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Instead of seeking the slick aesthetics of consumer-friendly creative stories, this paper ventures to the sublime of the incomprehensible and invites us to look into the abyss of education's possibilities. Drawing inspiration from Jeff Vandermeer's 2017 novel, "Borne," and filmmaker David Cronenberg's aesthetic, this paper aims to tell a story that unfetters easily compartmentalized notions of creativity in education. "Borne" tells the story of a young female scavenger who finds and proceeds to care for a sentient--and quite vocally curious--experimental biotech remain, while Cronenberg's films famously bridge science fiction and body horror. Popular culture, in identifying this aesthetic, developed the slang term "to Cronenberg," meaning to affectively highlight exaggerated mutations. To this end, this paper explores specific questions for educational futures: what does creativity mean for a Cronenberg pedagogy and how does the ethics of creativity inform future educational policy directions?

This paper is organized around five sections. The first section provides a brief background on post foundational inquiry and new materialism, two approaches that frame the conversation regarding sensation, thingness, and pedagogy. Following this introduction, further section titles incorporate dialogue from the Slimer scene. The next two sections address pedagogy and sensation. The following two sections use Slimer to explore the thingness of pedagogy and implications for the role of embodiment in education. This order accomplishes two things: one, it establishes the specific approach to pedagogy and sensation used here and two, it provides a foundation for understanding how a new materialist approach can inform educational possibilities.

This article examines the productive capacity of emotion through the concept of emotional fundamentalism. Emotional fundamentalism combines several key concepts--fundamentalism, affective labor, biopolitics, and capitalism's contradictions--developed by Michael Hardt and Antonio Negri in "Empire" (2000), "Multitude" (2004), and "Commonwealth" (2009) to describe the intensified attention to the body in education. I investigate the implications of the increased organizational and corporate interest in emotion using an ongoing socio-emotional learning study and the introduction of artificial intelligence aggression detectors in schools. Doing so demonstrates the tendency of Empire to manage emotions in order to ensure viable production by educating the body as data and human capital. However, though Empire depends on emotions as a resource, these same emotions display a creative unruliness that exposes potential avenues to reproduce the common and enact multitude.

This is a collective writing project that is part of the larger design of Infantologies, Infanticides and Infantilizations; a quartet that explores the philosophy of infants from thematic perspectives, that puts infants at the centre of our reflections, and that encourages a different academic style of thinking.

Asking after the self in the process of learning without a definitive endpoint or prescribed path to creating that knowledge presents a way to consider a self that is distinct from assumptions of what constitutes an ideal learner. Thinking of the space and self in motion, rather than as inert and passive, allows the exploration of pedagogical implications. In this paper, I revisit a moment of self-provocation during preparation for a class. Reflecting and critically engaging with this memory presents a vignette to work through the possibilities of transitional space, the sensation of the becoming, learning self, and how the act of "catching myself" enables the reconsideration of engaging with pedagogy and assumptions made about education. Conceptualizing the learning self as becoming and in motion--rather than being, was, is, or to be--loosens the grasp of fixed educational assumptions that guide the discourse of education, in how it is conceived and acted out. This "loosening" has reverberations within the politics of how things are taught, considered, and learned, as it calls into question hierarchical valuations of what constitute "accepted" ways of knowing and being.

The article presents an interview with Tina Besley talking about personal, professional, and political as a leader and a woman in philosophy of education and higher education. Topics include secondary school students were starting to rebel over issues of long hair for boys, corporal punishment, and other compulsory issues; and women in New Zealand still underrepresented in high schools.

This special issue includes a series of interviews with the past women presidents of the Philosophy of Education Society of Australasia (PESA), including Felicity Haynes, Nesta Devine, Tina Besley, and Liz Jackson. This article sets the stage for reading the interviews, though an extended dialogue between the two authors of this project. In what follows, the authors reflect on insights gleaned from the interviews, and the past and future of women leadership in philosophy of education. Using a dialogical format, it highlights different experiences and similar challenges across generations, questions what has changed versus what has stayed the same over decades, and elaborates on the value of the interviews for readers coming from different academic generations and subject positions. It reflects on the state of the field and its future directions from the perspectives of two women philosophers working and thinking across generations. [ABSTRACT FROM AUTHOR]

The article presents an interview with Nesta Devine, Professor at the Auckland University of Technology talking about women leaders in philosophy of education. Topics include broad range of areas with notable work in the areas of neoliberalism and education policy, the aims of education, and education for equality and equity; and supported Michael for negotiating a deal with various potential publishers for Educational Philosophy and Theory (EPAT).

The article presents an interview with Liz Jackson, Professor of Education and Head of Department of International Education at the Education University of Hong Kong. Topics include scholarship rigorously examining the underpinnings of identity with particular emphasis in the philosophy of education and global studies in education; and started learning more about education and its systematic nature.

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.