ABSTRACT
This chapter is a dialogue between Tomas Pernecky and Lois Holzman about academia, learning, education, Lev Vygotsky and spaces in which we live and work as researchers, students, professionals and intellectuals. It seeks to uncover the developmental and non-developmental side of knowledge through the discussion of topics such as academic integrity, activism, creativity, epistemic posturing, social constructionism, social therapeutics and performance-based approaches to education and therapy. The notion of knowledge-as-play emerges subtly but with force as a recognition that the quest to know is intimately human, and therefore inseparable from our interaction with other humans and the world, part of our ways of being, doing and becoming – and always something we can play with.
