

]]>
* Travelogue – the truth and nothing but the truth
]]> 
Abstract
The fundamental premises about creation and human nature provide the schemata with which we approach the world. These premises explain to us the meaning of life, shape how we see the world, and rationalise our actions. All culture and social institutions stand firmly on the foundation of these existential premises. Hence, whether they are scientific, religious, media, or fictional, narratives are usually built on taken-for-granted assumptions that are rarely questioned. Thus, insidiously, they inform our subconscious and imagination.
In this presentation, I shall discuss genesis in evolutionary and religious narratives from both the civilised and wild perspectives. I shall then explore how they inform the socio-economic relationships in three imaginary worlds: the capitalist kingdom of A.A. Milne’s Winnie-the-Pooh, the anarcho-socialist world of Nikolai Nosov’s Dunno and Friends, and the anarcho-primitivist universe of Tove Jansson’s Moomintrolls.
Academia in crisis has been the subject of conferences and publications for several decades. The novel factor that has recently appeared in this conversation is the unabashed infiltration of AI into the heart of knowledge production in the “Ivory Tower”. However, is the “crisis” really all that new or even surprising? And, if not, what is this phenomenon, and what can or should we do about it? Most importantly, what are the implications of the advent of the long-awaited technological development for “knowledge”, work, and life?
By nuancing our understanding of stress and challenging our precepts about what knowledge is and the nature of technology, I take this conversation beyond the immediate concerns of survival in academia. What if, I ask, what we assume to be the production of knowledge actually leads to ignorance and the destruction of our world? And, what’s AI got to do with it all?
What comes to mind when you hear the words “civilisation” and “wilderness”? Usually, we associate civilisation with care and morality and we think of wilderness as the battleground where might makes right. But, what if things were the other way round? What would a new way of understanding wilderness mean for how we think and live in the world? And, where does spirituality come in?
Layla AbdelRahim is a comparativist anthropologist who challenges us to rethink what we think we know about ourselves, civilisation, and wilderness.
Join us for an exploration of these questions at the Unitarian Universalist Church, North Hatley, Sunday service, 4th June 2023

Scientific
Other
Descriptions of the invited lectures cycle in India can be found here
Descriptions of the invited lectures cycle in India can be found here
]]>
“The Storyteller who Ate the World: Interview with Layla AbdelRahim“. Interviewed for Backwoods journal, Issue 2; 2018

“How Children’s Literature Links to Narcissism and Violence“. Interviewed by Marc Bekoff for Animal Emotions, in Psychology Today; May 2018

“Interview with Layla AbdelRahim on anarcho-primitivism, red anarchism and veganism“. In Czech Green Anarchy; November 2013:
1. English (original) Regular PDF and PDF pamphlet version
2. Czech translation
3. Portuguese translation
4. Chinese translation

“Childhood, Parenting, and Domestication”. Interviewed by Andy Lewis for Issue #4 of In the Land of the Living
]]>
The New York Times quotes Layla AbdelRahim in the article “‘Rewilding’ Missing Carnivores May Help Restore Some Landscapes” by JoAnna Klein, March 16, 2018
CBC Radio Noon: a prime-time programme. Called by Shawn Apel to comment on Ben Williams’ Shareocracy project. 12:30 pm Wed. 31st October 2018. Starts at minute 31 HERE
AnOther Story of Progress – a documentary film on civilisation and resistance.
]]>
Fernwood Publishing (Halifax & Winnipeg )
Columbia University Press (New York)
Publication date: April 2013
ISBN: 9781552665480 (Paperback, 130 pages)
French translation by Le Hêtre Myriadis (Paris) UGS : 9782490403585

An anthropological analysis of education, Wild Children-Domesticated Dreams is the first study to examine the root cause of contemporary pedagogical systems from a truly comparative and interdisciplinary perspective. Examining the ontological roots of education from this confluence of ethology and anthropology reveals that the very category “human” is a requirement of civilization contingent on domestication and submission to the structural violence at the root of civilized pedagogical practices. The book explains the problems of violence, bullying, and personality and other social “disorders”, which mar the very experience of childhood and parenthood on an unprecedented scale.
1 In the beginning . . .
2 The Ontological Roots of Education—An Indispensable Introduction
3 Do Children Dream of Civilized Love?: Civilization and Its Contents
Empathy, Co-operation and Mutual Aid from an Interspecies Perspective
Children Do Not Dream of Carrots and Sticks
4 On Objects, Love and Objectifications
On Love
On Things: Questions of Cost
On Things: The Question of Love, Hatred and Shame
On Things: The Question of Categorization and Interests
On Love: The Question of Sex
On Making Things: Questions of Respect
On Using Things: Questions of Trust and Respect
On Things: Questions of Mistrust
On Issues That Objectify: Trust in Institution
On the Study of Things: Phenomenology et al
Finally: On Love, Objects and Objectifications
5 On Modernism and Education: The Birth of Contemporary Domesticated Pedagogies
The Nature of Mind Destruction
On Learning and Love
What, When and How Do People Learn
Institutionalization of Habitus
Predicting the Future
The Industrial Habitus of Education
The Verdict
6 In the End and towards a Feral Future
7 Bibliography and Index
“[This book] is a monument to our sense and original thinking.”
— John Taylor Gatto, author of Weapons of Mass Instruction
“This book provides an extremely stimulating analysis of the divisions and debilities engineered upon kids. … Wild Children – Domesticated Dreams is a hugely important work!”
— John Zerzan, author of Running on Emptiness
In McGill Journal of Education (Vol 49, #1, 2014) by Rosalind Hampton (full review HERE)
“Throughout my reading of the book I was reminded of Ashanti Alston’s (2011) observation that the desire to be free and to learn requires that we be daring with the material we read, knowing that what we read can indeed change our lives. Wild Children is this kind of challenging material, exposing and calling into question assumptions about what we think we know about civilization, education and ourselves”.
Interviewed for MoreThought by Richard Capes, professor at Charles University, Prague, November 2015 (full interview HERE)
Anarchism; Animal Studies; Animal Rights; Anthropology; Childhood; Culture & Society; Education; Ethology; Geography; Legal Studies; Philosophy
]]>
“Schools teach children the principles of death and of suffering. They do not teach them the principles of life, which is diversity, which is being out there in the world. They teach them within closed systems, within closed buildings and walls, separated from the rest of the world. They teach them that violence is legitimate when it is applied from the top to the bottom and that it is illegitimate when it is practised in resistance or defence of diversity and life. They teach children that humanity is alien to this world, that success means pleasing those in authority who will own the products of our flesh, of our effort, of our work, of our love.” – Layla AbdelRahim
Transcript of the interview is available on the Morethought page.
]]>