ORIGINAL ARTICLE
How Theories of Perception Deploy the Line: Reconfiguring Students' Bodies Through Topo‐Philosophy
Abstract
In this essay Elizabeth de Freitas follows Tim Ingold's groundbreaking anthropological work on lines and their cultural and material significance to argue that the line is the engine of theory, be it the drawn line of inscription or mathematical measure, the exclusionary line of delineation, or the undulating generative line of flight. De Freitas focuses on contemporary theories of perception that deploy the line — and mobilize the force of theory — so as to encode and reconfigure the student's body. She draws on the work of Gilles Deleuze to develop a topological approach to the line, and argues that such an approach aligns with current philosophical approaches to social interaction that might be termed “topo‐philosophy.”
Citing Literature
Number of times cited: 5
- Sarah Bridges-Rhoads, Philosophical Fieldnotes, Qualitative Inquiry, 10.1177/1077800417733498, 24, 9, (646-660), (2017).
- Elizabeth de Freitas, Francesca Ferrara and Giulia Ferrari, The Coordinated Movements of a Learning Assemblage: Secondary School Students Exploring Wii Graphing Technology, Innovation and Technology Enhancing Mathematics Education, 10.1007/978-3-319-61488-5_4, (59-75), (2017).
- Elizabeth de Freitas and Margaret Walshaw, Introduction, Alternative Theoretical Frameworks for Mathematics Education Research, 10.1007/978-3-319-33961-0_1, (1-10), (2016).
- Elizabeth de Freitas and Nathalie Sinclair, The cognitive labour of mathematics dis/ability: Neurocognitive approaches to number sense, International Journal of Educational Research, 79, (222), (2016).
- Nijolė Burkšaitienė, Assessment and recognition of non-formal and informal learning: a Lithuanian case of novice consultants’ experience, International Journal of Lifelong Education, 34, 6, (643), (2015).
