Abstract
This article deals with the ontological character of the educational relationship as it is formed during the crisis of education and upbringing. It is primarily based on Fink's analysis of education, perceived as the basic relationship of man to the world, to society and to himself.
It asks how to educate in a time when the legitimacy of educational authority is shaken and seeks the preconditions for the possibility of "good" education in the context of questioning all of the traditional values and existing relationships on which education is based.