In this chapter we use the posthumanist perspective introduced in Chapter 2 to work with a range of 'data events' from the "Beyond Words" study involving post-verbal people with dementia and their close networks. We discuss and critique the primacy of 'voice' in lifelong learning, where it has been highly privileged. Instead, our research shows the significance of silence and the unspoken. We show how people with dementia have entered new worlds of kinship with other forms of matter, as part of agentic assemblages where words and the human are not at the centre. They are capable of becoming 'new beginners' through learning. Moreover, they act as teachers, illuminating new ways to understand bodies and time. [For the complete volume, "Lifelong Learning and Dementia: A Posthumanist Perspective. Palgrave Studies in Adult Education and Lifelong Learning," see ED612732.]