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History education and (post-)colonialism – Discourses on colonialism – Teaching a common colonial past – South Africa's colonial historiography – Perspectives of colonist and colony – Cosmopolitanism – Postcolonial perspectives – Colonial complicity – 'Colonization' discourses – 'Empire' taught in English schools – Postcolonial people's history – Visual representations – The case of Vietnam

In order to decolonize the history of philosophy against the fabrication of translatio studiorum as the unilinear path connecting Greek thought and sciences to medieval European Christianity, we need to pluralize that history. And to manifest in our textbooks that translatio studiorum is not just Jerusalem-AthensRome-Paris or London or Heidelberg … but, as well: Athens-Nishapur-BagdadCordoba-Fez-Timbuktu …. To decolonize the history of philosophy is also to take into account the plurality of languages, in order to consider the perspectives introduced by tongues other than European, and thus undo the "ontological nationalism" upon which rests the assumption that philosophical exercise is intrinsically tied to certain (European) languages.

This issue of JKGE is devoted to the specific conditions of educational processes in the pluri-cultural and multilingual regions of Eastern Europe. In the context of globally oriented research on the Enlightenment epoch, issues at the forefront include knowledge diffusion, translation, networking, interferences, asynchronicities, and ambivalences.