Preface to the philosophy of education (International Library of the Philosophy of Education Volume 24)

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Philosophy & Social Aspects, Reference
Cover of the book Preface to the philosophy of education (International Library of the Philosophy of Education Volume 24) by John Wilson, Taylor and Francis
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Author: John Wilson ISBN: 9781135169978
Publisher: Taylor and Francis Publication: February 25, 2010
Imprint: Routledge Language: English
Author: John Wilson
ISBN: 9781135169978
Publisher: Taylor and Francis
Publication: February 25, 2010
Imprint: Routledge
Language: English

It is sometimes said that the philosophy of education is not a serious and coherent philosophical area of inquiry. John Wilson examines this argument, taking it as the starting point for his book. He believes that most 'philosophy of education' until now has been little more than the promotion of particular ideologies, and that progress can be made only by a more analytical approach. The central problems lies in establishing a few basic concepts, principles and categories and questions which will form the skeleton of the subject. He therefore outlines the nature of 'philosophy of education' and defines some of its major problems by examining key notions such as the value of education, the nature and implications of learning and what should be learned.

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It is sometimes said that the philosophy of education is not a serious and coherent philosophical area of inquiry. John Wilson examines this argument, taking it as the starting point for his book. He believes that most 'philosophy of education' until now has been little more than the promotion of particular ideologies, and that progress can be made only by a more analytical approach. The central problems lies in establishing a few basic concepts, principles and categories and questions which will form the skeleton of the subject. He therefore outlines the nature of 'philosophy of education' and defines some of its major problems by examining key notions such as the value of education, the nature and implications of learning and what should be learned.

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