Hardly any of the professions specialising in influencing human orientation processes harbors such a strange handling of the terms human, subject, person, etc., as the educational establishment does. Under such formulas as "pedagogical reference" or "pedagogical eros", the claim is made and aggressively defended, educational interaction in the social system lessons can be comprehended according to the pattern of couple relationship, a relationship between teacher and each individual student, a mosaic consisting of intimate components, so to speak, and that in the presence of 20 or gar 30 other students who, yes, what actually: wait motionless until the teacher's loving attention undivided and ready for everything turns to the next of them? Obviously not. But then how? This question seeks to answer the book present here. It is clear that such terms as human, subject, person or individual fulfil social-pragmatic highly important tasks, but that they are placed incorrectly – especially by pedagogy – socially analytically.