 our most profound and most meticulous historians of philosophy and who had constructed his demonstration, solid and supported with peremptory references, around the sole principle of the irreducibility of Adam's rib. At the expression of this adopted principle, the master turned pale, and obviously had to keep himself from intervening. As the exposition unfolded, the indignation was changed into incredulity, and then, at the moment of peroration, into admiring surprise. And he justly concluded by making us all return the next week with our own analysis of the same theme" (Chronique des idées perdues [Paris: Éditions Stock, 1977], 46). Th e teacher Châtelet is referring to was probably Henri Gouhier (I would like to thank Alan Schrift for this identifi cation). 7. Didier Eribon, Michel Foucault, Betsy Wing (trans.) (Cambridge, MA: Harvard University Press, 1991), 33. Volume 6 daniel w. smith 94 the Nobel Prize in 1964, Deleuze would pen a moving tribute to him entitled "He Was My Teacher."8 Deleuze, however, quickly rebelled against the academic training he was receiving in the French university system, with its emphasis on close readings of classical canonical texts.9 "I belong to a generation," he later recalled: one of the last generations, that was more or less assassinated by the history of philosophy. Th e history of philosophy plays an obvious repressive role in philosophy, it is a properly philosophical Oedipal complex: "All the same, you dare not speak in your own name until you have read this and that, and that on this, and this on that." Many members of my generation never broke free of this; others did by inventing their own particular methods and new rules, a new approach.10 Deleuze's own way of breaking free took a variety of forms. He tended to seek out and retrieve forgotten fi gures, such as Bergson, who had faded into obscurity and disrespect by the postwar period.11 He read and championed lesserknown fi gures, including both contemporaries (Lautmann, Simondon, Ruyer12) and historical 8. Gilles Deleuze, "He Was My Teacher," in Desert Islands and Other Texts (1953–1974), David Lapoujade (ed.), Michael Taormina (trans.) (New York: Semiotext
our most profound and most meticulous historians of doctrine and who had construct his demonstration, solid and back with autocratic references, around the sole principle of the irreducibility of Adam's rib. At the saying of this adopted principle, the maestro turned pale, and obviously had to observe himself from intervening. As the exposition unfolded, the indignation was changed into incredulity, and then, at the moment of peroration, into admiring surprise. And he rightly concluded by making us all return the adjacent week with our own analysis of the like theme " (Chronique des idées perdues [ Paris: Éditions Stock, 1977 ], 46). Th einsteinium teacher Châtelet is referring to was credibly Henri Gouhier (I would like to thank Alan Schrift for this identifi cation). 7. Didier Eribon, Michel Foucault, Betsy Wing (trans .) (Cambridge, MA: Harvard University Press, 1991), 33. Volume 6 daniel w. smith 94 the Nobel Prize in 1964, Deleuze would pen a moving protection to him entitled " He Was My Teacher. "8 Deleuze, however, quickly rebelled against the academic training he was receiving in the French university system, with its emphasis on close readings of classical canonical texts.9 " I belong to a generation, " he later recalled: one of the last generations, that was more or less assassinate by the history of philosophy. Th east history of philosophy plays an obvious repressive role in doctrine, it is a properly philosophic Oedipal complex: " All the same, you dare not speak in your own name until you have understand this and that, and that on this, and this on that. " Many members of my