PRINTED FROM OXFORD HANDBOOKS ON-LINE (). (c) Oxford College Press, 2015. Most of them are written by distinguished common philosophers; they reflect each a sophisticated mastery of the core areas of philosophy (to which these authors have made unbiased vital contributions) and a deep grasp of the significance of philosophical questions concerning education.
However, I realise that this is an retro view in our postmodern times of ‘no absolute truths’ – the place all knowledge is incomplete, evolving, and relative to some cultural building – thus teaching philosophy is seen as some summary and largely useless exercise.
Israel Scheffler, who became the paramount philosopher of education in North America, produced a number of necessary works including The Language of Schooling (1960), that contained clarifying and influential analyses of definitions (he distinguished reportive, stipulative, and programmatic varieties) and the logic of slogans (typically these are actually meaningless, and should be seen as truncated arguments).
Nonetheless, some works on this style are among the many classics of educational thought”—a extra felicitous label than philosophy of schooling”; cases in level would be the essays, pamphlets and letters of Thomas Arnold (headmaster of Rugby school), John Wesley (the founder of Methodism), J.H. (Cardinal) Newman, T.H. Huxley, and the writings on progressive schooling by A.S. Neill (of Summerhill school).
As an alternative existentialists believe every student should decide what she or he needs to be taught, and when to study it. This philosophy is considered essentially the most difficult of the philosophies and faculties built on this premise might very effectively seem alien.