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The purpose of this article is to explain the education in the unteachable times from the viewpoint of European philosophy of education. In order to describe the complicated problematic persuasively, this paper goes through the three following steps; firstly, to take an example of various symptoms that are exposed in the educational realities such as academic papers, journals and mass media. Secondly, to make clear why such a educational problem appeared. This will be discussed in the dimension of a little long-range process of western intellectual history. Hereby it is concluded that the unteachable problem is rooted in the victory of liberalistic philosophy of education. Thirdly, to suggest that the fundamental cause of the unteachable education may be found upon the nature of science of education in itself. Here the developing and specializing process of modern science of education(Erziehungswissenschaft) it is examined. We have to recognize that our educational theory and practice contain an unreasonable problem as two poles between educational force (compulsion) and freedom (nonintervention) as fatal aporia. We, as educators, are able to find an ideal point from range of two poles. Therefore it is to conclude that the educational activity is from the first a difficult task.

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