This article investigates the pedagogies of philosophy and specifically the form of dialogue, especially in its most recent neopragmatist minimalist conversational version promoted by Richard Rorty as the basis of liberal learning which we problematize by considering the advent of user-generated cultures. We argue that «street talk» is a more progressive model for philosophy and pedagogy than dialogue because it is not a conversation of co-seekers after truth and does not require a condition of formal equality among participants. By contrast, street talk as a model and metaphor for philosophy and pedagogy proceeds on the rule-breaking epistemological assumption of «anything goes» based on local knowledge or «street cred». Street talk is not bound by institutional rules and there are no entry criteria; it is expressed in the vernacular, the local dialect, and becomes expressive of the local culture.