The Logic of Science: a vivisection of monsters

The problematic this thesis investigates, through a specific kind of structuralism derived from a reading of Michel Foucault, Pierre Bourdieu and Gilles Deleuze, concerns how the subject becomes a science subject and potentially a scientist, with interest and literacy in science.
The Logic of Science – a vivisection of monsters is thus an exploration of Being and Becoming in relation to Science and its Education. The investigation has been derived from, in, and connected to the Youth-to-Youth Project, a regional bridge building project in Northern Jutland in Denmark.
The Youth-to-Youth Project (2011-2015) attempts to facilitate contact and provide a different kind of counselling and guidance between youths and youths who are ‘one step ahead’ in their educational trajectory. The meetings between the youths are both social and science subject oriented, and the intention is to establish a longitudinal mentor relationship in upper primary and lower secondary school (specificially 8-9th grade in primary school and 2-3g in the gymnasium) potentially easing the mobility between the respective educational institutions.
The articles and the compiled wrapping is an attempt to reach a new conceptualization, a new Image of Thought in the Deleuzian sense, of Science and its Education and the process of individuation connected to this. The results within the dissertation are thus the very frame, methodology, and reconceptualization of key notions in science education research. The outlined new line of thought is brought to an encounter with the problematic regarding youths and their educational trajectory in Science and its Education. The approaches towards counselling and youth to youth relations in the Youth-to-Youth Project have thus been informed by the investigation and methodology of the dissertation. It has been an attempt to setup an encounter to potentially reach smooth space where the usual restrictions and regulations of education and counselling are temporarily absolved.
The form of the dissertation reflects the content, which turns the very structure and synopsis of the dissertation into a jagged labyrinthine line. The structure thus mimics the theoretical and ontological presuppositions of the dissertation. There is a deliberate attempt to evoke a certain kind of nonsense, a certain kind of confusion, and nonlinearity in the reading of the dissertation. This contribution of this dissertation is thus overall the construction of a new analytic, through a reading of Deleuze, Foucault and Bourdieu, which has the aim of overturning the dogmatic view of education and freeing educational thought from inadequate conceptualizations and stale knowledge.