Two of these general or world philosophies, idealism and realism, are derived from the ancient Greek philosophers, Plato and Aristotle. So , according to Plato a society maintains justice if its classes are virtuous according to their class specific needs, warriors are courageous, Rulers are wise and masses have temperance If these classes act in complete harmony with each other and in each class members have the class specific virtue, then the society will become a just society. The liberals instead wanted to create a society based on achieved status in which everyone had an equal opportunity to work his or her way up in society. It is one thing to have opinions about what education should look like and how it should be done but it is quite different to actually do it and put to use these methods.
As such they in some ways challenge the very possibility of the philosophy of education and philosophy more generally, at least as these disciplines have traditionally been practiced. All social, individual and cultural growth depends upon the extent to which education is capable of empowering the individual. True education selects and imparts knowledge and skills essential to the individual acquiring the knowledge and skill. Multiculturalist philosophers of education, as the label suggests, emphasize the significance of cultural diversity as it manifests itself in education and its philosophy.
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. It explains that the philosophy of education is the branch of philosophy that addresses philosophical questions concerning the nature, aims, and problems of education.
This branch of philosophy is characterized by logical, consistent and systematic thinking on issues before conclusions are made. Some feel that the appropriate response to the questions postmodernism raises is to be more vigilant and more reflective about the deep and often unjustifiable influences of a dominant culture, in order to strive for a more just and tolerant society.
But his work resembles that of Herbart in some ways: He endeavored to make use of psychology to achieve his educational objective, and the psychology he employed, although it regarded the elements of the mind in a different way, attributed relations to them—those of association—not altogether unlike those Herbart thought he had found. Many philosophies of education do not contain reference to all the subjects with which Plato was concerned.