Philosophies of Education in Cultural Perspective

Philosophies of Education in Cultural Perspective

Philosophies of Education in Cultural Perspective

Philosophies of Education in Cultural Perspective

Excerpt

Dear Student:

This volume is an extensive and intensive revision of the first half of an earlier work, Patterns of Educational Philosophy. (The second half is also published as a revised and separate volume.) In this book I have tried to provide an interpretation that will acquaint you with the most conspicuous points of view now influencing American education.

You are, I assume, planning to become a teacher. I wish it were somehow within my capacity to express to you my own great pride in our profession. It seems to me beyond doubt the greatest of all professions; and I trust you are entering it with a sense of adventure, of opportunity for public service, and with every intention to remain in it as a lifework.

If you wish to be a first-rate teacher, you know that you will need the most thorough training you can obtain and that this training can never terminate so long as you remain a teacher. The philosophy of education is intended to provide some of that training. More than any other field of learning, philosophy goes to the roots of things. It explores the basic sources and aims of life. It asks and tries to answer the deepest questions that man can ask or answer.

When philosophy does its job, it disturbs anyone it touches. I hope that you will be disturbed by this book. If you are not, then the book has not succeeded in compelling you to subject your beliefs to re-examination. perhaps to modification, possibly even to rejection or drastic reconstruc-

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