Post-Lenses on Nordic intakes of transnational tendencies. International Journal of Qualitative Studies in Education, 26(9), 1097-1110. https://doi.org/10.1080/09518398.2013.828245
Staunæs, D & Kofoed, J. (2015). Producing curious affects: visual methodology as a an affecting and conflictual wunderkammer, International Journal of Qualitative Studies in Education, 28(10), 1229-1248. https://doi.org/10.1080/09518398.2014.975296
St. Pierre, E. (2013). The post continues: becoming. International Journal of Qualitative Studies in Education, 26(6), 646–657. https://doi.org/10.1080/09518398.2013.788754
How to Cite
Copyright (c) 2021 Bosse Bergstedt
This work is licensed under a Creative Commons Attribution 4.0 International License.Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).