The Logic of Sense incorporated to the notion of Inquiry as an Orientation for Learning: two classroom experiences

  • Gonzalo Camacho Vásquez Universidad del Tolima
Keywords: Experimentation, Innovation, Inquiry for learning, Logic of Sense


A reflection about two classroom experiences is presented in the attempt to incorporate the Logic of Sense into the notion of inquiry for learning. The author used the method of Experimentation introduced by Deleuze and Guattari, who based its principles on philosophical conceptions by Baruch Spinoza. The first experience is conducted with students from the subject called Reading and Speaking workshop from the BA in English Teaching at Tolima University. The researcher designed a reading protocol which, in an initial stage, allowed students to comprehend the texts assigned for the class. Afterward, this protocol enabled students to reach levels of application and evaluation through the formulation of questions based on the Series of the Logic of Sense. The second experience was carried out with students from the Masters in English Didactics from the same University. The same reading protocol format was used; but, this time the questions constructed let students envision perspectives in the design of new curricular proposals.


Download data is not yet available.

Author Biography

Gonzalo Camacho Vásquez, Universidad del Tolima

Gonzalo Camacho Vásquez is full-time teacher at Universidad del Tolima. He holds a BA in Language Teaching and a MA in Education. He has been as an English instructor and Teacher trainer for more than 12 years. He participated as an Exchange teacher in the United States with Visiting International Faculty Program (VIF PROGRAM). His areas of interest are Foreign Language Teaching Didactics, Critical Thinking and Philosophy of Education.


Anderson, N. (2002). The Role of Metacognition in Second Language Teaching and Learning. Washington DC: Center for Applied Linguistics.
Camacho, G. (2013). El pensamiento rizomático en la construcción de un modelo didáctico que vivencie la formación integral en el esquema de educación virtual de la Universidad Santo Tomás Bucaramanga. Espiral, Revista de Docencia e Investigación. 2 (2), 91-102
Camacho, G. (2013). Hacia un modelo pedagógico que vivencie la misión en el Proyecto Educativo Institucional de la Universidad del Tolima. Revista Perspectivas Educativas. Volumen 6 (enero-diciembre), pp. 233-241.
Deleuze, G. (2005). Quinta Serie del Sentido: “Novena Serie de lo Problemático”: “Vigesimoprimera Serie: del Acontecimiento. La Lógica del Sentido. Barcelona: Editorial Paidós Studio. Pp.50,72 – 77 y 151-157
Deleuze, G. (1988). Spinoza and Us. In Spinoza Practical Philosophy. San Francisco: City Light Books
Deleuze, G. (1989). La Lógica del Sentido. En especial el aparte titulado “Serie novena de lo problemático” Barcelona: Editorial Paidós Studio.
Foucault, M. (1996). Theatrum Philosophicum. Barcelona: Anagrama.
Griffee, D. (2012). An Introduction to Second Language research Methods: Design and Data. Berkeley: TESL-EJ.
Hansen, P. (2013). Embrace the shake. TED Conference. Retrieved from:
Krieger, D. (2005). Teaching ESL Vs Teaching ESL. Principles and Practices. English Teaching Forum. Volume 43, number 2
Kumaravadivelu, B. (2003). Conceptualizing Teaching Acts. Beyond Methods. New Haven and London: Yale University Press.
Lichilín, A. (1999). Métodos: Arqueología, Cartografía y Experimentación. Cuarto Módulo Serie Investigación. Maestría en Educación. Campo de Profundización en Educación para la Convivencia. Bogotá: Javegraf
May, T. (2005). Gilles Deleuze. An Introduction. United Kingdom: Cambridge University Press. Page 84
Ono, L., Day R., and Harsch, K. (2004). Tips For Reading Extensively. English Teaching Forum. Volume 42. Issue 4. Pp. 1-18
Ruckynski, J. (2011). Using the Simpsons in EFL Classes. English Teaching Forum. Volume 49. Number 1. Pp 8-17
Short, K. and Burke, C. (1996). Examining our Beliefs and Practices Through Inquiry. Language Arts, Volume 73 (February, 1996). Pp.97-104
Vanderwoude, A. (2012). The Teaching Tool Box. Reconciling Theory, Practice, and Language in Teacher Training Course. English Teaching Forum. Volume 50, Number 4. Pp 2-9
Wiesner, S. (1999). El Saber cómo Problema. Maestría en Educación. Campo de Profundización en Educación para la Convivencia. Bogotá: Javegraf.
Williams, J. (2013). Gilles Deleuze’s Difference and Repetition. A Critical Introduction and Guide. Edinburgh: Edinburgh University Press
Yeager, C., and Hyerle, D. (2007). Thinking Maps. A Language For Learning.
How to Cite
Camacho Vásquez, G. (2017). The Logic of Sense incorporated to the notion of Inquiry as an Orientation for Learning: two classroom experiences. GiST Education and Learning Research Journal, (14), 88-106.