摘要：Precisely because we face difficulties to research in to the inform, this article constitutes the Valéry-Deleuze Method as a component of a Pedagogy of Sensation, which articulates the formal limits with the intensity of the artisting creation. Tributary of the philosophical taste, it extracts operatory concepts from both the Deleuzian thought and the Valeryan thought in order to analyze Author, Childhood, Curriculum and Educator through the bio-graphematic way, like Roland Barthes did. Thus, it creates conditions to capture the forces of educational happenings in their a-significant modulations, a-subjective vitalities and uninterpreted realities.
其他摘要：Precisely because we face difficulties to research in to the inform, this article constitutes the Valéry-Deleuze Method as a component of a Pedagogy of Sensation, which articulates the formal limits with the intensity of the artisting creation. Tributary of the philosophical taste, it extracts operatory concepts from both the Deleuzian thought and the Valeryan thought in order to analyze Author, Childhood, Curriculum and Educator through the bio-graphematic way, like Roland Barthes did. Thus, it creates conditions to capture the forces of educational happenings in their a-significant modulations, a-subjective vitalities and uninterpreted realities.
