들뢰즈-가타리의 얼굴(성)로 읽어본 유아교육

Eexamining Early Childhood Education Based on the Concept of Deleuze-Guttari’s Face

This study applied the literature research method to explore the concept of the face based on the Deleuze–Guattari philosophy. In the field of early childhood education, facial expressions are mainly associated with children’s social and emotional development. Deleuze–Guattari also considered the collective social function of the face. People create meaning through “resonance and frequency” by communicating with each other and exchanging information. However, Deleuze–Guattari also emphasized that the face (expression) is an impersonal assemblage. They criticized modern philosophy that emphasized the rational subject, and reconnected it with the material aspect that had excluded the individual subject, which only focused on the mental aspect of “I.” The face that Deleuze–Guattari discuss is an impersonal, undifferentiated world, or a world of singularity, a pre-individual world, a non-subjective world. They have the same meaning, but are expressed differently. This concept transcends the developmental facial expressions we previously knew. This study examined the characteristics of impersonality emphasized by Deleuze–Guattari, an explanation of the face emphasized in the signifying and post-signifying systems, the despotic face shown in early childhood education, and the possibility of creating a line of escape with an investigative mindset. This study attempted to propose an alternative perspective on early childhood education beyond the developmental aspect.