It has been argued that we live in a post-theoretical and post-paradigmatic era (Reichenbach 2014). The argument says that theories and paradigms no longer structure the current academic discourse. Given the prominent role of empirical research methods in the educational studies as well as the pluralization of the educational-philosophical field, it might feel pointless to engage in educational-philosophical schools of thought. This section, however, rests on the conviction that there are still good reasons to engage with the central debates and paradigms of educational-philosophical discourse. The introduction presents important themes and aspects of the chapters in this section. The section is comprised of a rich and broad selection of schools and theories, historically and globally speaking.