Fernando Pessoa in his Book of Disquiet mentions three types of erudition: of knowledge, of understanding (culture) and of sensibility. He goes on to explain that to learn from experience means to reduce contact with (commodified) reality and to synchronically amplify the analysis of such. This statement coming from the author’s collected diary notes creates the space for negotiating a new taxonomy of education in its form as pedagogy (and andragogy). This book will attempt to use this space and promote a new regime of [adult] education that does not demonise the forces that shape it currently. Instead, it uses strong principles from diverse theories and practices across disciplines to propose a new manifesto of education as inculcation of culture and ethics beyond and through experience – via modes of life and living. It systematically brings together Aristotelian thought with post-structuralist thought in an attempt to view time in and of education as achronous whole – aion – and not a synchrony. The book will expand in three parts and will start with a proposed synthesis of thought and praxis, drawing from Aristotle’s triplet of ‘genesis, oikos, polis’. The latter will be applied metaphorically on the concept of a ‘university’ investigating the [adult] education’s role of training of desires as the unreasonable part of the soul. In the second part of the book I will attempt to approach education as network, through studying Fernand Deligny’s The Arachnean. I will focus in particular on his concept of ‘wanting’ as the manifestation of life and the network as a mode of being that is different to society because the latter is devoid from multitude of species and the first can complete itself in an institutional form. In response the last part of the book becomes more specific and will use experimental curricula in UK higher education studio setting to explore two species in a learners’ people: the temperate and the maverick. The temperate is examined against the concept of phronesis and the maverick against the concept of imagination as fabulation. I present those as the main actors in the network of education practice, borrowing from Bruno Latour’s theories of social construct within a people. The book concludes with a rhizomatic textual and visual index of principles and tactics for practicing erudition as the main aim within the wide scope of adult education beyond subject and vocations specificities. These will be consolidated in an interdisciplinary erudition manifesto, resilient and agile to reflect on current momenta and the zeitgeist of nowness projected towards the future of ‘a university’.