Thinking, Childhood, and Time: Contemporary Perspectives on the Politics of Education is an interdisciplinary exploration of the notion of childhood and its place in a philosophical education. Contributors consider children''s experiences of time, space, embodiment, and thinking. By acknowledging Hannah Arendt''s notion that every child brings a new beginning into the world, they address the question of how educators can be more responsive to the Otherness that childhood offers, while assuming that most educational models follow either a chronological model of child development or view children as human beings that are lacking. The contributors explore childhood as a philosophical concept in children, adults, and even beyond human beings-Childhood as a (forgotten) dimension of the world. Contributors also argue that a pedagogy that does not aim for an "exodus of childhood," but rather responds to the arrival of a new human being responsibly (dialogically), fosters a deeper appreciation
