In this essay Michalinos Zembylas attempts to formulate a conceptual framework that enables educators and policymakers to articulate an alternative formulation of habit in education spaces. In particular, he explores how theorizing affect, habit, and social change as entangled may enable a rethinking of the concept of habit and foster new ideas about how to cultivate possibilities of social transformation in schools. For this purpose, Zembylas brings into conversation literatures on John Dewey's account of habit and affect theory; both literatures explore the productive potential of creating new habits of social change that nurture alternative types of affective relations and possibilities for social transformation. Also, the theorization of habit as collective rather than individual is both a potentially radical political move and also one that opens new possibilities for reformulating habit in pedagogy and education policy: specifically, it turns our attention to actions and practices that see change as working through "mind-body-environmental assemblages" and that understand "progress" as an ongoing process of experimentation in the present, rather than an ideal for the distant future.