The COVID-19 pandemic has highlighted weaknesses in our education system and has prompted renewed conversation about the structure of education. This article argues that the conversation should be more geared to the why of education (i.e., the purpose of schools) rather than the how (i.e., the multiple ways of delivering education both for in-person and remote settings). This article examines two conflicting philosophies of education. First, the model of self-directed learning put forward by Knowles in 1975 is presented and why it may be useful in our present circumstances. In contrast, Biesta's critique of the rise of learning (and removal of teaching) in education will be presented, showing the political power at work in this discourse. Finally, a type of synthesis is reached between these two polarized positions with the help of Freire, arguing for a why of education that has rehumanization at its center.