The volume presents reform pedagogy as an ensemble of approaches, experiments, and more or less popular reflections, from which the theoretical problem does not emerge smoothly but must be reconstructed. Reform pedagogy has once again become an important reference point in educational policy and pedagogical discussions. It is used as a quarry of ideas for today's practical needs in schools and education. However, such a simplistic approach can only lead to a misunderstanding and misappropriation of a historical legacy. To fully understand its ideas and possibilities for solving contemporary problems, a thorough engagement with both the history of what we call "reform pedagogy" and its consequences is necessary. Indeed, reform pedagogy cannot be described in a straightforward manner. The author refrains from uniform concepts and does not work with fixed timelines.