Teaching nowadays seems to be one of the most suppressed educational notions (Cf. Biesta 2017). It is being accused of facilitating conservative educational standpoint, with its concept of knowledge/values transmission, which requires students’ subordination and represses their freedom and uniqueness. On the other hand, it is being marginalised as only supportive for learning, which is now perceived as the most essential educational process (Cf. Biesta’s notion of ‘learnification of education’, Biesta 2006). Despite these trends, with reference to Badiou (2005), Agamben (1999; 2005) and Masschelein & Simons (2013), I indent to sketch an outline for an immanent ontology of teaching, that would indicate the importance and irreplaceability of this educational event. In opposition to psychological and sociological accounts on teaching I intend to argue that teaching should be perceived not as a process, but as an event. In opposition to critical paradigm I intend to argue that teaching doesn’t start from indignation about the current shape of the world, but essentially it stems from love for the world, and also while exercising criticality, it is always about affirmation of the subject matter.

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