ABSTRACT
Education, in its deepest sense and at whatever age it takes place, concerns the opening of identities – exploring new ways of being that lie beyond our current state. Whereas training aims to create an inbound trajectory targeted at competence in a specific practice, education must strive to open new dimensions for the negotiation of the self. It places students on an outbound trajectory toward a broad field of possible identities. Education is not merely formative – it is transformative.
