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AbstractOn the basis of first a critique of Bakhurst view on (respectively) the notion of "the space of reasons", "second nature" and "formation", and second, Wittgenstein's view on culture and education, I go into details about how one might apply Wittgensteinian thought within a new assessment of education, seen as a matter of "taking steps" within a toolbox or platform generated by forms of teaching. Invoking Kierkegaard, I conclude that the educated person does not incarnate "an absolute difference" in relation to non-educated beings. The educated person is instead the embodiment of "a difference", that is, of an individuality. Education is not taking the individual from A (barbarian state) to B (better having than not having); it is providing the platform for the possibility of the actuality of somebody's "being at B". The argument is: Teaching gives different individuals the same such platform but each person appropriates the platform differently to the effect that the actuality of being "at B" is different from person to person.

This paper begins by recounting important phases in the development of the concept of labour. Then the Capability Approach to welfare economy, by Amartya Sen, is presented as is the direction of socio-psychology called Positioning Theory. Accordingly, the paper advocates a way in which to assess the economy of health programs as a cornerstone within Public Health Strategies to the effect that the concept of labour is important in this context. All way through, the paper examines the inescapable gap between a professionalized authoritative viewpoint on labour and an authentic perspective thereupon.