The transition from the myth of \'phenomenological voice\' to the world of writings and margins with the construction of phenomenology leads us the horizon of différance, the conception of anti-conception. The interweaving of difference and delay, the différance is the representation of the playing activity by the consignment and return. Just like a play, in the \'a play of différance which is systemized by the difference and trace\', the passivity of the time gap is interweaved with the activity of the spatial structure. In the respect of epistemology, it is understood as a intersection possibility between the active structure and the passive genesis of the cognitive process. The both aspects of this cognitive process-the active structure and the passive genesis- are not united compulsorily in the clearness of the living presence on which phenomenology emphasize, rather happen to accord in the playing activity of the consignment and return in the text of world. This is a logic of the trace and absence of différance that alternates the presence as the phenomenological foundation. In the field of education, the deconstruction play of différance proposes concretely the performance theory and practice of alternative education activities in some aspects. First of all, I present the strategy of \"having things ambiguously\" which is related with the methodology of knowledge education. Although this is a educational practice which is opposed to traditional knowledge education, it is evaluated to be appropriate for the real process of knowledge construction and the relationship of teaching/learning. A knowledge is deconstructed/constructed properly in the context of ambiguity and ambivalace rather than the law of the excluded middle in the traditional basic logic. The organization of knowledge is completed by the laws and procedures, rather continue the repetition of differences as deconstruction/construction process. Thus, the \'intuition of essence\' which is emphasized by phenomenological education cannot reach essential relationship of the world directly, and we cannot also understand the essence of the world. On the contrary, noticing the margins(the gaps and differences) of the institutional essence, we can approach the understanding of world and the construction of knowledge. Derrida\'s logic of différance tries to realize concrete methods of education by a play. Of course, this is not \'a play in the world\' that the play theorist explain as \'the worldly representation of their own operation\', but should be considered as \'the game of the world\'. That is, the world itself is accepted as a play. The education of play which is proposed by this article, also doesn\'t define a play as an effective education program, but rather explains education as a play, futhermore asserts to be construct the behaviors of educational practice in the context of a play.