How can this theorizing help us in an actual educational setting? The teacher’s task in a classroom, then, in order to get things moving, will become one of providing the appropriate conditions, as Firstness, under which something new would be produced. A classroom permeated with a creative potential of desire, curiosity, trust, and interest towards discovering something as yet unknown, has a possibility to turn into the experimental, beloved by both Dewey and Deleuze, laboratory. All one should ever do when teaching a course, Deleuze says, is ‘explore it [a question], play around with the terms, add something, relate it to something else’.
The saying goes that children are natural philosophers, precisely because children have affects and percepts, posited by Deleuze, in abundance, and here are we, adults, children no more, whose routine conceptual thinking has been reduced to the level of Secondness in the form of solely instrumental rationality. And again, in order to get things moving, teachers are to establish the Firstness, even more—as perpetual, and sharing the inquiry, inquirers—to become Firsts themselves, so as to enable their students to acquire experiential knowledge of the facts, as Secondness, by assigning multiple values of meanings, as Thirdness, to their own experience.