Browsing by Subject "non-representational theory"

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  • Botez, Andrei; Hietanen, Joel; Tikkanen, Henrikki (2020)
    In this study, we critically examine the ongoing adoption of various posthumanist influences into the fields of marketing and consumer research from a theological perspective. By conducting a theological-historical assessment, we propose that it is not posthuman notions of human/technology relations, nor their broader context in the emerging non-representational paradigms, that mark radically new disruptions in the continuing restructuring of the disciplines of marketing and consumer research. Instead, we argue that what is taking place is an implicit adherence to a contemporary form of age-old Christian dogma. As a radical conjecture, we thus propose that an identification of certain similarities between Christian dogma and the grounds for various posthumanist frameworks suggest that posthuman thought may well herald the global dissemination of a far more elusive, authoritarian, and hegemonic system than that which posthumanists typically claim to have abandoned. Consequently, we elaborate on implications to developments in marketing thought.
  • Pyyry, Noora (2017)
    In this paper, I explore thinking that happens in children's meaningful engagement with the city. To open up my argument, I discuss two events during which children are caught up in intra -active play with things and spaces. I argue that this mode of being joyfully engaged with one's surroundings is key to what Jane Bennett (2001) calls enchantment. This experience can be described as a sudden moment of wonder-at-the-world: it is an inspiring event, of being moved by something. It is a disruption that can open up new reflection. Because enchantment is highly affectual, it deepens one's engagement with the world: it fosters dwelling with. By this, I refer to making a home for oneself in the world, with the world. I approach this engagement and thinking with an acknowledgement of the capacity of the material and non-human world to provoke effects in human bodies: things and spaces thus take part in meaningful everyday encounters that make dwelling with possible. This more-than-human understanding allows for alternative ways of conceptualizing learning. Clean-cut categorizations such as learner', urban', nature', and so on become problematic, and learning is re-conceptualized as an ongoing, non-linear and rhizomatic event in which knowing and being are always tied together. While playing, children are open to the unexpected: they are dwelling with the city and take part in creating new pedagogical spaces of enchantment.