We have a great deal to learn about education from Joe Dunne – as this book admirably bears out.

Alasdair MacIntyre, University of Notre Dame, USA

This wonderful successor to the pathbreaking Back to the Rough Ground takes us straight to the heart of education. In his lucid and elegant prose, Dunne works through the existential and ethical questions we too often beg. These are true essays, not only discussing formation, but enacting it.

Chris Higgins, Boston College, USA

Joseph Dunne's book is a fascinating, unique intervention in the scholarly debates over time-honoured philosophical and educational issues such as selfhood, childhood, freedom, practice, citizenship and solidarity. I started reading this book and I couldn't stop. Among its merits are its convincing and robust argumentation, its powerful and elegant prose and its insightful critical reflections. These qualities, and many more, too many to account here, render the book hospitable to readers of diverse backgrounds and sensibilities and a valuable contribution to educational-philosophical thought. Reading What's the Good of Education draws one into something better, into a philosophical world of great educational, ethical and political significance for individual flourishing and societal transformation.

Marianna Papastephanou, University of Cyprus, Cyprus

Dunne's question is not “What is the good of this cramped and contorted thing that passes these days for education?” His question is “How might education be remade so that it genuinely serves the good of rising generations of human beings?” His reflections on this crucially important question are as profound and illuminating as any I know of.

Talbot Brewer, University of Virginia, USA

This collection of Dunne's educational thinking is profoundly personal and yet intellectually expansive, testifiying to a lifetime devoted to educational matters. The book does more than any other to show what good philosophy of education contributes to education and culture. Readers are invited to take time to reflect anew on the astonishing processes of human formation.

David Lewin, University of Strathclyde, UK