In this review essay Stanton Wortham explores how philosophy of education should both turn inward, engaging with concepts and arguments developed in academic philosophy, and outward, encouraging educational publics to apply philosophical approaches to educational policy and practice. He develops his account with reference to two recent ambitious…

The rationale for content selection and editorial organization of "Philosophy and Education: Eightieth Yearbook of the National Society for the Study of Education" is explained. Educational philosophy is viewed as a field with three dimensions--personal, public, and professional--which serve different but complementary purposes. (PP)

The purpose of educational philosophy, as represented in "Philosophy and Education: Eightieth Yearbook of the National Society for the Study of Education," is discussed and a proper role for the discipline is suggested. Several authors of essays in the yearbook are criticized for emphasizing adherence to schools of philosophy at the…

The absence of references to educational research in "Philosophy and Education: Eightieth Yearbook of the National Society for the Study of Education" is seen as evidence that educational researchers and educational philosophers are isolated from one another. A rapprochement between the two fields is recommended. (PP)

The author takes issue with some of the essays in "Philosophy and Education: Eightieth Yearbook of the National Society for the Study of Education," which urge that educational philosophy be tied to practitioner needs. Educational philosophy should concentrate on understanding education, not on improving it. (PP)

This discussion of "Philosophy and Education: Eightieth Yearbook of the National Society for the Study of Education" argues that educational philosophy should clarify educational alternatives and avoid taking established educational theories for granted. Philosophers of education should take into account viewpoints of children and other…

Discussing concepts presented in "Philosophy and Education: Eightieth Yearbook of the National Society for the Study of Education," the author suggests an approach to knowledge-building that would make educational philosophers the synthesizers of interdisciplinary knowledge in the social sciences. Problems with existing conceptual…

Three approaches to philosophical inquiry (analysis, articulation, antimony) are explored in a commentary on "Philosophy and Education: Eightieth Yearbook of the National Society for the Study of Education." A discussion of the sometimes-contradictory school role in providing both educational excellence and socialization illustrates how…

In this paper, a psychologist comments on "Philosophy and Education: Eightieth Yearbook of the National Society for the Study of Education." Criticisms of the yearbook's essays concern failure to appreciate the importance of how to teach (as well as content), the need for evaluation, the significance of real teaching conditions, and the…

This paper reviews three essays in "Philosophy and Education: Eightieth Yearbook of the National Society for the Study of Education." The volume, as a whole, failed to consider economic, social, political, and related educational issues realistically and practically. (PP)

An educational researcher suggests that "Philosophy and Education: Eightieth Yearbook of the National Society for the Study of Education" should have dealt with: (1) the nature of educational inquiry and its relationship to the social sciences and (2) how philosophical treatment of knowledge, thinking, and learning relate to…