The Fold

Deleuze suggests that transformation is never a direct progression; instead, we move “from fold to fold,” with each interval offering the possibility of a new fold, creating a spiral-like movement of transformation. It’s about adding layers, detours, and complexity along the way. This concept challenges linear thinking and invites us to embrace the uncertainty and depth that exist in between each transformation.

The fold, as a dynamic process, symbolizes how we can approach change and understanding in a more fluid, open-ended manner. Instead of expecting a fixed outcome, we are encouraged to see transformation as a continuous unfolding, always with the potential for more layers to be revealed, each one offering new perspectives and insights.

The concept of the fold, as explored by Deleuze, represents an “ambiguous sign” that appears across different fields like art, architecture, and mathematics. Paul Klee’s art, the architectural forms in Cache, and the seven types of mathematical transformations introduced by René Thom all exemplify this idea. The fold is not a straightforward point-to-point transformation; rather, it’s a process of continuous unfolding.

Thinking about education through modern day theory allows us to interpret education through a different lens and by a different means. Foundations such as those provided by Deleuze can shift what we do and why we do it within education. It moves other priorities into the centre and we leave static ways of learning behind. We embrace ongoing continuity and change moving from fold to fold.

New theories of thinking provide genuine space for inquiry and learning within our modern day. As we look to untangle from the standardised traditions, theories such as Deleuze can inform new ideas that are mobile, deregulated and allow the transformation we desire to occur within education.

Until next time,

Mon x