ABSTRACT
In this chapter, the notion of education is reconsidered and espoused as a human activity in which people encounter one another on the basis of ambivalent relations. The intimacy of their relations is ruptured by moments of disparagement so that they are at once conjoined through both their recognition of one another sometimes, and misrecognition of one another at other times. Equally, they are simultaneously provoked to come to an understanding and also urged to curtail their provocations so that they find both pleasure and displeasure in their human encounters. It is the aforementioned ambiguous relationship among humans that stimulate them to act strongly towards one another, especially in troubled times. This implies that they act against deficiency, corruption and arbitrary favouritism ‒ all debilitating aspects of human actions that seem to accentuate the notion of an educational crisis.
