My philosophy is student centered. It is my hope that in presenting the meaning of philosophy of education together with highlighting its inherent underpinning force needed for effective educational philosophy and in analyzing the processes involved in personalizing it, teachers and educators everywhere gain insight into and will be better guided in the exciting and challenging task of formulating their own educational philosophy.
At the same time it has tried to reveal problems with the ways in which these different accounts have been driven in part by various agendas to define a scope and boundary for the field, and often to privilege one or another approach to philosophy of education, even when they have endeavored to be comprehensive and fair to all views.
Noddings’ first sole-authored book Caring: A Feminine Approach to Ethics and Moral Education (1984) followed close on the 1982 publication of Carol Gilligan ‘s ground-breaking work in the ethics of care In a Different Voice While her work on ethics continued, with the publication of Women and Evil (1989) and later works on moral education, most of her later publications have been on the philosophy of education and educational theory Her most significant works in these areas have been Educating for Intelligent Belief or Unbelief (1993) and Philosophy of Education (1995).
Plato is the earliest important educational thinker, and education is an essential element in “The Republic” (his most important work on philosophy and political theory, written around 360 B.C.). In it, he advocates some rather extreme methods: removing children from their mothers’ care and raising them as wards of the state, and differentiating children suitable to the various castes, the highest receiving the most education, so that they could act as guardians of the city and care for the less able.
Rousseau wrote in his book Emile that all children are perfectly designed organisms, ready to learn from their surroundings so as to grow into virtuous adults, but due to the malign influence of corrupt society, they often fail to do so. 22 Rousseau advocated an educational method which consisted of removing the child from societyâ€”for example, to a country homeâ€”and alternately conditioning him through changes to his environment and setting traps and puzzles for him to solve or overcome.