Titlebook: Giorgio Agamben: Education Without Ends; Igor Jasinski Book 2018 The Author(s), under exclusive licence to Springer Nature Switzerland AG

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Timellotted to learning: between class periods, at the beginning or at the end of the school day, during recess or lunch break, or on our commute to or from campus. And in a somewhat broader sense of studying, we may think of field trips, school vacations, semester breaks, or gap years, given that such

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Contentditional (content-area) classroom, lecture hall, or seminar room, with specific places and times for educational encounters, a particular subject-matter, and lesson plans directed at predetermined outcomes—would appear to be even less suitable and less conducive to study, from an Agambenian perspect

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Book 2018 second part introduces the notions of infancy, study, community, and happiness, and discusses their relevance with regard to key issues in educational theory and practice. The third part shows how conceptual constellations based on Agamben’s work can inspire studious practices within the spatial, t

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§ 51 Kommunales Beteiligungsmanagementind of studying may be happening during these periods is likely to remain auxiliary to learning or may turn into the opposite: playtime or time off from education altogether. In other words, what we need to look for, in terms of times for study in an Agambenian sense, are the gaps, or—in this case—i

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The (Mis)Education of Giorgio Agambenntentional can be gleaned from his assertion that “l(fā)ife is only what is made in speech” (., p. 81). While we should not take this to mean that, for Agamben, language is all there is (in contrast to Derrida, for Agamben there is life “outside the text”), it is certainly true that he sees the use of l

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