Changes

Didacticism, romanticism, and classicism are the possible [[schemata ]] for the knotting of art and [[philosophy]], the [[third ]] term in this [[knot ]] [[being ]] the education of [[subjects]], youth in [[particular]]. What characterizes the century that has just come to a close is that, while it underwent the saturation of these [[three ]] schemata, it failed to introduce a new one. Today, this predicament tends to produce a kind of unknotting of [[terms]], a desperate dis-relation between art and philosophy, together with the pure and simple collapse of what circulated between [[them]]: the theme of education.

Whence the [[thesis ]] of which this book is [[nothing ]] but a series of variations: faced with such a [[situation ]] of saturation and closure, we must attempt to propose a new [[schema]], a fourth type of knot between philosophy and art.

Among these “inaesthetic” variations, the reader will [[encounter ]] a sustained debate with contemporary [[philosophical ]] uses of the [[poem]], bold articulations of the specificity and prospects of theater, [[cinema]], and dance, along with subtle and provocative readings of Fernando Pessoa, Stéphane Mallarmé, and Samuel Beckett.