Tyson E. Lewis is an interdisciplinary scholar whose work is informed by continental philosophy, critical pedagogy, and aesthetic theory/practice. While publishing on a wide variety of topics ranging from educational policy, teaching and learning, and the poetic, literary, and visual arts, there are two main strands of Lewis’ work that underlie these various interventions. First, he is concerned with demonstrating the potentiality of concepts which are otherwise deemed as “problematic,” “suspect,” “impotent,” or “weak” by more mainstream or commonsense approaches to education. Thus, he has demonstrated the virtues of ignorance (see The Aesthetics of Education), the educational power of stupidity (see On Studying), and the pedagogical function of the monstrous (see Education Out of Bounds). Additionally, Lewis’ essays, books, and conference papers demonstrate a sustained interest and concern for biopolitics or what he has termed “biopedagogy.” Biopedagogy is a pedagogy that is not simply concerned with training the mind but also with training the whole human organism for maximizing efficiency, productivity, and compliance. Interest in the biopolitical has taken on many different shapes in his thought, including an analysis of the educational function of aesthetic experience, a phenomenological description of perception, the body, and the body schema in relation to teaching and learning, and an integration of recent psychological and neurological literature on brain development with biopolitical critique. In sum, Lewis’ projects focus on how the most disregarded, marginal, and minor facets of our embodied experiences hold profound educational implications.