Philosophy of education is sometimes assumed to be a rather abstract discipline that is somehow removed from the ‘real’ practice of education – but this has not been my experience. Obviously to base this philosophical conclusion on the approach of evaluating these historical changes the continuity and relativity of these changes have to establish: and it may be best presented as a change of socio-economic philosophy and psychology from pro physical pro manual one reflecting at the time manual labor economic approach as dominating to a pro intellectual one apprehended by the developing high technologies and economic globalization one when intellectual economic approach is dominating.
On the other hand, a fruitful topic for reflection is whether a more self-critical approach to philosophy of education, even if at times it seems to be pulling up its own roots for examination, might prove more productive for thinking about education, because this very …