Response to Bernadette M. Baker The Unstudied and Understudied in Curriculum Studies

It vibrates like an arrow in the course of an irreversible and asymmetrical address, the one that goes most often from father to son, master to disciple, or master to slave (“I’m going to teach you how to live”). Such an address hesitates, therefore: between address as experience (is not learning to live experience itself?), address as education, and address as taming or training [dressage]. (Derrida, 2006, pp. xvi–xvii)