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01 April 2021
On the philosophy of dissent
The overall goal of this project is to bring together scholars and thinkers in Asia and beyond to address the interplay and concrete expression of power, truth, dissent, and knowledge production in the educational context. It draws on what of late has been witnessed in Indian universities. From there what is organically emerging is a new grammar and form of student resistance, which until the recent Jamia protests in Delhi in 2020-2021 was found to be conspicuously absent. The protests question not only other institutions in India but bring into focus institutions in other countries where the student social body is perceived as the “most docile and cowardly” to have ever existed in human history (Agamben).
In these educational sites, it is clear dissent is somehow curbed unconsciously and systematically in thinking structures, academic practices, and our everyday way of being in the world, all of which appear further and further aligned with the norms and demands of the planetary market. Yet, recently and out of the blue, in Thailand, Hong Kong and India, the imagination of an outside to the dogmatism of free thought can be found in the dissenting voices of students who oppose the disciplinary and reformative paradigm of educational institutions.
In light of the stark chasm in the student body across national borders, in the yawning schism between activity and passivity, speech and silence, our goal is to compose a new philosophy of education to consider the conundrum of creation, that is, the nature of its very expression or suppression. By applying Western and non-Western philosophical concepts we aim to proffer a hybrid form of thinking to make sense of the youthful act of speaking truth to power and to understand how this act can be silenced by totalitarian forms of education or what might be called, following Spinoza, propagating machines of the “sad passions”.
We aim to put together an academy of scholars to focus on the philosophies of age, technology and creation as we are earnestly and doggedly searching for a philosophy of education which is non-dogmatic, playful, eclectic and experimental and which is equally and robustly affirmative, and rigorously critical, of the current order of things.
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Final papers for peer review should be no more than 6,000 words in length, including references. Submitted papers should not have been previously published nor currently under consideration for publication elsewhere. A guide for authors, sample issues, and other relevant information is available on the EPAT website https://pesa.org.au/our-publications.
In the first instance, please send abstracts to Joff P.N. Bradley by February 1st, 2021 at the email below. Full papers are due by April 1st 2021.
If you have any questions, please do not hesitate to contact Joff P.N. Bradley at [email protected].
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