Abstract
This essay takes up John White’s argument for an engagement and collaboration of philosophy of education with other disciplines, and in particular with other forms of educational research. It examines the benefits and risks of ‘situated’ or ‘embedded’ philosophy as well as Hannah Arendt’s claims about the separation of philosophy from the public world in which people speak and act. Taking the example of the Canadian context, the essay argues for philosophy of education that works with other disciplines to address pressing educational issues distinctive to Canada, notably the educational recognition and success of Canada’s Indigenous people. The essay closes with the caution that a closer engagement and collaboration of philosophers of education with other forms of educational research should maintain the distinctiveness of philosophical questions rather than seeing the philosophical contribution melt into a generic body of ‘theorizing’.
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