This chapter addresses the idea of critical pedagogy that so much academic educational commentary depends on: the idea of another, more educational mode of education. Here we reconsider liberatory pedagogy in the likes of Freire, Giroux, Aronowitz and Ranciere through the lens of Lacanian intersubjective modelling. We produce a critique of ‘critical pedagogy’ including ideas associated with Apple and Biesta. The idea of the child in modernity is set alongside ‘destructive plasticity’ leading into an account of the Lacanian death drive, realigning all ideas of liberatory pedagogy with desire. A thorough account of the impossibility of the pedagogic relation is provided, and then aligned with the idea of a ‘pedagogized society’.