In this volume, Wolfgang Halbeis attempts a systematic examination of the problematic relationship between education and conscience. He does not merely provide a cataloging or categorization of educational doctrines, but rather clarifies the contradictions and connections of educational and conscience concepts in their fundamental aspects. The investigation does not limit itself to interpreting the pedagogical problem of conscience as an issue of the self-educating individual; it also considers the aspect of interpersonal encounters and societal co-creation. Thus, the study claims to elucidate the pedagogical conscience problem in terms of its fundamental structure. In the sense of pedagogy as a practical science, this work is neither a purely theoretical investigation nor a practical guide. Instead, it develops general principles against the backdrop of pedagogical practice, making it possible to interpret feelings of conscience based on educational theory, understand them in their contexts, and apply them in practice. The aim is to encourage educators to hermeneutically explore conscience as a pedagogical problem.