This article is about improving and expanding on our assessment practices in schools. It is about subjective judgment and autonomy coming together in policies and pedagogies of body and place. It is about performance as/in viable and liable words. It implies a linguistic move from infralanguage to an onto-ontological Derridean heliotropic word awareness and, further, the creation and use of onto-epistemological Deleuzian aoins. The backdrop, thus also data, is an outdoor education project in a high school in Norway. It is called a “joy for life” project aiming to positively contribute to students’ learning, but also to their health and well-being. Through this article it is a goal to show that constant transversal ethical and/or moral-as intrarelational analytical-deliberations are pivotal in intensity moments of assessment and Dewey has been/is always.
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