Professionalism and Practice

Abstract

If Deleuze’s innovation concerns how to live and create as much as any strictly philosophical originality, it develops a philosophical method which deliberately blurs the distinction between research and practice by making practice into an experimental research activity (Williams, 2003, pp. 1–3). So I want to focus critically on this question by examining the extent to which improvisation, chance and error are deployed to creative ends for the sector’s research and teaching. This prepares the ground for an ambitious reconceptualization of ethical action in teacher education.