educational philosophy

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5 What is an Educational Philosophy?

Jennifer Beasley and Myra Haulmark

What makes a teacher? Teaching is like a salad. Think about it. If you were to attend a party for any given holiday, the number of and variations to each salad recipe that might be present for consumption could outnumber those present at the party. There are so many different ways to teach, varying circumstances to take into account, and philosophies to apply to each classroom. And what better way to have a positive impact on the world than to offer knowledge for consumption? The term ‘teacher’ can be applied to anyone who imparts knowledge of any topic, but it is generally more focused on those who are hired to do so (teach, n.d., n.p.). In imparting knowledge to our students, it is inevitable that we must take into account our own personal philosophies or pedagogies, and determine not only how we decide what our philosophies are, but also how those impact our consumers.

Objectives and Key Terms

In this chapter, readers will…

• Define, describe, and identify the four branches of educational philosophy
• Outline at least two educational philosophies that influence our schools
• Explain how educational philosophies influence the choice of curriculum and classroom instructional practices
• Develop a personal philosophy concerning teaching and learning

Key terms in the chapter are…

Constructivism

Perennialism, essentialism, progressivism.

• Romanticism
• Behaviorism

Lessons in Pedagogy

What, exactly, are education philosophies? According to Thelma Roberson (2000), most prospective teachers confuse their beliefs with the ideas of teaching (p. 6). Education philosophies, then, are not what you want to do in class to aid learning, but why you do them and how they work. For example, Roberson’s students state they “want to use cooperative learning techniques” in their classroom. The question posed is, why? “[I]s cooperative learning a true philosophy or is it something you do in the classroom because of your belief about the way children learn?” (Roberson, 2000, p. 6). Philosophies need to translate ideas into action – if you want to use certain techniques, then you need to understand how they are effective in the classroom to create that portion of your education philosophy. It helps to have an overview of the various schools out there.

• Perennialism – focuses on human concerns that have caused concern for centuries, revealed through ‘great works’ (Ornstein, 2003, p. 110)  It focuses on great works of art, literature and enduring ideas.
• Essentialism – Emphasizes skills and subjects that are needed by all in a productive society. This is the belief in “Back to Basics”.  Rote learning is emphasized and
• Progressivism – Instruction features problem-solving and group activities – The instructor acts as a facilitator as opposed to a leader (Ornstein, 2003, p. 110)
• Social Reconstructionism – Instruction that focuses on significant social and economic problems in an effort to solve them (Ornstein, 2003, pg.110)
• Existentialism – Classroom dialogue stimulates awareness – each person creates an awareness gleaned from discussion and encourages deep personal reflection on his or her convictions (Ornstein, 2003, p. 108).
• The knowledge that has been passed through the ages should be continued as the basis of the curriculum, like the classic works of Plato and Einstein.
• Reason, logic, and analytical thought are valued and encouraged
• Only information that stood the test of time is relevant.  It is believed these prepare students for life and help to develop rational thinking.
• The classes most likely to be considered under this approach would be history, science, math, and religion classes (Educational Philosophies in the Classroom, pg.1).
• Essentialists believe that there is a universal pool of knowledge needed by all students.
• The fundamentals of teaching are the basis of the curriculum: math, science, history, foreign language, and English. Vocational classes are not seen as a necessary part of educational training.
• Classrooms are formal, teacher-centered, and students are passive learners.
• Evaluations are predominately through testing, and there are few, if any, projects or portfolios.

Watch the following video for a little more about this philosophy:

• This is a student-centered form of instruction where students follow the scientific method of questioning and searching for the answer.
• Evaluations include projects and portfolios.
• Current events are used to keep students interested in the required subject matter.
• Students are active learners as opposed to passive learners.
• The teacher is a facilitator rather than the center of the educational process.
• Student input is encouraged, and students are asked to find their interpretation of the answer, have a choice in projects and assignments. (Educational Philosophies in the classroom, pg.1).
• Real-world problem solving emphasized.
• Subjects are integrated.
• Interaction among students.
• Students have a voice in the classroom.

Social Reconstructivism

• This student-centered philosophy strives to instill a desire to make the world a better place.
• It places a focus on controversial world issues and uses current events as a springboard for the thinking process.
• These students are taught the importance of working together to bring about change.
• These teachers incorporate what is happening in the world with what they are learning in the classroom (Educational Philosophies in the Classroom, pg.1).

What do you think?

Additional Beliefs in Regards to Teaching/Learning

Active participation is the key to this teaching style. Students are free to explore their own ideas and share concepts with one another in nontraditional ways. “Hands-on activity […] is the most effective way of learning and is considered true learning” (Educational Philosophies in the Classroom, pg.1).

What is Constructivism?

The root word of Constructivism is “construct.” Basically, Constructivism is the theory that knowledge must be constructed by a person, not just transmitted to the person. People construct knowledge by taking new information and integrating it with their own pre-existing knowledge (Cooper, 2007; Woolfolk, 2007). It means they are actively involved in seeking out information, creating projects, and working with material being presented versus just sitting and listening to someone “talk at them”.

Jean Piaget’s Theory of Constructivism

Jean Piaget was one of the major constructivists in past history. His theory looks at how people construct knowledge cognitively. In Piaget’s theory, everybody has schemata.  These are the categories of information we create to organize the information we take in.  For example, “food” is one schema we may have.  We have a variety of information on food. It can be organized into different food groups such as the following: bread/pasta, fruits, vegetables, meats, dairy, and sweets (Kail & Cavanaugh, 2007).  We use these schemas to help us “make sense” of what we see, hear and experience, and integrate this information into our knowledge bank.

According to Piaget’s theory, one way people construct knowledge is through assimilation. People assimilate when they incorporate new knowledge and information into pre-existing schemes. Here is an example: A child sees a car and learns that it can be called a vehicle. Then the child sees a motorcycle and learns that it can be called a vehicle as well. Then the child sees a truck and calls it a vehicle. Basically, the child developed a schema for “vehicles” and incorporated trucks into that schema (Kail & Cavanaugh, 2007).

Another way people construct knowledge, according to Piaget’s theory, is through accommodation. People accommodate when they modify or change their pre-existing schemes. Here is an example.: A child sees a dog (a furry four-legged animal) and learns that it can be called a pet. Then the child sees a cat (a furry four-legged animal) and learns that it can be called a pet as well. Then the child sees a raccoon (also a furry four-legged animal) and calls it a pet. Afterward, the child learns from his or her parents that a raccoon is not a pet. At first, the child develops a schema for “pet” which includes all furry four-legged animals. Then the child learns that not all furry four-legged animals are pets. Because of this, the child needs to accommodate his or her schema for “pet.” According to Piaget, people learn through a balance of assimilation and accommodation (Kail & Cavanaugh, 2007).

Lev Vygotsky’s Theory of Constructivism

Lev Vygotsky was another major constructivist in past history. While Jean Piaget’s theory is a cognitive perspective, Vygotsky’s theory is a sociocultural perspective. His theory looks at how people construct knowledge by collaborating with others. In Vygotsky’s theory, people learn and construct knowledge within the Zone of Proximal Development. People have an independent level of performance where they can do things independently. Likewise, people have a frustration level where tasks are too difficult to be able to perform on their own.  In between, there is an instructional level where they can do things above the independent level with the help and guidance of others. The range, or zone, between the independent and frustration levels is the Zone of Proximal Development (Cooper, 2007; Kail & Cavanaugh, 2007; Woolfolk, 2007).

In the Zone of Proximal Development, assistance needs to be given by another person. This assistance, help, or guidance is known as scaffolding. Because the zone has a range, assistance needs to be given, but not too much. If not enough assistance is given, a person may not be able to learn the task. On the other hand, if too much assistance is given, the person may not be able to fully construct the newly acquired information into knowledge. For example, a child needs help doing math homework. With no help, the child may not be able to do it. With too much help, the homework is done for the child, so the child may not fully understand the math homework anyway (Cooper, 2007; Kail & Cavanaugh, 2007; Woolfolk, 2007).

Constructivism in the Classroom

In the classroom, the teacher can u se Constructivism to help teach the students. The teacher can base the instruction on the cognitive strategies, experiences, and culture of the students. The teacher can make the instruction interesting by correlating it with real-life applications, especially applications within the students’ own communities. Students can work and collaborate together during particular activities. The teacher can provide feedback for the students so they know what they can do independently and know what they need help with. New concepts can be related to the students’ prior knowledge. The teacher can also explain how new concepts can be used in different contexts and subjects. All these ideas are based on Constructivism (Sherman & Kurshan, 2005).

Research shows that constructivist teaching can be effective. According to research conducted by Jong Suk Kim at Chungnum National University in Korea, constructivist teaching is more effective than traditional teaching when looking at the students’ academic achievement. The research also shows that students have some preference for constructivist teaching (Kim, 2005). Again, whe n the theory of Constructivism is actually applied in the classroom, it can be effective for teaching students.

It is not the sole responsibility of the teachers to educate the students. According to Constructivism, students have some responsibilities when learning. A student may be quick to blame the teacher for not understanding the material, but it could be the case that the student is not doing everything he or she could be doing. Because knowledge is constructed, not transmitted, students need to make an effort to assimilate, accommodate, and make sense of information. They also need to make an effort to collaborate with others, especially if they are having a hard time understanding the information.

Four Philosophies in Assessment

In addition, the ‘constructivist’ school of philosophy, rooted in the Pragmatic pedagogy and branched off from the ‘Social Reconstructivist’ school, has gained much popularity. Around the turn of the century (the early 1990s), many teachers felt the rote memorization and mindless routine that was common was ineffective and began to look for alternate ways to reach their students (Ornstein, 2003, p. 111). Through the constructivist approach, “students “construct” knowledge through an interaction between what they already think and know and with new ideas and experiences” (Roberson, 2000, p. 8). This is an active learning process that leads to a deeper understanding of the concepts presented in class and is based on the abilities and readiness of the children rather than set curriculum guidelines (Ornstein, 2003, p. 112). Constructivism “emphasizes socially interactive and process-oriented ‘hands-on’ learning in which students work collaboratively to expand and revise their knowledge base” (Ornstein, 2003, p. 112). Essentially, the knowledge that is shaped by experience is reconstructed or altered, to assist the student in understanding new concepts (Ornstein, 2003, p. 112). You, as the teacher, help the students build the scaffolding they need to maintain the information even after the test is taken and graded.

Creating Your Philosophy

Educators continue to build upon their philosophy over their careers. They often choose elements from various philosophies and integrate them into their own.  When identifying a philosophy, here are things to consider:

• What is the purpose of education?
• What do you believe should be taught?
• How do you think the curriculum should be taught?
• What is your role as the teacher?
• What is the role of the student?
• What is the value of teacher-centered instruction and student-centered instruction; where and when do you incorporate each?

What philosophy are you leaning towards?  Take the following quiz to find out!

Make a copy and take the quiz on your own:

https://docs.google.com/document/d/1riF81PX9IDZLlQ4K0rBpkZMPlIA5cQ-twb-Soz6ygnA/copy

The following resources are provided when “digging deeper” into the chapter.

• What is your Educational Philosophy? https://www.edutopia.org/blog/what-your-educational-philosophy-ben-johnson
• Four Philosophies and Their Applications to Education https://docs.google.com/document/d/149dx9pNRqIYp-EAYVHgXkxUV_u2cnmbGmvMgS863P4o/edit

Modified from “Foundations of Education and Instructional Assessment” by Dionne Nichols licensed under CC BY-SA 4.0

Introduction to Education Copyright © 2021 by Jennifer Beasley and Myra Haulmark is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License , except where otherwise noted.

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3 Educational Philosophies

“Theories are more than academic words that folx with degrees throw around at coffee shops and poetry slams; they work to explain to us how the world works, who the world denies, and how the structures uphold oppression.”

Bettina L. Love, 2019

Learning Objectives

• Learn the four key Educational Philosophies
• Explore non-systemically dominant educational systems and their philosophical roots
• Compare how the privileging of educational thought and philosophy in the US  is based in social, political, and economic power
• Develop an initial personal philosophy of education through self-reflection and self examination taking into account narratives and counterstories

Activity – Educational Philosophy Assessment

In order to start reflecting on your own philosophy of education, complete the following:

• Educational Philosophies Self Assessment – https://evaeducation.weebly.com/uploads/1/9/6/9/19692577/self_assessment.pdf
• Scoring Guide for the Self Assessment: https://evaeducation.weebly.com/uploads/1/9/6/9/19692577/self_assessment_scoring_guide.pdf

What does this survey reveal about your underlying philosophy?

Do you agree or disagree with this assessment? Explain.

What might this survey reveal with your reasons in becoming a teacher?

Foundations of Educational Philosophy

Pause and Ponder – Education

You may have heard comments implying that education in the United States is not political, separate from religion, and accessible to everyone. The reality is that from its early existence in the western hemisphere in the 1600s, it was indeed political, religious, and accessible only to a select few. These traits continue to influence the evolution of education in the United States today.

The education system in the United States is a social institution. A social institution is a pattern of behaviors and social arrangements that have evolved to meet the needs of society. Quite often, how those needs are defined in official conversations is dependent on who has the social, economic, and legal power to do the defining.

Given this, and since the current system in the US was derived from a system that was explicitly designed to reproduce wealth and privilege for societal elites, it should be no surprise that the foundational theorists upon which the US education rests are representative of a narrow range of perspectives on education. Many educational approaches, perspectives, and philosophies have been neglected in the development of the US system. For instance, the educational system in the US is not rooted at all in the philosophies of Aztec or Mayan civilizations. Nor does it include understandings about teaching, learning, or intellectual growth from Muslim, Hindu, or Yoruba societies. It is accurate to say the US system of education and the philosophies on which it rests are decidedly Eurocentric.

Critical Lens – Eurocentrism

Eurocentrism (also Eurocentricity) is a worldview that is centered on or privileges European-based civilization or a biased view that favors it over nonEuropean-based civilizations.

In order to understand the educational system in the US in a way that supports educators in meeting the needs of all students, we offer the following orientation to the educational philosophies on which this system was founded.

A philosophy grounds or guides practice in the study of existence and knowledge while developing an ontology (the study of being) on what it means for something or someone to be—or exist. Educational philosophy, then, provides a foundation which constructs and guides the ways knowledge is generated and passed on to others. Therefore, when thinking and reflecting about your own philosophy of education, you need to acknowledge your values, beliefs and attitudes towards the educational system, as this will guide your practice. Therefore, it is of critical importance that teachers begin to develop a clear understanding of philosophical traditions and how the philosophical underpinnings inform their educational philosophies. Philosophies need to translate ideas into action. If you want to use certain techniques, then you need to understand how they are effective in the classroom to create that portion of your education philosophy.

Over the course of history, philosophy has experienced several paradigm shifts that influence teaching and learning. Philosophical traditions from the 19th century helped anchor the early foundations of educational philosophy and the development of public education in Europe and the United States.

