This edited volume examines the concept of maturity ("Mündigkeit/Myndighed") as a central educational aim within the context of school and teacher education. Particularly drawing on Adorno's critical theory, maturity is understood here not only as a cognitive attribute but as a relational and political process. Contributions from various disciplines illuminate historical aspects, theoretical perspectives, and practical experiences to highlight maturity as a guiding principle of pedagogical practice. Current societal challenges such as digitalization, political polarization, and authoritarian structures are addressed alongside the role of teachers in fostering critical thinking and solidarity. The volume is based on a two-year German-Scandinavian research dialogue coordinated by the Heidelberg School of Education. Its aim is to provide impulses for a teacher education that empowers individuals toward self-determination and responsible action.