Abstract
The article introduces the concept of the "inanticipable" within the context of educational sciences, emphasizing its complexity and relevance in the face of contemporary crises. The 21st century, marked by a state of "permacrisis," sees the emergence of the inanticipable as a crucial temporal and conceptual dimension, both opposed to and included within the anticipable. The text explores the implications of this concept for education, examining how the COVID-19 pandemic has accelerated unforeseen social transformations. The concept is discussed through various disciplines, including physics, psychoanalysis, and philosophy, and is connected to notions of time, otherness, and the fragility of educational relationships. The article invites a reconsideration of the subject's place in education, accepting unpredictability as a fundamental element of learning and pedagogical relationships, while highlighting the challenges this presents for educators.