Teaching is reconsidered as a form of staging that is ordered by the idea of pedagogy as a powerful, though elusive, dimension of the Symbolic order of education. Is pedagogy as straightforward as the standard transmission and active engagement models suggest? Essentializing developmental models are put into question, and the easy assumption of the activation of pedagogy is approached through psychoanalytic rethinking of the dynamics of institutional space. The role of ‘lack’ is considered in terms of the teacher’s experience of pleasure in teaching while the general order of knowledge is reviewed from a Lacanian perspective giving an emphasis to the interplay between discourse and incompletion. Finally, the role of the idea of potential is deliberated in relation to the dynamic function of lack in education while the governing role of education, through various ‘points de capiton’ gets foregrounded.