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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. in English (original) Regular PDF and PDF pamphlet version
2. in Czech translation
3. in Portuguese 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.
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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
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“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.
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