״לא למדתי דבר ללא שעזבתי״: חוויית השוטטות והפדגוג במאה ה-21

The post-modern reality and the ICT revolution are changing the infrastructure of the human society as we know it. Thus, we are facing a fading-down of the traditional conceptions of teaching and learning. This new reality engenders a need to redefine the teacher's mission and role, and rethink the construction of his professional preparation. The prevalent proposal is to focus on the teacher's role in enhancing school students' 21st-century competencies. However, this alternative to the traditional conception is inadequate for it ignores the moral aspect according to which the teacher must be responsible for the moral well-being of his students. In this paper, I discuss several of the ideas of Michel Serres, who attempts to cope with this issue by suggesting that learning should be perceived as a nomadic process that is similar to wandering through the net. Such a process necessitates the preparation of a different type of teacher – one who is able to participate in his student's journey and help him find the moral significance of his experiences.