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This article offers a radical critique of the persistence of school as a modern institutionaltechnology. Drawing on Foucault’s genealogical approach, Deleuzian philosophy, andaccelerationist thought, it argues that schooling has not only failed to fulfill itsEnlightenment promise of universal access to knowledge -pansophia- but has become anepistemological obstacle to imagining contemporary and future forms of education.Instead of a planned transition toward new pedagogical models, the article identifiesrhizomatic and viral displacements of knowledge that exceed both school and stateframeworks, operating without a subject or centralized direction.Far from forming an organized emancipatory project, these emergent phenomenamanifest as lines of flight: indeterminate, contingent, and unreliable movements thatdisrupt the institutional closure of the educational field. The article concludes that beyondthe current crisis of schooling, we do not yet see the emergence of a post-school era, butrather an interregnum: a fugitive present in which the pansophic ideal survives as activeresidue, foreign body, or interference.This article does not propose to replace school, but rather to show how its persistenceinhibits the imagination and recognition of non-schooled forms of knowledge that arealready taking place.