Preface Acknowledgements Note on the Author Introduction: The Duty to Resist 1 Responsive or Responsible? Democratic Education for the Global Networked Society  Introduction  The Global Networked Society: Fact or Fiction?  Education for the Global Networked Society: Responsive or Responsible?  Democratic Education for the Global Networked Society?  Conclusion 2 How General Can Bildung Be? Reflections on the Future of a Modern Educational Ideal  Introduction  A Brief History of Bildung  Bildung Lost, Bildung Regained  How General Can Bildung Be?  The Epistemological Interpretation: The General as the Universal  The Interpretation from the Sociology of Knowledge: The General as a Social Construction  A Critical Theory of Bildung and Critical Pedagogy  The Network Approach: The General as the Asymmetrical Expansion of the Local  Concluding Remarks 3 Becoming World-Wise: An Educational Perspective on the Rhetorical Curriculum  Introduction  Education, Paideia and Bildung  Becoming ‘Symbol-Wise’ or Becoming ‘World-Wise’?  Empowerment or Emancipation?  The Challenge 4 Critical Thinking and the Question of Critique: Some Lessons from Deconstruction  Philosophy, Critique, and Modern Education  Critical Thinking and the Question of Critique  Critical Dogmatism  Transcendental Critique  Deconstruction  From Critique to Deconstruction  Conclusion 5 Philosophy, Exposure, and Children: How to Resist the Instrumentalisation of Philosophy in Education  What Might Philosophy Achieve?  Philosophical Enquiry or Scientific Enquiry?  A Performative Contradiction  The Trouble with Humanism, Particularly in Education  A Post-Humanist Theory of Education: Action, Uniqueness and Exposure  Conclusion: A Different Philosophy for Different Children 6 No Education without Hesitation: Exploring the Limits of Educational Relations  Introduction  The Multiple Meanings of ‘Education’  ‘Mind the Gap!’  ‘Being Addressed’  ‘You Must Change Your Life’  Concluding Remarks 7 Transclusion: Overcoming the Tension between Inclusion and Exclusion in the Discourse on Democracy and Democratisation  Introduction  Inclusion and Democracy  Making Democracy More Inclusive: The Deliberative Turn  Entry Conditions and Democratic Exclusions  Overcoming Internal Exclusion: Making Democracy More Welcoming  Can Democracy Reach as State of Total Inclusions? And Should It?  From Democracy to Democratisation  Discussion: Marking the Difference between Inclusion and Transclusion 8 Education and Democracy Revisited: Dewey’s Democratic Deficit  Introduction  Connecting Democracy and Education: The Moral Argument  Education as Bildung  From the Ethics of Democracy to Democracy and Education  A Democratic Deficit?  From Absolutism to Experimentalism  Overcoming the ‘Crisis in Culture’  Concluding Comments: The Missing Link Revisited 9 Making Pedagogy Public: For the Public, of the Public, or in the Interest of Publicness?  Introduction  The Decline of the Public Sphere  Arendt on Action, Plurality, and Freedom  “The Space Where Freedom Can Appear”  For the Public, of the Public, or in the Interest of Publicness?  Conclusion Conclusion: Looking Back and Looking Forward Appendix: From Experimentalism to Existentialism: Writing in the Margins of Philosophy of Education References Index