Joff Bradley – författare

As a bold provocation to reimagine what the philosophy of education might mean in the 21st century, this book responds to the exhaustion of present theoretical models and indeed the degradation of fabulative thought in its current prospectus.

The contributors, from Asia, the Americas, and Europe, proffer a frank response to the everyday reality of the classroom where teachers compete with electronic devices for the attention of students whose minds are literally elsewhere, cocooned in the noospheric ether. Outside of lecture halls the world is suffering the rise of fascism, panic, and anger driven by precarious employment, and a looming fatalism and resignation in the face of ecological calamity. These developments have led to an avalanche of psychical woes afflicting young people ranging from trauma, the loss of hope and, in extremis, violence and suicide. The concerned and committed writers of this volume therefore raise the timely question of the return of utopia as a fitting, desperate, and indeed necessary response to the ecological, existential, and pedagogical crises spreading across the planet.

At this most crucial juncture in human history, the excellent contributions to this book offer singularly unique perspectives regarding the possibility/impossibility of utopia.

This book was originally published as a special issue of the journal, Educational Philosophy and Theory.

As a bold provocation to reimagine what the philosophy of education might mean in the 21st century, this book responds to the exhaustion of present theoretical models and indeed the degradation of fabulative thought in its current prospectus.

The contributors, from Asia, the Americas, and Europe, proffer a frank response to the everyday reality of the classroom where teachers compete with electronic devices for the attention of students whose minds are literally elsewhere, cocooned in the noospheric ether. Outside of lecture halls the world is suffering the rise of fascism, panic, and anger driven by precarious employment, and a looming fatalism and resignation in the face of ecological calamity. These developments have led to an avalanche of psychical woes afflicting young people ranging from trauma, the loss of hope and, in extremis, violence and suicide. The concerned and committed writers of this volume therefore raise the timely question of the return of utopia as a fitting, desperate, and indeed necessary response to the ecological, existential, and pedagogical crises spreading across the planet.

At this most crucial juncture in human history, the excellent contributions to this book offer singularly unique perspectives regarding the possibility/impossibility of utopia.

This book was originally published as a special issue of the journal, Educational Philosophy and Theory.

This book explores the resonances between Deleuze’s philosophy and a range of philosophical concepts in Buddhism. Focusing on this rarely examined relationship, this book gathers perspectives from scholars around the globe to explore the continuities and discontinuities between Deleuze’s and Buddhist thought. They examine immanence, intensity, assemblages and desire, and the concepts of ethics and meditation. This volume will prove to be an important resource for readers and scholars interested in philosophy, critical theory and comparative studies. They will find this an engaging and invaluable examination of two different yet similar modes of thought.