This article uses concepts of the Critical Theory to analyse teaching as an educative act. There is a game of power in continuous tension which characterizes this fundamental human action, one of which is the all-important need to preserve and at the same time to modify. This frame becomes more complex when inserted in our present administered society, which is impregnated by profuse, fragmented and disconnected information. Here is the soil where the culture industry and one of its products -- the half-culture -- grow. This reflexive conjunct is imperative to every school which intends to be critical.
Culture Industry; Education; Teaching; Administered Society; Instrumental Reason