Philosophy of Education

April 20th, 2017 | by
Philosophy of Education
Online University



There is a growing interest in the philosophy of education amongst students of philosophy in addition to amongst those who are more specially and practically concerned with academic problems. Philosophers obviously from the time of Plato onwards, have taken an interest in education and also have dealt with education in the context of wider considerations about knowledge and the smart life. However, it is only quite in recent times in the country that philosophy of education has come to be conceived of as a particular branch of philosophy like the philosophy of science.


To call the philosophy of education a particular branch of philosophy is not, however, to recommend that it is a distinct branch in the sense that it may exist apart from established branches of philosophy resembling philosophy, ethics, and philosophy of mind. It would be more appropriate to consider of it as drawing on established branches of philosophy and delivery them together in ways which are relevant to academic issues. In this respect, the analogy with political philosophy would be an honest one. So, use can usually be made of work that already exists in philosophy. In coping with, for instance, issues resembling the rights of parents and children, punishment in schools, and also the authority of the teacher, it’s possible to draw on and grow work already done by philosophers on rights, punishment, and authority. In many other cases, however, no systematic work exists in the relevant branches of philosophy— on concepts such as education, teaching, learning, and indoctrination. So philosophers of education have had to interrupt new ground in these cases in the philosophy of mind. Work on academic issues can also bring to life and fling new light on long-standing issues in philosophy. Concentration, for example, on the specific predicament of children can throw new light on issues of punishment and responsibility. G.E. Moore’s old worries concerning what forms of things are good in themselves can be brought to life by vital questions about the justification of the curriculum in faculties.


There is a danger in the philosophy of education, as in the many other applied field, of polarization to at least one of two extremes. The work could be basically relevant but philosophically feeble. or it could be philosophically complicated but remote from practical issues. The purpose of the new International Library of the Philosophy of Education is to create a body of basic work in this area which is each practically relevant and philosophically competent. For unless it acquires each type of objective it will fail to satisfy these for whom it is planned and fall short of the conception of philosophy of education which the International Library is supposed to embody.

For a long time, The International Library has been in need of an appropriate introduction which would assist students to seek out their way about its additional volumes. Mr. Moore has supplied just what is necessary: an introduction that is clear and also balanced with further readings to guide students who want to go more deeply into the topics he discusses.

The book opens with an account of the amendment, each in philosophy and philosophy of education, during the past 30 years. It attempts to demarcate the situation of philosophy General editor’s note of education each in relation to philosophy and to academic theory and practice. Within academic theory, there’s a discussion of the time-honoured topic of purposes of education, which is illustrated by the theories of writers resembling Helvetius and Skinner which relied on a mechanical view of human nature and also those of Froebel and Dewey which relied on an organic view. All through Mr. Moore stresses that philosophy of education is theory laden.

After managing with these general matters, Mr. Moore passes to the more sensible level of the curriculum. The character of knowledge is mentioned and its relation to the curriculum. The suggestions for the curriculum of Utilitarianism, Professor Hirst’s forms of knowledge. Mr. Moore stresses the significance of making clear whether simply knowledge or the worth of knowledge is under consideration. The distinctions between educating, teaching, and indoctrination are examined, and the progressive and ancient approaches to teaching. Discipline and punishment are different from each other, and their connections with authority explored. Throughout Mr, Moore receives a balanced position between progressive and ancient theories.


This short introduction to the philosophy of education is succinct, informative and readable. It should be of great facilitate to teachers, and anybody interested in the philosophy of education, to find their way into the extended literature that currently exists in this branch of educational studies.



One Comment

  1. Karson says:

    Steve – don’t make this harder than it is. But come to think of it – maybe the problem didn’t have to do with her at all! Maybe it was her hunb1sd&#82a7;s abnormality. I’ll have to ask if he’s French.

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