The writing of this essay coincided with the author's first meeting as a member of the newly established Task Team for the Council on Higher Education (CHE)--an advisory body to the national Ministry of Education--to review the state of higher education in South Africa over the past twenty years since its transition to a post-apartheid society. The brief of the Task Team is to reflect on the changing nature of teaching and learning, particularly, the ways in which universities can think differently of teaching and learning. Yusef Waghid is inspired inspired by Barnett's (2013) "Imagining the University" in which he cogently argues for the imaginative and imagining university that exudes innovative policies and strategies, for instance, in relation to teaching and learning, and the imagining university which is continuously reflexive in becoming itself (Barnett, 2013, p. 155). Waghid argues first that imaginative teaching and learning is a deliberative encounter constituted by openness, trust, self-criticality, conviviality, and societal transactionality. Second, he argues that the imagining university cultivates rhizomatic teaching and learning along the lines of seeking new lines of flight or vectors of escape (Deleuze & Guattari, 1987)--that is, opening up educational encounters for becoming.