ABSTRACT
In this chapter I will address and analyse claims that argue that we need to turn to what has been lost through pedagogicisation, and that we need to de-pedagogicise society. I will discuss the limitations and the potential of going native in an apparently over-pedagogicised society, through reflecting on the questions: How do we understand pedagogicisation in relationship to learning? Is pedagogy, or teaching as a separate register unique? How do we understand a teaching register, and (why) do we need it? Can we speak at all of a “natural” way of learning removed from communities of practice?
