The Oxford Handbook of Philosophy of Education serves as a general introduction to key issues in the field, furthers the philosophical pursuit of those issues, and hopes to bring philosophy of education back into closer contact with general philosophy. Reflecting on the impending loss of disciplinary knowledge in philosophy of education, consider the implications for intergenerational learning, the future of the discipline, the life and death of theories, new interdisciplinarities in our work and our students’ work.
Rousseau considered world as an artificial, autocratic, egotistic and arrogant place and Rousseau believed that education should be given according to the natural interest of the child aiming at a holistic development of the personality Nature is the best teacher and means of education according to Rousseau (Singh, 2007).
Unusually for his time, Montaigne was willing to question the conventional wisdom of the period, calling into question the whole edifice of the educational system, and the implicit assumption that university-educated philosophers were necessarily wiser than uneducated farm workers, for example.
He may also philosophize about the discipline of education, asking whether it is a discipline, what its subject matter is, and what its methods, including the methods of the philosophy of education, should be. Insofar as the discipline of education is a science (and one question here would be whether it is a science) this would be a job for the philosopher of science in addition to one just mentioned.
From this orientation, philosophy is not just a set of tools or an abstract, programmatic theory; it is itself a substantive personal and political commitment, and it grows out of deeper inclinations to protect and serve the interests of specific groups.