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. Kant’s process of education take place in three different steps:specific care (maintenance and support), discipline (training), and instruction together with formation. Postmodern philosophers and philosophers of education challenge basic aspects of traditional philosophical theorizing by calling into question the possibility of objectivity, the neutrality of reason, the stability of meaning, and the distinction between truth and power. Thus, these thinkers, in a sense, present an anti-Platonic formula of education.
Advocates of this educational philosophy are Robert Maynard Hutchins who developed a Great Books program in 1963 and Mortimer Adler, who further developed this curriculum based on 100 great books of western civilization. Part of the explanation for this diffuse state of affairs is that, quite reasonably, many 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.
Nevertheless, for better or worse, Dewey became the poster child” of progressive education. Different countries around the world have their own intellectual traditions and their own ways of institutionalizing philosophy of education in the academic universe, and no discussion of any of this appears in the present essay. This module provides detailed knowledge of some of the major trends in current philosophical logic and in philosophy of language.
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 Ph.D. in Education formalizes the scholarly relationships across schools and gives you full access to some of the most creative and influential thinkers in the world. Reformationist thought—at least in Martin Luther’s case—demanded universal, compulsory, state-controlled education in order that religion should be national and God’s word available directly to all.
Philosophy of education is based on general principles of psychology, sociology, politics, economics, history, science, and religion. For introductory level philosophy classes, to instill the love of wisdom, I de-emphasize the names of philosophers and jargons. He believed that all children are born ready to learn from their surroundings so as to grow into virtuous adults, but due to the malign influence of corrupt society, they often fail to do so. To counter this, he advocated removing the child from society during education. Perhaps this is why I view education as an ongoing process that extends well beyond the classroom.