Kluge’s theory and media works have only rarely and merely one-sided been included and used in an educational and didactical perspective. This contribution aims at philosophically situating Kluge’s work and principle of montage between Frankfurt and France, in order to characterize subsequently this “philosophy of the in-between” with the help of current models of aesthetical-performative theorists of education, and to transfer it didactically into all-day school practice. Regarding History and Obstinacy and an audiovisual essay of Kluge, this article shows that Kluge’s work enables an innovative multisensory “learning-to-read”.