There has been an excellent series of formative articles centring on Bernard Stiegler (1952-2020) as an inspiration to pedagogical thought; this is a summative article written from the perspective of after his death. Stiegler argued that education is ontologically crucial to human development, wherein "technics" or the 'not-experienced-condition(s)-necessary-for-experience' are crucial to humanity's ability to create its own existence. "Technics" make possible the "technologies" underpinning contemporary Anthropocentric existence. While entropy poses the cosmological threat of death to life, "technics" supports "negentropy" or the collecting and marshalling of energy opposed to entropy. Education is a crucial means of social negentropy, however all human agency is characterized by the "pharmakon" of more entropy or increased negentropy. The tension is inevitable in the "pharmakon" between on the one side, care and cure; and on the other, poison and death. In this article, we ask: 'Given his suicide, what sort of pharmakon was Stiegler for himself and for us?'1 The authorial "I," 'Bernard Stiegler' is no longer a living critic of social entropy or of "proletarization" and 'technoscience'; what do we now make of his oeuvre for education? We will point to his inversions and purposeful mis-interpretations of Heidegger and Derrida as crucial to his oeuvre. Stiegler's phenomenal being has ended; what technics have been strengthened and specifically: 'What now of education?'