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In this paper I will examine several psychological and social issues of the relation to law and their incidence on the relation to knowledge. I will build on the analysis of a few excerpts from an interview with a 15 year old French teenager from Northern Africa who is in a therapeutic, educational and scholastic institution. I will first analyze the conscious and unconscious meanings of learning experiences the teenager tells me about and their intertwining with risk, acting, the image of death and the negation of transgression. Then I will suggest some theoretical reflections about limits, the building of prohibition and their fundamental role in learning processes.