Dirk Paul Bogner addresses the question of what relevance Kurt Lewin's field theory might have in the area of educational diagnostics. He supports the thesis that Lewin's field theory would provide a completely new perspective on learning, development, and educational processes, and explains how incorporating the dimension of space could refine the analysis of these educationally relevant topics. He discusses, through hermeneutic text interpretation and comparative document analysis, why Lewin was unable to generate educational resonance, even though terms that either originate directly from field theory or have been consistently defined by it are still intensively used in educational science today.