Introduction
This entry concerns philosophy of education (particularly as epistemology, ethics, and logic) and the role it may usefully play in improving teacher education (both pre-service and in-service). The focus is less on psychologizing education centered on learning and more on philosophizing education centered on doing. Wittgenstein, Dewey, and Harre are the wellsprings of this approach, but they should not be held to account for any misinterpretations, misconceptions, or mistakes contained herein.
Philosophy of Education
In teaching philosophy of education in 1970, the text (Kneller, G.F., Introduction to Philosophy of Education) expounded the tenets of idealism, realism, pragmatism, etc. and identified “implications” for education. J.L. Austin noted that philosophy should not be a historical study of the work of other philosophers but should be a study of problems using the work of those philosophers. Philosophy of education seemed ideally suited to this problem-based...
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References
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Haynes, B. (2019). Philosophy and Teacher Education. In: Peters, M. (eds) Encyclopedia of Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-1179-6_14-1
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DOI: https://doi.org/10.1007/978-981-13-1179-6_14-1
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