ABSTRACT
One of the tasks of philosophy of education is to analyze the language used in arguments and to offer alternative language that draws attention to other perspectives and possibilities. In philosophy of education, we could profitably spend weeks on the case of Socrates and what it implies for contemporary education. Many philosophers of education entirely ignore the work of Johann Heinrich Pestalozzi, Johann Friedrich Herbart, Friedrich Froebel, but there are several reasons for including them. First, educators and even educational theorists too often neglect the history of education, and they fail to realize that many purportedly new ideas have been suggested earlier; other ideas have interesting antecedents, and it sometimes pays off to trace their development. Second, since the author had discussed Rousseau's work, it makes sense to consider Rousseau's influence on work that followed. Finally, a brief discussion of this work will provide a bridge to his study of John Dewey's philosophy of education.