Activity – Think and Reflect

Think and reflect on the following guiding questions:

• What does being a teacher mean to you?
• What are the skills that, from your perspective, effective teachers have?
• What should be taught?
• How should it be taught?
• What is knowledge?
• Why is it important to establish a trusting relationships between students, teachers and the community?

Whether you are aware or not, you have begun writing philosophical statements about education and being a teacher.

3.1 Philosophical Perspectives of Education

As students ourselves, we may have a particular notion of what schooling is and should be as well as what teachers do and should do. In his book entitled Schoolteacher: A Sociological Study, Dan Lortie (1975) called this the “apprenticeship of observation” (p. 62). Many people who pursue teaching think they already know what it entails because they have generally spent at least 13 years observing teachers as they work. The role of a teacher can seem simplistic because as a student, you only see one piece of what teachers actually do day in and day out. This one-dimensional perspective can contribute to a person’s idea of what the role of teachers in schools is, as well as what the purpose of schooling should be. The idea of the purpose of schooling can also be seen as an individual’s philosophy of schooling.

Philosophy can be defined as the fundamental nature of knowledge, reality and existence. In the case of education, one’s philosophy is what one believes to be true about the essentials of education. When thinking about your philosophy of education, consider your beliefs about the roles of schools, teachers, learners, families, and communities. There are four philosophical perspectives currently used in educational settings: essentialism, perennialism, progressivism, and social reconstructionism/critical pedagogy. Unlike the more abstract philosophical perspectives of ontology and axiology, these four perspectives focus primarily on what should be taught and how it should be taught, i.e. the curriculum. These are explained below.

3.2 Four Key Educational Philosophies

Essentialism.

Essentialism adheres to a belief that a core set of essential skills must be taught to all students. Essentialists tend to privilege traditional academic disciplines that will develop prescribed skills and objectives in different content areas as well as develop a common culture. Typically, Essentialism argues for a back-to-basics approach on teaching intellectual and moral standards. Schools should prepare all students to be productive members of society. The Essentialist curriculum focuses on reading, writing, computing clearly and logically about objective facts concerning the real world. Schools should be sites of rigor where students learn to work hard and respect authority. Because of this stance, Essentialism tends to subscribe to tenets of Realism. Essentialist classrooms tend to be teacher-centered in instructional delivery with an emphasis on lecture and teacher demonstrations.

Perennialism:

Perennialism advocates for seeking, teaching, and learning universal truths that span across historical time periods. These truths, Perennialists argue, have everlasting importance in helping humans solve problems regardless of time and place. While Perennialism resembles essentialism at first glance, Perennialism focuses on the individual development of the student rather than emphasizing skills. Perennialism supports liberal arts curricula that helps produce well-rounded individuals with some knowledge across the arts and sciences. All students should take classes in English Language Arts, foreign languages, mathematics, natural sciences, fine arts, and philosophy. Like Essentialism, Perennialism may tend to favor teacher-centered instruction; however, Perennialists do utilize student-centered instructional activities like Socratic Seminar, which values and encourages students to think, rationalize, and develop their own ideas on topics.

Progressivism

Progressivism focuses its educational stance toward experiential learning with a focus on developing the whole child. Students learn by doing rather than being lectured to by teachers. Curriculum is usually integrated across contents instead of siloed into different disciplines. Progressivism’s stance is in stark contrast to both Essentialism and Perennialism in this manner. Progressivism follows a clear pragmatic ontology where the learner focuses on solving real-world problems through real experiences. Progressivist classrooms are student-centered where students will work in cooperative/collaborative groups to do project-based, expeditionary, problem-based, and/or service-learning activities. In progressivist classrooms, students have opportunities to follow their interests and have shared authority in planning and decision making with teachers.

3.3 A Response to Dominant Systems:

Social reconstructionism.

Social reconstructionism was founded as a response to the atrocities of World War II and the Holocaust to assuage human cruelty. Social reform in response to helping prepare students to make a better world through instilling liberatory values. Critical pedagogy emerged from the foundation of the early social reconstructionist movement.

Critical Lens – Liberatory Thinking

“Liberatory thinking is the re- imagining of one’s assumptions and beliefs about others and their capabilities by interrupting internal beliefs that undermine productive relationships and actions. Liberatory thinking goes beyond simply changing mindsets to creating concrete opportunities for others to experience liberation. The opportunities provides cover for and centers underrepresented and marginalized people. It pushes people to interrogate their own multiple identities in relation to others and to think about the consequences of our actions, especially for students of critical need. It explores how mindsets can impede or ignite progress in the classroom, school, and district.”

Chicago Public Schools

For more information in Liberatory Thinking, please refer to the Equity Framework  from the Chicago Public Schools

Critical Pedagogy

Critical pedagogy is the application of critical theory to education. For critical pedagogues, teaching and learning is inherently a political act and they declare that knowledge and language are not neutral, nor can they be objective. Therefore, issues involving social, environmental, or economic justice cannot be separated from the curriculum. Critical pedagogy’s goal is to emancipate marginalized or oppressed groups by developing, according to Paulo Freire, conscientização, or critical consciousness in students.

Critical pedagogy de-centers the traditional classroom, which positions teachers at the center. The curriculum and classroom with a critical pedagogy stance is student-centered and focuses its content on social critique and political action.

3.4 Ways of Knowing

Pause and Ponder – Ways of Knowing

In addition to the historically neglected  thinkers and the theories presented above, it is important for educators to consider that there are many ways of knowing and acquiring knowledge

How do you know something is true?

In the US school system, for instance, students begin the day when a bell or signal goes off at the same predetermined time every day. This scheduling system shapes students’ awareness of how days in their lives will most likely be structured. Consider an alternative: What would happen if the school day started every day when the sun passes a certain point across the horizon. What would students learn about the world? How would students’ way of knowing about time and responsibility be changed?

Critical Lens – Cultural Practices

Here are two news stories with examples of cultural practices that are not taught in mainstream schools because they have been steered away from in this imperialistic, colonizing culture. Nevertheless, they have been sustained by thinkers and teachers and continue to be sustained today.

Culturally informed childbirth practices: Navajo woman starts nonprofit to improve maternal health

Traditional care of the land: For tribes, ‘good fire’ a key to restoring nature and people

3.5 Educational Thinkers

The thinkers and perspectives in the preceding section of this text are considered foundational thinkers in mainstream formal education in the US, other thinkers from the same time period and throughout history are considered foundational contributors to education throughout the world. Some of this has to do with the notion of US colonialism, imperialism, exceptionalism (the belief that the United States is either distinctive, unique, or exemplary compared to other nations), and the legacy of the enslavement of Black Americans in the United States. Because of these legacies, very few people of color were accepted into the cannon of formal educational thinkers. As a result, the US system has been shaped by a very narrow sample of foundational theorists, and many educators who trained in the 20th and 21st centuries in the US had their perspectives formed under this narrow umbrella.

The following individuals and theories are presented so that you can broaden your perspective and better serve all students during your career in education.

William Edward Burghardt Du Bois

Du Bois was an American sociologist, historian and Pan-Africanist civil rights activist. Du Bois completed his graduate work at the University of Berlin and Harvard University, where he was the first African American to earn a doctorate. He became a professor of history, sociology and economics at Atlanta University. Du Bois was one of the founders of the National Association for the Advancement of Colored People (NAACP) in 1909.

In an effort to portray the genius and humanity of the Black race, Du Bois published The Souls of Black Folk (1903), a collection of 14 essays. The introduction of the book famously proclaimed that “the problem of the Twentieth Century is the problem of the color line.” Each chapter begins with two epigraphs – one from a White poet, and one from a Black spiritualist – to demonstrate intellectual and cultural parity between Black and White cultures.

A major theme of The Souls of Black Folk is the double consciousness faced by African Americans: being both American and Black. This was a unique identity which, according to Du Bois, had been a handicap in the past, but could be a strength in the future: “Henceforth, the destiny of the race could be conceived as leading neither to assimilation nor separatism but to proud, enduring hyphenation.”

Double consciousness is the internal conflict experienced by subordinated or colonized groups in an oppressive society. Originally, double consciousness was specifically the psychological challenge African Americans experienced of “always looking at oneself through the eyes” of a racist white society and “measuring oneself by the means of a nation that looked back in contempt”. The term also referred to Du Bois’s experiences of reconciling his African heritage with an upbringing in a European-dominated society.

More recently, the concept of double consciousness has been expanded to other situations of social inequality, notably women living in patriarchal societies as well as LGBTQ2S+ people living in homophobic and transphobic societies.

The idea of double consciousness is important because it illuminates the experiences of Black people living in post-slavery America, and also because it sets a framework for understanding the position of oppressed people in an oppressive world. As a result, it became used to explain the dynamics of gender, colonialism, xenophobia and more alongside race. This theory laid a strong foundation for other critical theorists to expand upon.

Carter Godwin Woodson

Woodson was an American educator, historian, author, and the founder of the Association for the Study of African American Life and History. He achieved a graduate degree at the University of Chicago and in 1912 was the second African American, after W. E. B. Du Bois , to obtain a PhD from Harvard University . Woodson remains the only person whose parents were enslaved in the United States to obtain a PhD . He taught at two historically Black colleges: “ Howard University and West Virginia State University ”. Woodson believed that education and increasing social and professional contacts among Black and white people could reduce racism, and he promoted the organized study of African-American history partly for that purpose. He would later promote the first Negro History Week in Washington, D.C., in 1926, forerunner of Black History Month.

Woodson published The Education of the Negro Prior to 1861. Believing that history belonged to everybody, not just the historians, Woodson sought to engage Black civic leaders, high school teachers, clergy, women’s groups and fraternal associations in his project to improve the understanding of African-American history. He founded the Association for the Study of African American Life and History whose purpose he described as the “scientific study” of the “neglected aspects of Negro life and history” by training a new generation of Black people in historical research and methodology

hooks is a US based educational theorist and social activist. In Teaching to Transgress: Education as the Practice of Freedom, she argues that a teacher’s use of control over students dulls the students’ enthusiasm and teaches obedience to authority, and keeps students from learning critical thinking. hook’s pedagogical practices exist as an interplay of anti-colonial, critical, and feminist pedagogies and are based on freedom. hooks also built a bridge between critical thinking and real-life situations, to enable educators to show students the everyday world instead of the stereotypical perspective of the world. hooks argues that teachers and students should engage in interrogations of cultural assumptions that are supported by oppression.

note: bell hooks intentionally does not capitalize her name, which follows her critical stance that language, even how we write one’s own name, is political and ideological.

Henry Giroux

Giroux is a foundational critical theorist in the US and Canada, best known for his pioneering work in critical pedagogy in K-12 and higher ed. His work advocates supporting students developing a consciousness of freedom and connecting knowledge to power, and the ability to take constructive action. His latest work examines the pitting of people against each other through the lens of class, race, and any other differences that don’t embrace white nationalism.

3.6 Latin American Thinkers

We will now analyze the impact of the pedagogical practice, as well as the educational thought, of different key educators in Latin America. These educators influenced a cultural change with ideas and concepts that modified the parameters of the educational system that was established in LatinAmerica.

Some of these educators have not been recognized in the educational system around the world. However, their work has been a catalyst in  giving way to cultural and educational transformations in Latin America. The following educators stand out for their innovative tendencies who fought for an educational system to which all people had access.

When studying these Latin American educators, it should be noted that they generated a change that had a great impact on socio-cultural problems and that their success, or failure, depended on the government policies carried out in the corresponding countries.

Deeper Dive – Latin American Thinkers

You can watch the history of each Latin American thinkers in Spanish in the following video:

Paulo Reglus Neves Freire

Freire is a Brazilian philosopher and educator, was one of the most influential thinkers behind social reconstructionism. He criticized the banking model of education in his best known writing, Pedagogy of the Oppressed, which is generally considered one of the fundamental texts of the critical pedagogy movement. Banking models of education view students as empty vessels to be filled by the teacher’s expertise, like a teacher putting “coins” of information into the students’ “piggy banks.” Instead, Freire supported problem-posing models of education that recognized the prior knowledge everyone has and can share with others. Conservative critics of social reconstructionists suggest that they have abandoned intellectual pursuits in education, whereas social reconstructionists believe that the analyzing of moral decisions leads to being good citizens in a democracy.

The installment dedicated to Paulo Freire covers the different stages of the life of the Brazilian pedagogue and politician. The documentary shows his Christian roots and his first steps related to literacy and adult education in Brazil, especially the one carried out in Angicos. Then, it continues with Freire’s years in exile, which included a diverse tour of Chile, the US, Nicaragua, etc. and the publication, in 1970, of two of his most important works: Education as a practice for freedom and Pedagogy of the oppressed. At the same time, it is argued that these works strengthened a political idea that became the organizer of the movement of the oppressed in Latin America.

Pause and Ponder – Dominant Narrative

The work of Freire, Giroux, and hooks are included as necessary responses to the exclusionary and marginalizing nature of the dominant narrative of educational systems. Even today, although educators may study their work, the systems they’re employed with tend to perpetuate the inequalities and dynamics Freire, Giroux, hooks, and others address.

Gabriela Mistral

Mistral, pseudonym of Lucila Godoy Alcayaga, was a Chilean poet, diplomat and pedagogue. She received the Nobel Prize for Literature in 1945 for her poetic work, she was the first Ibero-American woman and the second Latin American person to receive a Nobel Prize.

Her political-ideological profile is represented as a hybrid between her Catholic, but not conservative, beliefs and her liberal traits, although she is not strictly defined as liberal. Her words and poetry, which frequently gave life to various newspaper articles, generated multiple conflicts with the most conservative sectors of society. Mistral, however, continued on her way and affirmed her work in the rural and indigenous sectors. During her trip to Mexico, at the invitation of Vasconcelos, she fulfilled her full potential as a teacher, promoting a pedagogy based on the child, with Christian roots and that took into account the singularities of the rural and indigenous areas in which she worked. In 1945 she became the first woman to receive the Nobel Prize for Literature, something that made visible the impact of her teaching practice, intellectual and poetic practice.

Domingo Faustino Sarmiento

Sarmiento was an Argentine politician, writer, teacher, journalist, serviceman and statesman; governor of the province of San Juan between 1862 and 1864, president of the Argentine Nation between 1868 and 1874, national senator for his province between 1874 and 1879 and minister of the interior in 1879.

His controversial, anti-racist and unitary side is reaffirmed, and the fact that he belongs to a generation that understood writing as a political practice. He questioned what was the best educational system for all of the students in Latina America. He starts investigating the opposite approaches of education in Massachusetts and Prussia. He believed that the students had a better option to succeed and learn independently in a society under the Prussian system, which was centralized and under the management of the state. The educational system in Massachusetts, on the contrary, was decentralized and the society was the principal entity to promote education. Therefore, the habits of each state were instilled in the students. For example, a republican state will have a republican approach to education and he did not agree with this approach. Therefore, after his investigations he laid the programmatic foundations of a national educational system, in where it was centralized and Popular Education was provided to all of the children in Argentina.

