Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Philosophy and Making the Study of Education Respectable

Philosophy and Making the Study of Education Respectable Philosophy of education is important only because the study of education is important. In what follows we aim to do no more than draw attention to some points, mostly points of logic or common sense, which any serious person concerned with the study of education needs to bear in mind. As we see it, these points are obvious; but if so, it is all the more remarkable that they seem to be almost everywhere neglected. We do not, of course, expect that the mere clarification of these points will effect dramatic changes in the practice of departments, colleges, institutes, or faculties of education. The most one could reasonably hope for is that it will be of some help to those who, like ourselves, are thoroughly dissatisfied with the present situation and are concerned to produce some contexts, at least, in which the study of education can be seriously and respectably pursued. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Australian Journal of Education SAGE

Philosophy and Making the Study of Education Respectable

Wilson, John; Cowell, Barbara
Australian Journal of Education , Volume 27 (3): 13 – Nov 1, 1983
Download PDF
13 pages

Loading next page...
 
/lp/sage/philosophy-and-making-the-study-of-education-respectable-RmfdJ8SgNl

References (1)

Publisher
SAGE
Copyright
© 1983 Australian Council for Educational Research.
ISSN
0004-9441
eISSN
2050-5884
DOI
10.1177/000494418302700301
Publisher site
See Article on Publisher Site

Abstract

Philosophy of education is important only because the study of education is important. In what follows we aim to do no more than draw attention to some points, mostly points of logic or common sense, which any serious person concerned with the study of education needs to bear in mind. As we see it, these points are obvious; but if so, it is all the more remarkable that they seem to be almost everywhere neglected. We do not, of course, expect that the mere clarification of these points will effect dramatic changes in the practice of departments, colleges, institutes, or faculties of education. The most one could reasonably hope for is that it will be of some help to those who, like ourselves, are thoroughly dissatisfied with the present situation and are concerned to produce some contexts, at least, in which the study of education can be seriously and respectably pursued.

Journal

Australian Journal of Education – SAGE

Published: Nov 1, 1983

There are no references for this article.