'Sticky' learning: Assembling Bodies, Objects and Affects at the Museum and Beyond

Abstract

This chapter contributes to current debates in school and museum education concerning the role and contribution of affect to learning. Taken to be the transmission of force or intensity across bodies, and to precede processes of cognition, affect serves to challenge currently established cognitivist, constructivist and representationalist forms of learning and knowledge in education. Guided by Deleuzian philosophy and drawing on case data collected over the course of a project investigating the potentialities of affective learning at the museum, it is argued that museum learning is ‘sticky’: it becomes attached through particular affects and has the capacity to leave a lasting impression. An..