ABSTRACT
A similar expansion emerged in Europe after the war, becoming most evident in the 1960s. This chapter articulates a call to arms against the force of prescription that has dominated policy, practice and assessment of pedagogic work in recent decades, whereby particular kinds of pedagogised subjectivities are demanded for the production of human capital and capital enhancement. 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.
