Abstract

In this chapter, the author explores the educational relevance of Italian critical theorist Giorgio Agamben. In particular, the author highlights three methodological points related to Agamben’s work that are important for rethinking educational philosophy: suspension, archeology of the signature, and study. Agamben’s work is situated within current educational debates focused on critiques and alternatives to learning. As a suggested alternative, the author turns to Agamben’s description of studying.