Alienation: The foundation of transformative education

Abstract Nothing reveals the differences between an internal (i.e., inherently pedagogical) reflection on educational processes and external derived from a philosophical, sociological, psychological, theological or other perspective) more clearly than differing attitudes towards alienation. Looked at outside pedagogical context, alienation appears only negative, deserving nothing but contempt rejection; examined inside framework, it proves to be conditio sine qua non, process through which transformative education is possible. This article juxtaposes both perspectives in order defend conviction that within reflections, pedagogical, i.e., positive, understanding of persuasive, whereas approaches by definition either are reflections belong kind metaphysical thinking nowadays seems rather outdated. paper forms part Special Issue titled ‘Beyond Virtue Vice: Education for Darker Age’, editors invited authors engage exercises ‘transvaluation’. Certain apparently settled concepts (from agency fulfilment ignorance) can radically reinterpreted such virtues seen as vices, vices virtues. The encouraged employ polemics some occasional exaggeration revalue values too readily accepted contemporary discourses.