Following Foucault, "critique" could be regarded as being the art not to be governed in this way or as a project of desubjectivation. In this paper it is shown how such a project could be described as an e-ducative practice. It explores this idea through an example which Foucault himself gave of such a critical practice: the writing (and reading) of "experience books". Thus it appears that such an e-ducative practice is a "dangerous", public and uncomfortable practice that is not in need of pastoral care but requires generosity, presence and attention. As such it demands a pedagogy of experience which is to be invented in order to "make" oneself into a question, to transgress the limits of a governmental regime.