ABSTRACT
This chapter develops the understanding of education, thus putting forward some educational bearings regarding schooling and daily classroom activities. It considers Arendtian questions of uniqueness and being-together, Deweyan understanding of the role uncertainty and possibility play in education, and Foucauldian concern about humanism. The chapter focuses on the practical bearings of the analysis developed, particularly with regard to the role the teacher should play in daily classroom activities. It draws Arendt, and, partly, from Foucault, it foreground an understanding of students' uniqueness and being-together far removed from the one OECD pursues. The chatper attempts to put forward some practical bearings of the analysis developed, particularly with regard to the role the teacher should play when notions such as education as dwelling in the not-yet come to the fore. Educationally speaking, a practice of teaching that does not take into account such an uncertainty and indeterminateness, runs the risk to produce a vision of reality that is both impoverished and inconsistent.
