Kinopedagogy as non-conservative education and time as the abode of humans.

This article examines the concept of education "after progress," focusing on the theme of time and challenging the dominant modern view of linear, developmental progress in schooling. It contrasts the traditional notion of the "cosmopolitan child," shaped by measurable, linear educational time ("Bildungszeit") and aimed at producing a reasonable, self-regulating citizen, with an alternative concept of the "child-as-migrant," inspired by Thomas Nail's "migrant cosmopolitanism." This alternative frames education as an "active pedagogy" or "kinopedagogy," emphasizing the affective, destabilizing ("ekstatic") character of time and the child's role as an agent of continuous social movement and renewal, rather than a stage to be overcome. The article argues for a redefinition of progress in education as non-conservativeness—embracing vulnerability to novelty and the unpredictable—rather than as a linear trajectory toward a fixed ideal, thereby proposing a philosophical and pedagogical shift responsive to contemporary ecological and social uncertainties.