Etymologically the word ‘philosophy’ comes from two Greek words, phlein which means ‘to strive for’ or ‘to love’ and sophia which means ‘wisdom’. Education Philosophy of Plato states which the contemporary society need to mildew youngsters with a young age group with a kind of education with audio, martial arts, facts and bodily self-discipline that will enhance their perceptive possibilities.
In order for philosophy to flourish and continuously evolve, we need to dispel the archetypal image of the aloof armchair philosopher as an omniscient misanthrope, as someone, whom, given enough time, and armed solely with the rigours of logic and reason, can objectively work out right from wrong, or at the very least – the optimal ways of ‘Being-in-a messy-world’.
The thinking being: the new philosophy is quite different from the philosophy of old, and to be introduced to a few specimens is automatically to appreciate the potential of philosophical study to illumine all manner of pressing concerns, chief among them those of education.
Having described the general topography of the field of philosophy of education, the focus can change to pockets of activity where from the perspective of the present authors interesting philosophical work is being, or has been, done—and sometimes this work has been influential in the worlds of educational policy or practice.
In stark contrast, several of Locke’s major philosophical writings—the Essay Concerning Human Understanding, and the Letter on Toleration—have been overlooked by most educational theorists over the centuries, even though they have enormous relevance for educational philosophy, theory, policy, and practice.