The paper thematize the relationship between education and emancipation, deviating from the usual question of the scope of education in the function of this or that emancipatory goal, and asks about the meaning and possibility of ?emancipated education?. The first part of the paper presents the notion of emancipation in the historical perspective of his idea and his social status and expresses doubts about the possibility of its unambiguous grasping. Drawing on Lyotard?s critique of the ?meta-narrative of emancipation,? the second part of the paper examines discursive viability and the more or less fatal practical consequences of the ?will to emancipate.? The final elaboration outlines the vision of a cardinally emancipated education and calculates the potential advantages and dangers that arise from such a radical autonomy. It is concluded that only fully emancipated education, seemingly paradoxically, can not only cease to be an instrument of various emancipation projects, but also to become a very practice of emancipation.