As it develops and expands, in its various modalities and in each new area it opens up, the thought on Education finds in the human existence an insurmountable barrier, the blind spot in its activity. Nevertheless, Plato's succeeding generations have given a new breath of life to the illusion of absolute truth and even updated it. Therefore, it is never enough to emphasize how much 'the myth of the specialist in power' that gives shape to modern political organization, also extends to the institutionalized ways in which we conceive and practice education or even think about it. In this scenario - on the one hand, the already emptied answers, the old concepts, the logic and the explicative theories that fall under the weight of the everyday evidences of their exhaustion; on the other, the demand to mistrust all answers and the childish pleasure in deconstructing - how could we be surprised by the huge success being obtained by analyses that - under new clothing - offer to education the model of the natural world as a parameter and as a tool to help its understanding of the "human complexity"? How can we apprehend through our understanding something that, in its being, reveals its igneous character or, as it is usually said, its complexity? The present text looks at these issues and proposes, as a sort of challenge, that, in order to reflect upon the way of being that is peculiar to human beings, we should start with the human being him/herself.
educational theory; complexity; cognition; creation