This article aims to critically examine how misrecognition is conceived as a challenge for pedagogic action. Krassimir Stojanov's notion of the pathological behaviour patterns of teachers and Charles Bingham's "pitfalls of recognition" introduce how misrecognition may appear in schools, and offer advice to teachers and students on responding to the challenges of misrecognition. Their ideas elicit the problems embedded in the theory of recognition and the problems resulting from understanding misrecognition as a challenge for pedagogic action.This article concludes that recognition theory offers pedagogic action a problematic challenge: it is as problematic to follow Honneth's original ideas as it is to invent new directions in understanding misrecognition as a pedagogical challenge.