Understandings of educational processes can never be separated from our experience and memory and is thereby already a representation. With the help of a hermeneutical distance we achieve, for instance through the production of educational research, the understandings of the different meanings “given” and re-presented in education. It is through the process of representation that the meanings of education is mediated. The argument is then that it is not the process of teaching and learning that gives meaning to education, but functions of the mediations of these processes. We argue how narrative meditations present themselves on two different levels, firstly in the plain structure of the function of narration on the level of the narrative self. On this level it is the distance between the I and the self which is put into play. Secondly there is a distance gained through writing and reading of the meta-narrative of history, as historical representation and as collective memory. Arguing that in some strands of empirical research, the effect of their “findings” are explanations of education opening up for abuses of memory, by exercising simple relations between knowledge and education and representing them as if they are fixed and ready for activation.