Footnotes to "Metaphors We Teach By, Part Four: On the Rhetoric of Change in Schools, Plasticity vs. Flexibility"

[1] In my last post, I explored this same principle when discussing the idea of responsibility. The tricky thing is it’s actually a more complex relationship of inter-determination: how we think about concepts (like change or responsibility) on a pre-intellectual, gut-assumption level influences the choice of words and figures of speech we employ once we learn the concept in question and attempt to articulate it as knowledge. And again, how we talk about our knowledge of things (the words and metaphors we use) shapes and limits the possible ways we conceive and make sense of that concept in question. Therefore, the relation proves to be one of inter-determination, which prompts the following urgent question: What are the lines of flight whose paths could deterritorialize this reality loop or warp this spiraling hermeneutic circle?

[2] It's worth quoting at length Gilles Deleuze's and Felix Guattari's passage on the aparallel evolution of the Orchid and the Wasp from A Thousand Plateaus: “It could be said that the orchid imitates the wasp, reproducing its image in a signifying fashion (mimesis, mimicry, lure, etc.). But this is truly only on the level of the strata - a parallelism between two strata such that a plant organization on one imitates an animal organization on the other. At the same time, something else entirely is going on: not imitation at all but a capture of code, surplus value of code, an increase in valence, a veritable becoming, a becoming-wasp of the orchid and a becoming orchid of the wasp. Each of these becomings brings about the deterritorialization of one term and the reterritorialization of the other; the two becomings interlink and form relays in a circulation of intensities pushing the deterritorialization ever further. There is neither imitation nor resemblance, only an exploding of two heterogeneous series on the line of flight composed by a common rhizome that can no longer be attributed to or subjugated by anything signifying” (10).

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