Deconstruction demand self-reflection and abandon any desire to somehow ground knowledge in an external and transcendental metaphysic like the positivist`s faith in observation. Deconstruction works from within a research paper, taking an author`s own criteria for privileging his work, and then deconstructs the text by pointing out how the author violates his own system of privilege. The purpose of this paper is to apply it to the word ‘education’ which be used to the study of ‘educational fervor’. By deconstructing the text, specifically, I analyze the three problematic use of ‘education’: 1) the word ‘education’ was used in a text at a rhetorical level, 2) the word ‘education’ was used to express the meaning of other words, 3) the word ‘education’ was used inconsistently or contradictory in a text. I show through deconstruction that the word ‘education’ are not entitled to the kind of epistemic or theoretical basis in the study of ‘educational fervor’.