Abstract: The article considers the school as a special institutionalized place with a special logic of action related to teaching and learning. The task of the school is not limited to the reproduction of social functions and socialization, or in the transformation of social issues and problems in educational field. Rather, the self-logic of pedagogical action in the school is itself productive in an active relationship to other social fields and practices. From an institution-theoretical perspective, first of all, Hegel defines the school as a place in which an independently institutionalized and artificially organized educational practice takes place. At school, there is a special pedagogical logic of action that differs from other social spheres, institutions and practices. Secondly, from the perspective of the theory of education and Bildung, this practice, is described by Martinus Langeveldas artificial and artistic didactic action, in which extrinsic pedagogical questions and problems are transformed into a timely, spatial and social pedagogical order. Thirdly, according to Eugen Fink, school practice is viewed from a social theoretical perspective and determined as mutual consultations under the conditions of a powerful and conflict-oriented, pluralistic (post) democracy.

Key words: school, theory of school, education, learning, tasks, democracy, phenomenology