ABSTRACT
Anumberofarticleshaveappearedinrecentyears indifferentjournalsdescribingthehistoryof philosophyofeducationsinceitestablisheditself asadisciplineinthe1950swhenitwasbroughtin linewithmainstreamanalyticphilosophy.[!]That beginningisfrequentlyreferredtoasthe'revolution·,sinceittookphilosophyofeducationoutof the'undifferentiatedmush·thatcurrentlypassed foreducationtheor-yintothe1ightofday.[2]It waslaunchedwithunboundedoptimismatthetime,in thepowerofthenewphilosophytoimprovepractice considerablybyvirtueofitsveryacademicrigour, butwithinlessthantwodecadesbegantosufferan oppositereactionasdifferentgroundsfor dissatisfactionwithitbothasaphilosophical programmeandasanaidorguidetoeducational practicebegantobevoiced.Bothclassesofcomplaintshavealsobeenextensivelyair·edanddonot callforanyelaborationhere.[3]Asamatterof fact,thecracksintheanalyticedifacehadbegun toappearlongbeforeEdeldescribeditsprogramme asbeing'atthecrossroads'in.1971.[4JIndeedthe criticismofanalyticphilosophyingeneralbeganto manifestitselfevenbeforethenewphilosophyof educationmadeititsdogma,whichraisesquestions whether,1oofdngbackinhindsight.1itwasawise choic~?tomakeevenatthet:.ime.Butthe'second revolution'inphilosophyofeducationdidnotreallygetunderwaybeforethe1970sandthenitsaims wereverystraightforwardcmes;intruecounterrevolutionaryfashion,itsoughttoreversethe programmeofthe'fir·st:revolution'andtoreturn thephilosophertothecavewhichhisanalytic
The Philosophical Paradigm
c::rJll eague had scorned with such abandoned with such confidence.
