This chapter will refer to recent art practices in order to explore the idea of a subject-yet-to-come in the domains of pedagogy and learning. It will argue for an immanence of pedagogy in art practice where the event of art and its affect, forces thought to think and to individuate new worlds. One aim is to try to think beyond conceptions of learning in which a clear differentiation is made between learner, teacher and knowledge and which tend to presuppose a metaphysics of representation and identity. In contrast, this chapter will consider learning as an amalgam of encounters or individuations whose virtuality or transcendent space always exceeds those forms that are actualized. Further consideration will given to an ethics and politics of learning. [For the complete volume, "Arts-Research-Education: Connections and Directions. Studies in Arts-Based Educational Research," see ED610775.]