Towards an experimental education criticism: eleven notes in place of a manifesto

This article considers the resistance of education to criticism. Its resistance derives from the inability of criticism (as an educated medium) to consider education from the outside, and the inevitable reassertion of educational values in the work of criticism. An experimental approach to education criticism is proposed, a proposition which must itself be made somewhat obliquely and indirectly, and which should ensure in its articulation that it does not ‘amount to much’. The characteristics of experimental work will be worked out in practice and can only be gestured at here. They may involve ambivalence to art, a failure to address ‘the human condition’, and the pursuit of estrangement.