ABSTRACT
This chapter explores what can go right and wrong with learning and with the pedagogic relationship. They have explored Winnicott's developmental theories and more general psychoanalytic acknowledgements that development is far from a straightforward linear process. The chapter looks at issues of compliance and defiance, turning them back to explore the difficulties of maintaining thought and creativity in institutional spaces. It focuses on the knowledge decreed important and at the time and pace demanded; and also focuses on the tasks prescribed at the time and pace demanded. If an institution is good, healthy, productive and creative it is good, healthy, productive and creative because of the people in it not because of any quality people might want it to possess independently. The chapter wants to try to avoid referring to 'the institution' and the smother of its comforting, normalising singularity and determinism and talk instead of 'an institution' or 'institutions' – but this is a difficult thing to do.