Later on, his side as a statesman is taken up again with the contributions he made in the elaboration of the Law of Common Education of Buenos Aires (1875) and the sanction under his presidency of the National Law of Common Education (1884).

Jesualdo Sosa

Sosa, better known as Jesualdo, was a Uruguayan teacher, writer, pedagogue and journalist. His teaching led him to dedicate himself with greater purpose  and knowledge on the activities, interests and needs of the child.

Starting from a critique of the traditional school and the capitalist system, Sosa combined there a proposal with Escolanovist overtones, which promoted the autonomy of children, their creativity, their expression, their work training, and was articulated with the activities of the community. That experience was collected in Vida de un maestro, a production that, despite the censorship attempts it suffered from dictatorial governments, was able to expand worldwide. After that publication, his life is described as a time of maturation, systematization and recognition, which gave him the chance to be called to collaborate in different parts of Latin America.

Simón Narciso de Jesús Carreño Rodríguez

de Jesús Carreño Rodríguez was a Venezuelan hero, educator, and politician. He was the tutor of Simón Bolívar and Andrés Bello. He contributed concepts and ideas including written works aimed at  the process of freedom and American integration.

In the seventh installment, Simón Rodríguez is recognized as a great precursor of our American pedagogical thought, as a fighter for the emancipation of Latin America and for public education for all as a form of social progress. His philosophy favored the equality in education as he believed this was a right for all citizens. He highlights his conception of equality, which was not restrictive as  he believed that equality started in educational practices. He sacrificed all his belongings and left everything for his ideals. In the miniseries,

José Vasconcelos Calderón

Vasconcelos Calderón was a Mexican lawyer, politician, writer, educator, public official and philosopher. He was part of the revolutionary movement led by Francisco Madero, which promoted the democratic transformation of a country that, at that time, was shaken by the dictatorships of Porfirio Díaz Mori. As a result of a political setup, Vasconcelos became Secretary of Education of the Federal Government (1921-1924). His management in this position is distinguished as short and intense, since there he carried out, with the support of Gabriela Mistral, his most recognized work, promoting high culture, rural literacy missions and muralism as ways of recovering Latin American roots. His work, The Cosmic Race, is considered a condensation of his position in favor of mestizaje, which is the biological and cultural encounter or its arrangement between different ethnic groups, in which they mix, giving birth to new species of families and new genotypes. This was a very controversial work as it was not aligned with the thinking of the people from this time.

José Carlos Mariátegui

Mariátegui, La Chira, was a Peruvian writer, journalist and political thinker, a prolific author despite his early death. He is also known in his country by the name of El Amauta. He was one of the main scholars of Socialism in Latin America.

“The revolution is not only the fight for bread, but also the conquest of beauty” is a representative phrase of José Carlos Mariátegui, which marks the beginning of the installment referring to the Peruvian writer, journalist and intellectual. At first, the documentary goes through what is considered his first school, recounting his initial steps in the writing of the newspaper La Razón, where he grew as a journalist and became involved in workers’ struggles and reformist ideals. Then it is analyzed how during his exile in Europe, Mariátegui was nurtured by Marxist ideas, the struggles of Italian workers and began to work on the notion of indigenism as a creative and revolutionary myth. During his return, it is stated that he strengthened his political proposal of autochthonous socialism, marked by a juxtaposition between Marxist theory, Latin Americanism and indigenism, with a strong emphasis also on gender equality and the depatriarchalizing of educational practices. These aspects are present in its most important editorial offering, Amauta. In 1928, he created the Peruvian Socialist Party and published Seven Interpretive Essays on Peruvian Reality, from which he criticized the liberal model of education (which placed the problem of indigenous people in education) and the lack of their recognition as subjects of law.

José Julián Martí Pérez

Martí Pérez was a writer and politician of Cuban origin. Democratic republican politician, thinker, journalist, philosopher and Cuban poet, creator of the Cuban Revolutionary Party and organizer of the War of 95 or Necessary War, named after the Cuban War of Independence. He suffered the vicissitudes of critical thought from a very young age, when he was imprisoned and exiled. Strongly involved in the struggles against Spanish colonization and US interference in the Caribbean, he claimed Bolivarian principles. His political and educational thought is described through four topics: the decolonization of Latin American knowledge, the formation of good people and the role of love in pedagogy, the special place given to creative work and the recovery of Latin American identity. In 1892, a time of exile, he founded the Cuban Revolutionary Party as a tool for the independence of the island and finally died on the battlefield years later.

Jorge J. E. Gracia

Gracia was born in Cuba in 1942 and was a Cuban refugee in the USA. He studied at both Universidad de La Habana and Escuela Nacional de Bellas Artes San Alejandro in Havana before moving to the U.S., where he  earned a degree in philosophy from Wheaton College in 1965. He went on to receive a master’s degree in philosophy from University of Chicago in 1966, a licentiate in medieval studies from Pontifical Institute of Medieval Studies in 1970 and his doctorate in medieval philosophy from University of Toronto in 1971.

Gracia’s areas of research included metaphysics, ethnic and racial issues, philosophy of religion, and medieval and Latin American philosophy. These topics led him to author over 20 books and edit more than two dozen volumes of works by others. One of his most notable contributions was his 1984 edited anthology on Latin American philosophy, “Philosophical Analysis in Latin America,” which was the first work of its kind published in English by a philosopher.

Beyond his vast collection of writings, he was also a leader for many important organizations. He was the founding chair for the American Philosophical Association’s Committee for Hispanics in Philosophy and sat as president of the Society for Medieval and Renaissance Philosophy, Society for Iberian and Latin American Thought, American Catholic Philosophical Association and the Metaphysical Society of America.

Gracia worked for the State University of New York at Buffalo from 1971 until he retired in January 2020 as SUNY Distinguished Professor and Samuel P. Capen Chair in the departments of philosophy and comparative literature.

Héctor-Neri Castañeda

Castañeda was a Guatemalan American philosopher who emigrated to the U.S. in 1948 as a refugee. He attended the University of Minnesota to earn his bachelor’s, master’s and PhD degrees.

After graduating with his PhD, Castañeda studied at Oxford University for a year before returning to the U.S. to work at Duke University for a short period of time. He went on to work at Wayne State University, where he founded the philosophical journal Noûs , which is still in production to this day.

Eventually, he moved to Indiana University in 1969 and became the Mahlon Powell Professor of philosophy as well as that university’s first dean of Latino affairs.

Castañeda is most notable for developing the guise theory , which applies to the analysis of thought, language and the structure of the world through abstract objects. He is also credited with the discovery of the concept of the quasi-indexical or quasi-indicator. This is a linguistic expression in which a person referencing another can shift from context to context, much like in the way ‘you’ can refer to a specific person in one context and another person in a different context.

In addition to his research, he was awarded a fellowship from the Guggenheim Foundation and received grants from the National Endowment for the Humanities, the Andrew W. Mellon Foundation and the National Science Foundation. He was also given the Presidential Medal of Honor by the government of Guatemala in 1991, among many other accomplishments.

Activities – Personal Philosophy of Education

In order to start building your own personal philosophy of education, it’s important to be able to articulate how you will incorporate diverse perspectives and ways of knowing into your teaching.

Instructions:

• Select a mainstream-culture based  single story about education and analyze it. Examine how an ideology or stereotype is perpetuated through  it
• Explore some or all of the story’s origins functions  impact on education
• Then examine the alternative stories: those told by the survivors of the single story
• Propose ways to change the story both in your teaching  and in the educational system in general

Like learning, teaching is always developing; it is never realized once and for all. Our public schools have always served as sites of moral, economic, political, religious and social conflict and assimilation into a narrowly defined standard image of what it means to be an American. According to Britzman (as quoted by Kelle, 1996), “the context of teaching is political, it is an ideological context that privileges the interests, values, and practices necessary to maintain the status quo.” Teaching is by no means “innocent of ideology,” she declares. Rather, the context of education tends to preserve “the institutional values of compliance to authority, social conformity, efficiency, standardization, competition, and the objectification of knowledge” (p. 66-67).

It should be no surprise then that contemporary debates over public education continue to reflect our deepest ideological differences. As Tyack and Cuban (1995) have noted in their historical study of school reform, the nation’s perception toward schooling often “shift[s]… from panacea to scapegoat” (p. 14). We would go a long way in solving academic achievement and closing educational gaps by addressing the broader structural issues that institutionalize and perpetuate poverty and inequality.

AFT – American Federation of Teachers – A Union of Professionals. (n.d.). American Federation of Teachers. https://www.aft.org/

April 14, 1947: Mendez v. Westminster Court Ruling – Zinn Education Project. (2023, May 25). Zinn Education Project. https://www.zinnedproject.org/news/tdih/mendez-v-westminster/

ASU Local-Los Angeles welcomes its 3rd cohort of students. (2021, September 24). ASU News. https://news.asu.edu/20210924-latin-american-philosophers-you-should-know-about

BBC News. (2021, June 24). Canada: 751 unmarked graves found at residential school. BBC News. https://www.bbc.com/news/world-us-canada-57592243

Bennett, Jr., Lerone (2005). “Carter G. Woodson, Father of Black History”. United States Department of State. Archived from the original on April 1, 2011. Retrieved May 30, 2011.

“Carter G. Woodson: Winona, WV – New River Gorge National Park and Preserve (U.S. National Park Service)”. www.nps.gov. Retrieved April 17, 2021.

Daryl Michael Scott, “The History of Black History Month” Archived July 23, 2011, at the Wayback Machine, on ASALH website.

Del Maestro Cmf, W. (2023). Maestros de América Latina, una serie que todo educador y estudiante de educación tiene que ver. Web Del Maestro CMF. https://webdelmaestrocmf.com/portal/maestros-de-america-latina-una-serie-que-todo-educador-y-estudiante-de-educacion-tiene-que-ver/

Du Bois, William Edward Burghardt (1997). The correspondence of W. E. B. Du Bois, Volume 3. University of Massachusetts Press. p. 282. ISBN 1-55849-105-8. Retrieved May 30, 2011.

Du Bois, W. E. B. The Souls of Black Folk. New York, Avenel, NJ: Gramercy Books; 1994

Evans, N. E. C. (2021, July 11). A Federal Probe Into Indian Boarding School Gravesites Seeks To Bring Healing. NPR. https://www.npr.org/2021/07/11/1013772743/indian-boarding-school-gravesites-federal-investigation

Hine, Darlene Clark (1986). “Carter G. Woodson, White Philanthropy and Negro Historiography”. The History Teacher. JSTOR. 19 (3): 407. doi : 10.2307/493381 . ISSN 0018-2745 . JSTOR 493381 .

Hooks, Bell (1994). Teaching to transgress: education as the practice of freedom. New York: Routledge. ISBN 978-0415908078 . OCLC 30668295 .

Jan. 5, 1931: Lemon Grove incident – Zinn Education Project. (2023, January 6). Zinn Education Project. https://www.zinnedproject.org/news/tdih/lemon-grove-incident/

Kahn, Jonathon S., Divine Discontent: The Religious Imagination of W. E. B. Du Bois, Oxford University Press. ISBN 978-0-19-530789-4.

Lewis, David Levering (1993). W. E. B. Du Bois: Biography of a Race 1868–1919. New York City: Henry Holt and Co. p. 11. ISBN 9781466841512.

Liberatory thinking . (n.d.). https://www.cps.edu/sites/equity/equity-framework/equity-lens/liberatory-thinking/

Love, B. (2019).  We Want To Do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom.  Beacon.

National Education Association | NEA. (n.d.). https://www.nea.org/

Paulo Freire | Internet Encyclopedia of Philosophy. (n.d.). https://iep.utm.edu/freire/

PBS Online: Only A Teacher: Schoolhouse Pioneers. (n.d.). https://www.pbs.org/onlyateacher/john.html

Perez, D. (2022b, January 3). Social foundations of K-12 education. Pressbooks. https://kstatelibraries.pressbooks.pub/dellaperezproject/

Perez, D. (2022a, January 3). Chapter 4: Foundational Philosophies of Education. Pressbooks. https://kstatelibraries.pressbooks.pub/dellaperezproject/chapter/chapter-3-foundational-philosophies-of-education/

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (A. R. Luria, M. Lopez-Morillas & M. Cole [with J. V. Wertsch], Trans.) Cambridge, Mass.: Harvard University Press. (Original work [ca. 1930-1934)

Wamba, Philippe (1999). Kinship. New York, New York: Penguin Group. p. 82. ISBN 978-0-525-94387-7.

3.1 – “Two silhouette profile or a white vase.” by Wikimedia Commons is in the Public Domain, CC0

3.2 – “W.E.B. Du Bois” by James E. Purdy, Wikimedia Commons is licensed under CC BY-SA 4.0

3.3 – “Carter Godwin Woodson” by Flickr is licensed under CC BY 4.0

3.4 – “bell hooks” by Wikimedia Commons is licensed under CC BY-SA 4.0

3.5 – “Henry Giroux” by Flickr is licensed under CC BY 4.0

3.6 – “Paulo Freire” by Wikimedia Commons is licensed under CC BY-SA 4.0

3.7 – “Gabriela Mistral sonriendo” by Wikimedia Commons is licensed under CC BY-SA 4.0

3.8 – “Sarmiento” by Get Archive is in the Public Domain, CC0

3.9 – “Simón Rodriguez” by Wikipedia is licensed under CC BY 4.0

3.10 – “Jose Vasconsuelos” by Wikipedia is licensed under CC BY 4.0

3.11 – “Jose Carlos Mariategui” by Wikipedia is licensed under CC BY 4.0

3.12 – “Jose Marti” by Wikipedia is licensed under CC BY 4.0

3.1 – Essentialism in Education (Essentialist Philosophy of Education, Essentialist Theory of Education)s” by PHILO-notes, YouTube is licensed under CC BY 4.0

3.2 -“Perennialism: Overview & Practical Teaching Examples” by Shayla Czuchran, YouTube is licensed under CC BY 4.0

3.3 – “Progressivism: Overview & Practical Teaching Examples” by Teea Shook, YouTube is licensed under CC BY 4.0

3.4 – “Social Reconstruction” by Sarah Barlowe, YouTube is licensed under CC BY 4.0

3.5 – “Paulo Freire’s Critical Pedagogy” by Dr. Yu-Ling Lee, YouTube is licensed under CC BY 4.0

3.6 – “The Earth Talks: Indigenous Ways of Knowing – with Pat McCabe” by Dartington Trust, YouTube is licensed under CC BY 4.0

3.7 – “Presentación de la serie Maestros de América Latina” by UNIPE Universidad Pedagógica Nacional , YouTube is licensed under CC BY 4.0

3.8 – “The danger of a single story “  by  Chimamanda Ngozi Adichie ,  YouTube  is licensed under  CC BY 4.0

Foundations of Education Copyright © 2023 by Lisa AbuAssaly George; Dr. Kanoe Bunney; Ceci De Valdenebro; and Tanya Mead is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Philosophy of Education

All human societies, past and present, have had a vested interest in education; and some wits have claimed that teaching (at its best an educational activity) is the second oldest profession. While not all societies channel sufficient resources into support for educational activities and institutions, all at the very least acknowledge their centrality—and for good reasons. For one thing, it is obvious that children are born illiterate and innumerate, and ignorant of the norms and cultural achievements of the community or society into which they have been thrust; but with the help of professional teachers and the dedicated amateurs in their families and immediate environs (and with the aid, too, of educational resources made available through the media and nowadays the internet), within a few years they can read, write, calculate, and act (at least often) in culturally-appropriate ways. Some learn these skills with more facility than others, and so education also serves as a social-sorting mechanism and undoubtedly has enormous impact on the economic fate of the individual. Put more abstractly, at its best education equips individuals with the skills and substantive knowledge that allows them to define and to pursue their own goals, and also allows them to participate in the life of their community as full-fledged, autonomous citizens.

