<p>This paper begins by introducing the concept of the pedagogy of the common world, situating Morten Korsgaard’s specific interpretation of this pedagogy within contemporary debates that critically examine the notions of progress and enclosure. Against this backdrop, it addresses the question of “commoning” by comparing the perspectives of Arendt and Dewey. It argues, first, that their approaches offer two distinct tonalities in balancing renewal with conservation and continuity in education. Second, despite their significant differences, their conceptual frameworks may share a common root. This shared foundation is explored by drawing on the work of twentieth-century Italian educationalist Aldo Capitini, whose idea of “prophetic education” provides a lens to examine both the differences and the similarities between Deweyan and Arendtian approaches. Capitini’s perspective also suggests the possibility of a form of beginning and commoning that aligns with a sense of progressivity and dynamic growth. Finally, the paper uses Capitini’s ideas to facilitate a comparison between Korsgaard’s and Biesta’s interpretations of a classic concept from the German educational tradition, <i>Aufforderung zur Selbsttätigkeit</i> (summons to self-activity). It argues that while Korsgaard’s efforts to “retune education” are valuable, Biesta highlights dimensions of this concept that may otherwise be overlooked.</p>