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Line Of Flight
Lines of Flight: Discursive Time and Countercultural Desire in the Work of Thomas Pynchon (Post-Contemporary Interventions)
For Thomas Pynchon, the characteristic features of late capitalism—the rise of the military-industrial complex, consumerism, bureaucratization and specialization in the workplace, standardization at all levels of social life, and the growing influence of the mass media—all point to a transformation in the way human beings experience time and duration. Focusing on Pynchon’s novels as representative artifacts of the postwar period, Stefan Mattessich analyzes this temporal transformation in relation not only to Pynchon’s work but also to its literary, cultural, and theoretical contexts.
Mattessich theorizes a new kind of time—subjective displacement—dramatized in the parody, satire, and farce deployed through Pynchon’s oeuvre. In particular, he is interested in showing how this sense of time relates to the counterculture of the 1960s and 1970s. Examining this movement as an instance of flight or escape and exposing the beliefs behind it, Mattessich argues that the counterculture’s rejection of the dominant culture ultimately became an act of self-cancellation, a rebellion in which the counterculture found itself defined by the very order it sought to escape. He points to parallels in Pynchon’s attempts to dramatize and enact a similar experience of time in the doubling-back, crisscrossing, and erasure of his writing. Mattessich lays out a theory of cultural production centered on the ethical necessity of grasping one’s own susceptibility to discursive forms of determination.
Lines of flight
Multiplicities are defined by the outside: by the abstract line, the line of flight or deterritorialization according to which they change in nature and connect with other multiplicities. The plane of consistency (grid) is the outside of all multiplicities. The line of flight marks: the reality of a finite number of dimensions that the multiplicity effectively fills; the impossibility of a supplementary dimension, unless the multiplicity is transformed by the line of flight; the possibility and necessity of flattening all of the multiplicities on a single plane of consistency or exteriority, regardless of their number of dimensions. ("A thousand plateaus")
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ARABIAN GULF (May 31, 2011) Sailors scrub foul lines on the flight deck of the aircraft carrier USS Ronald Reagan (CVN 76). Ronald Reagan and Carrier Air Wing (CVW) 14 are deployed to the U.S. 5th Fleet area of responsibility and are conducting close-air support missions as part of Operations Enduring Freedom and New Dawn. (U.S. Navy photo by Mass Communication Specialist 3rd Class Shawn J. Stewart/Released) 110531-N-EE987-003
line of flight
This book brings together some of the newest work in curriculum studies to explore central questions that swirl inside (and out) of the field:
What counts as curriculum research?
What procedures are considered legitimate for the production of knowledge?
What forms shape the making of explanations?
What constitutes proof?
It forefronts work by curriculum theorists who are interested in looking at educational problems from a vantage point that questions current models of research--one that sests adopting "lines of flight" or multiplicities that offer promise to disentangle curriculum theory from traditional research hierarchies and methods-driven dependence on formalities.
In Expanding Curriculum Theory: Dis/positions and Lines of Flight:
*The essays are connected by their shared concern for combining alternative methodologies, such as textual analysis, discourse theory, hermeneutics, and post-structuralism with perspectives on race, class, gender, and sexual orientation.
*Disciplinary boundaries are blurred as curriculum theory is interwoven with cultural studies, political theory, psychoanalysis, dance, technology, and other fields.
*To assist readers in understanding the various essays, as well as comparing, contrasting, and connecting them with each other, each chapter opens with a "Thinking Beyond" section. The questions posed are designed to make the text engaging and pedagogically friendly.
By doing all this within an overall poststructural framework that encourages and demonstrates creativity, multidisciplinarity, and new lines of flight, this volume makes a unique contribution to expanding curriculum theory. It is a stimulating text for students, faculty, and researchers in the field.
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