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As it emerged in the late twentieth century, Empire promised a new era of global cooperation and stability through a seamless integration of late capitalism and neoliberal technocracy. Premised as an end to history itself, all that was left to accomplish was to tinker at the margins, stimulate corporate enterprise, embrace financialization and technological innovation, and encourage liberal rights and inclusion. As we enter the third decade of the twenty-first century, the narrative fictions sustaining Empire have broadly collapsed at the level of symbolic identification and belief. Empire has entered into a period of global emergency and mutation. Engaging with Michael Hardt and Antonio Negri's work, this paper considers what might emerge when we read education into the circuitry of Empire's decay. First, we locate Empire within foundational tensions in modernity, using Kantian philosophy and colonialism as examples, to foreground the idea of education as immanent to historical processes of creativity, resistance, and innovation. Second, we highlight dead-end responses, from space colonization to neo-fascism, as representations of how modes of education circulate to stabilize and contain Empire's crises, specifically in relation to capitalism, nationalism, and identity. Lastly, the paper develops a political ontology of education "after" Empire.

In this article, the author tries to reorient herself for true life by employing what Means calls 'authentic creativity'. The author argues that writing is a way to reorient oneself. Writing is a dialogue and free space and time where hopes and desires to live true self are generated. By imagining how Mark Fisher might have been feeling living in 'Capitalist Realism', the author discusses that the world has been transformed into capitalist super-realism amid the COVID-19 pandemic, and she has become super-human capital self. Engaged in Freire's 'problem-posing education' and Biesta's 'risky business' in a time and space created by her advisor, the author reflected on how she became super-human capital self and how to rescue rebellious self from the abyss of capitalist super-realism. In so doing, the author came up with a formula O = CI to help visualize a mechanism of why human capital is valued and why growing human capital through education is fervently supported. Built on the formula, the author developed an equation of O = I (C n ), with the exponential n being resilience capacities, to argue that superhuman capital has been expected to develop an ironman-like resilience and their productivity has been evaluated as such. In so doing, the author a attempts to demonstrate the transformative power of art to reorient not only herself but also transform what Hardt and Negri 'Empire' into something new from within, with hopes and desires of the multitude of singularities who engage in risky business in commons.

This onto-epistemic experimental essay is a modest attempt to imagine another world yet to come in a time of what David Theo Goldberg calls "dread." To interrogate the unnamable feeling/texture the author's body wants to be free from, memories of the author, an artist/researcher/teacher/student, are explored poetically and critically as a "creative response" called for by Alexander Means. Poems, photographs, and a student ID card are employed in this memory work, procreating an affective becoming space called danSing. This essay argues that things do not need to be this way, and things could be otherwise. What Hannah Tavares calls "experimental communities" of a graduate school in Hawai'i have made this creative response thinkable, desirable, imaginable, and possible. [ABSTRACT FROM AUTHOR]

In this wide-ranging conversation, Michael Hardt reflects on recent transformations within Empire. Several unique themes emerge concerning power and pedagogy as they intersect with subjectivity and global crisis. Drawing on the common in conjunction with the tradition of love in education uncovers a different path that attends to today's real political, ecological, and social needs. Finally, a focus on collectivity points to a possible strategy—collective intellectuality—for educators to revise traditional notions of leadership to encourage more ethical, democratic, and sustainable futures. Yet, what this looks like in practice remains for us to imagine. [ABSTRACT FROM AUTHOR]

The article presents the discussion on debate and experimentation across the social sciences and humanities. Topics include international relations, business, political science, philosophy, economics, literature, and the arts; and linking the evolution of global systems of modernization, power, technology, and resistance to the production of subjectivity.