Abstract
The article considers what is a philosophy and its relation to education . The modern academic development of philosophy has questioned the theoretical basis of specific aspects of knowledge and human experience, including education. It is an active rather than a passive or descriptive discipline. Education is defined similarly as a process by which knowledge, skills (including collecting empirical evidence and reasoning from it), cultural norms, values, and beliefs are acquired. The development of the modern philosophy of education is considered with its emphasis on conceptual analysis. Education is philosophically the conscious development of maturity requiring capacity for both intellectual and economic autonomy. Issues in the contemporary philosophy of education are then considered, particularly the challenges of post-modernism and post-truth for a philosophy of education in an Internet world. It identifies the need for comparative philosophical perspectives other than Occidental ones and suggests philosophical anthropology and comparative education as potential guides. It concludes that although there is now no consensus on how a coherent contemporary philosophy of education may be developed, analysis of concepts, metaphysical reasoning, and ethics may still provide a basis for a coherent and defensible philosophy of education whatever the comparative cultural setting.
Highlights
The article offers a brief answer to a large question, one which has concerned humanity, informally and formally, throughout its history
The article focuses on how and why philosophical issues and perspectives have been and still are useful in understanding what is education and how it should be conducted. This is followed by a consideration of contemporary issues in the philosophy of education and potential future directions
Until the 21st-century academic philosophy of education was dominated by Anglo-American philosophy
Summary
The article offers a brief answer to a large question, one which has concerned humanity, informally and formally, throughout its history. It is found more often in political and social discourse than in the natural and physical sciences, it has affected the latter, even mathematics as recent controversy in the United States indicates Such trends influence perspectives on the contemporary philosophy of education, with ideology and opinion playing dominant roles, it is argued, pace Bacon, that they always have done. The teaching of controversial subjects and their history and historiography is affected, with the Atlantic slave trade, the Holocaust, Stalinism, and the Maoist Cultural Revolution in the People’s Republic of China examples [22] This poses problems for the concept and practice of intellectual and academic freedom as an universal value, always a core theme of the philosophy of education
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