The Bloomsbury Handbook of Continental Philosophy of Education

John Baldacchino is Professor in the School of Education at the University of Wisconsin-Madison, USA. He is the author of Art and Unlearning (2018) and Educing Ivan Illich (2020).Herner Sæverot is Professor of Education at Western Norway University of Applied Sciences, Norway. He is the Editor in Chief of Nordic Studies in Education and the author of Education and the Limits of Reason (2018) and Indirect Education: Exploring Indirectness in Teaching and Research (2022).

This Handbook is the first reference work to explore and define what continental philosophy of education is and what its boundaries are, serving as an ideal point of entry for those who need an overview of the ideas in the field. The book includes 28 chapters written by leading scholars based in Belgium, Canada, China, Croatia, Cyprus, Denmark, Finland, Germany, Hong Kong, Iceland, Ireland, Israel, the Netherlands, Norway, New Zealand, Sweden, Taiwan, the UK and the USA. It is subdivided into three sections covering the metaphysics, ethics and aesthetics of education and the chapters focus on philosophical concepts such otherness, empathy, personhood and problems including political influences on education and the limits of education. The contributors show the educational value of a range of continental thinkers including Julia Kristeva, Luce Irigaray, Martin Heidegger, Jacques Lacan and Michel Foucault, and also look at how their work has influenced Anglophone thinkers such as John Dewey and Maxine Greene.

Covers a broad range of continental thinkers including Julia Kristeva, Luce Irigaray, Martin Heidegger, Jacques Lacan and Michel Foucault

Introduction: A Language, a Place or None, John Baldacchino (University of Wisconsin-Madison, USA) and Herner Saeverot (Western Norway University, Norway)Part I: Metaphysical Questions1. Philosophy and the Misunderstanding of Education: An Essay on the Need for Educational Theory, Gert Biesta (Maynooth University, Ireland)2. The Truth in Education, Brian Grassom3. Toward An Understanding of Teaching Through Indirect Communication, Benson Fraser (Virginia Wesleyan University, USA) and William J. Brown (Regent University, USA)4. The Idea of Free Will and the Self in Education, Mariann Solberg (UiT the Arctic University of Norway, Norway)5. The Modern Paradox of Education in the Light of Non-Affirmative Education Theory, Michael Uljens (Åbo Akademi University, Finland)6. Bildung: A Paradoxical Concept, Merete Wiberg (Aarhus University, Denmark)7. Taking Appearance in Education Seriously: Transforming Bortoft's Wisdom To Education, Daan Buijs (Wageningen University, Netherlands) and Herner Saeverot (Western Norway University, Norway)8. The Longing for and Illusion of Independence: On Modernity's Neglect of Relations and Its Consequences for Education, Birgit Schaffar (University of Helsinki, Finland)9. The Metaphysical Turn in Philosophy of Education, Richard Smith (Durham University, UK)10. Tahar ben Jelloun's Existential Philosophy and the Postcolonial Condition: Implications for Education, Soudeh Oladi and John P. Portelli (University of Toronto, Canada)11. Is There a Philosophy of Education in Continental Philosophy?, Nigel Tubbs (University of Winchester, UK)Part II: Ethical Questions12. Education and the Unforeseen: Is it Possible To Learn and Train for Something Not Yet Known?, Herner Saeverot (Western Norway University, Norway) and Glenn-Egil Torgersen (University of South-Eastern Norway, Norway)13. Toward a Philosophy of Pedagogy through Entertainment-Education, William J. Brown (Regent University, USA) & Benson P. Fraser (Virginia Wesleyan University, USA)14. Teacher as Researcher? Inquiry-Based Learning and the Normalization of the Pedagogical Point of View, Johannes Bellman (University of Münster, Germany)15. Being and Doing: Identifying With the Pedagogue, Andrew Foran (St. Francis Xavier University, Canada)16. The Continental Stake of Conviviality, Sam Rocha (University of British Columbia, Canada)17. Utopias, Envelopes and Intervals: Educational Topoi and Temporalities in Luce Irigaray's Queer Somatopoetics, Zelia Gregoriou (University of Cyprus, Cyprus)18. The Surroundings of Education: Challenges and Opportunities for the Continental Construction in the Service of Education's Autonomy, Doron Youssef Hassidim19. Celestin Freinet and a Syndicalist Philosophy of Education, Matt Carlin (Manchester Metropolitan University, UK)20. Home and School Cooperation - Toward a Dynamic Combination of Sharing, Partnership, interdependency, and Power, Miina Orell (University of Turku, Finland), Juli-Anna Aerila (University of Oulu, Finland) and Päivi Pihlaja (University of Eastern Finland)21. Rhythms of Place: A Lefebvrian Reading of Correspondence With Maxine Greene, Sue Middleton (University of Waikato, New Zealand)22. Anthropophagy and Early Colonial Jesuit Education in Brazil. (Re)Discovering A Cannibalistic Philosophy of Language and Literacy, Sandro Barros (Michigan State University, USA)23: Philosophy of Didaktik, Tobias Christoph Werler (University of Oslo, Norway)Part III: Aesthetical Questions24. A Pedagogy of In|difference. Speculations for the Anthropocene Age, jan jagodzinsky (University of Alberta, Canada)25. Being and the Formative: Luigi Pareyson's Pedagogical Aesthetics, John Baldacchino (University of Wisconsin-Madison, USA)26. To Learn To Live "Finally" Potentiality as the Phantomic Horizon of Education, Junzi Huang (Peking University, China)27. The Handiness of Hands: Enactive Cognition in the Woodshop, Clarence W. Joldersma (Calvin University, USA)28. The Stranger as Teacher, Peter Roberts (University of Canterbury, New Zealand)29. Practice, Interstices, Otherness and Taking Care, Dennis Atkinson (Goldsmiths, University of London, UK)30. Fiction: An Educational Medium?, Hansjörg Hohr (University of Oslo, Norway)31. Collaborative Pedagogy and Creative Autonomy, James P. Werner (Cal Poly State University, USA) and Christine Hackman (Cal Poly State University, USA)32. Learning Through the Senses: Colonialities In the Making of the Western 'White' Child, Cat Martins (University of Oporto, Portugal)33. The Education of the Sentiments, Miranda Matthews (Goldsmiths, University of London, UK)34. Art Study: A Discussion Seduced, Ian Damerell (Vilnius Academy of Arts & European Humanities University, Lithuania)