This article examines the kind of space formed by philosophical discussion of education with lower-income, adult learners making their way back to structured education amidst work and life responsibilities. It explores two new social contexts that define this experience of return to education. The first is the sociability of philosophical engagement with others, and the second is the longing to give back to communities by initiating conversations with school-aged youth or with other adult learners. (Contains 9 footnotes.)