'Cruel Theory Sublime Practice' consists of three parts. Each part addresses both theoretical and practical dimensions of Buddhism. Authored individually, each part nonetheless interacts with the concerns of the others. Those concerns include the formation of an autonomous subject in the face of Buddhism's concealment of its ideological force; the possibility of a practice that thus serves as a theory or science of ideology; the reconstitution of practice as an organon of authoritative structures, including controlling social-conceptual representations; and the perception of Buddhism as the subject of a historical process. Perhaps the most salient theme running throughout the book concerns the crucial necessity of transfusing anemic contemporary Buddhist discourse with the lifeblood of rigorous, creative thought. Will Buddhism in the twenty-first century West help fashion a liberated subject? Or will it continue to be a deceptive mythos spawning subjects who are content to rest at ease in the thrall of predatory capitalism? The three parts of 'Cruel Theory Sublime Practice' share a common concern: to push Buddhism to the brink.

This book is open access and available on www.bloomsburycollections.com. It is funded by Knowledge Unlatched. What are we to make of Western Buddhism? Glenn Wallis argues that in aligning their tradition with the contemporary wellness industry, Western Buddhists evade the consequences of Buddhist thought. This book shows that with concepts such as vanishing, nihility, extinction, contingency, and no-self, Buddhism, like all potent systems of thought, articulates a notion of the “real.” Raw, unflinching acceptance of this real is held by Buddhism to be at the very core of human “awakening.” Yet these preeminent human truths are universally shored up against in contemporary Buddhist practice, contravening the very heart of Buddhism. The author's critique of Western Buddhism is threefold. It is immanent, in emerging out of Buddhist thought but taking it beyond what it itself publicly concedes; negative, in employing the “democratizing” deconstructive methods of François Laruelle's non-philosophy; and re-descriptive, in applying Laruelle's concept of philofiction. Through applying resources of Continental philosophy to Western Buddhism, A Critique of Western Buddhism suggests a possible practice for our time, an "anthropotechnic", or religion transposed from its seductive, but misguiding, idealist haven.

In How to Fix Education, Glenn Wallis argues that consequential action can be taken immediately in the classroom to put the humanity back in "the humanities." In this succinct handbook he provides the logic and layout of an approach for instructors who want to enact larger-scale social changes with or without institutional change.

This handbook explores mindfulness philosophy and practice as it functions in today’s socioeconomic, cultural, and political landscape. Chapters discuss the many ways in which classic concepts and practices of mindfulness clash, converge, and influence modern theories and methods, and vice versa. Experts across many disciplines address the secularization and commercialization of Buddhist concepts, the medicalizing of mindfulness in therapies, and progressive uses of mindfulness in education. The book addresses the rise of the, “mindfulness movement”, and the core concerns behind the critiques of the growing popularity of mindfulness. It covers a range of dichotomies, such as traditional versus modern, religious versus secular, and commodification versus critical thought and probes beyond the East/West binary to larger questions of economics, philosophy, ethics, and, ultimately, meaning. Featured topics include: A compilation of Buddhist meditative practices. Selling mindfulness and the marketing of mindful products. A meta-critique of mindfulness critiques - from McMindfulness to critical mindfulness Mindfulness-based interventions in clinical psychology and neuroscience. Corporate mindfulness and usage in the workplace. Community-engaged mindfulness and its role in social justice. The Handbook of Mindfulness is a must-have resource for clinical psychologists, complementary and alternative medicine professionals/practitioners, neuroscientists, and educational and business/management leaders and policymakers as well as related mental health, medical, and educational professionals/practitioners.

The three extended essays in this book provide a set of much-needed inquiries into the connections between Buddhism and critical theory. Both Buddhism and critical theory struggle with the same contemporary forces, from ecological peril to psycho-social violence, and they both offer radically negative critiques of the present as well as utopian postures toward the future. Like other books in the innovative TRIOS series, this one offers readers ambitious essays produced through long-standing conversation among three challenging thinkers. The first essay, by Marcus Boon, explores the politics of sunyata or emptiness as they emerged from 1936 to 1976 in the wake moments of political crisis for both Buddhism and Marxism. Boon illuminates the role of Buddhism in the work of the French philosopher Georges Bataille, the Buddhist politics of the Tibetan writer Gendun Chopel, and the Buddhist anarchism of Gary Snyder. Eric Cazdyn s essay reveals a shared function between the Buddhist category of enlightenment, the Marxist category of revolution, and the psychoanalytic category of cure. The third essay in this trio, by Timothy Morton, explores a phenomenon he calls Buddhaphobia, a fear of Buddhism he attributes to modernity s anxieties about nothingness. Morton argues that critical theory can speak to our dark ecological future only if it attends to current forms of economic and social nihilismand challenge in which Buddhism can serve critical theory as an ally."

This special issue of Labyrinth is the second part of a diptych dedicated to the eminent French philosopher François Laruelle in honor of his 80th Anniversary. The included essays deal with the Origins of Laruelle's Non-Philosophy in Ravaisson's Understanding of Metaphysics, the question of Religious Pluralism, the non-philosophical mystique and the rehabilitation of heresis, the analogies and differences of Laruelle's non philosophy to Iamblichus or Martin Heidegger. The contributors to this issue are Vincent Le, John M. Allison, Eleni Lorandou, Stanimir Panayotov, Ameen Mettawa, David Bremner, and Yvanka B. Raynova.

Global corporations and the senior executives who oversee them have been subject to great criticism in recent times: not only do such corporations hold extreme concentrations of wealth, but they continue to sanction staggering pay inequalities between the haves and the have-nots. At the same time, university-based business schools are conducting programmes of executive education seemingly customised to sanction these same inequalities. Heidegger and Executive Education is a piece of critical philosophy that has been written from within the business school in order to examine how this sheltered process of educating in-role corporate executives operates. Thompson claims that executive education is based on a very simple premise: that an executive executes an order, and that executive education is an amelioration of that process. Thompson argues that the easiest way to conceive of executive education is to treat order and execution as cognates, as a single conceptual entity. Thus, he asks, if educating executives in line with the order-execution cognate involves swapping the boardroom for the classroom, and in keeping with the ‘critical’ tag, shouldn’t executive education be about questioning not only the execution, but also the dominant order? The author uses ‘time’ as the philosophical method by which one can undo the order-execution cognate, question the sanctity of the cognate and thereby halt the seemingly inexorable temporal sequence from order through to those orders becoming executed. This book uses Martin Heidegger’s exotic philosophy of time in order to mount a philosophical challenge to the temporal sequentiality of executive education. It will therefore be of great interest to academics, researchers and postgraduates who are interested in Heidegger, the philosophy of education and executive education. It should also be essential reading for those involved in training, developing, and educating corporate executives.