This paper defines Radical Education as the condition through which a mature knowledge field becomes learnable without becoming simple. Education is understood as the formation of attention: the capacity to read routes, thresholds, images, citations, metadata, indices, exclusions and scalar relations as part of a field's architecture. The paper argues that a corpus becomes public when readers who were not present at its origin can enter, navigate, question, maintain and extend its structure. Radical Education produces structural readers able to inhabit difficulty, recognise hidden infrastructures and continue the field without reducing it to doctrine.