Teaching

What’s the point of lecturing on anything but the terrible world?

So let’s lecture on that. The pointlessness of lecturing. The pointless of everything.

It’s not the world that’s the problem, it’s Organisational Management. Get rid of Organisational Management and you liberate the world. Is it that easy?

What’s the most anti Organisational Management we can teach? What does it mean to do Organisational Management in the opposite direction?

Like, disorganised unmanagement. Chaos. All that stuff.

Let’s change all our modules. Let’s destroy Organisational Management with our teaching. Let’s become a war machine against those fuckers. Let’s blow them up.

Should we rename our modules? Call them, like, I hate Organisational Management. Organisational Management sucks.

It’s about changing the content. Changing the direction. Teaching undercover. We’re behind enemy lines, basically. We’re secret partisans. We have to equip our students to see all the agendas. What this is all About. We have to help them diagnose the horror. And not to give in to suicidal despair. For now, anyway.

 

Let’s get ourselves sacked – honorably. Let’s destroy our careers. I’m tired of having a career.

 

Study has to become the opposite of Organisational Management. It has to be something Organisational Management could never appropriate.

It can’t be about philosophy, with some determinate content. With a syllabus … It’s about non-learning. About no-syllabus. About wandering infinitely in the darkness.

We should help our students on strike – some profound strike. Striking should be our lives – our whole lives. They shouldn’t be tested. Shouldn’t be under any kind of pressure. They shouldn’t have to complete a thing.

 

It’s a question of sharpening philosophy against the whetstone of Organisational Management. Of rediscovering philosophy, in a sense. Letting it come into its own. Become what it is – what it has to become. Now.

 

Philosophy has to be allowed to drift away from anything useful. From anything to do with results. It has to float away. And take studying with it. And all our students.

We have to rediscover the beauty of philosophy. In its perfect uselessness. The lotus flower blooming from the humanities. In the navel of the humanities. The most beautifully useless subject of them all.

Philosophy has to be made uselessly stupid. And our students, too. We’ll have to lead out students into stupidity – the great stupidity, greater than the biblical desert. We’ll all have to become stupid, together. Perfectly stupidity. And that’s where we’ll meet one another: in perfect stupidity.

 

Our teaching.

We have to be anti-processors. Spanners in the works. We have to stop the flow. Pull the emergency brake. There must no more processing.

The students need a rest. A holy pause. It’s their only chance. Their change to see the divine Nothing. At the heart of all things. At the heart of the uni. At the heart of us. At the heart of philosophy.

They have to learn to live against. In the opposite direction. They have to live in the world but be not of it. Trust – must be eroded. The sense of reality … that this is real. That their world is real …

 

*We have to encourage our students to dwell with their potentiality. To step back. To rediscover what they might be … or might not be.

It’s about opening them to a vocation, a calling. For nothing in particular. For anything. And to remain in that indeterminacy. To stay eternal students. Eternally stupid. Stupid, but with a sweet stupidity. A gentleness. Poised on the brink of … what?