ABSTRACT

Since the death of cultural critic Mark Fisher and the posthumous release of his final lectures Postcapitalist Desire, conversation surrounding his teaching and pedagogy has started to arise. This article thus seeks to (partly) formalise Fisher’s pedagogy into concepts that might contribute to broader pedagogical discourse. Building on and ultimately moving beyond the school of critical pedagogy, I examine the way Fisher’s pedagogy seeks to exit a state of capitalist realism and cultural inertia, something that can be achieved by a range of strategies such as attuning to weird and eerie affects, raising/razing consciousness and experimenting with medium. Ultimately, these examples raise concerns about the very nature of pedagogy itself and thus, in line with Fisher’s desire to exit capitalist realism, posit the question whether pedagogy needs exiting too. Formalisation of his pedagogy therefore always remains problematic.

摘要

自从文化批评家马克·费舍尔去世及其遗作《后资本主义欲望》出版以来，围绕他的教学和教育学的讨论开始出现。因此，本文试图（部分）将费舍尔的教育学形式化为可能有助于更广泛的教育学论述的概念。在批判教育学派的基础上并最终超越批判教育学派，我研究了费舍尔的教育学寻求摆脱资本主义现实主义和文化惰性状态的方式，这可以通过一系列策略来实现，例如适应奇怪和怪异的影响，提高/消除意识并尝试媒介。最终，这些例子引起了人们对教育学本身本质的担忧，因此，根据费舍尔退出资本主义现实主义的愿望，提出了教育学是否也需要退出的问题。因此，他的教学法的形式化始终存在问题。