ABSTRACT
This special issue started out as five philosophers of education’s shared interest in Catherine Malabou’s philosophy, and the realisation that it has occupied precious little space in philosophy of education so far. Curious to see where this interest could take us, we gathered around a common theme: ‘what can philosophy of education learn from the exposure to Catherine Malabou’s philosophy?’ In this introduction, I will give an outline of Malabou’s philosophy before introducing the articles of the issue.
