This book provides an authoritative, yet accessible guide to the philosophy of education, its scope, its key thinkers and movements, and its potential contribution to a range of educational concerns. The text offers a balanced view of three key dimensions: first, in giving an equal weight to different styles and modes of philosophy; second, by including past and present perspectives on philosophy of education; and third, in covering both the general “perennial” issues in philosophy and issues of more contemporary concern.
Chapter 4: The Philosophy of Education and Educational Practice
The Philosophy of Education and Educational Practice
Introduction: Thinking Philosophically
There is a puzzle. On the one hand, few university departments or schools of education now provide a philosophical perspective on educational questions; people with philosophical training are rarely appointed. And yet, on the other hand, philosophical problems – at least to the discerning eye – permeate so many of the educational questions which worry us. Furthermore, policy solutions to perceived problems are quite clearly muddled because they have not addressed questions which philosophers from time immemorial have been asking. It is the job of philosophy to scratch beneath the surface of ‘agreed meanings’ – the ‘self-evidently true’ pronouncements – and to show that life is much more complicated than ...