Given the importance and relevance currently attributed to education in envisioning a qualitatively different society, this book investigates the causes that led to the instrumentalization of reason in contemporary times to see if, even under these conditions, education can fulfill its intended tasks. Specifically, it addresses Negative Dialectics (1966), proposed by Theodor W. Adorno, which provides a method for denouncing instrumental rationality—reason focused solely on that part of reality susceptible to being domesticated through conceptualization—in order to allow thought to move beyond such reductionism.