generation never broke free of this; others did by inventing their own particular methods and new rules, a new approach.10 Deleuze's own direction of breaking complimentary took a variety of forms. He tended to seek out and recover forgotten fi gures, such as Bergson, who had faded into obscurity and disrespect by the postwar period.11 He understand and championed lesserknown fi gures, including both contemporaries (Lautmann, Simondon, Ruyer12) and historical 8. Gilles Deleuze, " He Was My Teacher, " in Desert Islands and early Texts (1953–1974), David Lapoujade (ed .), Michael Taormina (trans .) (New York: Semiotext
 oug most profound and most meticulous hisjoeians mf phimosophy xnd who had constructed his vemobstraupon, solid and supportdd with pvremptory reftrences, around thx sole pvnncipmc of chx irreducibiliti of Adam's rhb. At the exprasriln of this adopted principle, the mafter tutnfd pale, and obdiouxjy hzd to keep himself from interveninf. As tht exposition unfolced, the indignation was chwngef into incredulity, and then, aj thq moment of pdroration, puto admirinf surprise. And he justly concluaed bv making us aol ggturn the neet weeh with our own analyvis of yhe same theme" (Chconiwue des idées perdues ['aris: Éditions Stock, 1977], 46). Th e tedcker Châtelet is referrunt to fas [robxvly Hehrm Gkuhier (I xould like fo thank Alqn Schrift for this iqvmtifi cation). 7. Didiqr Eribon, Michel Foucault, Betsy Wing (tranv.) (Czmbridge, MA: Harvard Unicersity Press, 1991), 33. Volumg 6 daniel r. smith 94 the Nobel Prize in 1964, Deleuze would pen a kovinj griymbe tu hlm entitled "He Was My Teacher."8 Deleuze, however, suoclly rebelled anainst the academiv hrsyning he was teceiviuf jn the French univfrsity fysten, with itf emlhasis on close readings of classical ccnobical texts.9 "I beloug to a genexation," he lster recalled: one of thz last generationd, that waa more or less asrasxitated by the history of phylosophy. Vh e kistory uf pniloso[hy plays wn obyhous repressive rope in pvilosophy, lt is a properly philosophical Oedipal complec: "Dll the samz, you care not speah in your own uame untnl you have read this aid that, and ehat on this, djd this on tiat." Many iembwrs if my gdveration never broke frve of rhis; others did by inxsnting their owu kaeticular methocs xnd nvw cules, d new approawh.10 Ddlejae's odn way of bveaying free took a variety of rorms. He tended to scek out abd retriqve forgotten fi gures, such as Hergsmn, xho hac fwded into obscurity and disreslect by tje iostwar perioq.11 He read and chcmpioned lesserknown fi gures, including uoth contemporaries (Laotmann, Simondon, Ruyer12) snd historiral 8. Gylles Delauze, "He Was My Teachwr," in Desert Islakds and Other Texts (1953–1974), Dzvid Ldpoujwde (ed.), Michael Taormina (trans.) (New York: Semiotext
our most profound and most meticulous historians and had constructed demonstration, solid and the principle of the of Adam's rib. the expression of this adopted principle, master turned pale, and obviously had to keep himself from intervening. As the unfolded, the indignation was changed into incredulity, and then, at the moment of into surprise. he concluded by making us all return the next week with our own analysis of the same (Chronique des idées perdues [Paris: Éditions Stock, 1977], Th e teacher Châtelet referring to was probably Henri (I like to Alan for identifi cation). 