Philosophy of education is the philosophical study of education, often understood as a field of applied philosophy that draws from established branches of philosophy in epistemology, ethics, axiology, and politics to raise and address questions of educational aims, methods, and problems, and of educational policy, pedagogy, and curriculum. As it will be seen later, this application leads us to consider what this field specializes at Philosophy of teaching thus specializes on ontological, epistemological, axiological, and logical assumptions related to teaching in its all descriptions to be elaborated in latter lectures.
Students and educators work together on determining what should be learned and how it is best to learn it. School is not seen as an institution that controls and directs youth, or works to preserve and transmit the core culture, but as an institution that works with the youth to improve society or help students realize their individuality.
My undergraduate education informs my convictions about the process of learning; as a student of interdisciplinary studies, I have been trained to approach a question from numerous angles and seek connections between theory and practice even where they seem most unlikely.
However the task is rendered very difficult by the fact that Dewey’s philosophy is very intricate. Courses from other departments, including the Graduate Department of Philosophy, may, upon approval, be substituted for Philosophy of Education courses. In consultation with the faculty advisor, this course should be chosen to complement the student’s primary focus in philosophy.
Since time immemorial philosophy of education has rested largely on its educative functions. Indeed, when one surveys accounts of the field of philosophy of education from the 1990s forward, they nearly all chart the history as one of the rise to dominance of an analytical approach and then a succession of critiques and attacks upon it.