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Coles Analysis of Undergraduate Philosophy of Education at Bayshore Shopping Centre in Ottawa, ON
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The importance of philosophy in research and education cannot be overemphasised. As Ayer (1972:65) argues, the function of philosophy is wholly critical. It tests the validity of our scientific hypotheses and everyday assumptions. When educationists and researchers draw on philosophy to analyse educational matters, they are called upon to be critical of their practice. Enslin (1993:3) also argues that philosophy is important for the understanding of educational issues, more especially because education has always been a complex and contested concept. It may be for these reasons that there has been an advocacy for philosophy of education as a discipline. Waghid (2005:126) defends philosophy of education against the charge of "being too theoretical and failing to be responsive to practical situations in universities and schools". He argues that philosophy of education does not simply involve abstract theories, but facilitates "practical" action such as "compassionate imagination - an aspect of human action which can help us counteract claims that the philosophy of education is simply academic jargon reflecting esoteric, incomprehensible theorising" (Waghid, 2005:126)
The importance of philosophy in research and education cannot be overemphasised. As Ayer (1972:65) argues, the function of philosophy is wholly critical. It tests the validity of our scientific hypotheses and everyday assumptions. When educationists and researchers draw on philosophy to analyse educational matters, they are called upon to be critical of their practice. Enslin (1993:3) also argues that philosophy is important for the understanding of educational issues, more especially because education has always been a complex and contested concept. It may be for these reasons that there has been an advocacy for philosophy of education as a discipline. Waghid (2005:126) defends philosophy of education against the charge of "being too theoretical and failing to be responsive to practical situations in universities and schools". He argues that philosophy of education does not simply involve abstract theories, but facilitates "practical" action such as "compassionate imagination - an aspect of human action which can help us counteract claims that the philosophy of education is simply academic jargon reflecting esoteric, incomprehensible theorising" (Waghid, 2005:126)
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