But this is to cast matters in very individualistic terms, and it is fruitful also to take a societal perspective, where the picture changes somewhat. It emerges that in pluralistic societies such as the Western democracies there are some groups that do not wholeheartedly support the development of autonomous individuals, for such folk can weaken a group from within by thinking for themselves and challenging communal norms and beliefs; from the point of view of groups whose survival is thus threatened, formal, state-provided education is not necessarily a good thing. But in other ways even these groups depend for their continuing survival on educational processes, as do the larger societies and nation-states of which they are part; for as John Dewey put it in the opening chapter of his classic work Democracy and Education (1916), in its broadest sense education is the means of the “social continuity of life” (Dewey, 1916, 3). Dewey pointed out that the “primary ineluctable facts of the birth and death of each one of the constituent members in a social group” make education a necessity, for despite this biological inevitability “the life of the group goes on” (Dewey, 3). The great social importance of education is underscored, too, by the fact that when a society is shaken by a crisis, this often is taken as a sign of educational breakdown; education, and educators, become scapegoats.

It is not surprising that such an important social domain has attracted the attention of philosophers for thousands of years, especially as there are complex issues aplenty that have great philosophical interest. Even a cursory reading of these opening paragraphs reveals that they touch on, in nascent form, some but by no means all of the issues that have spawned vigorous debate down the ages; restated more explicitly in terms familiar to philosophers of education, the issues the discussion above flitted over were: education as transmission of knowledge versus education as the fostering of inquiry and reasoning skills that are conducive to the development of autonomy (which, roughly, is the tension between education as conservative and education as progressive, and also is closely related to differing views about human “perfectibility”—issues that historically have been raised in the debate over the aims of education); the question of what this knowledge, and what these skills, ought to be—part of the domain of philosophy of the curriculum; the questions of how learning is possible, and what is it to have learned something—two sets of issues that relate to the question of the capacities and potentialities that are present at birth, and also to the process (and stages) of human development and to what degree this process is flexible and hence can be influenced or manipulated; the tension between liberal education and vocational education, and the overlapping issue of which should be given priority—education for personal development or education for citizenship (and the issue of whether or not this is a false dichotomy); the differences (if any) between education and enculturation; the distinction between educating versus teaching versus training versus indoctrination; the relation between education and maintenance of the class structure of society, and the issue of whether different classes or cultural groups can—justly—be given educational programs that differ in content or in aims; the issue of whether the rights of children, parents, and socio-cultural or ethnic groups, conflict—and if they do, the question of whose rights should be dominant; the question as to whether or not all children have a right to state-provided education, and if so, should this education respect the beliefs and customs of all groups and how on earth would this be accomplished; and a set of complex issues about the relation between education and social reform, centering upon whether education is essentially conservative, or whether it can be an (or, the ) agent of social change.

It is impressive that most of the philosophically-interesting issues touched upon above, plus additional ones not alluded to here, were addressed in one of the early masterpieces of the Western intellectual tradition—Plato's Republic . A.N. Whitehead somewhere remarked that the history of Western philosophy is nothing but a series of footnotes to Plato, and if the Meno and the Laws are added to the Republic , the same is true of the history of educational thought and of philosophy of education in particular. At various points throughout this essay the discussion shall return to Plato, and at the end there shall be a brief discussion of the two other great figures in the field—Rousseau and Dewey. But the account of the field needs to start with some features of it that are apt to cause puzzlement, or that make describing its topography difficult. These include, but are not limited to, the interactions between philosophy of education and its parent discipline.

1.1 The open nature of philosophy and philosophy of education

1.2 the different bodies of work traditionally included in the field, 1.3 paradigm wars the diversity of, and clashes between, philosophical approaches, 2.1 the early work: c.d. hardie, 2.2 the dominant years: language, and clarification of key concepts, 2.3 countervailing forces, 2.4 a new guise contemporary social, political and moral philosophy, 3.1 philosophical disputes concerning empirical education research, 3.2 the content of the curriculum, and the aims and functions of schooling, 3.3 rousseau, dewey, and the progressive movement, 4. concluding remarks, bibliography, other internet resources, related entries, 1. problems in delineating the field.

There is a large—and ever expanding—number of works designed to give guidance to the novice setting out to explore the domain of philosophy of education; most if not all of the academic publishing houses have at least one representative of this genre on their list, and the titles are mostly variants of the following archetypes: The History and Philosophy of Education , The Philosophical Foundations of Education , Philosophers on Education , Three Thousand Years of Educational Wisdom , A Guide to the Philosophy of Education , and Readings in Philosophy of Education . The overall picture that emerges from even a sampling of this collective is not pretty; the field lacks intellectual cohesion, and (from the perspective taken in this essay) there is a widespread problem concerning the rigor of the work and the depth of scholarship—although undoubtedly there are islands, but not continents, of competent philosophical discussion of difficult and socially-important issues of the kind listed earlier. On the positive side—the obverse of the lack of cohesion—there is, in the field as a whole, a degree of adventurousness in the form of openness to ideas and radical approaches, a trait that is sometimes lacking in other academic fields. This is not to claim, of course, that taken individually philosophers of education are more open-minded than their philosophical cousins!

Part of the explanation for this diffuse state-of-affairs is that, quite reasonably, most philosophers of education have the goal (reinforced by their institutional affiliation with Schools of Education and their involvement in the initial training of teachers) of contributing not to philosophy but to educational policy and practice. This shapes not only their selection of topics, but also the manner in which the discussion is pursued; and this orientation also explains why philosophers of education—to a far greater degree, it is to be suspected, than their “pure” cousins—publish not in philosophy journals but in a wide range of professionally-oriented journals (such as Educational Researcher , Harvard Educational Review , Teachers College Record , Cambridge Journal of Education, Journal of Curriculum Studies , and the like). Some individuals work directly on issues of classroom practice, others identify as much with fields such as educational policy analysis, curriculum theory, teacher education, or some particular subject-matter domain such as math or science education, as they do with philosophy of education. It is still fashionable in some quarters to decry having one's intellectual agenda shaped so strongly as this by concerns emanating from a field of practice; but as Stokes (1997) has made clear, many of the great, theoretically-fruitful research programs in natural science had their beginnings in such practical concerns—as Pasteur's grounbreaking work illustrates. It is dangerous to take the theory versus practice dichotomy too seriously.

However, there is another consequence of this institutional housing of the vast majority of philosphers of education that is worth noting—one that is not found in a comparable way in philosophers of science, for example, who almost always are located in departments of philosophy—namely, that experience as a teacher, or in some other education-related role, is a qualification to become a philosopher of education that in many cases is valued at least as much as depth of philosophical training. (The issue is not that educational experience is irrelevant—clearly it can be highly pertinent—but it is that in the tradeoff with philosophical training, philosophy often loses.) But there are still other factors at work that contribute to the field's diffuseness, that all relate in some way to the nature of the discipline of philosophy itself.

In describing the field of philosophy, and in particular the sub-field that has come to be identified as philosophy of education, one quickly runs into a difficulty not found to anything like the same degree in other disciplines. For example, although there are some internal differences in opinion, nevertheless there seems to be quite a high degree of consensus within the domain of quantum physics about which researchers are competent members of the field and which ones are not, and what work is a strong contribution (or potential contribution). The very nature of philosophy, on the other hand, is “essentially contested”; what counts as a sound philosophical work within one school of thought, or socio-cultural or academic setting, may not be so-regarded (and may even be the focus of derision) in a different one. Coupled with this is the fact that the borders of the field are not policed, so that the philosophically-untrained can cross into it freely—indeed, over the past century or more a great many individuals from across the spectrum of real and pseudo disciplines have for whatever reason exercised their right to self-identify as members of this broad and loosely defined category of “philosophers” (as a few minutes spent browsing in the relevant section of a bookstore will verify).

In essence, then, there are two senses of the term “philosopher” and its cognates: a loose but common sense in which any individual who cogitates in any manner about such issues as the meaning of life, the nature of social justice, the essence of sportsmanship, the aims of education, the foundations of the school curriculum, or relationship with the Divine, is thereby a philosopher; and there is a more technical sense referring to those who have been formally trained or have acquired competence in one or more areas such as epistemology, metaphysics, moral philosophy, logic, philosophy of science, and the like. If this bifurcation presents a problem for adequately delineating the field of philosophy, the difficulties grow tenfold or more with respect to philosophy of education.

This essay offers a description and assessment of the field as seen by a scholar rooted firmly in the formal branch of “philosophy of education”, and moreover this branch as it has developed in the English-speaking world (some of which, of course, has been inspired by Continental philosophy); but first it is necessary to say a little more about the difficulties that confront the individual who sets out, without presuppositions, to understand the topography of “philosophy of education”.

It will not take long for a person who consults several of the introductory texts alluded to earlier to encounter a number of different bodies of work (loosely bounded to be sure) that have by one source or another been regarded as part of the domain of philosophy of education; the inclusion of some of these as part of the field is largely responsible for the diffuse topography described earlier. What follows is an informal and incomplete accounting.

First, there are works of advocacy produced by those non-technical, self-identified “philosophers” described above, who often have an axe to grind; they may wish to destroy (or to save) common schooling, support or attack some innovation or reform, shore-up or destroy the capitalist mode of production, see their own religion (or none at all) gain a foothold in the public schools, strengthen the place of “the basics” in the school curriculum, and so forth. While these topics certainly can be, and have been, discussed with due care, often they have been pursued in loose but impressive language where exhortation substitutes for argumentation—and hence sometimes they are mistaken for works of philosophy of education! In the following discussion this genre shall be passed over in silence.

Second, there is a corpus of work somewhat resembling the first, but where the arguments are tighter, and where the authors usually are individuals of some distinction whose insights are thought-provoking—possibly because they have a degree of familiarity with some branch of educational activity, having been teachers (or former teachers), school principals, religious leaders, politicians, journalists, and the like. While these works frequently touch on philosophical issues, they are not pursued to any philosophical depth and can hardly be considered as contributions to the scholarship of the discipline. However, some works in this genre are among the classics of “educational thought”—a more felicitous label than “philosophy of education”; cases in point would be the essays, pamphlets and letters of Thomas Arnold (headmaster of Rugby school), John Wesley (the founder of Methodism), J.H. (Cardinal) Newman, T.H. Huxley, and the writings on progressive schooling by A.S. Neill (of Summerhill school). Some textbooks even include extracts from the writings or recorded sayings of such figures as Thomas Jefferson, Ben Franklin, and Jesus of Nazareth (for the latter three, in works spanning more than half a century, see Ulich, 1950, and Murphy, 2006). Books and extracts in this genre—which elsewhere I have called “cultured reflection on education”—are often used in teacher-training courses that march under the banner of “educational foundations”, “introduction to educational thought”, or “introduction to philosophy of education”.

Third, there are a number of educational theorists and researchers, whose field of activity is not philosophy but—for example—might be human development or learning theory, who in their technical work and sometimes in their non-technical books and reflective essays explicitly raise philosophical issues or adopt philosophical modes of argumentation—and do so in ways worthy of careful study. If philosophy (including philosophy of education) is defined so as to include analysis and reflection at an abstract or “meta-level”, which undoubtedly is a domain where many philosophers labor, then these individuals should have a place in the annals of philosophy or philosophy of education; but too often, although not always, accounts of the field ignore them. Their work might be subjected to scrutiny for being educationally important, but their conceptual or philosophical contributions are rarely focused upon. (Philosophers of the physical and biological sciences are far less prone to make this mistake about the meta-level work of reflective scientists in these domains.)

The educational theorists and researchers I have in mind as exemplars here are the behaviorist psychologist B.F. Skinner (who among other things wrote about the fate of the notions of human freedom and dignity in the light of the development of a “science of behavior”, and who developed a model of human action and also of learning that eschewed the influence of mental entities such as motives, interests, and ideas and placed the emphasis instead upon “schedules of reinforcement”); the foundational figure in modern developmental psychology with its near-fixation on stage theories, Jean Piaget (who developed in an abstract and detailed manner a “genetic epistemology” that was related to his developmental research); and the social psychologist Lev Vygotsky (who argued that the development of the human youngster was indelibly shaped by social forces, so much so that approaches which focused on the lone individual and that were biologically-oriented—he had Piaget in mind here—were quite inadequate).

Fourth, and in contrast to the group above, there is a type of work that is traditionally but undeservedly given a prominent place in the annals of philosophy of education, and which thereby generates a great deal of confusion and misunderstanding about the field. These are the books and reflective essays on educational topics that were written by mainstream philosophers, a number of whom are counted among the greatest in the history of the discipline. The catch is this: Even great philosophers do not always write philosophy! The reflections being referred-to contain little if any philosophical argumentation, and usually they were not intended to be contributions to the literature on any of the great philosophical questions. Rather, they expressed the author's views (or even prejudices) on educational rather than philosophical problems, and sometimes—as in the case of Bertrand Russell's rollicking pieces defending progressive educational practices—they explicitly were “potboilers” written to make money. (In Russell's case the royalties were used to support a progressive school he was running with his current wife.) Locke, Kant, and Hegel also are among those who produced work of this genre.

John Locke is an interesting case in point. He had been requested by a cousin and her husband—possibly in part because of his medical training—to give advice on the upbringing of their son and heir; the youngster seems to have troubled his parents, most likely because he had learning difficulties. Locke, then in exile in Europe, wrote the parents a series of letters in which alongside sensible advice about such matters as the priorities in the education of a landed gentleman, and about making learning fun for the boy, there were a few strange items such as the advice that the boy should wear leaky shoes in winter so that he would be toughened-up! The letters eventually were printed in book form under the title Some Thoughts Concerning Education (1693), and seem to have had enormous influence down the ages upon educational practice; after two centuries the book had run through some 35 English editions and well over thirty foreign editions, and it is still in print and is frequently excerpted in books of readings in philosophy of education. In stark contrast, several of Locke's major philosophical writings—the Essay Concerning Human Understanding , and the Letter on Toleration —have been overlooked by most educational theorists over the centuries, even though they have enormous relevance for educational philosophy, theory, policy, and practice. It is especially noteworthy that the former of these books was the foundation for an approach to psychology—associationism—that thrived during the nineteenth century. In addition it stimulated interest in the processes of child development and human learning; Locke's model of the way in which the “blank tablet” of the human mind became “furnished” with simple ideas that were eventually combined or abstracted in various ways to form complex ideas, suggested to some that it might be fruitful to study this process in the course of development of a young child (Cleverley and Phillips, 1986).

