Problems of Adaption. Art and Teaching. Neither ‘art pedagogy’ nor ‘art education’ make up a consistent unity. Both expressions are composed of two concepts that constitute a relation without merging into a third concept. Art is and always will be unseizable and defies pedagogical endeavours which aim at learning or teaching it. This state of affairs causes problems for teachers of art at schools as well as for specialists in art teaching methodology at universities and art academies. Their area of expertise does not appear to them as pure and noble as they assume the branches of science and art of their colleagues might appear to them. Notably the concept of “participation” seems to provide a model by means of which the conflict between art and life can be reconciled. Closely connected with this concept are art pedagogical expectations that it might particularly well appease the adolescent person’s hunger for authenticity and individual expression. It appears to be of ultimate importance to understand that one can come particularly close to art if one keeps distant from it, if one leaves art alone and enters into a dialogue with it. In art education autonomous artistic processes may develop from this insight, which let one temporarily forget the fact that they are meant to be art.