In his presidential address, which is included in this collection of papers, Kip Kline suggests that the time has arrived to redirect the work of philosophy of education away from the path of critical theory, and thus to depart from what he described as the discourse of "parrhesia." The author takes Kline's critique of critical philosophy of education to accurately indicate a failure amongst those who have taken up the tradition of "parrhesia" to take up the risk-taking venture of "parrhesia," i.e., to speak freely and fearlessly, or as Nietzsche exhorted, "to live dangerously!" And thus the author proposes that the time has arrived for "parrhesia" to be enacted as a practice of politics in the discursive field of philosophy of education through disruptive forms of writing that interrupt the conventional arrangement of communication within the arenas, or public realms, where the field is rooted and propagates itself. The piece that appears in this paper is part of the ongoing effort to take up an original philosophy of education, here and now, through revelatory forms of writing that might best be described by what Walter Benjamin calls "collection": "The true, greatly misunderstood passion of the collector is always anarchistic, destructive. For this is its dialectics: to combine with loyalty to an object, to individual items, to things sheltered in his care, a stubborn subversive protest against the typical, the classifiable." What is offered here is philosophy of education as "parrhesia": thought arranged freely, and outside the current convention of writing philosophy. It is "destructive," in the sense that it is a momentary interruption and redistribution of the discursive field. And, at the same time, it does not seek to act under an over-arching principle, nor to re-establish, nor reform the field. Hence, it is an-archic. (Contains 24 footnotes.)