The existence of educational institutions is only rarely at stake. Quite the opposite : their efficacy is supposed to be relentlessly improved by educational policies, which are constantly evaluated, discussed and renewed for the sake of educational institutions' operating. It is thus undeniable that educational institutions and policies are usually considered as necessary to the phenomenon " education " .

I suggest here one philosophical conceptual framework to interpret this contemporary condition : modality, as the metaphysico-logical branch of Philosophy concerned with the mode (actuality, necessity, possibility, impossibility, contingency, potentiality...) in which anything exists. Education is considered, from the outset and acoording to the common understanding, as a phenomenon which emboddies the possible par excellence, meaning that, if education happens, it is not on the mode of necessity: it can happen. If education do not occur necessarily, but only possibly, that means that, at the same time, it can happen and not happen as well. Yet the presence of educational institutions and their permanent improvement through educational policies indicate that we want education to happen necessarily.

Under the perspective of modality, I will claim in this paper that educational systems -institutions and policies included- are designed, in this willing of rendering the education necessary, to possibilize the possible, that is : to render the possible even more possible. The classroom being  colonised by information and education technology turns out to be a symptomatic image of this current educational climate, to the extent that it is widely believed that this practice offers many benefits to all aspects of education. But what does it mean to render the possible " even more possible "? A spontaneous and natural answer would be " to  move the possible closer to the real ". Yet if possibility is the mode in which something can and can not happen at the same time, it means that possibility is both close and far -or neither close nor far- from reality ; thus this commonplace idea, that the possibilization of the possible is the process in which possibility approaches reality, has to be carefully revised.

Only then will we be in a position to properly unravel this unquestioned will to render the education, as a possible, " more possible ". For this contribution is part of a broader project of dissertation about a certain philosophical approach of learning, I will focus on the topic of learning. Taking an unconventional research approach, I will suggest to consider seriously the following question : What would happen if we started to count, not on an always more possible, but on an impossible education ? This suggestion is not based on a mere provocative play on words but, on the contrary, inspired by the insightful work of european contemporary thinkers such as Gilles Deleuze and Giorgio Agamben.

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