Untuk pengalaman yang lebih baik di Facebook, perbarui browser Anda. There is a giant—and ever increasing—number of works designed to present guidance to the novice getting down to discover the area of philosophy of education; most if not the entire tutorial publishing houses have no less than one representative of this style on their list, and the titles are mostly variants of the next archetypes: The History and Philosophy of Education, The Philosophical Foundations of Education, Philosophers on Schooling, Three Thousand Years of Academic Wisdom, A Information to the Philosophy of Schooling, and Readings in Philosophy of Schooling.
Three historic giants of the field are Plato, Rousseau, and Dewey, and there are a dozen or more who would be in competition for inclusion together with them; the brief-list of leading authors from the second-half of the twentieth century would include Israel Scheffler, Richard Peters and Paul Hirst, with many jostling for the following locations—however the selections develop into cloudy as we method the present day, for schisms between philosophical schools must be negotiated.
You will need to observe, too, that there is a sub-class within this area of literature that is made up of labor by philosophers who are not primarily recognized as philosophers of schooling, and who might or may not have had much to say instantly about education, but whose philosophical work has been drawn upon by others and utilized very fruitfully to educational issues.
Rousseau wrote in his book Emile that each one kids are perfectly designed organisms, able to be taught from their surroundings so as to develop into virtuous adults, however because of the malign influence of corrupt society, they often fail to do so. Rousseau advocated an academic method which consisted of removing the kid from society—for instance, to a rustic home—and alternately conditioning him by adjustments to his atmosphere and setting traps and puzzles for him to unravel or overcome.
A.N. Whitehead somewhere remarked that the history of Western philosophy is nothing but a collection of footnotes to Plato, and if the Meno and the Laws are added to the Republic, the identical is true of the history of instructional thought and of philosophy of schooling specifically.