Servicio de Publicaciones de la Universidad de Navarra
Abstract
Of what use is philosophy to education? What do philosophical
purposes, skills and attitudes bring to educational
practice? What might they accomplish? My concern in what
follows is not with any particular set of philosophical doctrines,
nor am I inquiring after the educational implications
of this or that philosophical viewpoint. Rather, my
questions pertain to philosophical activity itself. The questions
are thus quite general and they are certainly not
new. But they take on special urgency when viewed in the
perspective of current trends that are likely increasingly
to affect our future circumstances of life and our operative
conceptions of education
