The book consistently exposes the fundamental premises about the acquisition of knowledge and its role in society, while relying on both heritage and contemporary theories of education. The author dismantles established “narratives” about education, emphasizing the need to rethink the complexity of the educational process. In this sense, the book can also be seen as a renewed and continuously open call for a critical examination of the status of education and educational strategies. The encouragement for a thorough revision of the role and significance of education in society does not suggest abandoning the effort to expose and nurture the antinomies and tensions already found in its conception; on the contrary. It insists that fidelity to the tradition of education is justified only by fundamentally questioning education itself. It requires accountability for all the stakes that have so far been placed on education and openness to the challenges posed by global dangers and new technologies.