Education, cinema and otherness: pedagogy without image

The aim of this article is to deepen some lines of thought suggested by Bergson's brief and scattered theses on education, following certain Deleuzian inflections that emerge from his critique of the "image of thought" formulated in the conclusion of Proust and the Signs (2022), previously to its systematization in the third chapter of Difference and repetition (1988). It is true that Bergson appears here as a detonator of the writing process more than as an object of study or main author in the approach of this article. In a previous work, we precisely examined the notion of learning, establishing the confrontation between Bergson and Deleuze. As a result of this study, we note that despite the Deleuzian approximations and retakes of Bergson's thought, taken as a starting point, the alliance between the two fades as the philosophy of difference moves away from any act of good will capable of reviving the Cartesian good sense or exalting common sense, as we initially pointed out from the Bergsonian perspective. To advance this hypothesis, an articulation between learning and cinema is proposed, derived from the pedagogy of image outlined in Deleuzian studies: Cinema 1-The image-movement (2018a) and Cinema 2-The image-time (2018b); whose developments help us to understand important aspects about the relationship with the other, with the different, opening space for a possible practice of otherness.