Conceptual engineering has taken off as a philosophical methodology. This book asks what happens when conceptual engineering is applied to philosophy of education. The first chapters argue that conceptual engineering is a promising methodology for philosophers of education. The next chapters showcase arguments against turning to conceptual engineering. The second section of the book comprises of chapters that illustrate what conceptual engineering looks like in practice, when applied to educational issues. The end result is an exploration of conceptual engineering in relation to education, and simultaneously of what it means to engage in analytic philosophy of education more generally. With contributions from philosophers and philosophers of education, this book provides an in-depth exploration of the nature and value of conceptual engineering in education. It touches on applied questions about mental health, indoctrination, safety in the classroom and educational justice.weiterlesen