ABSTRACT
The chapter explores how Gilles Deleuze and Felix Guattari's characterisation of philosophy as the creation of concepts might inform theoretical work in education policy studies. Policy is understood as a process that is contested, interpreted and enacted in a variety of arenas of practice, both within government as formal public policy and in a range of other sites. For Deleuze, philosophy involves the creation of concepts that can be taken up again and again as tools for thought in relation to specific problematics: concept's power comes from the way it is repeated. Deleuze and Guattari's approach to philosophy as the creation of concepts and the expectation is that one provides a clear communication of these concepts to facilitate their application. In the assessment of Deleuze and Guattari, human sciences in their theoretical modes may only be pretenders to the creation of concepts and in their empirical modes may not meet the obligations required for the scientific creation of functions.
