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There is a risk in thinking about the aims of schooling and training exclusively in terms of skills. While, of course, there are strong arguments for such an orientation, and this is what the first part of this article would like to examine, it remains that the exclusive attention to skills may make us forget both about the concern for the work and for our relationship to artworks. To do work, the artworks, the concern for both, are irreducible to skills and allow to imagine another educational orientation.