The field of moral development and moral education has witnessed a relatively huge and differentiated growth in the recent decades both in the area of empirical research and theory and in the area of school practice. In this context, key questions about the importance of "the other" and "interpersonal relationship" in regard to the development of abilities to realise one's life in a truly human way arise. In this book, an international team of researchers examines if and what kind of a relationship with the other is necessary for morality development and vice versa, what kind of relationality is required by specific models of morality. These and other relevant questions are not related only to a strictly philosophical framework, but there is a significant pedagogical overlapping.

The book approaches education and the science of education (Ger. Padagogik) from two perspectives: philosophical and historical. The philosophical perspectives (the fi rst part of the book) explore key philosophical influences underlying the notion of Padagogik. Questions are raised about the status of philosophy of education, and of Padagogik as a fi eld of study. The nature and scope of their contributions in academic workplaces are critically reviewed. Concerning the historical perspectives (the second part of the book), these explore key historical moments in the development of Padagogik as a scientific and academic discipline in individual countries of Central, Southern and South-Eastern Europe, based on the original German tradition.