Many educational practices are based upon philosophical ideas about what it means to be human, including particular subjectivities and identities such as the rational person, the autonomous individual, or the democratic citizen. This book asks what might happen to the ways in which we educate if we treat the question as to what it means to be human as a radically open question; a question that can only be answered by engaging in education rather than as a question that needs to be answered theoretically before we can educate. The book provides a different way to understand and approach education, one which focuses on the ways in which human beings come into the world as unique individuals through responsible responses to what and who is other and different. This book raises important questions about pedagogy, community and educational responsibility, and helps educators of children and adults alike to understand what truly democratic education entails. The following chapters are included: (1) Against Learning; (2) Coming into Presence; (3) The Community of Those Who Have Nothing in Common; (4) How Difficult Should Education Be?; (5) The Architecture of Education; and (6) Education and the Democratic Person. This book also contains an Epilogue: A Pedagogy of Interruption.