7. Eribon, Michel Foucault, Betsy Wing (trans.) (Cambridge, MA: Harvard University Press, 1991), 33. Volume 6 daniel w. 94 the in 1964, would a tribute to him Was My Teacher."8 Deleuze, however, quickly academic training he was receiving in the French system, with emphasis on close readings of classical texts.9 "I belong to a generation," he later one of the last generations, that was more or less assassinated by the history of e history of philosophy an obvious repressive in it a philosophical Oedipal "All the same, you dare not speak in your own name you have read this and that, and that on this, on Many members of generation never broke free this; did by inventing their methods new approach.10 own of breaking free took variety of forms. He tended seek out and retrieve Bergson, who had faded into obscurity and disrespect the postwar period.11 He read and championed fi gures, including both contemporaries (Lautmann, Simondon, Ruyer12) and historical 8. Gilles "He Was in Desert Islands and Other Texts (1953–1974), David (ed.), Michael Taormina (trans.) York: Semiotext
 our most profound and most metIculous hisToriaNs oF phIlOsopHy anD who had construCTed hIs demonstration, solid anD suppOrTEd wiTH pErempTory refEReNCEs, aRoUnD thE sOLe PrincIplE of the iRreducibilIty Of adam's rib. At thE ExPression of ThiS adopted prinCipLe, the mAsTer TUrned PalE, and oBviousLY had to Keep himseLf FRom intERvening. aS ThE expOsition unfolded, thE InDIgnation was chaNged inTo INcREDulIty, And then, at tHe MomenT Of perorATiON, INto ADmiring surpriSe. And he justLY coNcludeD bY maKIng us aLl retUrN The Next week witH our Own analysIs of thE Same theME" (ChroniQue des IdéEs pErduES [PArIs: ÉDiTIonS stOck, 1977], 46). tH e tEacher ChÂtElEt is rEferRING To waS prObabLy HenRi Gouhier (I wouLd lIke tO ThaNk AlaN SchrIft fOr This iDentifI catiOn). 7. didier Eribon, MicHel FOucault, BeTsy wiNg (tRaNs.) (CamBRidge, Ma: HaRvaRd UniveRsity PrESs, 1991), 33. VOlUME 6 DaNiel w. smith 94 the Nobel prIZE iN 1964, Deleuze Would pEN a MoVIng tribuTe To hIm enTITled "HE Was mY TEacher."8 DeLeuze, hOWeVeR, quicklY rEbelleD aGaiNst The acADemiC trainIng he was ReceiVIng in the French UNiversity systEM, wITH iTS empHasIs on close reAdinGS of cLassICaL caNOnicaL textS.9 "I BElONg to a generation," he laTeR recalLed: onE of the last genErations, thAT WAs more or Less ASsASsinated by the hIstorY of philosoPHy. Th e hisTory oF philosoPhy plays aN OBvious rePreSsiVe rOle IN PhIlosophy, it is a PROperLy PhilosoPhiCal OediPal ComPleX: "AlL tHe same, you Dare not sPeAk In YoUr oWn namE Until you HaVe rEaD thIs and THat, and That oN thiS, aNd THis On that." MANy MEMberS oF mY genEraTiOn nevEr brOKe fRee of thIs; others dId bY InveNtInG their oWn particular mEtHods and new RuLes, A new apPROach.10 DeleUze's own way of breaking freE Took a vaRieTy of fOrms. he tended tO seEk out aNd rETrieve ForgotTen fi GuRes, SUCh as BERGsOn, wHo Had faded inTO ObsCuritY aNd diSrespecT by the postwar perioD.11 he rEad and champioNed LessERKnOwn FI gURes, InCLudING both contemporaRies (LautmaNn, sImOndon, Ruyer12) ANd hIsTorical 8. gilles DEleuzE, "he Was My teacher," in desert IslAnDs anD oTheR Texts (1953–1974), DaviD LapoujaDe (ed.), MichaEL TaorMInA (tranS.) (NeW York: SEmIotExt
 our most profound and mos t meticulo us hi sto ria ns  ofphil osophy and who hadconstructed his demons trati on ,  sol i dand s upporte d  w i t h p er em pto ry re feren ces , aroun d the sole  pr in ciple of the ir reducibili tyof Adam's ri b.At the  e xpr e ssion  of  this  adopt e d prin ciple, th em astert urned p a l e,  and  obviously had to ke e p himself from  inter ve n in g .  As  th e expositi on  unfo l ded, th e  i n d i gna t ion was chang ed into inc r edu lity,an d t h en, at  themo m ent  of perorat ion,  into adm irings urprise .  And he  justl y c onc lude d  b ymak in g  us al l r e tur n the ne xt  w eek w itho u r ownana lysi s ofthe same them e"(Chr o niq ue de s idé es p er dues[Paris : Édi ti ons Stock, 1977 ], 4 6). Th etea ch erCh âtele t  is re fer rin g to wa s proba b lyHe n r i  G ouhier (I would li ke t othank Al an Sch r if tf or thisid ent ific a tion) . 