Fifth, and finally, there is a large body of work that clearly falls within the more technically-defined domain of philosophy of education. Three historical giants of the field are Plato, Rousseau, and Dewey, and there are a dozen or more who would be in competition for inclusion along with them; the short-list of leading authors from the second-half of the 20 th century would include Richard Peters, Paul Hirst, and Israel Scheffler, with many jostling for the next places—but the choices become cloudy as we approach the present-day, for schisms between philosophical schools have to be negotiated.

It is important to note, too, that there is a sub-category within this domain of literature that is made-up of work by philosophers who are not primarily identified as philosophers of education, and who might or might not have had much to say directly about education, but whose philosophical work has been drawn upon by others and applied very fruitfully to educational issues. (A volume edited by Amelie Rorty contains essays on the education-related thought, or relevance, of many historically-important philosophers; significantly the essays are almost entirely written by philosophers rather than by members of the philosophy of education community. This is both their strength and weakness. See Rorty, 1998.)

The discussion will turn briefly to the difficulty in picturing the topography of the field that is presented by the influence of these philosophers.

As sketched earlier, the domain of education is vast, the issues it raises are almost overwhelmingly numerous and are of great complexity, and the social significance of the field is second to none. These features make the phenomena and problems of education of great interest to a wide range of socially-concerned intellectuals, who bring with them their own favored conceptual frameworks—concepts, theories and ideologies, methods of analysis and argumentation, metaphysical and other assumptions, criteria for selecting evidence that has relevance for the problems that they consider central, and the like. No wonder educational discourse has occasionally been likened to Babel, for the differences in backgrounds and assumptions means that there is much mutual incomprehension. In the midst of the melee sit the philosophers of education.

It is no surprise, then, to find that the significant intellectual and social trends of the past few centuries, together with the significant developments in philosophy, all have had an impact on the content and methods of argument in philosophy of education—Marxism, psycho-analysis, existentialism, phenomenology, positivism, post-modernism, pragmatism, neo-liberalism, the several waves of feminism, analytic philosophy in both its ordinary language and more formal guises, are merely the tip of the iceberg. It is revealing to note some of the names that were heavily-cited in a pair of recent authoritative handbooks in the field (according to the indices of the two volumes, and in alphabetical order): Adorno, Aristotle, Derrida, Descartes, Dewey, Habermas, Hegel, Horkheimer, Kant, Locke, Lyotard, Marx, Mill, Nietzsche, Plato, Rawls, Richard Rorty, Rousseau, and Wittgenstein (Curren 2003; Blake, Smeyers, Smith, and Standish 2003). Although this list conveys something of the diversity of the field, it fails to do it complete justice, for the influence of feminist philosophers is not adequately represented.

No one individual can have mastered work done by such a range of figures, representing as they do a number of quite different frameworks or approaches; and relatedly no one person stands as emblematic of the entire field of philosophy of education, and no one type of philosophical writing serves as the norm, either. At professional meetings, peace often reigns because the adherents of the different schools go their separate ways; but occasionally there are (intellectually) violent clashes, rivaling the tumult that greeted Derrida's nomination for an honorary degree at Cambridge in 1992. It is sobering to reflect that only a few decades have passed since practitioners of analytic philosophy of education had to meet in individual hotel rooms, late at night, at annual meetings of the Philosophy of Education Society in the USA, because phenomenologists and others barred their access to the conference programs; their path to liberation was marked by discord until, eventually, the compromise of “live and let live” was worked out (Kaminsky, 1996). Of course, the situation has hardly been better in the home discipline; an essay in Time magazine in 1966 on the state of the discipline of philosophy reported that adherents of the major philosophical schools “don't even understand one another”, and added that as a result “philosophy today is bitterly segregated. Most of the major philosophy departments and scholarly journals are the exclusive property of one sect or another” ( Time , reprinted in Lucas, 1969, 32). Traditionally there has been a time-lag for developments in philosophy to migrate over into philosophy of education, but in this respect at least the two fields have been on a par.

Inevitably, however, traces of discord remain, and some groups still feel disenfranchised, but they are not quite the same groups as a few decades ago—for new intellectual paradigms have come into existence, and their adherents are struggling to have their voices heard; and clearly it is the case that—reflecting the situation in 1966—many analytically-trained philosophers of education find postmodern writings incomprehensible while scholars in the latter tradition are frequently dismissive if not contemptuous of work done by the former group. In effect, then, the passage of time has made the field more—and not less—diffuse. All this is evident in a volume published in 1995 in which the editor attempted to break-down borders by initiating dialogue between scholars with different approaches to philosophy of education; her introductory remarks are revealing:

Philosophers of education reflecting on the parameters of our field are faced not only with such perplexing and disruptive questions as: What counts as Philosophy of Education and why?; but also Who counts as a philosopher of education and why?; and What need is there for Philosophy of Education in a postmodern context? Embedded in these queries we find no less provocative ones: What knowledge, if any, can or should be privileged and why?; and Who is in a position to privilege particular discursive practices over others and why? Although such questions are disruptive, they offer the opportunity to take a fresh look at the nature and purposes of our work and, as we do, to expand the number and kinds of voices participating in the conversation. (Kohli, 1995, xiv).

There is an inward-looking tone to the questions posed here: Philosophy of education should focus upon itself, upon its own contents, methods, and practitioners. And of course there is nothing new about this; for one thing, almost forty years ago a collection of readings—with several score of entries—was published under the title What is Philosophy of Education? (Lucas, 1969). It is worth noting, too, that the same attitude is not unknown in philosophy; Simmel is reputed to have said a century or so ago that philosophy is its own first problem.

Having described the general topography of the field of philosophy of education, the focus can change to pockets of activity where from the perspective of this author interesting philosophical work is being, or has been, done—and sometimes this work has been influential in the worlds of educational policy or practice. It is appropriate to start with a discussion of the rise and partial decline—but lasting influence of—analytic philosophy of education This approach (often called “APE” by both admirers and detractors) dominated the field in the English-speaking world for several decades after the second world war, and its eventual fate throws light on the current intellectual climate.

2. Analytic philosophy of education, and its influence

Conceptual analysis, careful assessment of arguments, the rooting out of ambiguity, the drawing of clarifying distinctions—which make up part at least of the philosophical analysis package—have been respected activities within philosophy from the dawn of the field. But traditionally they stood alongside other philosophical activities; in the Republic , for example, Plato was sometimes analytic, at other times normative, and on occasion speculative/metaphysical. No doubt it somewhat over-simplifies the complex path of intellectual history to suggest that what happened in the twentieth century—early on, in the home discipline itself, and with a lag of a decade or more in philosophy of education—is that philosophical analysis came to be viewed by some scholars as being the major philosophical activity (or set of activities), or even as being the only viable or reputable activity (for metaphysics was judged to be literally vacuous, and normative philosophy was viewed as being unable to provide compelling warrants for whatever moral and ethical positions were being advocated).

So, although analytic elements in philosophy of education can be located throughout intellectual history back to the ancient world, the pioneering work in the modern period entirely in an analytic mode was the short monograph by C.D. Hardie, Truth and Fallacy in Educational Theory (1941; reissued in 1962). In his Introduction, Hardie (who had studied with C.D. Broad and I.A. Richards) made it clear that he was putting all his eggs into the ordinary-language-analysis basket:

The Cambridge analytical school, led by Moore, Broad and Wittgenstein, has attempted so to analyse propositions that it will always be apparent whether the disagreement between philosophers is one concerning matters of fact, or is one concerning the use of words, or is, as is frequently the case, a purely emotive one. It is time, I think, that a similar attitude became common in the field of educational theory. (Hardie, 1962, xix)

The first object of his analytic scrutiny in the book was the view that “a child should be educated according to Nature”; he teased apart and critiqued various things that writers through the ages could possibly have meant by this, and very little remained standing by the end of the chapter. Then some basic ideas of Herbart and Dewey were subjected to similar treatment. Hardie's hard-nosed approach can be illustrated by the following: One thing that educationists mean by “education according to Nature” (later he turns to other things they might mean) is that “the teacher should thus act like a gardener” who fosters natural growth of his plants and avoids doing anything “unnatural”(Hardie, 1962, 3). He continues:

The crucial question for such a view of education is how far does this analogy hold? There is no doubt that there is some analogy between the laws governing the physical development of the child and the laws governing the development of a plant, and hence there is some justification for the view if applied to physical education. But the educationists who hold this view are not generally very much concerned with physical education, and the view is certainly false if applied to mental education. For some of the laws that govern the mental changes which take place in a child are the laws of learning …. [which] have no analogy at all with the laws which govern the interaction between a seed and its environment. (Hardie, 1962, 4)

About a decade after the end of the Second World War the floodgates opened and a stream of work in the analytic mode appeared; the following is merely a sample. D.J. O'Connor published An Introduction to Philosophy of Education (1957) in which, among other things, he argued that the word “theory” as it is used in educational contexts is merely a courtesy title, for educational theories are nothing like what bear this title in the natural sciences; Israel Scheffler, who became the paramount philosopher of education in North America, produced a number of important works including The Language of Education (1960), that contained clarifying and influential analyses of definitions (he distinguished reportive, stipulative, and programmatic types) and the logic of slogans (often these are literally meaningless, and should be seen as truncated arguments); Smith and Ennis edited the volume Language and Concepts in Education (1961); and R.D. Archambault edited Philosophical Analysis and Education (1965), consisting of essays by a number of British writers who were becoming prominent—most notably R.S. Peters (whose status in Britain paralleled that of Scheffler in the USA), Paul Hirst, and John Wilson. Topics covered in the Archambault volume were typical of those that became the “bread and butter” of analytic philosophy of education throughout the English-speaking world—education as a process of initiation, liberal education, the nature of knowledge, types of teaching, and instruction versus indoctrination.

Among the most influential products of APE was the analysis developed by Hirst and Peters (1970), and Peters (1973), of the concept of education itself. Using as a touchstone “normal English usage”, it was concluded that a person who has been educated (rather than instructed or indoctrinated) has been (i) changed for the better; (ii) this change has involved the acquisition of knowledge and intellectual skills, and the development of understanding; and (iii) the person has come to care for, or be committed to, the domains of knowledge and skill into which he or she has been initiated. The method used by Hirst and Peters comes across clearly in their handling of the analogy with the concept of “reform”, one they sometimes drew upon for expository purposes. A criminal who has been reformed has changed for the better, and has developed a commitment to the new mode of life (if one or other of these conditions does not hold, a speaker of standard English would not say the criminal has been reformed). Clearly the analogy with reform breaks down with respect to the knowledge and understanding conditions. Elsewhere Peters developed the fruitful notion of “education as initiation”.

The concept of indoctrination was also of great interest to analytic philosophers of education, for—it was argued—getting clear about precisely what constitutes indoctrination also would serve to clarify the border that demarcates it from acceptable educational processes. Unfortunately, ordinary language analysis did not lead to unanimity of opinion about where this border was located, and rival analyses of the concept were put forward (Snook, 1972). Thus, whether or not an instructional episode was a case of indoctrination was determined by: the content that had been taught; or by the intention of the instructor; or by the methods of instruction that had been used; or by the outcomes of the instruction; or, of course, by some combination of these. Adherents of the different analyses used the same general type of argument to make their case, namely, appeal to normal and aberrant usage. Two examples will be sufficient to make the point: (i) The first criterion mentioned above—the nature of the content being imparted—was supported by an argument that ran roughly as follows: “If some students have learned, as factual, some material that is patently incorrect (like ‘The capital city of Canada is Washington D.C.’), then they must have been indoctrinated. This conclusion is reinforced by the consideration that we would never say students must have been indoctrinated if they believe an item that is correct!” However, both portions of this argument have been challenged. (ii) The method criterion—how the knowledge was imparted to the students—usually was supported by an argument that, while different, clearly paralleled the previous one in its logic. It ran roughly like this: “We never would say that students had been indoctrinated by their teacher if he or she had fostered open inquiry and discussion, encouraged exploration in the library and on the net, allowed students to work in collaborative groups, and so on. However, if the teacher did not allow independent inquiry, quashed classroom questions, suppressed dissenting opinions, relied heavily on rewards and punishments, used repetition and fostered rote memorization, and so on, then it is likely we would say the students were being indoctrinated”. (The deeper issue in this second example is that the first method of teaching allows room for the operation of the learners' rationality, while the second method does not. Siegel, 1988, stresses this in his discussion of indoctrination.)

After a period of dominance, for a number of important reasons the influence of APE went into decline. First, there were growing criticisms that the work of analytic philosophers of education had become focused upon minutiae and in the main was bereft of practical import; I can offer as illustration a presidential address at a US Philosophy of Education Society annual meeting that was an hour-long discourse on the various meanings of the expression “I have a toothache”. (It is worth noting that the 1966 article in Time , cited earlier, had put forward the same criticism of mainstream philosophy.) Second, in the early 1970's radical students in Britain accused the brand of linguistic analysis practiced by R.S. Peters of conservatism, and of tacitly giving support to “traditional values”—they raised the issue of whose English usage was being analyzed?

Third, criticisms of language analysis in mainstream philosophy had been mounting for some time, and finally after a lag of many years were reaching the attention of philosophers of education. There even had been a surprising degree of interest in this arcane topic on the part of the general reading public in the UK as early as 1959, when Gilbert Ryle, editor of the journal Mind , refused to commission a review of Ernest Gellner's Words and Things (1959)—a detailed and quite acerbic critique of Wittgenstein's philosophy and its espousal of ordinary language analysis. (Ryle argued that Gellner's book was too insulting, a view that drew Bertrand Russell into the fray on Gellner's side—in the daily press, no less; Russell produced examples of insulting remarks drawn from the work of great philosophers of the past. See Mehta, 1963)

Richard Peters had been given warning that all was not well with APE at a conference in Canada in 1966; after delivering a paper on “The aims of education: A conceptual inquiry” that was based on ordinary language analysis, a philosopher in the audience (William Dray) asked Peters “ whose concepts do we analyze?” Dray went on to suggest that different people, and different groups within society, have different concepts of education. Five years before the radical students raised the same issue, Dray pointed to the possibility that what Peters had presented under the guise of a “logical analysis” was nothing but the favored usage of a certain class of persons—a class that Peters happened to identify with. (See Peters, 1973, where to the editor's credit the interaction with Dray is reprinted.)

