The question "what should we teach in school and with what tools should we equip the new generation" is the central question of every reflection related to education. In this book, the reader will find not only some of the answers given to this question, but also the socio-political and scientific framework in which these answers were formed. From this perspective, the author explores the evolution of the interdisciplinary field of Analytical Programs in direct relation to the significance it had and has for educational practice. Thus, he approaches reflectively the perspectives that gradually took shape, their scientific starting points, and their historical and social contexts, as well as their echoes in the school and educational practice.

The ultimate goal of this reflective journey and the culmination of the book is the search for a perspective that, by surpassing divisive dilemmas, intersections, and polarizing confrontations, can lead us to a reflective search for new constants, which through continuous negotiation and contemplation will open up the prospect of a different school. A school in which all voices and diverse identities, both ours as educators and students, as well as those of others within the modern expanded communicative field, gradually formed by the new human, transnational, and intercultural conditions of coexistence, will have a place.