The Peripatetic recalls Aristotle’s Lyceum, where philosophy unfolded through walking — where to move was to think, and to think was to teach. This lineage matters. In a time when higher education is largely shaped by the business ontology — instrumentalised, surveilled, and goal-oriented — the Peripatetic Professor insists instead on learning as a contingent, relational, and durational art.

There is no curriculum here in the conventional sense. No timetables, no benchmarks, no promised deliverables. There is only proximity and attentiveness. Learning emerges through unfoldment. Knowledge is approached obliquely — through dialogue, gesture, ritual, walking, performance, and presence.

The Peripatetic Professor joins others in their questions — not to answer them, but to share in their weight.

Outcomes cannot be predicted. Learning thresholds are not time-bound. Instead, knowledge is treated as emergent, poetic, and at times, resistant. This is not learning that scales. It is learning that listens.

The Peripatetic Professor therefore does not belong to an institution, though they may occasionally pass through one — as visitor, catalyst, or guest. The manoeuvre Peripatos, for instance, has taken the form of guided walks through art schools — literal and metaphorical movements across thresholds of learning, intention, and space.

This role, then, is not a deviation from the professorial, but a return to its ethical root. It signals that pedagogy is a mode of care — one that may be mobile, fugitive, and yet deeply grounded in commitment.

The Peripatetic Professor models how art and learning might entwine without submitting to metric or market.

A deeper unfolding of this position — including its philosophical, pedagogic, and performative dimensions — will appear in the forthcoming Treatise II: On Pedagogic Movement, available soon via the Editions Store.