This text suggests the convenience of understanding education not only from a pragmatic perspective but also in a broader way as an experience. To facilitate this perspective, some aspects of Gadamer's book Truth and Method are highlighted: the crisis of transmission, the historicity of experience -the fact that every human phenomenon, including education, has to do with the place from which it is constructed -, the limits of experience, the limits of discourse about the world, the question of style. The article especially insists on rescuing the conversation in educational contexts, the conversation understood as the place from where one speaks and the meaning of what is said and the unforeseen dimension in what we say. There is no fusion of horizons that makes the objectives and learning outcomes fit perfectly. You must think about the fringes, about the trail they leave, about what is left out of place. Therefore, the text proposes a hermeneutics in the open. Another aspect of the article is that politics does not help us to understand education as an experience because politics has become a mere administrative management where there is no one else to talk to. The idea that education cannot do everything is insisted on. There is an overexploitation of the educational system. Not everything can be learned. There are things that can be lived or experienced but not necessarily learned. For this reason, the article proposes that the great challenge of current pedagogy is fasting, dedicating oneself to two or three things and doing them well.