Cover -- Half Title -- Title Page -- Copyright Page -- Dedication -- Table of Contents -- Acknowledgements -- Prologue: The Need for a Re(dis)covery of Teaching -- Notes -- 1. What Is the Educational Task? -- The Subject Is Subject -- Uniqueness as Irreplaceability -- The Middle Ground between World-Destruction and Self-Destruction -- "Grown-up"-ness, the Desired, and the Desirable -- The Educational Work: Interruption, Suspension, and Sustenance -- Transforming Power into Authority: The Beautiful Risk of Teaching -- Concluding Comments -- Notes -- 2. Freeing Teaching from Learning -- The Teaching-Learning Connection: On Teaching, Studenting, and Pupilling -- The Problem with Learning: The "Learnification" of Education -- Being a Learner: Politics and Identity -- Construction, Reception, and Being Addressed: Existential Possibilities -- Teaching without Learning: "Adopting a Concept" -- In Conclusion -- Notes -- 3. The Rediscovery of Teaching -- What Is Actually Wrong with Traditional Teaching? -- Overcoming the Egological Worldview -- On Robot Vacuum Cleaners, Learning Environments, and the Hermeneutical Worldview -- An Opening in an Opening: On Signification and Sense -- Liturgy, Need, and Desire -- A Second Opening -- The Criterion, Communication, and the Origin of Signification -- Revelation, Transcendence, and Ethics -- The Rediscovery of Teaching -- Concluding Comments -- Notes -- 4. Don't Be Fooled by Ignorant Schoolmasters -- Education as a Matter of Emancipation -- The Modern Logic of Emancipation and Its Contradictions -- Paulo Freire, Emancipation, and the Pedagogy of the Oppressed -- The Roles of the Teacher in Freire's Pedagogy of the Oppressed -- The Teacher as "Revolutionary Leader" -- Rancière, Jacotot, and the Ignorant Schoolmaster -- Rancière's Emancipatory Teacher -- Emancipation, Education, and Teaching