Abstract
This essay starts from a keen recognition of the various and unequivocal signals of crisis of educational systems and of the same culture of education in our late Modern age. However, while finding the persistent vitality of a dissonant current basically emancipating in the history of modern education, a wide reflection is opened about the possible perspectives of revision of the educational places and of processes, which are, in the end, recognised as processes of freedom, in the frame of a rising cosmopolitan and planetary humanism.
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