The school institution as a place for learning only accepts the knowledge of clinical work and of clinical approach in general with difficulties. It is valid especially for psychoanalytical knowledge about the interdependence of the atTective and relational development on one side and of the cognitive development on the other. The author reflects the nature of educational praxis and defines it in terms of structuring the inter-generational relation of symbolic filiation. Then, she questions the nature of resistancies generated in this praxis and stresses the necessity to promote a dialogue between the „pedagogical“ and „clinical“ approach to the educational practice.