The title incorporates the assumption that the human in education is being threatened by certain processes. The guiding questions are: What are these processes and what constitutes the human in education? Which activities characteristically performed by human beings are so central that they seem definitive of a life that is truly human and which changes or transitions in educational thinking are compatible with the continued existence of a being as a member of human kind and which are not? It is argued that the present debate on education is still dominated by the language of performance and...