(dis)orientation in education: philosophy (un)compass for navigating uncertainty

In a rapidly evolving global landscape marked by political, economic, and social upheavals, the role - and meaning - of education has never been more critical. It is not merely about imparting knowledge or preparing students for predefined career paths but also about nurturing their (c)abilities to navigate uncertainty, foster self- and otherness-exploration, and embrace collective inquiry. This joint paper emerged from a round table conversation held at the World Philosophy Conference 2025 on the topic of orientation, questioning one of the main assumptions on the role of education adopted within the Western human development frames and policies. In fact, despite the many and disparate pedagogical models available, no doubt is raised about the evidence that education has youth orientation and guidance as proper mission and goal. Starting from this discussion, the aim of the paper is to synthesize insights and suggestions on the transformative effect and potential of philosophical inquiry in education, incorporating contributions from various experiences, perspectives, and aspirations towards reimagining the process of educational (dis)orientation within an improvising futures frame. The implications of these alternative perspectives and proposals in re-designing the school orientation curriculum and activities are highlighted, emphasizing the importance of embracing a new pedagogy of uncertainty.