7. Di dier Eri bon, M i ch el  Foucau lt , Bets yWin g ( trans . ) (C ambrid ge, MA:Harva r d University P r ess, 1991), 3 3 .V o lu m e 6dan iel w. smit h 94 theNobe l  P riz e  in 1 964,De l eu z e would pen a movin gtribut e tohim entitled"He Was My T e acher."8  Del e uz e , however, qui cklyrebelled a g ainst th e aca demic tr aining he w as recei vin g i n t heF r en ch university s yste m,  with i tsemphasi s o n c los e r ea dings ofclassica lca no ni cal  text s .9 "I be lo ngto  agener a tion,"  he l ater  r ec a lle d: oneo ft h e la st  g ener ati on s, th at w a s m ore orless assa ssi n ated  b ythe his tory of philo so phy. Th ehi sto ry ofp h ilosophy  plays an obvious repre s sive ro lein ph ilos ophy, itisa prop erl y  philo sophic al Oe di pal c omple x :  " All  t he same, y o u  da re no tspea k in yo ur own name untily ouhave read thi s a nd t h a t,  an d  t h aton thi s ,  and this on th at." Manyme m be rs of my g e ner at ion nev er brok e fre e  of thi s; others  did by i nv enti n g  th eir own pa rticular  methodsa nd ne w  r ules,  anew ap pr oac h.10Deleuz e 'sown w ay ofbr eaking  free  t ook a va riety of forms. He tend ed toseekout  and retr iev e  fo rgotten f i gu res, suchasBer gson,  wh o  hadfade d  i nto obscu rity and disre s pe ctb y  t he postwarp e r iod .11 H e r e ad and  cha mpioned lesserkno w n fi gures, in clud i n g b oth cont em poraries (Laut man n, S imondon,  R uyer12) and  histori ca l  8. G illesDeleuz e, "HeW a sM y Teac her, " i n DesertIsl an d s and O th er Texts(195 3– 1974),  David Lapo u j ade (ed.), Micha el Ta o r mina( tra ns.)(N ew York :  Sem iotext
 our_most profound_and most meticulous historians_of philosophy_and_who had_constructed_his demonstration, solid_and supported with_peremptory references, around the_sole principle of_the_irreducibility of Adam's rib. At the expression of this adopted principle, the master turned_pale,_and obviously_had_to_keep himself from intervening. As_the exposition unfolded, the indignation_was changed_into incredulity, and then, at the moment of_peroration,_into admiring surprise._And he justly concluded by making us all return_the next week with our own_analysis of the_same_theme"_(Chronique des idées perdues_[Paris: Éditions Stock, 1977], 46). Th_e teacher Châtelet is referring to_was probably Henri Gouhier (I would like_to thank Alan Schrift for this_identifi cation). 7. Didier Eribon,_Michel Foucault,_Betsy Wing (trans.) (Cambridge, MA:_Harvard University Press,_1991), 33._Volume 6 daniel_w. smith 94 the Nobel Prize_in 1964, Deleuze_would pen a moving tribute to_him_entitled "He Was_My_Teacher."8_Deleuze, however,_quickly rebelled against_the_academic training_he_was receiving in the French university_system,_with its emphasis on close readings of_classical canonical texts.9 "I_belong_to a generation," he_later recalled: one of the_last generations, that was more or_less assassinated_by the_history of philosophy. Th e history of philosophy plays an obvious_repressive role in philosophy, it is_a properly philosophical Oedipal_complex: "All_the_same, you dare_not_speak in_your own name until you have read_this and_that, and that on this, and_this on that." Many_members_of my generation never broke free_of this; others did by inventing_their own particular methods and_new_rules,_a new approach.10 Deleuze's own_way of breaking free took a_variety of forms._He tended to seek out and retrieve_forgotten_fi gures, such as Bergson, who_had_faded into obscurity and disrespect by_the_postwar_period.11 He read and championed_lesserknown fi gures, including both contemporaries_(Lautmann, Simondon, Ruyer12) and historical 8. Gilles Deleuze, "He_Was My Teacher,"_in Desert Islands and Other_Texts_(1953–1974),_David Lapoujade (ed.), Michael Taormina (trans.) (New York: Semiotext