ABSTRACT

In this paper, we use process philosophy to address the increased feeling of alienation and resignation among students and teachers in Norwegian academia. By trusting the generative forces of childhood, as Deleuze and Guattari suggest, we explore changemaking potentialities in what we label ‘organic methodologies’ in higher education. Our question is as follows: What educational potentialities might evolve if we educationalised ‘Babette’s Feast’ as a collective explorative act of feminist resistance in the academic system? As a starting point, we briefly present the short story Babette’s Feast, written by the Danish author Karen Blixen. We experimentally educationalise the imaginary of Babette’s feast and transform it into a contemporary feminist feast, facilitated through our master’s program Toddler Science (0–3 years). After a brief presentation of some elements in the feminist feast, we point to processual tendencies within the feast, using Manning’s logics of major/minor gestures and Massumi’s concept of the trans-individual.

摘要

在本文中，我们使用过程哲学来解决挪威学术界学生和教师之间日益增加的疏离感和顺从感。正如德勒兹和加塔里所建议的那样，通过信任童年的生成力量，我们探索了高等教育中我们称之为“有机方法论”的变革潜力。我们的问题如下：如果我们将“巴贝特的盛宴”教育为学术系统中女权主义抵抗的集体探索性行为，可能会演变出什么样的教育潜力？作为起点，我们简要介绍丹麦作家凯伦·布里克森（Karen Blixen）撰写的短篇小说《巴贝特的盛宴》。我们通过实验教育了巴贝特盛宴的想象，并将其转变为当代女权主义盛宴，通过我们的硕士课程幼儿科学（0-3 岁）促进。在简要介绍了女权主义盛宴中的一些元素之后，我们利用曼宁的主要/次要手势逻辑和马苏米的跨个体概念指出了盛宴中的过程倾向。