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 A collective of educators and students engages in immersive art- and design-driven practice to reimagine higher-education and primary-school teaching and learning at, and beyond, the University of Teacher Education. 

Rooted in curiosity, care and attentiveness to diverse histories and voices, the collective offers open-ended impulses that anyone can adapt, question or extend across a growing constellation of educational hubs.

© 2025 Emerging Space Collective (CC BY‑NC 4.0)

Hans-Jörg Rheinberger: Speaking from the Laboratory

The dialogue reconceives experimentation as an unfolding trajectory instead of a single trial, with punctuations marking before and after moments and ongoing continuity aiming to realize genuinely unforeseen outcomes. Novel phenomena arise not only from intent but from the affordances of the process itself, where each stage holds multi potentiality, so dead ends retain promise and surprises serve as catalysts for new inquiry. 

Both scientific exploration as knowledge generators and artistic practice as aesthetic contingency derive their power from unexpected gestures that challenge and reshape initial expectations. A result that might seem to fail does not end the process but becomes a point of reorientation that opens new avenues and connects the future to non anticipation and to a sense of wonder.

If educators embrace this dynamic they can reconceive learning as a living experiment that invites strategic interruptions and continual development. Mistakes and surprises are seen as generative resources that fuel curiosity and support adaptive meaning making rather than bringing things to closure.

When these principles are woven into educational design learners can build resilience and creative agency by working in processes that reflect real world inquiry. In this way classrooms turn into experimental spaces of shared discovery where the ability to navigate uncertainty becomes a central skill.