The Bloomsbury Handbook of Continental Philosophy of Education

A stunning and stimulating array of topics from authors around the world. The editors took on a monumental task, and one very much needed: essays in continental rather than strictly Anglo-American philosophy of education. I will use this volume in my teaching and research with graduate students. -- AG Rud, Distinguished Professor, Washington State University, USA
The phrase continentalphilosophy is often used to unify what is a rich and varied field of philosophical. Baldacchino and Saeverot’s Handbook provide an intellectually sensitive and nuanced collection of the multiplicity of “dialects” that form its family of resemblance in education. The collection of chapters problematizes the multiplicity of thought and recognizes the intersections with other fields of studies to open territories in the intellectual play of theory, philosophy, and pedagogy. Icons of Anglo-American philosophy as the pragmatism of John Dewey are re-spatialized to give greater depth in enunciating a field of thought that travels across geographical places. The Handbook probes of the disciplinary distinctions of metaphysics, ethics, and aesthetics expands their understanding beyond those surrounded by the analytical traditions in Anglo-American philosophy. The question of the Handbook is not only the fashioning of continental philosophy but also the question of philosophy itself. -- Thomas S. Popkewitz, Professor in the Department of Curriculum and Instruction, University of Wisconsin-Madison, USA
The Handbook of Continental Philosophy of Education," edited by John Baldacchino and Herner Saeverot, is a monumental undertaking of scholarship and intellectual bravery. This volume explores all the key issues of our time and blazes new trails. After reading its chapters, one views the philosophy of education with new eyes. -- Stefano Oliverio, Associate Professor of Educational Theory, University of Naples, Italy
This collection is a welcomed resource for students and scholars working with or interested in educational thought that has emerged, been fashioned, or synthetized in continental Europe. It invites readers to the sometimes untranslatable and incongruous in-between terrains of educational philosophy, which in itself can be considered a pedagogical act – that is, an encouragement to let go of the seeming transparency of terms and concepts and find educational thought anew. -- Juuso Tervo, Assistant Professor of Arts-Based Research and Pedagogy, Aalto University, Finland