This chapter introduces Spinoza's work on embodied imagination and gestures towards Deleuze's work on intensive time, outlining how these ideas can be put to work to provide new insights for understanding just how critical feelings are to the production and disavowal of educational futures. The chapter draws on the Imagining University Education project, which focused on the imaginings of university produced by young people who have difficult relationships to education and who live in communities in comparable low socio-economic status (low SES) regions of Australia. Spinoza argues that through engaging with 'active' thought processes the mind is able to think what is not there. Finally, the chapter examines that universities recognise conversations with LSES and that educationally disengaged students are a crucial part of their widening participation work. Deleuze's work on this process of change begins with his reading of Spinoza.