Kant, the sublime, and Deleuze’s concept of learning

The purpose of this paper is to present Deleuze?s concept of learning, highlighting an unexplored aspect of this concept-its close connection to the notion of the sublime. I will show that, for Deleuze, learning is analogous to the experience of the sublime. I will also explain how Deleuze, drawing on Kant, develops an alternative notion of the sublime through a different understanding of sensibility and ideas, as well as their interrelation. First, I will outline the basic aspects of Kant?s concept of the sublime and its pedagogical implications, then demonstrate how Deleuze transforms this concept, linking it to the process of learning. The aim is to use this concept of learning to argue against the commodification of learning (learnification)-a process in which learning is reduced to market logic through the continual acquisition of knowledge and skills, which secondary literature then contrasts with the idea of education. In other words, based on Deleuze?s philosophy and his interpretation of Kant, it is possible to develop a positive concept of authentic learning, distinct from mere assimilation of knowledge.