This paper engages with the themes of the philosophy of the subject, the postmodern curriculum and tasks for the new humanities. It begins to theorize a philosophical curriculum in education as part of such an engagement and discusses a recent curriculum innovation based on the theme of "Educating the Self" which was developed and is taught in conjunction with Prof. Michael Peters as an M. Ed. module of 30 hours, taught over fifteen weeks at the University of Glasgow. After a brief discussion of the modernist notion of the curriculum, the paper discusses the MEd module. In general we conceptualise a philosophy of the subject as a movement away from the abstract, disembodied individual subject characteristic of the Enlightenment (the Kantian ethical subject and liberal political economy - i.e., homo economicus) toward a relational, gendered subject both situated and embodied and understood in all its socio-cultural complexity. Hence the course begins with Kant and ends with Foucault. The course introduces students to the importance of philosophies of the self and identity in educational theory and practice and to important theoretical debates and discourses. It examines the challenges to Enlightenment viewpoints and the notions of modernity and postmodernity and the views of some modern and postmodern philosophers' views of the self and identity. Students discuss not only the self/identities of their students as objects, but also to consider their own identities, both personally and professionally. They are expected to consider how/what education has come to view the self and why it has come to accept the prevalent Enlightenment self as 'truth'. The course begins with Kant for two reasons. Kant's essay 'What is Enlightenment?' provides a vehicle for analysing and discussing the relation between freedom and the use of public reason as the basis for education in the cultural of liberalism. Even though Kant is a late Enlightenment figure his brief essay captures what is in essence the faith in reason--the rationalism-- that is characteristic of the liberal culture of modernity, and this concept of self as a rational, autonomous individual provides a basis for comparison with earlier thinkers (Hobbes and Locke) and also for contemporary critique of a notion of self that is regarded as separate from and logically prior to society. The most famous statement of the Enlightenment self was Rene Descartes "Cogito ergo sum" ("I think therefore I am") in the Discours, which positioned the self as the thinking subject. Much of modern philosophy of the self is the history of trying to overcome Descartes' conception of self. It is the individual knowing self, fully transparent to itself, which serves as the basis for a foundation for all knowledge, for certainty, for indubitability - even an omniscient demon cannot lead us to doubt the proposition "Cogito ergo sum". This notion is 'consolidated', so to speak, in Kant's view of the rational, autonomous knower. Many poststructuralist French philosophers, especially its post WW II, have viewed the self as an increasingly concrete specification in its socio-cultural complexity, in particular, specifying the subject in terms of its: temporality and finitude; corporeality (embodiedness) and spatial location (situatedness); intersubjectivity; gendered subjectivity; sexuality; libidinal forces and emotionality; cultural and ethical self- constitution; patterns of production and consumption; constitution and positioning in discourse. Contrary to some assessments of poststructuralist currents of thought, French theorists did not liquidate the subject but rather rehabilitated it, multiplied it and reinvented it in all its theoretical and practical depth. This is certainly true of Foucault who returns to the ethical subject and the question of ethical self- constitution in his later work and whose work features in the latter part of the M.Ed module.