ABSTRACT
Censorship and indoctrination are contemporary issues that only and then boil in controversy, but under any circumstance are grist for educational philosophy's mill. Having a nominal historical authenticity, but lacking contemporary standing in practice and policy, is the educational myth that local jurisdictions possess autonomy in both the support and control of public schooling. Educational philosophy's reservoir of pedagogic wisdom is worth the attention of educators. More difficult to achieve, even on a level of compromise, is consensus with respect to education's nature and purpose. Without much guidance from educational philosophy, educators were tempted to follow a seemingly popular creed rather than weigh the dangers to society in abandoning the mainstay of solidarity: a common medium of communication. Educational philosophy might not play a large role in the solution or resolution of the issues that surround standard of achievement. But it is hard to understand, or endorse, an approach to educational philosophy that is indifferent to them.