Fourth, during the decade of the seventies when these various critiques of analytic philosophy were in the process of eroding its luster, a spate of translations from the Continent stimulated some philosophers of education in Britain and North America to set out in new directions, and to adopt a new style of writing and argumentation. Key works by Gadamer, Foucault, and Derrida appeared in English, and these were followed in 1984 by Lyotard's foundational work on The Postmodern Condition . The classic works of Heidegger and Husserl also found new admirers; and feminist philosophers of education were finding their voices—Maxine Greene published a number of pieces in the 1970s; the influential book by Nel Noddings, Caring: A Feminine Approach to Ethics and Moral Education , appeared the same year as the work by Lyotard, followed a year later by Jane Roland Martin's Reclaiming a Conversation . APE was no longer the center of interest.

By the 1980s, the rather simple if not simplistic ordinary language analysis practiced in philosophy of education, was reeling under the attack from the combination of forces sketched above, but the analytic spirit lived on in the form of rigorous work done in other specialist areas of philosophy—work that trickled out and took philosophy of education in rich new directions. Technically-oriented epistemology, philosophy of science, and even metaphysics, flourished; as did the interrelated fields of social, political and moral philosophy. John Rawls published A Theory of Justice in 1971; a decade later MacIntyre's After Virtue appeared; and in another decade or so there was a flood of work on individualism, communitarianism, democratic citizenship, inclusion, exclusion, rights of children versus rights of parents, rights of groups (such as the Amish) versus rights of the larger polity. From the early 1990s philosophers of education have contributed significantly to the debates on these and related topics—indeed, this corpus of work illustrates that good philosophy of education flows seamlessly into work being done in mainstream areas of philosophy. Illustrative examples are Creating Citizens: Political Education and Liberal Democracy , Callan (1997); The Demands of Liberal Education , Levinson (1999); Social Justice and School Choice , Brighouse (2000); and Bridging Liberalism and Multiculturalism in American Education , Reich (2002). These works stand shoulder-to-shoulder with semi-classics on the same range of topics by Gutmann, Kymlicka, Macedo, and others. An excerpt from the book by Callan nicely illustrates that the analytic spirit lives on in this body of work; the broader topic being pursued is the status of the aims of education in a pluralistic society where there can be deep fundamental disagreements:

… the distinction must be underlined between the ends that properly inform political education and the extent to which we should tolerate deviations from those ends in a world where reasonable and unreasonable pluralism are entangled and the moral costs of coercion against the unreasonable variety are often prohibitive. Our theoretical as well as our commonsense discourse do not always respect the distinction…. If some of the teachings of the Roman Catholic Church conflict with our best theory of the ends of civic education, it does not follow that we have any reason to revise our theory; but neither does it mean we have any reason to impose these ends on Catholic schools and the families that they serve. (Callan, 1997, 44)

Callan and White (2003) have given an analysis of why the topics described above have become such a focus of attention. “What has been happening in philosophy of education in recent years”, they argue, mirrors “a wider self-examination in liberal societies themselves”. World events, from the fall of communism to the spread of ethnic conflicts “have all heightened consciousness of the contingency of liberal politics”. A body of work in philosophy, from the early Rawls on, has systematically examined (and critiqued) the foundations of liberalism, and philosophy of education has been drawn into the debates. Callan and White mention communitarianism as offering perhaps “the most influential challenge” to liberalism, and they write:

The debate between liberals and communitarians is far more than a theoretical diversion for philosophers and political scientists. At stake are rival understandings of what makes human lives and the societies in which they unfold both good and just, and derivatively, competing conceptions of the education needed for individual and social betterment. (Callan and White, 2003, 95-96)

It should be appended here that it is not only “external” world events that have stimulated this body of work; events internal to a number of democratic societies also have been significant. To cite one example that is prominent in the literature in North America at least, the US Supreme Court issued a ruling ( Wisconsin v. Yoder ) in which members of the Amish sect were allowed to withdraw their children from public schools before they had reached the age of sixteen—for, it had been argued, any deeper education would endanger the existence of the group and its culture. In assessing this decision—as of course philosophers have frequently done (see, for example, Kymlicka, 1995)—a balance has to be achieved between (i) the interest of civic society in having an informed, well-educated, participatory citizenry; (ii) the interest of the Amish as a group in preserving their own culture; and (iii) the interests of the Amish children, who have a right to develop into autonomous individuals who can make reflective decisions for themselves about the nature of the life they wish to lead. These are issues that fall squarely in the domain covered by the works mentioned above.

So much work is being produced on the complex and interrelated issues just outlined, that in a different context it seemed fair for me to remark (descriptively, and not judgmentally) that a veritable cottage industry had sprung up in post-Rawlsian philosophy of education. There are, of course, other areas of activity, where interesting contributions are being made, and the discusion will next turn to a sampling of these.

3. Other areas of contemporary activity

As was stressed at the outset, and illustrated with a cursory listing of examples, the field of education is huge and contains within it a virtually inexhaustible number of issues that are of philosophical interest. To attempt comprehensive coverage of how philosophers of education have been working within this thicket would be a quixotic task for a large single volume, and is out of the question for a solitary encyclopedia entry. Nevertheless, a valiant attempt to give an overview was made in the recent A Companion to the Philosophy of Education (Curren, 2003), which contained more than six-hundred pages divided into fourty-five chapters each of which surveyed a subfield of work. The following random selection of chapter topics gives a sense of the enormous scope of the field: Sex education, special education, science education, aesthetic education, theories of teaching and learning, religious education, knowledge and truth in learning, cultivating reason, the measurement of learning, multicultural education, education and the politics of identity, education and standards of living, motivation and classroom management, feminism, critical theory, postmodernism, romanticism, purposes of universities in a fluid age, affirmative action in higher education, and professional education.

There is no non-arbitrary way to select a small number of topics for further discussion, nor can the topics that are chosen be pursued in great depth. The choice of those below has been made with an eye to filling out—and deepening—the topographical account of the field that was presented in the preceding sections. The discussion will open with a topic that was not included in the Companion , despite it being one that is of great concern across the academic educational community, and despite it being one where adherents of some of the rival schools of philosophy (and philosophy of education) have had lively exchanges.

The educational research enterprise has been criticized for a century or more by politicians, policymakers, administrators, curriculum developers, teachers, philosophers of education, and by researchers themselves—but the criticisms have been contradictory. Charges of being “too ivory tower and theory-oriented” are found alongside “too focused on practice and too atheoretical”; but particularly since publication of the book by Stokes mentioned earlier, and also in light of the views of John Dewey and William James that the function of theory is to guide intelligent practice and problem-solving, it is becoming more fashionable to hold that the “theory v. practice” dichotomy is a false one.

A similar trend can be discerned with respect to the long warfare between two rival groups of research methods—on one hand quantitative/statistical approaches to research, and on the other hand the qualitative/ethnographic family. (The choice of labels here is its not entirely risk-free, for they have been contested; furthermore the first approach is quite often associated with “experimental” studies, and the latter with “case studies”, but this is an over-simplification.) For several decades these two rival methodological camps were treated by researchers and a few philosophers of education as being rival paradigms (Kuhn's ideas, albeit in a very loose form, have been influential in the field of educational research), and the dispute between them was commonly referred-to as “the paradigm wars”. In essence the issue at stake was epistemolgical: members of the quantitative/experimental camp believed that only their methods could lead to well-warranted knowledge claims, especially about the causal factors at play in educational phenomena, and on the whole they regarded qualitative methods as lacking in rigor; on the other hand the adherents of qualitative/ethnographic approaches held that the other camp was too “positivistic” and was operating with an inadequate view of causation in human affairs—one that ignored the role of motives and reasons, possession of relevant background knowledge, awareness of cultural norms, and the like. Few if any commentators in the “paradigm wars” suggested that there was anything prohibiting the use of both approaches in the one research program—provided that if both were used, they only were used sequentially or in parallel, for they were underwritten by different epistemologies and hence could not be blended together. But recently the trend has been towards rapprochement, towards the view that the two methodological families are, in fact, compatible and are not at all like paradigms in the Kuhnian sense(s) of the term; the melding of the two approaches is often called “mixed methods research”, and it is growing in popularity. (For more detailed discussion of these “wars” see Howe, 2003, and Phillips, 2008.)

The most lively contemporary debates about education research, however, were set in motion around the turn of the millenium when the US Federal Government moved in the direction of funding only rigorously scientific educational research—the kind that could establish causal factors which could then guide the development of practically effective policies. (It was held that such a causal knowledge base was available for medical decisionmaking.) The definition of “rigorously scientific”, however, was decided by politicans and not by the research community, and it was given in terms of the use of a specific research method—the net effect being that the only research projects to receive Federal funding were those that carried out randomized controlled experiments or field trials (RFTs). It has beome common over the last decade to refer to the RFT as the “gold standard” methodology.

The National Research Council (NRC)—an arm of the U.S. National Academies of Science—issued a report, influenced by postpostivistic philosophy of science (NRC, 2002), that argued this criterion was far too narrow. Numerous essays have appeared subsequently that point out how the “gold standard” account of scientific rigor distorts the history of science, how the complex nature of the relation between evidence and policy-making has been distorted and made to appear overly simple (for instance the role of value-judgments in linking empirical findings to policy directives is often overlooked), and qualitative researchers have insisted upon the scientific nature of their work.

Nevertheless, and possibly because it tried to be balanced and supported the use of RFTs in some research contexts, the NRC report has been the subject of symposia in four journals, where it has been supported by a few and attacked from a variety of philosophical fronts: Its authors were positivists, they erroneously believed that educational inquiry could be value-neutral and that it could ignore the ways in which exercise of power constrains the research process, they misunderstood the nature of educational phenomena, they were guilty of advocating “your father's paradigm”(clearly this was not intended as a compliment). One critic with postmodernist leanings asserted that educational research should move “toward a Nietzschean sort of ‘unnatural science’ that leads to greater health by fostering ways of knowing that escape normativity”—a suggestion that evokes the reaction discussed in Section 1.3 above, namely, one of incomprehension on the part of most researchers and those philosophers of education who work within a different tradition where a “way of knowing”, in order to be a “way”, must inevitably be normative.

The final complexity in the debates over the nature of educational research is that there are some respected members of the philosophy of education community who claim, along with Carr, that “the forms of human association characteristic of educational engagement are not really apt for scientific or empirical study at all” (Carr, 2003, 54-5). His reasoning is that educational processes cannot be studied empirically because they are processes of “normative initiation”—a position that as it stands begs the question by not making clear why such processes cannot be studied empirically.

The issue of what should be taught to students at all levels of education—the issue of curriculum content—obviously is a fundamental one, and it is an extraordinarily difficult one with which to grapple. In tackling it, care needs to be taken to distinguish between education and schooling—for although education can occur in schools, so can mis-education (as Dewey pointed out), and many other things can take place there that are educationally orthogonal (such as the provision of free or subsidized lunches, or the development of social networks); and it also must be recognized that education can occur in the home, in libraries and museums, in churches and clubs, in solitary interaction with the public media, and the like.

In developing a curriculum (whether in a specific subject area, or more broadly as the whole range of offerings in an educational institution or in a system), a number of difficult decisions need to be made. Issues such as the proper ordering or sequencing of topics in the chosen subject, the time to be allocated to each topic, the lab work or excursions or projects that are appropriate for particular topics, can all be regarded as technical issues best resolved either by educationists who have a depth of experience with the target age group or by experts in the psychology of learning and the like. But there are deeper issues, ones concerning the validity of the justifications that have been given for including particular subjects or topics in the offerings of formal educational institutions. (Why is evolution included, or excluded, as a topic within the standard high school subject Biology? Why is Driver Education part of the high school curriculum, and methods of birth control usually not—even though sex has an impact on the life of teenagers that at least is comparable to the impact of car-driving? Is the justification that is given for teaching Economics in some schools coherent and convincing? Does the justification for not including the Holocaust or the phenomenon of wartime atrocities in the curriculum in some countries stand up to critical scrutiny?)

The different justifications for particular items of curriculum content that have been put forward by philosophers and others since Plato's brilliant pioneering efforts all draw upon, explicitly or implicitly, the positions that the respective theorists hold about at least three sets of issues. First, what are the aims and/or functions of education (aims and functions are not necessarily the same), or alternatively, what constitutes the good life and human flourishing. These two formulations are related, for presumably our educational institutions should aim to equip individuals to pursue this good life. Thus, for example, if our view of human flourishing includes the capacity to act rationally and/or autonomously, then the case can be made that educational institutions—and their curricula—should aim to prepare, or help to prepare, autonomous individuals. How this is to be done, of course, is not immediately obvious, and much philosophical ink has been spilled on the matter. One influential line of argument was developed by Paul Hirst, who argued that knowledge is essential for developing a conception of the good life, and then for pursuing it; and because logical analysis shows—he argued—that there are seven basic forms of knowledge, the case can be made that the function of the curriculum is to introduce students to each of these forms. Luckily for Hirst, the typical British high school day was made up of seven instructional periods. (Hirst, 1965; for a critique see Phillips, 1987, ch.11.)

Second, is it justifiable to treat the curriculum of an educational institution as vehicle for furthering the socio-political interests and goals of a ruler or ruling class; and relatedly, is it justifiable to design the curriculum so that it serves as a medium of control or of social engineering? In the closing decades of the twentieth century there were numerous discussions of curriculum theory, particularly from Marxist and postmodern perspectives, that offered the sobering analysis that in many educational systems, including those in Western democracies, the curriculum did indeed reflect, and serve, the interests of the ruling class. Michael Apple is typical:

… the knowledge that now gets into schools is already a choice from a much larger universe of possible social knowledge and principles. It is a form of cultural capital that comes from somewhere, that often reflects the perspectives and beliefs of powerful segments of our social collectivity. In its very production and dissemination as a public and economic commodity—as books, films, materials, and so forth—it is repeatedly filtered through ideological and economic commitments. Social and economic values, hence, are already embedded in the design of the institutions we work in, in the ‘formal corpus of school knowledge’ we preserve in our curricula….(Apple, 1990, 8-9)

Third, should educational programs at the elementary and secondary levels be made up of a number of disparate offerings, so that individuals with different interests and abilities and affinities for learning can pursue curricula that are suitable? Or should every student pursue the same curriculum as far as each is able—a curriculum, it should be noted, that in past cases nearly always was based on the needs or interests of those students who were academically inclined or were destined for elite social roles. Mortimer Adler and others in the late twentieth century (who arguably were following Plato's lead in the Republic ), sometimes used the aphorism “the best education for the best is the best education for all”.

The thinking here can be explicated in terms of the analogy of an out-of-control virulent disease, for which there is only one type of medicine available; taking a large dose of this medicine is extremely beneficial, and the hope is that taking only a little—while less effective—is better than taking none at all! Medically, this probably is dubious, while the educational version—forcing students to work, until they exit the system, on topics that do not interest them and for which they have no facility or motivation—has even less merit. (For a critique of Adler and his Paideia Proposal , see Noddings, 2007.) It is interesting to compare the modern “one curriculum track for all” position with Plato's system outlined in the Republic , according to which all students—and importantly this included girls—set out on the same course of study. Over time, as they moved up the educational ladder it would become obvious that some had reached the limit imposed upon them by nature, and they would be directed off into appropriate social roles in which they would find fulfillment, for their abilities would match the demands of these roles. Those who continued on with their education would eventually be able to contemplate the metaphysical realm of the “forms”, thanks to their advanced training in mathematics and philosophy. Having seen the form of the Good, they would be eligible after a period of practical experience to become members of the ruling class of Guardians.

