‘Post-critiquiness’ as nonviolent thing-centredness

After situating the proposal of a post-critical pedagogy (PCP) within the coordinates of the contemporary interdisciplinary debate on the ‘end of the critique’ and ‘post-critique,’ the paper focuses on a specific – but pivotal – facet of PCP, namely the appeal to a thing-centred pedagogy. This theme is addressed by approaching it through the lens of some ideas of Michel Serres as well as of Bruno Latour and Isabelle Stengers. Thing-centredness is construed as what contains violence and, thus, the focus is sharpened on the question of non-violence, which is arguably key to PCP and, indeed, to any genuinely educational endeavour.