The work seeks to investigate the actuality of the critique of reification for the educational field. Based on the analysis of the German thinker Axel Honneth, it defends the these that a critical concept of education depends on the theory of recognition in order to refuse every kind of reification. The work rebuilds, in a first step, the double strategy employed by Honneth in order to analyze Lukács' concept of reification. In the second step it tries to outline some traits of this recognition theory, by concentrating on the thesis of recognition primacy as the main way of human sociability. Finally, in the third step, based on the theory of recognition, it sketches a critique of the reification theory, by disclosing some implications for the educational field.
education; reification; recognition; trend to cognitivity; affective participation