The unexpected subject

When an emotionally heated discussion erupts in the social science classroom, it can bring teachers and students into a topic or question that none of them had foreseen. Within research field education there is growing interest for these unexpected teaching situations. The aim this theoretical article to further develop didactical theory with emphasis on why-question. By drawing Hannah Arendt’s subject action, outlines perspective teaching. This highlights how students’ actions be understood as distinct revealing individual unique, risky, unexpected. puts Arendtian relation citizenship ideal “the reflective spectator” has been formulated within field. ends understand conflict between different ideals education.