Max Stirner is a little-received author compared to the contemporaries of his intellectual circle, which include Karl Marx, Ludwig Feuerbach, and Moses Hess. In this book, this unconventional thinker is understood for the first time as an untimely reform pedagogue and philosopher of education. It is precisely as a reform pedagogue oriented toward philosophy of education and communication theory that Stirner should be rediscovered, since his ideology-critical and reform pedagogical approaches constitute a hitherto unexploited resource for contemporary questions of pedagogy and philosophy of education. The re-reading of Stirner proposed in this book shows, among other things, that his ideology critique in the philosophy of language and education has central commonalities with current framing research.

Tijana Müller-Sladakovic, Fach und Kernseminarleiterin am Zentrum für schulpraktische Lehrerausbildung in Neuss und Lehrbeauftragte an der Bergischen Universität Wuppertal