Abstract
In this essay, I will make a case for philosophy of education’s particular status, or its particular philosophical identity. To do this, I will first take a detour through modernity itself, or at least through one branch of modernity: the modern novel. I will use the work of Jacques Ranciere in order to show the predicament of the modern novel, and I will liken that predicament to the philosophical status of philosophy of education. As I will argue, even though philosophy of education is an applied philosophy, the philosophical nature of what we do should not be underestimated. Even more strongly, I will contend that philosophy of education is more philosophical than nonapplied philosophies. In the end, I will use the notion of “becoming philosophical” in order to shed light on educational philosophy’s philosophical distinctness, and to show how the current state of the philosophy of education curriculum, as well as the variety of successful teaching roles taken on by philosophers of education, result from this particular distinctiveness.
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