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espanolEl presente texto intenta reflexionar sobre la potencialidad misma del pensamiento de educacion en lo que refiere a la resignificacion de esquemas a partir de la lectura de “Un Manifiesto para la educacion”. Dicho manifiesto puede ser entendido como una idealidad adolescente, la cual no solo comienza, sino tambien siempre finalizara en desilusion –en este mal de la idealidad. La idealidad que persigue todo manifiesto puede conllevar a la inmovilidad y a la decepcion, sin siquiera intentar romper esquemas estructurantes. El articulo que se presenta intentara abordar dicha cuestion a partir de nuestros propios pensamientos respecto a la critica de la idealidad y de las reflexiones que invita a realizar el manifiesto en cuestion. De alguna manera nos otorga la posibilidad pensar y pensarnos educativamente. ?Pero que significa eso exactamente? Para alcanzar el significado del pensar lo educativo necesitamos considerar que esta implicito al sostener “lo que es” y “lo que no es” en tension. De ello se abocara el ultimo apartado del trabajo. EnglishThis text tries to reflect on the very potentiality of education thinking in what refers to there signification of schemes from the reading of “A Manifesto for education”. This manifesto can be understood as an adolescent ideality, which not only begins, but also always sends in disappointment –in this evil of ideality. The ideality pursued by every manifesto can lead to immobility and disappointment, without even trying to break down structuring schemes. The article that is presented will try to approach this question from our own thoughts about the critique of ideality and there flections that the manifesto in question invites us to make. In some way it gives us the possibility to think and think educationally. But what does that mean, exactly? To reach the meaning of thinking about education, we need to consider what is implicit in holding “what is” and “what is not” in tension. This will focus on the last section of the work.

Can the very thought of education break bricks? A Commentary on Biesta and Säfström’s ‘A Manifesto for Education’