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This insightful Handbook employs key historical and philosophical research to develop a new culturally sensitive theory of education that fosters open dialogue across national, disciplinary and ideological boundaries.

Leading international scholars examine core concepts within their economic, political and social contexts, exploring their impact on the soul, heart, mind and emotions, as well as self-understanding and invested personal growth. By tracing their evolution, the contributors highlight the discursive preferences, inherent limitations and persisting historical trends of these foundational concepts. They provide important insight into how education, philosophy, history and theory have been discussed and thematised in contemporary academic discourse, considering education as a human right, subjectification, decolonialism and nationalism. This Handbook not only contextualises past educational predictions but also presents new perspectives on the future of education, nature and technology.

Providing a comprehensive overview of a vibrant and diversified field of research, this Handbook is crucial literature for education scholars and students, particularly those researching educational history, philosophy and politics. It will also inform sociologists of education and curriculum and pedagogy specialists looking for a deeper understanding of the history and philosophy of education.