Plato's educational scheme was guided, presumably, by the understanding he thought he had achieved of the transcendental realm of fixed “forms”. John Dewey, ever a strong critic of positions that were not naturalistic, or that incorporated a priori premises, commented as follows:

Plato's starting point is that the organization of society depends ultimately upon knowledge of the end of existence. If we do not know its end, we shall be at the mercy of accident and caprice…. And only those who have rightly trained minds will be able to recognize the end, and ordering principle of things. (Dewey, 1916, 102-3)

Furthermore, as Dewey again put it, Plato “had no perception of the uniqueness of individuals…. they fall by nature into classes”, which masks the “infinite diversity of active tendencies” which individuals harbor (104). In addition, Plato tended to talk of learning using the passive language of seeing, which has shaped our discourse down to the present (witness “Now I see it!” when a difficult point has become clear).

In contrast, for Dewey each individual was an organism situated in a biological and social environment in which problems were constantly emerging, forcing the individual to reflect and act, and learn. Dewey, following William James, held that knowledge arises from reflection upon our actions; and the worth of a putative item of knowledge is directly correlated with the problem-solving success of the actions performed under its guidance. Thus Dewey, sharply disagreeing with Plato, regarded knowing as an active rather than a passive affair—a strong theme in his writings is his opposition to what is sometimes called “the spectator theory of knowledge”. All this is made clear enough in a passage containing only a thinly-veiled allusion to Plato's famous analogy of the prisoners in the cave whose eyes are turned to the light by education:

In schools, those under instruction are too customarily looked upon as acquiring knowledge as theoretical spectators, minds which appropriate knowledge by direct energy of intellect. The very word pupil has almost come to mean one who is engaged not in having fruitful experiences but in absorbing knowledge directly. Something which is called mind or consciousness is severed from the physical organs of activity. (164)

This passage also illuminates a passage that many have found puzzling: “philosophy is the theory of education” (387). For in the sentences above it is easy to see the tight link between Dewey's epistemology and his views on education—his anti-spectator epistemology morphs directly into advocacy for anti-spectator learning by students in school—students learn by being active inquirers. Over the past few decades this view of learning has inspired a major tradition of research by educational psychologists, and related theory-development (the “situated cognition” framework); and these bodies of work have in turn led to innovative efforts in curriculum development. (For a discussion of these, see Phillips, 2003.)

The final important difference with Plato is that, for Dewey, each student is an individual who blazes his or her unique trail of growth; the teacher has the task of guiding and facilitating this growth, without imposing a fixed end upon the process. Dewey sometimes uses the term “curriculum” to mean “the funded wisdom of the human race”, the point being that over the course of human history an enormous stock of knowledge and skills has accumulated and the teacher has the task of helping the student to make contact with this repertoire—but helping by facilitating rather than by imposing. (All this, of course, has been the subject of intense discussion among philosophers of education: Does growth imply a direction? Is growth always good—can't a plant end up misshapen, and can't a child develop to become bad? Is Dewey some type of perfectionist? Is his philosophy too vague to offer worthwhile educational guidance? Isn't it possible for a “Deweyan” student to end up without enough relevant knowledge and skills to be able to make a living in the modern world?)

Dewey's work was of central importance for the American progressive education movement in its formative years, although there was a fair degree of misunderstanding of his ideas as progressives interpreted his often extremely dense prose to be saying what they personally happened to believe. Nevertheless, Dewey became the “poster child” or the “house philosopher” of progressive education, and if he didn't make it onto many actual posters he certainly made it onto a postage stamp.

His popularity, however, sharply declined after the Soviets launched Sputnik, for Dewey and progressive education were blamed for the USA losing the race into space (illustrating the point about scapegoating made at the start of this essay). But he did not remain in disgrace for long; and for some time has been the focus of renewed interest—although it is still noticeable that commentators interpret Dewey to be holding views that mirror their own positions or interests. And interestingly, there now is slightly more interest in Dewey on the part of philosophers of education in the UK than there was in earlier years, and there is growing interest by philosophers from the Continent (see, for example, Biesta and Burbules, 2003).

To be a poster child for progressivism, however, is not to be the parent. Rather than to Dewey, that honor must go to Jean-Jacques Rousseau, and to his educational novel written in soaring prose, Emile (1762). Starting with the premise that “God makes all things good; man meddles with them and they become evil” (Rousseau, 1955, 5), Rousseau held that contemporary man has been misshapen by his education; the “crushing force” of social conventions has stifled the “Nature within him”. The remedy adopted in the novel is for the young Emile to be taken to his family estate in the country where, away from the corrupting influence of society, and under the watchful eye of his tutor, “everything should … be brought into harmony with these natural tendencies”. (This idea of education according to nature, it will be recalled, was the object of Hardie's analytic attention almost two centuries later.)

Out in the countryside, rather than having a set curriculum that he is forced to follow, Emile learns when some natural stimulus or innate interest motivates him—and under these conditions learning comes easily. He is allowed to suffer the natural consequences of his actions (if he breaks a window, he gets cold; if he takes the gardener's property, the gardener will no longer do him favors), and experiences such as these lead to the development of his moral system. Although Rousseau never intended these educational details to be taken literally as a blueprint (he saw himself as developing and illustrating the basic principles), over the ages there have been attempts to implement them, one being the famous British “free school”, A.S. Neill's Summerhill. (It is worth noting that Neill claimed not to have read Rousseau; but he was working in a milieu in which Rousseau's ideas were well-known—intellectual influence can follow a less than direct path.) Furthermore, over the ages these principles also have proven to be fertile soil for philosophers of education to till.

Even more fertile ground for comment, in recent years, has been Rousseau's proposal for the education of girls, developed in a section of the novel (Book V) that bears the name of the young woman who is destined to be Emile's soul-mate, Sophy. The puzzle has been why Rousseau—who had been so far-sighted in his discussion of Emile's education—was so hide-bound if not retrograde in his thinking about her education. One short quotation is sufficient to illustrate the problem: “If woman is made to please and to be in subjection to man, she ought to make herself pleasing in his eyes and not provoke him …her strength is in her charms” (324).

The educational principles developed by Rousseau and Dewey, and numerous educational theorists and philosophers in the interregnum, are alive and well in the twenty-first century. Of particular contemporary interest is the evolution that has occurred of the progressive idea that each student is an active learner who is pursuing his or her own individual educational path. By incorporating elements of the classical empiricist epistemology of John Locke, this progressive principle has become transformed into the extremely popular position known as constructivism, according to which each student in a classroom constructs his or her own individual body of understandings even when all in the group are given what appears to be the same stimulus or educational experience. (A consequence of this is that a classroom of thirty students will have thirty individually-constructed, and possibly different, bodies of “knowledge”, in addition to that of the teacher!) There is also a solipsistic element here, for constructivists also believe that none of us—teachers included—can directly access the bodies of understandings of anyone else; each of us is imprisoned in a world of our own making. It is an understatement to say that this poses great difficulties for the teacher. The education journals of the past two decades contain many thousands of references to discussions of this position, which elsewhere I claimed has become a type of educational “secular religion”; for reasons that are hard to discern it is particularly influential in mathematics and science education. (For a discussion of the underlying philosophical ideas in constructivism, and for an account of some of its varieties, see the essays in Phillips, ed., 2000.)

As stressed earlier, it is impossible to do justice the whole field of philosophy of education in a single encyclopedia entry. Different countries around the world—France, Germany, the Netherlands, Japan, to mention only a few—have their own intellectual traditions, and their own ways of institutionalizing philosophy of education into the academic universe, and no discussion of any of this appears in the present essay. But even in the Anglo-American world, there is such a diversity of approaches to the discipline that any author attempting to produce a synoptic account will quickly run into the borders of his or her areas of competence. Clearly this has happened in the present case.

Fortunately, in the last twenty years or so resources have become available that significantly alleviate these problems. There has been a flood of encyclopedia entries, commenting on the field as a whole or on many specific topics not well-covered in the present essay (see, as a sample, Burbules, 1994; Chambliss, 1996; Phillips, 1985; Siegel, 2007; Smeyers, 1994); two large volumes—a “Guide” (Blake, Smeyers, Smith and Standish, 2003) and a “Companion” (Curren, 2003)—have been produced by Blackwell in their well-known philosophy series; and the same publisher recently released an anthology, with 60 papers considered to be important in the field, and which also are representative of the range of work that is being done (Curren, 2007). Several encyclopedias of philosophy of education have been published or are in the works (for example, Chambliss, 1996; Siegel, 2008); there is a dictionary of key concepts in the field (Winch and Gingell, 1999), and a good textbook or two (see Noddings, 2007); in addition there are numerous volumes both of reprinted selections and of specially commissioned essays on specific topics, some of which were given short shrift in the present work (for another sampling see A. Rorty, 1998; Smeyers and Marshall, 1995; Stone, 1994); and several international journals appear to be flourishing— Educational Philosophy and Theory , Educational Theory , Journal of Philosophy of Education , Studies in Philosophy and Education , Theory and Research in Education . Thus there is enough material available to keep the interested reader busy, and to provide alternative assessments to the ones presented in this present essay.

• Apple, M., 1990, Ideology and Curriculum , New York: Routledge, 2 nd . Editon.
• Archambault, R., (ed.), 1965, Philosophical Analysis and Education , London: Routledge.
• Biesta, G., and Burbules, N., 2003, Pragmatism and Educational Research , Lanham, MD: Rowman & Littlefield.
• Blake, N., Smeyers, P., Smith, R., and Standish, P., (eds.), 2003, The Blackwell Guide to the Philosophy of Education , Oxford: Blackwell.
• Brighouse, H., 2000, Social Justice and School Choice , Oxford: Oxford University Press.
• Burbules, N., 1994, “Marxism and Educational Thought”, in The International Encyclopedia of Education , (Volume 6), T. Husen and N. Postlethwaite (eds.), Oxford: Pergamon, 2 nd . Edition, pp. 3617-22.
• Callan, E., 1997, Creating Citizens: Political Education and Liberal Democracy , Oxford: Clarendon Press, Oxford.
• Callan, E., and White, J., 2003, “Liberalism and Communitarianism”, in The Blackwell Guide to the Philosophy of Education , N. Blake, P. Smeyers, R. Smith and P. Standish (eds.), Oxford: Blackwell, pp.95-109.
• Carr, D., 2003, Making Sense of Education: An Introduction to the Philosophy and Theory of Education and Teaching , London: RoutledgeFalmer.
• Chambliss, J., 1996, “History of Philosophy of Education”, in Philosophy of Education: An Encyclopedia , J. Chambliss (ed.), New York: Garland, pp.461-72.
• Cleverley, J., and Phillips, D.C., 1986, Visions of Childhood , New York: Teachers College Press.
• Curren, R., (ed.), 2003, A Companion to the Philosophy of Education , Oxford: Blackwell.
• Curren, R., (ed.), 2007, Philosophy of Education: An Anthology , Oxford: Blackwell.
• Dewey, J., 1916, Democracy and Education: An Introduction to the Philosophy of Education , New York: Macmillan.
• Gellner, E., 1959, Words and Things , London: Gollancz.
• Hardie, C., 1962, Truth and Fallacy in Educational Theory , New York: Teachers College Bureau of Publications.
• Hirst, P., 1965, “Liberal Education and the Nature of Knowledge”, in Philosophical Analysis and Education , R. Archambault, (ed.), London: Routledge, pp. 113-138.
• Hirst, P., and Peters, R., 1970, The Logic of Education , London: Routledge.
• Howe, K., 2003, Closing Methodological Divides: Toward Democratic Educational Research . Dordrecht: Kluwer.
• Kaminsky, J., 1996, “Philosophy of Education: Professional Organizations In”, in Philosophy of Education: An Encyclopedia , J. Chambliss, (ed.), New York: Garland, pp. 475-79.
• Kohli, W., (ed.), 1995, Critical Conversations in Philosophy of Education , New York: Routledge.
• Kymlicka, W., 1995, Multicultural Citizenship , Oxford: Clarendon Press, Oxford.
• Levinson, M., 1999, The Demands of Liberal Education , Oxford: Oxford University Press.
• Lucas, C., (ed.), 1969, What is Philosophy of Education? London: Macmillan.
• Martin, J., 1985, Reclaiming a Conversation , New Haven, Conn.: Yale University Press.
• Mehta, V., 1963, Fly and the Fly-Bottle : London: Weidenfeld and Nicolson.
• Murphy, M., (ed.), 2006, The History and Philosophy of Education: Voices of Educational Pioneers , New Jersey: Pearson.
• Noddings, N., 1984, Caring: A Feminine Approach to Ethics and Moral Education , Berkeley: University of California Press.
• –––, 2007, Philosophy of Education , Boulder, CO: Westview, 2 nd . Edition.
• National Research Council (NRC), 2002, Scientific Research in Education , Washington, DC: National Academies Press.
• O'Connor, D., 1957, An Introduction to Philosophy of Education , London: Routledge.
• Peters, R., (ed.), 1973, The Philosophy of Education , Oxford: Oxford University Press.
• Phillips, D.C., 1985, “Philosophy of Education”, in International Encyclopedia of Education, T. Husen and N. Postletwaite, (eds.), pp.3859-3877.
• –––, 1987, Philosophy, Science, and Social Inquiry , Oxford: Pergamon.
• –––, (ed.), 2000, Constructivism in Education: Opinions and Second Opinions on Controversial Issues , (Series: 99 th . Yearbook of the National Society for the Study of Education), Chicago: University of Chicago Press.
• –––, 2003, “Theories of Teaching and Learning”, in A Companion to the Philosophy of Education , R. Curren, (ed.), Oxford: Blackwell, pp. 232-245.
• –––, 2008, “Empirical Educational Research: Charting Philosophical Disagreements in an Undisciplined Field”, in The Oxford Handbook of Philosophy of Education , H. Siegel (ed.), Oxford: Oxford University Press, in press.
• Reich, R., 2002, Bridging Liberalism and Multiculturalism in American Education , Chicago: University of Chicago Press.
• Rorty, A., (ed.), 1998, Philosophers on Education: New Historical Perspectives , New York: Routledge.
• Rousseau, J-J., 1955, Emile , B. Foxley, (tr.), London: Dent/Everyman.
• Scheffler, I., 1960, The Language of Education , Illinois: Thomas.
• Siegel, H., 1988, Educating Reason: rationality, Critical Thinking, and Education , New York: Routledge.
• –––, 2007, “Philosophy of Education”, in Britannica Online Encyclopedia , [ Available online ].
• –––, (ed.), 2008, The Oxford Handbook of Philosophy of Education , Oxford: Oxford University Press, in press.
• Smeyers, P., 1994, “Philosophy of Education: Western European Perspectives”, in The International Encyclopedia of Education , (Volume 8), T. Husen and N. Postlethwaite, (eds.), Oxford: Pergamon, 2 nd . Edition, pp. 4456-61.
• Smeyers, P., and Marshall, J., (eds.), 1995, Philosophy and Education: Accepting Wittgenstein's Challenge , Dordrecht: Kluwer.
• Smith, B., and Ennis, R., (eds.), 1961, Language and Concepts in Education , Chicago: Rand McNally.
• Snook, I., 1972, Indoctrination and Education , London: Routledge.
• Stokes, D., 1997, Pasteur's Quadrant: Basic Science and Technological Innovation , Washington, DC: Brookings.
• Stone, L., (ed.), 1994, The Education Feminism Reader , New York: Routledge.
• Ulich, R., 1954, Three Thousand Years of Educational Wisdom , Cambridge, MA: Harvard University Press, Revised Ed.
• Winch, C., and Gingell, J., 1999, Key Concepts in the Philosophy of Education , London: Routledge.
• PES (Philosophy of Education Society, North America)
• PESA (Philosophy of Education Society of Australasia)
• PESGB (Philosophy of Education Society of Great Britain)
• INPE (International Network of Philosophers of Education)
• UNESCO/International Bureau of Education: Thinkers on Education

autonomy: personal | -->Dewey, John --> | feminist (interventions): ethics | feminist (interventions): liberal feminism | feminist (interventions): political philosophy | -->feminist (topics): perspectives on autonomy --> | feminist (topics): perspectives on disability | Foucault, Michel | Gadamer, Hans-Georg | liberalism | Locke, John | -->Lyotard, Jean François --> | -->ordinary language --> | Plato | postmodernism | Rawls, John | rights: of children | -->Rousseau, Jean Jacques -->

