ABSTRACT
In this chapter, I have argued for an expanded notion of ubuntu that can deal adequately with the complexities and challenges of educational crises. If respect for others, caring with and about them and trusting them in communicative actions might be ways in which an educational crisis can be addressed, there seem to be some virtues of human action in wandering that make humans dependent on actions of resolve, transience and attentiveness. It might be that their actions as wanderers in the world will provoke them to act anew – that is, to act in the interest of being “human, all too human” (Nietzsche, 1997, p. 1) – more specifically to act in the ongoing pursuit of human flourishing. In this way, it becomes possible, through the agency of ubuntu to look at things as they could be otherwise and thus to open up opportunities for new rebeginnings within human practices. It might just be, that through ubuntu, educational crises especially in the university academy might be averted.
