Abstract
<jats:p>FROM CLASSROOM TO SOCIETY Social Studies, Primary Education, and Educational Sciences What happens in a classroom rarely stays there. The values children absorb, the habits of thought they form, and the sense of citizenship they come to embody ripple outward—shaping the societies they will one day inhabit and reshape in turn. This edited volume brings together scholars from Social Studies Education, Primary Education, and the Educational Sciences to ask a deceptively simple question: what is education actually for? Moving beyond the comfortable assumption that classrooms are neutral spaces, the contributors argue that teaching is never apolitical—that every curricular choice, every assessment, every silence carries ethical and civic weight. Across its chapters, the volume traces an ambitious arc: from the ideology of neutrality in social studies, to the evolutionary roots of children's moral development; from nature-based pedagogies and climate education, to the architecture of curriculum and citizenship; from the professional autonomy of teachers, to the urgent questions of inclusion and justice that define contemporary schooling. Readers will encounter conceptual archaeology alongside empirical research, historical analysis alongside pedagogical practice—each chapter a distinct lens on a shared conviction: that education is not merely schooling, but a formative social process extending from the classroom into the wider fabric of collective life. Rich in interdisciplinary dialogue and grounded in both global scholarship and local educational realities, From Classroom to Society offers researchers, educators, and policymakers a timely and provocative invitation to rethink what we teach, why we teach it, and what kind of society our classrooms are quietly building.</jats:p>