Abstract
The chapter is devoted to the concept of dynamic homeostatic equilibrium as a specific robust concept of thought that describes certain complex phenomena in the philosophy of education, leaving aside entity- or object-oriented education (school subjects, pupil, teacher, competence, skill). It shows that education aims to achieve an equilibrium that is never permanent, that has a processual character and in the establishment of which other actors of information interactions, the whole cultural climate or field, a considerable number of faster or slower changing variables enter. The goal of education in such a case is not the acquisition of a specific set of knowledge, skills and attitudes (atomic objects). However, the ability to achieve balance, seek equilibrium and interact with the environment so that such equilibrium can be negotiated, secured, or maintained until another—an equilibrium state—is found and achieved.