thoughts no thinker

2022

Originally written for Griffith Review 75's call for submissions on 'learning curves' but was rejected. So when I had some space I refined it and decided to self-publish the work (online at www.jasonharding.com).

The work is a piece of poetic inquiry.

It focusses on Griffith Review’s question; “What does a good education look like … in a sector that’s facing an uncertain philosophical future?” - and leverages the ideas and ways of thinking of numerous authors, artists, musicians, philosophers, and cultures (including our own Australian Indigenous Peoples) to pose it needs to go far beyond just content, courses and degrees.

Given the nature of my teaching this piece of poetic inquiry became my final speech to students enrolled in many of my courses. And in the context of higher education’s uncertain philosophical future those courses that with which it began - regardless of the topic or discipline - deep dives that are deeply personal.

In my work and teaching I use poetry and spoken word to communicate ideas, ideals and theories in a “more approachable, powerful, emotionally poignant and accurate [manner] than traditional prose [allows]” (Faulkner, 2019, xi). I piece together my philosophies and the philosophies of others in innovative and creative ways, maintain high-end academic rigour. It has become a major part of my teaching delivery method. I do what Norman Denzin once wrote, “the poet makes the world visible in new and different ways” (Denzin, 2013, p86). And I can prompt critical and vigorous debate and discussion on any topic by way of this technique.

The work was submitted to Griffith Review on 22nd October 2021, reviewed and rejected by Griffith Review on 30th November 2021 and was self-published on 17th October 2022.