Abstract
The field of school counseling is growing at an unprecedentedly fast rate. There is a danger that many practices will perpetuate themselves simply because no one has the time to examine their worth, that theories will be accepted without rigorous examination of their assumptions because we are concentrating on satisfying urgent practical demands, that the necessity for systematic clarification of key concepts will be overlooked in favor of more immediately rewarding tasks. These dangers can be offset only by a philosophical inquiry into some of these fundamental assumptions and concepts. This article represents an exploratory consideration of some of the terms that might be included in such an inquiry. It is suggested that at the heart of a philosophy of counseling lies the problem of human freedom. Seven concepts are studied that are thought to have relevance to counseling, and to freedom: prediction, testing, conformity, efficiency, authority, values, and finitude.
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