The role of critique in education receives intense scrutiny in philosophy of education, both in Europe and in North America. This volume, which includes contributions from authors in nine different countries, brings together a range of contrasting European and Anglophone perspectives on this issue motivated by a concern for social justice and improvement in education.

Preface. 1. The Role of Critique in Philosophy of Education: its Subject Matter and its Ambiguities: Frieda Heyting and Christopher Winch. 2. The Domestication of Critique: Problems of Justifying the Critical in the Context of Educationally Relevant Thought and Action: Helmut Heid. 3. Don't Fence Me In: the Liberation of Undomesticated Critique: Claudia Ruitenberg. 4. How to Conceive of Critical Educational Theory Today?: Jan Masschelein. Educational Critique, Critical Thinking and the Critical Philosophical Traditions: Marianna Papastephanou. 5. Problematising Critique in Pedagogy: Jorg Ruhloff. 6. Problematising Critique in Education and Child-Rearing: Ruhloff's Scepticism: Stefan Ramaekers. 7. Critique and Negativity: Towards the Pluralisation of Critique in Educational Practice, Theory and Research: Dietrich Benner and Andrea English. 8. Negativity: a Disturbing Constitutive Matter in Education: Rosa Nidia Buenfil Burgos. 9. The Utopianisation of Critique: the Tension between Education Conceived as a Utopian Concept and as one Grounded in Empirical Reality: Michele Borrelli. 10. Borrelli, Mill, Emily and Me: Judith Suissa. 11. Developing Critical Rationality as a Pedagogical Aim: Christopher Winch. 12. What are the Bounds of Critical Rationality in Education?: Christiane Thompson. 13. Relativism and the Critical Potential of Philosophy of Education: Frieda Heyting. 14. Critique, Contextualism and Consensus: Jane Green. Notes on Contributors. Index.