ABSTRACT
This concluding chapter provides a re-reading of all the previous chapters with a subject-centred lens. This re-reading focuses the reader’s attention on the experiential side of human life. As the experience of the crisis moment, crucial for the emergence of a transformative process (Bildung) is such an (uncomfortable) experience, the argument is made that educational research has to aim to utilise approaches that are capable of tracing these experiential moments in order to understand the process of learning rather than just empirically assess the results of learning.