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Introduction: Philosophy of Education and Philosophy

Harvey Siegel is Professor and Chair of the Department of Philosophy at the University of Miami. He is the author of many papers in epistemology, philosophy of science, and philosophy of education, and of Relativism Refuted: A Critique of Contemporary Epistemological Relativism (1987), Educating Reason: Rationality, Critical Thinking, and Education (1988), and Rationality Redeemed? Further Dialogues on an Educational Ideal (1997).

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This introductory article explains the coverage of this book, which is about the philosophical aspects of education. It explains that the philosophy of education is the branch of philosophy that addresses philosophical questions concerning the nature, aims, and problems of education. The book examines the problems concerning the aims and guiding ideals of education. It also explores the problems concerning students' and parents' rights, the best way to understand and conduct moral education, and the character of purported educational ideals.

1. What Is Philosophy of Education?

Philosophy of education is that branch of philosophy that addresses philosophical questions concerning the nature, aims, and problems of education. As a branch of practical philosophy, its practitioners look both inward to the parent discipline of philosophy and outward to educational practice, as well as to developmental psychology, cognitive science more generally, sociology, and other relevant disciplines.

The most basic problem of philosophy of education is that concerning aims: what are the proper aims and guiding ideals of education? A related question concerns evaluation: what are the appropriate criteria for evaluating educational efforts, institutions, practices, and products? Other important problems involve the authority of the state and of teachers, and the rights of students and parents; the character of purported educational ideals such as critical thinking, and of purportedly undesirable phenomena such as indoctrination; the best way to understand and conduct moral education; a range of questions concerning teaching, learning, and curriculum; and many others. All these and more are addressed in the essays that follow. 1

2. The Relation of Philosophy of Education to Philosophy

For much of the history of Western philosophy, philosophical questions concerning education were high on the philosophical agenda. From Socrates, Plato, and Aristotle to twentieth‐century figures such as Bertrand Russell, John Dewey, R. S. Peters, and Israel Scheffler, general philosophers (i.e., contemporary philosophers working in departments of philosophy and publishing in mainstream philosophy journals, and their historical predecessors) addressed questions in philosophy of education along with their treatments of issues in epistemology, metaphysics, philosophy of mind and language, and moral and social/political philosophy. The same is true of most of the major figures of the Western philosophical tradition, including Augustine, Aquinas, Descartes, Locke, Hume, Rousseau, Kant, Hegel, Mill, and many others. 2

On the face of it, this should not be surprising. For one thing, the pursuit of philosophical questions concerning education is partly dependent upon investigations of the more familiar core areas of philosophy. For example, questions concerning the curriculum routinely depend on epistemology and the philosophies of the various curriculum subjects (e.g., Should science classes emphasize mastery of current theory or the “doing” of science? What is it about art that entitles it, if it is so entitled, to a place in the curriculum? According to what criteria should specific curriculum content be selected? Should all students be taught the same content?). Questions concerning learning, thinking, reasoning, belief, and belief change typically depend on epistemology, ethics, and/or philosophy of mind (e.g., Under what conditions is it desirable and/or permissible to endeavor to change students' fundamental beliefs? To what end should students be taught—if they should be so taught—to reason? Can reasoning be fostered independently of the advocacy, inculcation, or indoctrination of particular beliefs?). Questions concerning the nature of and constraints governing teaching often depend on ethics, epistemology, and/or the philosophies of mind and language (e.g., Is it desirable and/or permissible to teach mainstream contemporary science to students whose cultures or communities reject it? Should all students be taught in the same manner? How are permissible teaching practices distinguished from impermissible ones?). Similarly, questions concerning schooling frequently depend on ethics, social/political philosophy, and social epistemology (e.g., Assuming that schools have a role to play in the development of ethical citizens, should they concentrate on the development of character or, rather, on the rightness or wrongness of particular actions? Is it permissible for schools to be in the business of the formation of students' character, given liberalism's reluctance to endorse particular conceptions of the good? Should schools be constituted as democratic communities? Do all students have a right to education? If so, to what extent if any is such an education obliged to respect the beliefs of all groups, and what does such respect involve?). This sort of dependence on the parent discipline is typical of philosophical questions concerning education.

Another, related reason that the philosophical tradition has taken educational matters as a locus of inquiry is that many fundamental questions concerning education—for example, those concerning the aims of education, the character and desirability of liberal education, indoctrination, moral and intellectual virtues, the imagination, authenticity, and other educational matters—are of independent philosophical interest but are intertwined with more standard core areas and issues (e.g., Is the fundamental epistemic aim of education the development of true belief, justified belief, understanding, some combination of these, or something else? In what sense if any can curriculum content be rightly regarded as “objective”? Given the cognitive state of the very young child, is it possible to avoid indoctrination entirely—and if not, how bad a thing is that? Should education aim at the transmission of existing knowledge or, rather, at fostering the abilities and dispositions conducive to inquiry and the achievement of autonomy?).

In addition, the pursuit of fundamental questions in more or less all the core areas of philosophy often leads naturally to and is sometimes enhanced by sustained attention to questions about education (e.g., epistemologists disagree about the identity of the highest or most fundamental epistemic value, with some plumping for truth/true belief and others for justified or rational belief; this dispute is clarified by its consideration in the context of education). 3

For these reasons, and perhaps others, it is not surprising that the philosophical tradition has generally regarded education as a worthy and important target of philosophical reflection. It is therefore unfortunate that the pursuit of philosophy of education as an area of philosophical investigation has been largely abandoned by general philosophers in the last decades of the twentieth century, especially in the United States. The 1950s, 1960s, and 1970s saw quite a few general philosophers make important contributions to philosophy of education, including, among others, such notables as Kurt Baier, Max Black, Brand Blanshard, Richard Brandt, Abraham Edel, Joel Feinberg, William Frankena, Alan Gewirth, D. W. Hamlyn, R. M. Hare, Alasdaire MacIntyre, A. I. Melden, Frederick Olafson, Ralph Barton Perry, R. S. Peters, Edmund Pincoffs, Kingsley Price, Gilbert Ryle, Israel Scheffler, and Morton White. 4 But the subject has more recently suffered a loss of visibility and presence, to the extent that many, and perhaps most, working general philosophers and graduate students do not recognize it as a part of philosophy's portfolio.

The reasons for this loss are complex and are mainly contingent historical ones that I will not explore here. It remains, nevertheless, that this state of affairs is unfortunate for the health of philosophy of education as an area of philosophical endeavor, and for general philosophy as well. The “benign neglect” of philosophy of education by the general philosophical community—an area central to philosophy since Socrates and Plato—not only deprives the field of a huge swath of talented potential contributors; it also leaves working general philosophers and their students without an appreciation of an important branch of their discipline. One purpose of this volume is to rectify this situation.

3. The Chapters

The essays that follow are divided in a way that reflects my own, no doubt somewhat idiosyncratic understanding of the contours of the field; other groupings would be equally sensible. In the first section, concerning the aims of education , Emily Robertson and Harry Brighouse treat the epistemic and moral/political aims of education, respectively, while Martha Nussbaum provides an account of and makes the case for the importance and contemporary relevance of liberal education.

The next concerns a variety of issues involving thinking, reasoning, teaching, and learning . Richard Feldman discusses epistemological aspects of thinking and reasoning as they are manifested in the educational context. Jonathan Adler offers an account, informed by recent work in cognitive science as well as epistemology, of the nature of fallibility and its educational significance. Eamonn Callan and Dylan Arena offer an account of indoctrination, while Stefaan Cuypers does the same for authenticity. David Moshman provides a psychological account of the development of rationality, while Gareth Matthews raises doubts concerning the contributions developmental psychology might make to the philosophical understanding of the various cognitive dimensions of education. Thomas Brickhouse and Nicholas Smith offer a nuanced account of Socratic teaching and Socratic method, while Amélie Rorty argues for the educational importance of imagination and sketches strategies for developing it in the classroom.

The third section focuses on moral, value, and character education . Michael Slote articulates and defends an empathy‐based approach to moral education, while Marcia Baron defends a Kantian approach. Elijah Millgram focuses on moral skepticism and possible attendant limits of moral education. Graham Oddie offers a metaphysical account of value as part of a general approach to values education.

The next section treats issues arising at the intersection of knowledge, curriculum, and educational research . David Carr addresses general questions concerning the extent to which, and the ways in which, the curriculum is and ought to be driven by our views of knowledge. Philip Kitcher focuses on the work of Dewey, Mill, and Adam Smith, arguing that Dewey's philosophy of education has the resources to answer a challenge posed by Smith's economic analyses, and that philosophers ought to embrace Dewey's reconceptualization of philosophy as the “general theory of education.” Catherine Elgin discusses the character of art and the centrality of art education to the curriculum. Robert Audi and Richard Grandy both address questions concerning science education—the first focusing on the ways in which religious toleration and liberal neutrality might constrain science education, and the second on contemporary cognitive scientific investigations of teaching and learning in the science classroom. Denis Phillips assesses extant philosophical critiques of educational research and discusses the scientific status, current state, and future promise of such research.

The fifth section addresses social and political issues concerning education. Amy Gutmann and Meira Levinson both address contentious questions concerning education in the contemporary circumstances of multiculturalism, while Lawrence Blum treats the problematic character and effects of prejudice and the prospects for overcoming them. Rob Reich investigates the moral and legal legitimacy of some varieties of educational authority, emphasizing the important but often overlooked interests of children.

The final section includes three papers that discuss particular approaches to philosophy of education: Randall Curren considers pragmatic approaches to the subject, Nel Noddings feminist approaches, and Nicholas Burbules postmodern approaches. All three provide useful overviews of and also critically address the promise of and problems facing the target approaches.

4. Bringing Philosophy of Education Back to Philosophy

All of these chapters exhibit both the deep and genuinely philosophical character of philosophical questions concerning education, and the benefits to be gained by sustained attention, by students and philosophers alike, to those questions. Most of them are written by distinguished general philosophers; they reflect both a sophisticated mastery of the core areas of philosophy (to which these authors have made independent important contributions) and a deep grasp of the significance of philosophical questions concerning education. All of them exemplify the benefits to be derived from a fruitful interaction between philosophy of education and the parent discipline.

The time is right for philosophy of education to regain its rightful place in the world of general philosophy. And it is for this reason that I am especially pleased to have been involved in the present project. Happily, there have been some positive developments on this score in recent years, as well as some honorable exceptions to the general neglect of philosophy of education in recent decades by the community of general philosophers. 5 My hope is that the volume will further contribute to the restoration of philosophy of education to its rightful place in the world of general philosophy, by playing some role in furthering the recent rekindling of interest among general philosophers in philosophy of education: in their taking seriously philosophical problems concerning education, and in putting the latter on their philosophical agendas. 6

For more detailed depictions of the field, see Curren 1998b , Phillips 2008 , and Siegel 2007 .

For contemporary assessments of the contributions to philosophy of education of these and other figures, made by an impressive roster of contemporary general philosophers, see Rorty 1998 . A fine brief survey is provided in Curren 1998a . Phillips 2008 (section 1.2) issues a salutary reservation concerning the philosophical significance of the educational musings of the acknowledged great figures of the Western philosophical tradition.

See Siegel ( 2005 ).

For a brief and partial indication of the level of activity, see Archambault 1965 , Doyle 1973 , Frankena 1965 , Hamlyn 1978 , Langford and O'Connor 1973 , Monist   1968 , and Scheffler 1958/1966 , 1960 , 1965 , 1973/1989 .

I briefly mention some of them in Siegel 2005 , p. 345, note 1.

Thanks to Jonathan Adler and Randall Curren for very helpful guidance and advice on the penultimate draft of this introduction.

Archambault, Reginald D. , ed. ( 1965 ). Philosophical Analysis and Education. London: Routledge & Kegan Paul.

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Frankena, William K. ( 1965 ). Three Historical Philosophies of Education: Aristotle, Kant, Dewey. Glenview, IL: Scott, Foresman and Company.

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The   Monist ( 1968 ). General Topic: Philosophy of Education.   Monist 52:1.

Phillips, D. C. (2008). “Philosophy of Education.” Stanford Encyclopedia of Philosophy , June 2008, http://plato.stanford.edu/entries/education-philosophy/ .

Rorty, Amélie , ed. ( 1998 ). Philosophers on Education: New Historical Perspectives . London: Routledge.

Scheffler, Israel , ed. ( 1958 /1966). Philosophy and Education: Modern Readings . Boston: Allyn and Bacon.

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—— ( 1965 ). Conditions of Knowledge: An Introduction to Epistemology and Education . Chicago: Scott Foresman.

—— ( 1973 /1989). Reason and Teaching . Indianapolis: Hackett.

Siegel, Harvey ( 2005 ). “ Truth, Thinking, Testimony and Trust: Alvin Goldman on Epistemology and Education. ” Philosophy and Phenomenological Research 71(2): 345–66. 10.1111/j.1933-1592.2005.tb00452.x

—— (2007). “The Philosophy of Education.” Encyclopaedia Britannica Online , September 2007, http://search.eb.com/eb/article-9108550 . Forthcoming in Encyclopaedia Britannica , print version.

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