This chapter examines the educational significance of emancipation through the lens of Bruno Latour’s anthropology of the moderns. Latour’s inquiry into modes of existence provides a point of departure to reconsider the meanings of the idea of emancipation within modern educational discourses, more particularly within German critical pedagogy. The philosophical approach offered by Latour in his work on modes of existence makes it possible to challenge the conflation of education with political and legal notions, thereby revealing the possibility of a distinct educational mode of existence. The chapter reinterprets the concept of emancipation, not as a political end for which education would provide the means, but, drawing on the vocabulary Latour develops, as a crossing between the educational and political. Using Latour’s interpretation of the notion of category mistakes, the chapter highlights how modern thinking often misconstrues these intersections, risking the reduction of education to political agendas. Instead, the educational mode of existence is reframed in terms of a process of interruption and slowing down, which allows for questioning the social conditions underpinning political visions of society.