ABSTRACT
The interpretation of experience through a particular conceptual, philosophical, scientific or pedagogical system constitutes therefore a transcendent form of inheritance which might be considered doctrinal if priority is given to the conceptualising structures that act as a hylomorphic forming of experience, a practice that Whitehead called the fallacy of misplaced concreteness. Speculative pedagogies try to avoid homogenising the interpretation of experience in pedagogical work by attempting to work from the immanence of a learning encounter as experienced within the situated specificity of events of learning. The work takes place in a sports centre, outside area or a gallery, where the markings that designate different games such as badminton, basketball or five-a-side soccer overlap. Participants for three or four games are asked to play their respective game simultaneously on the overlapping game areas.
