What are the criticisms of Biesta’s work and what might they reveal about contemporary educational reality? This concluding chapter addresses major criticisms of Biesta’s educational philosophy while articulating its continuing relevance for contemporary educational practice. Critics charge that Biesta privileges subjectification over qualification and socialisation, rendering his framework internally incoherent and practically useless. Others argue that his emphasis on educational weakness and resistance to technical solutions reflect elitist assumptions inappropriate for marginalised students who need concrete skills and cultural capital. The chapter demonstrates how such criticisms often misunderstand the strategic nature of Biesta’s emphasis on subjectification, which emerges not from hierarchical valuation but from a diagnosis of contemporary educational dis-ease. The chapter articulates Biesta’s argument that when qualification colonises education and socialisation is reduced to professional preparation, subjectification requires a more insistent expression because it has been systematically marginalised. It then looks at how this insistence is inflected in Biesta’s distinctive aesthetic sensibility, his preference for difficulty over simplicity, plurality over unity, and questions over answers. It argues that this aesthetic mirrors his educational philosophy by creating encounters that provoke new thinking rather than transmitting predetermined conclusions.