"Childhood, Philosophy, and Dialogical Education" explores the history and prospects of democratic, dialogical education, and its promise as an engine of social and cultural evolution, especially in the context of the cultural and social site dedicated to the adult-child encounter: the school. Drawing on three historical narratives--of childhood, of subjectivity (psychohistory), and of education--the author offers the possibility of a form of schooling that fosters democratic sensibilities and teaches direct democracy through actual practice.