Yusef Waghid does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond the academic appointment above. Some individuals work directly on issues of classroom practice, others identify as much with fields such as educational policy analysis, curriculum theory, teacher education, or some particular subject-matter domain such as math or science education, as they do with philosophy of education.
And they coexist as impulses within broad philosophical movements, and even within the thought of individual philosophers themselves, sometimes conflicting in a way that might help explain the tendency toward reflexive self-examination and uncertainty that so exercises philosophy of education as a field.
Dewey also emphasized the importance of the student’s own interests in determining appropriate educational activities and ends-in-view; in this respect he is usually seen as a proponent of child-centred” education, though he also stressed the importance of students’ understanding of traditional subject matter.
On the other hand, a fruitful topic for reflection is whether a more self-critical approach to philosophy of education, even if at times it seems to be pulling up its own roots for examination, might prove more productive for thinking about education, because this very tendency toward self-criticism keeps fundamental questions alive and open to reexamination.
I desire to become a co-participant with my students in the endeavor of learning; seeking to accomplish the goals of Christian education: glorifying God, and bringing his glory forth by the spread of the Gospel of Christ to fulfill the Great Commission and usher in the Kingdom of God.