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According to what has been called a "Transformational" account of education , a child comes to possess rational and conceptual capacities as a result of initiation into culture or a "form of life." I consider how we must understand the engagement with other minds involved in education if we are to make sense of the Transformational view. I argue that Wittgenstein's discussions of perceiving and mimicking other minds provide the resources to respond to worries one might have with the idea that a genuine meeting of minds can occur in education prior to the acquisition of sophisticated capacities for reasoning.