This book is about what dance can teach us, also about education as trying to be in and with the world. Dance shows us a pathway for such dialogue, a (kin)aesthetic and existential one, allowing the young to break into the world as subjects of their own lives, drawing on their power of initiative and embracing the unforeseeable, the ‘not yet known’. Dance teaching is forwarded as a model of aesthetic teaching in a plea for an aesthetic turn in education, taking the work of the senses seriously. Herbart insists it is the teacher’s mission – the art of teaching – to allow the world to reveal itself aesthetically and offer its ‘gifts’. To allow ourselves to be affected by what comes towards us through the senses presupposes receptiveness and risk-taking. This order turns schools into scenes of revelation, realms beyond one’s horizon of understanding, with a potential to strike with sudden new insights. Teaching dance, from early childhood, is about handling resistance in movement, of bodily limitations, limits of time, space and force, an act of open-ended, inquiring dialogue, filled with existential encounters. Dance is transforming dialogue stripped from any technical utility, down to the ‘naked’ human body-subject interacting with the world, vulnerably and powerfully, aesthetically and ethically. Dance ‘teaches’ us how to move through and along with the world of things and creatures.