ABSTRACT
The phrase [form of life] appears as descriptive or invocatory of the total context within which alone language can exist: the complex of habits, experiences, skills, with which language interlocks in that it could not be operated without them and, equally, they cannot be identified without reference to it. In terms of the arts as well as education, these questions are approached within several scenarios and against ever-changing backdrops. They are accordingly captured within a spread of statements that are variously intended and openly formed. A practice-based approach is open enough to adopt different points of departure. In education, any interstitial discourse is ultimately rejected. Education is mostly understood within a predominantly developmental and social constructivist context. Arts research only makes sense by dint of its own indescribability. The potential rub comes with the implications by which this promised contiguity remains open.
