What Philosophy Can Do for Education
Keywords:
philosophy of education, conceptual analysis, educational values, educational decision making, Socratic dialogue, educational research, philosophical inquiryAbstract
We have to distinguish between transcendental senses of “philosophy” and “education” and empirical senses. In principle philosophy is uniquely important to education because the enterprise of education is bound up with concepts and values and because philosophy is concerned to clarify these (not to promote any ideology or substantive position). In practice, philosophers are being squeezed out of practical educational decision making; but, if they are prepared (like Socrates) to function as and where they can, they can still do much good.
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References
Barrow, Robin. (1982). Philosophy and education. Brighton, Sussex: Falmer Press.
Hare, R. M. (1970). Introduction to the dialogues of Plato. London: Sphere Books.
Egan, K. (1983). Education and psychology: Plato, Piaget and scientific psychology. New York: Teachers College Press.
Wilson, John. (1972). Philosophy and educational research. Slough, Berkshire: NFER.
Wilson, John. (1975). Educational theory and the preparation of teachers. Slough, Berkshire: NFER.
Wilson, John. (1979). Preface to the philosophy of education. London: Routledge & Kegan Paul.
Wilson, John. (1983). The future of philosophy of education. British Journal of Educational Studies, 31(1), 8–17.
Wilson, John. (1986). What philosophy can do. London: Macmillan.
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