ABSTRACT
Let me begin with two short passages from writings by G.K. Chesterton. The effect of bringing them together is to suggest the need for a philosophy of education.
Philosophy is merely thought that has been thought out. It is often a great bore. But man has no alternative, except between being influenced by thought that has been thought out and being influenced by thought that has not been thought out. The latter is what we commonly call culture and enlightenment today.
(Chesterton 1950, p. 176)Every education teaches a philosophy; if not by dogma then by suggestion, by implication, by atmosphere. Every part of that education has a connection with every other part. If it does not all combine to convey some general view of life it is not education at all.
(Ibid., p. 167)