The first part of this paper briefly rebuilds the situation of historical dependency of pedagogy: first on philosophy and later on science. It thus shows that one of the results of such a dependency has been to incorporate in the pedagogical speech universe the same trend, generally present in both the philosophical and the scientific speech, that objectivizes the human beings through their epistemologization or ethicization. Its second part resorts to Heidegger's thought in Being and Time and his criticism of classical metaphysics and modern science in order to establish a productive conceptual arsenal for pedagogy so that it may rethink itself. In spite of all the theoretical hardships intrinsic to the project of extracting pedagogical deployments from this work, the concept of care (Sorge) as a structurally articulated threefold dimension composes the leading thread of this arsenal.
Pedagogy; Philosophy; Science; Pedagogical action; Being-there and care
