A recent post at object-oriented philosophy puts the case for naiveté.  It seems that naiveté forms part of the method of an ‘object-oriented philosophy’.  This makes a comparison with Deleuze’s methodological naiveté interesting.  Deleuze’s philosophy of difference called for naiveté because difference was considered to be real rather than a structural, textual or linguistic difference that defers or masks any direct grasp of the real.  Differential Ideas are realised in sensatio...

In my last post I put forward some thoughts about how disciplines are defined.  An article in the current issue of the Times Higher Education Supplement contributes to the debate when it offers a critique of aspects of business studies and business schools.  This is not an attack on the importance of studying business but rather a questioning of the way this discipline is organised, managed, taught and distinguished from other fields.  A change is traced in the history of business studies.  A...

Thinking about the relations between the disciplines and about the problems surrounding the specialisation of knowledge leads again and again to a pressing question.  How do we define a discipline?  This is not a fashionable question given that if any discipline tries to define other disciplines it opens itself to the accusation that it is setting itself above those other disciplines.  This would work against the equality of disciplines and the assemblages that result from disciplines relatin...

A recent post at object-oriented philosophy puts the case for naiveté.  It seems that naiveté forms part of the method of an ‘object-oriented philosophy’.  This makes a comparison with Deleuze’s methodological naiveté interesting.  Deleuze’s philosophy of difference called for naiveté because difference was considered to be real rather than a structural, textual or linguistic difference that defers or masks any direct grasp of the real.  Differential Ideas are realised in sensatio...

In my last post I put forward some thoughts about how disciplines are defined.  An article in the current issue of the Times Higher Education Supplement contributes to the debate when it offers a critique of aspects of business studies and business schools.  This is not an attack on the importance of studying business but rather a questioning of the way this discipline is organised, managed, taught and distinguished from other fields.  A change is traced in the history of business studies.  A...

Thinking about the relations between the disciplines and about the problems surrounding the specialisation of knowledge leads again and again to a pressing question.  How do we define a discipline?  This is not a fashionable question given that if any discipline tries to define other disciplines it opens itself to the accusation that it is setting itself above those other disciplines.  This would work against the equality of disciplines and the assemblages that result from disciplines relatin...