In introducing the work of Deleuze and Guattari Massumi says, “A concept is a brick. It can be used to build the courthouse of reason. Or it can be thrown through the window.” Therefore, in taking the Deleuzian view that concepts have no subjects or objects other than themselves and that the creation of concepts are acts, this article is conceived as a nomadic inquiry into the possible ethical, affective, and political aspects of the events with which these acts are associated. The article is informed by the author’s own collaborative and performative research practices, and the inquiry is sited within the context of his teaching and learning practices in postgraduate education and professional development in higher education in the United Kingdom at the present time. In short, the article explores the ethical implications and sensitivities of the use of creative practices of conceptualization within educational settings of this kind.
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