Our is an Era of pedagogical investment (Sini, 1981). Our fervor, however, does not yet produce that tradition called "freedom"; today, the formative dimension of our lives is massive and pervasive, but it does not give us passion for life. What we call normalization is somehow a generalized phenomenon? Structural and universal? Is the "truth", of which philosophy refers to, that constitutes and differentiates the human condition? Is that "principle of reality", of which Sigmund Freud demonstrated the existence, we all have to adapt to? On the contrary, is it a historical phenomenon and an emergency – in every sense of the word? An event linked to the Capitalist economy, today more and more Libidinal (Lyotard, 1974)? Modernity began when the power of Law, symbolically represented by the king, replaced the norms of ours Democracies (Beccaria, 1766 and Foucault, 1975). The king's power says "what to do" and, above all, "what not to do". Prohibits. While the new normative-power builds, organizes, administers our "conducts"; it says how you have to do it, thanks to techniques of an educational nature. Michel Foucault has introduced a difference between the exercise and the effects of the modern Disciplinary device and those of the contemporary Security device: the first starting from a definition about "what is normal" and then divides who can adapt to that standard from whoever can not, while the second governs the play of interests/desires; i.e., following their normal flow in that open field. If you have to identify a specific task of the human condition and, at the same time, played in many different forms, procedures and motives, this is the pedagogical domain. On one side, to educate means to select according to a standard, on the other side to educate means to govern, to manage, to account for the interests, needs or talents of all. In neither case something similar happens to the exercise of their freedom, only the illusion of being free. To complete a pedagogical experience (Orsenigo, 1999) means to experience the taste of life: when the space of human life will not be reduced an all-artificial world, the desire became Law for everyone. On another level, it supports the responsibility of all social workers. Keywords: Normal, normality, normalization, pedagogical domain

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