Most Christians are products of the progressive education system developed by John Dewey in the middle of the 19th century. He believed that all children are born 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. To counter this, he advocated removing the child from society during education.
Those who follow our French practice and undertake to act as schoolmaster for several minds diverse in kind and capacity, using the same teaching and the same degree of guidance for them all, not surprisingly can scarcely find in a whole tribe of children more than one or two who bear fruit from their education.
While that history is not the focus here, it is worth noting that the ideals of reasoned inquiry championed by Socrates and his descendants have long informed the view that education should foster in all students, to the extent possible, the disposition to seek reasons and the ability to evaluate them cogently, and to be guided by their evaluations in matters of belief, action and judgment.
There is no subdivision of conventional philosophy which concerns itself with education per se. However, education is at the core of philosophy because the relationships and responsibilities of people to each other and to the non-human universe are essential to philosophy and also comprise the subject matter of philosophy of education.
The evaluation of the basic inflationary processes, the most recent effect of high tech developments, Internet and Worldwide Political liberalization causing fast Globalization; even the past changes from Farming driven Economics to Manufacturing Economics and now to Services and Investment Economics have been poorly evaluated not followed into conclusions and consequent resolutions which is to bring a coherent philosophical systems to describe these changes and provide guidelines to the Future; the understanding of Economic and Social tools historically has been very fragmented over the board.