ABSTRACT
Students suffer at the hands of merciless schools and a society that shows them no mercy in return and offers no help to their schools in their apparent messianic duty to save society. Teachers are every bit as mercilessly treated but some of them deserve it for various reasons. The field of philosophy of education is complex for a number of reasons. One reason is that it attracts different proportional interests and abilities in philosophy and education that are prone to imbalance and disorder. This book emerges from one place where truly complicated conversations have happened during the author's time in the Academy and in the times of many others: the Journal of Curriculum Theorizing annual Bergamo conference, in Dayton, Ohio. The syllabus as curriculum in the approach of the reconceptualist tradition is ultimately about building a curriculum that is not for the wounded.
