A critical conversation on method and madness, knowledge and respect, theory and nascent wonder, ignorance and arrogance, authority and tradition, judgment and distinction, learning and the pleasing of another, sober realism and the rage for justice, in the style of G.K. Chesterton, and drawing on the work of a wide range of interlocutors, including Hannah Arendt, Ivan Illich, John Dewey, Peter Sloterdijk, Jacques Rancière, Bifo, and the Black Mountain Founders, to help us rethink this thing called education, higher and other.  What is the task of teaching and learning today in the midst of mounting economic and political pressures and scathing attacks, standardized testing and pedagogical formulae, peer learning and e-learning, service-industry models and dispensable teachers, reading-surveillance software and homework cams, high-interest student loans and uncertain futures, OpenCourseWare and its multimillion-dollar consortium? Please bring with you what you consider to be the single most important text for this discussion.

*Jacques Rancière, The Emancipated Spectator