I will start by drawing attention to two assumptions about Philosophy of Education. These two assumptions underpin the belief that Philosophy of Education is a subject worthy of study by beginning teachers. The assumptions are: (a) Philosophy of Education discovers and develops substantial and informative general principles and theories about education (hereafter the content assumption. (b) These general principles and theories are applied by teachers in order to help solve some of their professional problems (hereafter the application assumption). In this paper I mainly will be canvassing reasons for doubting both of these assumptions. Then I will briefly consider some implications for philosophers of education if these two assumptions are indeed false
Does the Generality of Philosophy of Education Ensure its Triviality?.
Australian Journal of Teacher Education, 14(1).