This paper explores, unfolds and in a sense stretches some of the traces and contours which could be connected to the malaise associated with contemporary educators. It then tries to lead the reader back to a possible and brief interpretation based on the "double" Deleuze-Nietzsche. It is intended to make visible some of the processes and symptoms implied in the production of this malaise, as well as to explicit the logic that gives life to it. These modest hints hope to force us to think about the following question: how can we transform education into a problem? Which, in turn, may put education in motion, disrupt it and open it up to new possibilities, experimentations and challenges.
Teacher's malaise; Deleuze; Nietzsche