Neuroscience and education are undoubtedly two domains that walk together in a dissenting way, and there is no doubt a lot of knowledge of the particularities of the two domains. Since knowledge biology (M ATURANA, 1969) and biological-cultural (M ATURANA and DÁVILA, 2008), a new epistemological framework has been introduced around these dynamics that correlate with their own operational consistency. This article shows that the nervous system operates by distinguishing configurations and not by capturing elements of an independent medium and that the phenomenon of education occurs as a transformation into coexistence.