Through an educational reading of Édouard Glissant and Peter Sloterdijk, this article draws out and develops latent pedagogical philosophies that bear distinct relationships to colonialism and struggles against and beyond colonialism. In particular, it identifies two related educational philosophies that propel colonization and, in turn, proposes a theory of errant learning that might undergird decolonization. It focuses on Glissant’s minor remarks about different conceptions of understanding in order to identify the grasping drive (and its relationship to opacity and transparency) as the educational foundation of the colonizing apparatus. After articulating the other form of understanding he offers, giving-on-and-with (which turns away from enclosures and opens into Relation), I point to a potential contradiction in this division as it relates to his overall project. By freeing grasping from the grasping drive, I reconfigure the relationship between grasping and giving-on-and-with in a way that allows for certain kinds of enclosures. This introduces the question of pedagogical form, a question explored in Sloterdijk’s sphereological investigations. Reading the colonizing phase of globalization through Sloterdijk’s notion of lordly imagining—which I link with the grasping drive—the article draws out how different educational processes produce different kinds of spheres. Finally, it articulates errant learning as a pneumatic process of grasping and giving-on-and-with that values opacity over transparency to produce foam formations with attention to the history of inequality and injury through immune deprivation.

中文翻译：

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泡沫世界的错误学习：Glissant、Sloterdijk 和教育学泡沫

通过对 Édouard Glissant 和 Peter Sloterdijk 的教育性阅读，本文引出并发展了潜在的教学哲学，这些哲学与殖民主义以及反抗和超越殖民主义的斗争有着不同的关系。特别是，它确定了两种推动殖民化的相关教育哲学，进而提出了一种可能支持非殖民化的错误学习理论。它侧重于 Glissant 关于不同理解概念的小评论，以将抓取动力（及其与不透明性和透明度的关系）确定为殖民机器的教育基础。在阐明他提供的另一种理解形式后，给予和给予（从封闭转向关系），我指出这个部门的潜在矛盾，因为它与他的整体项目有关。通过将抓握从抓握驱动力中解放出来，我以一种允许某些类型的围栏的方式重新配置了抓握和给予之间的关系。这引入了教学形式的问题，这是在 Sloterdijk 的领域学调查中探讨的问题。通过 Sloterdijk 的高尚想象概念（我将其与抓取驱动联系起来）阅读全球化的殖民化阶段，文章指出了不同的教育过程如何产生不同类型的领域。最后，它将错误的学习阐明为一个气动的过程，它重视不透明度而不是透明度，以产生泡沫的形成，并关注不平等和免疫剥夺造成的伤害的历史。