ABSTRACT
Most adults at some time or other philosophize about education; but most of them do not do so often enough and well enough. To help them think philosophically about educational matters better and more often is one of the main purposes of this book. So the book begins with a discussion of the nature of philosophical inquiries into education in the hope that the reader will become more aware of what philosophical thought is like and as a result engage in it more deliberately and competently. This first chapter focuses on the nature of philosophy of education and how philosophical study can help solve the burgeoning problem of meaning in educational discourse. The second chapter focuses on the use of metaphors in educational language as attempts to gain understanding of the nature of education. The two chapters together help to show how the remaining parts of the book proceed and how philosophy is done and seen to be invaluable in educational studies.
