The ongoing capitalization of education provokes an alternative way of thinking about education – one that draws attention to social practice and recognizes its autonomy and complexity. Bloch's theory has great potential for formulating such a new, alternative educational concept. It contributes to a pluripotent, praxiological, and optimistic way of thinking about education. The thesis will be propounded that the praxiological educational concept and the Principle of Hope are mutually referential, whereby the Principle of Hope makes clear the potential of education to change society and thus underlines the political character of the praxiological educational concept. The following article first presents the essential characteristics of a basic praxiological understanding of education. These are then linked with Bloch's Principle of Hope that with its element of “anticipatory consciousness”, “not-yet being”, “Heimat” and “alienation” radically supports the society-changing potential of education
