Abstract
This article deals with the philosophical tradition of thinking of non-being and shows its horizonal character. Logos is presented here as the intellectual basis of the world - the order of being and as the soil of thought, which, in European tradition, retains this negative feature of non-being and positively uses it to deepen the art of understanding the essence of being in its absence (chorismos).
The article deals with the issue of learning and shows how the theme of privation as the basic prerequisite for learning grows from the soil of asubjective pedagogy. This theory represents the starting point for criticism of educational practice in the contemporary education of society.
The author points out the implications of omitting the theme of privation (absence) as a basic assumption of the possibilities of human knowledge and of learning.