Abstract

ABSTRACT The politics of lifelong learning and learnification have triggered educational philosophy’s justified indignation and blanket critiques of learning. The market logic of learning has, meanwhile, seized the city and caused a further educational-philosophical reactive response, which I critique in the form that it has taken inter alia in many prominent recent educational-philosophical works. After explaining what I mean by ‘reactive response’ I focus on the educational-philosophical reaction to the shift toward lifelong learning. Then I move to how this shift has been translated into a discourse of city learning and how some educational theory responds to this discourse. My critique concludes with suggestions for an ethic of stereoscopically tackling facets of learning.