This book aims to analyse contemporary debates about education, knowledge and power. The various approaches to the importance of education and knowledge are based on alternative visions of human nature based on different logical-epistemic approaches. If reasoning is what characterises it, then it is worth reflecting on this fundamental dimension, which is education. However, the place it occupies in the nature of man is at the epicentre of a historical problem, in which some perspectives consider that knowledge improves the life possibilities of human beings and others oppose this hypothesis. In other words, there are competing approaches to the interpretation of education systems: while some see it as a mechanism of domination, others see it as a key element for the liberation and transformation of society.